CAEP Three-Year Plan: 2022-23 51 South Bay Consortium for Adult Education
Status: Certified
California Adult Education Program
51 South Bay Consortium for Adult Education: Certified
Details
Assessment
Metrics: CAEP Barriers & Metrics
Consortium Level Metric Targets
* Mandatory for all consortia
Metric Set | Metric | 2019-20 Actuals | 2020-21 Actuals | 2021-22 Actuals | 2022-23 Target | 2023-24 Target | 2024-25 Target |
---|---|---|---|---|---|---|---|
All | *Number of Adults Served (AE 200 - Overall) | 16,047 | 10,311 | 16,000 | 17,000 | 18,000 | |
Student Barriers | English Language Learner (AE 305 - Overall) | 9,602 | 6,377 | 9,600 | 10,200 | 10,800 |
Member Level Metric Targets
* Mandatory for all members
Campbell Union High (Reported by Campbell Adult and Community Education (CACE))
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) | 1,397 | 913 | 1,107 | 1,162 | 1,220 | |
Employment and Earnings | Participants Who Became Employed in the 2nd Quarter After Exit (AE 505 - Overall) | 89 | 0 | 0 | 0 | ||
Progress | Participants with Educational Functioning Levels Gains ABE (AE 400 - ABE) | 20 | 111 | 0 | 0 | 0 | |
Progress | Participants with Educational Functioning Levels Gains ESL (AE 400 - ESL) | 479 | 241 | 435 | 456 | 479 | |
Progress | Participants Who Complete an EL Civics COAPP or Course (AE 411 - Overall) | 558 | 257 | 473 | 496 | 521 | |
Success | Participants Who Earn a High School Diploma or Equivalency (AE 633 - Overall) | 45 | 70 | 47 | 50 | 52 | |
Success | Participants Who Earn a Postsecondary Credential (AE 625 - Overall) | 104 | 85 | 0 | 0 | 0 | |
Transition | Participants with Transition to Postsecondary (credit college) (AE 637 - Overall) | 46 | 0 | 0 | 0 | ||
Transition | Participants with Transition to Postsecondary (CTE) (AE 636 - Overall) | 124 | 0 | 0 | 0 |
East Side Union High (Reported by East Side Adult Education (ESUHSD))
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) | 4,232 | 2,106 | 3,462 | 3,808 | 3,999 | |
Employment and Earnings | Participants Who Became Employed in the 2nd Quarter After Exit (AE 505 - Overall) | 272 | 0 | 0 | 0 | ||
Progress | Participants with Educational Functioning Levels Gains ABE (AE 400 - ABE) | 258 | 58 | 120 | 132 | 145 | |
Progress | Participants with Educational Functioning Levels Gains ESL (AE 400 - ESL) | 1,356 | 418 | 1,014 | 1,115 | 1,227 | |
Progress | Participants Who Complete an EL Civics COAPP or Course (AE 411 - Overall) | 939 | 404 | 900 | 945 | 993 | |
Success | Participants Who Earn a High School Diploma or Equivalency (AE 633 - Overall) | 99 | 85 | 98 | 103 | 108 | |
Success | Participants Who Earn a Postsecondary Credential (AE 625 - Overall) | 1,065 | 427 | 0 | 0 | 0 | |
Transition | Participants with Transition to Postsecondary (credit college) (AE 637 - Overall) | 196 | 0 | 0 | 0 | ||
Transition | Participants with Transition to Postsecondary (CTE) (AE 636 - Overall) | 620 | 0 | 0 | 0 |
Metropolitan Education District (Reported by MetroED - Silicon Valley Adult 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) | 1,311 | 532 | 884 | 1,000 | 1,200 | |
Employment and Earnings | Participants Who Became Employed in the 2nd Quarter After Exit (AE 505 - Overall) | 223 | 0 | 0 | 0 | ||
Progress | Participants with Educational Functioning Levels Gains ABE (AE 400 - ABE) | 436 | 189 | 120 | 132 | 145 | |
Progress | Participants with Educational Functioning Levels Gains ESL (AE 400 - ESL) | 438 | 198 | 480 | 430 | 483 | |
Progress | Participants Who Complete an EL Civics COAPP or Course (AE 411 - Overall) | 380 | 95 | 418 | 460 | 506 | |
Success | Participants Who Earn a High School Diploma or Equivalency (AE 633 - Overall) | 29 | 43 | 32 | 35 | 40 | |
Success | Participants Who Earn a Postsecondary Credential (AE 625 - Overall) | 680 | 109 | 0 | 0 | 0 | |
Transition | Participants with Transition to Postsecondary (credit college) (AE 637 - Overall) | 35 | 0 | 0 | 0 | ||
Transition | Participants with Transition to Postsecondary (CTE) (AE 636 - Overall) | 134 | 148 | 163 | 179 |
Milpitas Unified (Reported by Milpitas 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) | 721 | 391 | 487 | 512 | 537 | |
Employment and Earnings | Participants Who Became Employed in the 2nd Quarter After Exit (AE 505 - Overall) | 52 | 0 | 0 | 0 | ||
Progress | Participants with Educational Functioning Levels Gains ABE (AE 400 - ABE) | 32 | 22 | 0 | 0 | 0 | |
Progress | Participants with Educational Functioning Levels Gains ESL (AE 400 - ESL) | 297 | 111 | 251 | 251 | 251 | |
Progress | Participants Who Complete an EL Civics COAPP or Course (AE 411 - Overall) | 317 | 166 | 216 | 216 | 216 | |
Success | Participants Who Earn a High School Diploma or Equivalency (AE 633 - Overall) | 10 | 16 | 12 | 15 | 18 | |
Success | Participants Who Earn a Postsecondary Credential (AE 625 - Overall) | 100 | 25 | 0 | 0 | 0 | |
Transition | Participants with Transition to Postsecondary (credit college) (AE 637 - Overall) | 72 | 0 | 0 | 0 | ||
Transition | Participants with Transition to Postsecondary (CTE) (AE 636 - Overall) | 77 | 0 | 0 | 0 |
San Jose-Evergreen CCD (Reported by San Jose-Evergreen 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) | 1,187 | 1,186 | 1,192 | 1,264 | 1,313 | |
Employment and Earnings | Participants Who Became Employed in the 2nd Quarter After Exit (AE 505 - Overall) | 76 | 0 | 0 | 0 | ||
Progress | Participants with Educational Functioning Levels Gains ABE (AE 400 - ABE) | 0 | 0 | 0 | |||
Progress | Participants with Educational Functioning Levels Gains ESL (AE 400 - ESL) | 217 | 270 | 250 | 284 | 320 | |
Progress | Participants Who Complete an EL Civics COAPP or Course (AE 411 - Overall) | 86 | 43 | 0 | 0 | 0 | |
Success | Participants Who Earn a High School Diploma or Equivalency (AE 633 - Overall) | 0 | 0 | 0 | |||
Success | Participants Who Earn a Postsecondary Credential (AE 625 - Overall) | 32 | 20 | 33 | 34 | 36 | |
Transition | Participants with Transition to Postsecondary (credit college) (AE 637 - Overall) | 136 | 134 | 173 | 204 | ||
Transition | Participants with Transition to Postsecondary (CTE) (AE 636 - Overall) | 294 | 305 | 352 | 391 |
Santa Clara Unified (Reported by Santa Clara Unified School District (SCUSD))
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) | 745 | 623 | 800 | 850 | 900 | |
Employment and Earnings | Participants Who Became Employed in the 2nd Quarter After Exit (AE 505 - Overall) | 16 | 0 | 0 | 0 | ||
Progress | Participants with Educational Functioning Levels Gains ABE (AE 400 - ABE) | 60 | 20 | 0 | 0 | 0 | |
Progress | Participants with Educational Functioning Levels Gains ESL (AE 400 - ESL) | 235 | 68 | 175 | 225 | 250 | |
Progress | Participants Who Complete an EL Civics COAPP or Course (AE 411 - Overall) | 280 | 151 | 200 | 250 | 300 | |
Success | Participants Who Earn a High School Diploma or Equivalency (AE 633 - Overall) | 57 | 46 | 40 | 45 | 50 | |
Success | Participants Who Earn a Postsecondary Credential (AE 625 - Overall) | 200 | 99 | 0 | 0 | 0 | |
Transition | Participants with Transition to Postsecondary (credit college) (AE 637 - Overall) | 59 | 45 | 50 | 55 | ||
Transition | Participants with Transition to Postsecondary (CTE) (AE 636 - Overall) | 124 | 0 | 0 | 0 |
West Valley-Mission CCD (Reported by West Valley-Mission 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) | 1,002 | 1,191 | 1,037 | 1,074 | 1,113 | |
Employment and Earnings | Participants Who Became Employed in the 2nd Quarter After Exit (AE 505 - Overall) | 215 | 0 | 0 | 0 | ||
Progress | Participants with Educational Functioning Levels Gains ABE (AE 400 - ABE) | 54 | 0 | 0 | 0 | ||
Progress | Participants with Educational Functioning Levels Gains ESL (AE 400 - ESL) | 89 | 83 | 89 | 89 | 90 | |
Progress | Participants Who Complete an EL Civics COAPP or Course (AE 411 - Overall) | 25 | 46 | 0 | 0 | 0 | |
Success | Participants Who Earn a High School Diploma or Equivalency (AE 633 - Overall) | 0 | 0 | 0 | |||
Success | Participants Who Earn a Postsecondary Credential (AE 625 - Overall) | 46 | 67 | 48 | 50 | 52 | |
Transition | Participants with Transition to Postsecondary (credit college) (AE 637 - Overall) | 49 | 50 | 51 | 53 | ||
Transition | Participants with Transition to Postsecondary (CTE) (AE 636 - Overall) | 125 | 129 | 133 | 137 |
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 |
---|---|---|---|---|---|---|
Campbell Union High | 100% | 100% | 26% | 85% | 85% | 85% |
East Side Union High | 100% | 100% | 53% | 85% | 90% | 90% |
Metropolitan Education District | 100% | 100% | 63% | 100% | 100% | 100% |
Milpitas Unified | 100% | 100% | 84% | 100% | 100% | 100% |
San Jose-Evergreen CCD | 100% | 100% | 55% | 88% | 91% | 95% |
Santa Clara Unified | 100% | 100% | 48% | 100% | 100% | 100% |
West Valley-Mission CCD | 100% | 100% | 38% | 90% | 90% | 90% |
Objectives
Address Educational Needs
Increase number and variety of short-term CTE programs leading to industry recognized credentials
Offer differentiated ESL pathways (college/career/community track), including immigrant integration pathway
Increase (pre)apprenticeship programs and work based learning opportunities
Prioritize Equity & Student Voice
Improve Integration of Services & Transitions
Link career pathways across members in priority industry sectors: health, public service, CIT, construction/industrial trades/natural resources
Develop a goal-based pathway navigation protocol & tool (Open Doors)
Increase Transitions to CTE
Improve Effectiveness of Services
Provide customized student support services
Offer targeted Professional Development at the agency and consortium level.
Establish member effectiveness criteria / finance subcommittee
Activities & Outcomes
1. Increase number and variety of short-term CTE
Objective that Applies to this Activity
Address Educational Needs
Increasingly, adult learners are looking for training programs that are short term in nature and lead to a credential that results in employability in the current labor market. In the high-cost Silicon Valley, it is particularly important for short-term training programs to lead to a living wage job. Based on our assessment of labor market information, internal capacity and learner needs, SBCAE will add the following short-term programs to its inventory:
Personal Care Certificate (Santa Clara Adult School)
Grow with Google certification: IT support, data analytics, project management, UX design, android development (West Valley College)
AC/DC Theory (Silicon Valley Adult Education)
Advanced Manufacturing (Milpitas Adult Education)
Paraeducator (Milpitas Adult Education, Santa Clara Adult Education, Evergreen Valley College, East Side Adult Education)
Some of the above listed courses are already submitted for approval, others are in the earlier stages of development. The timeline for offering these courses will depend on the approval process, and the availability of credentialed CTE instructors. Wherever possible, linkages to existing pathways across the consortium will be established.
Key deliverables will be curriculum development, course approval, faculty recruitment and inclusion in the agency’s catalog and schedule. Courses will be promoted across the consortium, and student enrollment and outcomes will be tracked and evaluated for continuous improvement purposes.
By June 30th 2023, 3 new short-term CTE programs will be approved and included in adult school/college catalogs.
By June 30th 2024, 5 new short-term CTE programs will be approved and included in adult school/college catalogs.
By June 30th 2025, 50 students will have successfully completed a (new) short-term CTE training program.
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)
- 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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2. Develop and offer differentiated ESL pathways
Objective that Applies to this Activity
Address Educational Needs
Adult learners seek out ESL classes for a wide variety of reasons. In order to accelerate students' achievement of their goals, SBCAE will pilot developing and offering differentiated ESL pathways that prepare English Learners for college, career or community related outcomes. Starting at the intermediate levels, students will have the option to select a college, career or community ESL track. A college career track might include academic vocabulary and an academic writing focus, while a career ESL track will include career exploration and workforce preparation. The community ESL pathway will be informed by the Immigrant Integration Framework, with a focus on EL Civics/COAAPs.
Differentiated ESL pathways will be designed using human-centered design principles, and the program will be piloted at two member agencies. Program evaluation will be a part of the pilot project to determine sustainability. The project will address the need for acceleration and intentional focus on transitions for English learners.
By the end of June, 2023, an initial design for differentiated ESL pathways will be presented to the SBCAE Steering Committee.
By the end of June, 2024, differentiated ESL pathways will be offered at at least two SBAE adult schools.
By the end of June, 2025, the consortium will be able to make a student and data-informed decision about program sustainability and/or expansion.
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)
- Transition: Participants with Transition to Postsecondary (credit college) (AE 637 - Overall)
Responsible person(s)
Name |
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3. (Pre)apprenticeship & work-based learning
Objective that Applies to this Activity
Address Educational Needs
Apprenticeship programs are well established in SBCAE member Community Colleges, and generally Colleges are planning to expand upon their apprenticeship programs in the near to medium term future. It has long been a goal for the consortium to develop pre-apprenticeship programs, starting in Adult Schools, that prepare adult learners to be successful in the already existing apprenticeship pathways in our consortium. By establishing an apprenticeship work group, the consortium believes it will make progress on this goal. The work group will be charged with inventorying existing apprenticeship programs, and conducting a feasibility study for pre-apprenticeship program development. Student interest, program capacity, labor market information and supplemental/leveraged funding streams will be taken into account to determine priority pre-apprenticeship opportunities. Possible pre-apprenticeship programs to consider are public transportation (VTA), construction trades and IT/CIS (TechNest).
In addition to pre-apprenticeship pathways leading into registered apprenticeships, SBCAE members will also explore how to expand work-based learning opportunities. Work-based learning opportunities offer a demonstrated path towards economic self-sufficiency for adult learners, and more needs to be done in our consortium to expand these options for our students. Training programs into which work-based learning may be integrated include: facilities maintenance, early childhood education, hospitality management, infectious disease certification, construction and paraeducator.
By June 30, 2023, an apprenticeship and work based learning subcommittee will be established. The subcommittee will have made recommendations for priority pre-apprenticeship program development to the SBCAE Steering Committee.
By June 30, 2024, at least two pre-apprenticeship programs will be designed and ready for implementation in the 2024-2025 program year, including curriculum developed and hosting agencies identified.
By June 30, 2025, at least two pre-apprenticeship programs will be offered. At least 20 students will be served, with a goal to transition at least 35% of students into a registered apprenticeship program.
Proposed Completion Date
Adult Ed Metrics and Student Barriers
- All: Adults who Became Participants (AE 202 - Overall)
- All: Number of Adults Served (AE 200 - Overall)
- Transition: Participants with Transition to Postsecondary (CTE) (AE 636 - Overall)
Responsible person(s)
Name |
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4. Prioritize Equity & Student Voice
Objective that Applies to this Activity
Address Educational Needs
Inclusion of student voice in every level of consortium operations, from pathway design to governance, is and will continue to be a priority for SBCAE. Earlier efforts to establish a consortium-wide student advisory board were cut short due to the pandemic. Emerging from the pandemic knowing that adult education students were among those most impacted by COVID, there is more urgency to our commitment to human-centered design practices, as well as student leadership development. Over the course of the next three program years, SBCAE will study lived-experience advisory board models as a possible framework for student inclusion in consortium governance. SBCAE also commits to including student voice in any new consortium-led pathway and pathway navigation tool development efforts.
Once again, the assessment phase of the planning process confirmed the deep structural inequities that exist in the region SBCAE operates in. It’s well known that Silicon Valley is a region of both extreme opportunity and extreme barriers to opportunity for those who could most benefit from upward economic and social mobility. The annual Silicon Valley Index, presented by Joint Venture Silicon Valley and the affiliated Institute for Regional Studies, and the keynote focus of SBCAE’s consortium-wide professional development day, accelerated conversations in the consortium about equity, social justice and adult education’s role in lifting up the communities we serve. In the next three years (and beyond), SBCAE wants to create spaces where consortium leadership, administrators, faculty, staff, students and partners can continue to explore these critical questions, and move us towards deepening our understanding of strategies that might address the kinds of inequities that have persisted for too long in our community.
By the end of the 2022-23 program year, a plan for establishing a consortium-wide student advisory board will be in place, and an equity and economic mobility work group will be established.
By the end of the 2023-2024 program year, a consortium-wide student advisory board will be operational.
From the 2024-2025 program year onwards, all new consortium-led pathway and pathway navigation tool development will demonstrably include student voice.
Proposed Completion Date
Adult Ed Metrics and Student Barriers
- All: Adults who Became Participants (AE 202 - Overall)
- All: Number of Adults Served (AE 200 - Overall)
Responsible person(s)
Name |
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5. Link career pathways in priority sectors
Objective that Applies to this Activity
Improve Integration of Services & Transitions
The assessment phase of the three year planning process exposed a number of pathway gaps and missing linkages across consortium members. An extensive review of current pathway inventories, combined with labor market research and student interest surveys identified opportunities for increased connections in between SBCAE’s five Adult Schools and four Community Colleges in the following priority industry sectors: health, public services, computer information systems/information technology, construction/industrial trades/natural resources. Foundational to the proposed linkages is the necessity to build onramps to Career Technical Education (CTE) programs for English Language Learners, Adult Basic Education students and High School Diploma/Equivalency Adult Education students. An ‘all of the above’ approach to pathway design will employ a variety of mechanism to bridge gaps where needed:
Articulation of Adult School CTE programs with Community College CTE pathways:
medical assisting
facilities maintenance
autobody
Integrated Education and Training/Contextualized ESL:
ESL for medical assisting/health careers: proposed partnership among adult schools to integrate services for students as they complete their short term CTE goals.
ESL for Grow with Google certificates: IT support, data analytics, project management, UX design, android development. Proposed partnership between an adult school and a community college to integrate services (collaborate on schedule of classes, pay teachers for collaboration time, develop shared marketing and recruitment goals, share a common vision for enrollment and attendance accounting procedures)
Bridge programs, orientation workshops, prep courses:
public safety/administration of justice
firefighting
teaching assistant/associate teacher: pathway to permit pilot
bridge to IT
advanced manufacturing
Dual Enrollment
continued implementation of SB554, dual enrollment options for Adult School HSD/HSE students
By June 30th, 2023, at least 2 formal articulation agreements between Adult Education CTE programs and Community College CTE pathways will be in place.
By June 30th, 2024, at least 1 new IET program and 1 new bridge program will be in place.
By June 30th, 2025, all missing linkages described in this strategy will be in place and CTE pathways in the identified priority sectors will be clearly defined.
Proposed Completion Date
Adult Ed Metrics and Student Barriers
- All: Adults who Became Participants (AE 202 - Overall)
- All: Number of Adults Served (AE 200 - Overall)
- Progress: Participants with Educational Functioning Levels Gains ABE (AE 400 - ABE)
- Progress: Participants with Educational Functioning Levels Gains ESL (AE 400 - ESL)
- Student Barriers: English Language Learner (AE 305 - 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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6. Goal-based pathway navigation protocol and tool
Objective that Applies to this Activity
Improve Integration of Services & Transitions
A key strategy in SBCAE’s three year plan is step two of our vision for the next three years: 1) build the map, 2) help adult learners navigate the map, and 3) support students along the way. The pathway map across consortium members is complex and challenging to navigate, especially for English learners and those with limited digital literacy or lacking knowledge of the US education system. SBCAE was a pioneer in establishing Transition Specialists at each of its member agencies, working together as a community of practice to help students find their way and identify the next steps in their educational journeys. SBCAE’s community facing Open Doors website, including a CTE pathway tool, functions as a self-guided platform for adult learners to explore their educational options at all SBCAE Adult Schools and Community Colleges.
As the role and function of Transition Specialist is becoming more established and the consortium is striving towards greater uniformity in the way students are introduced to pathway options, it has become clear that the time is right for the consortium to develop a goal-based pathway navigation protocol, i.e. a commonly understood and agreed upon process for guiding students into those pathways that will help them meet their goals. Depending on their educational goals, their current skills, training and experience, students will receive customized pathway options, formalized in an individual academic plan, and thus have a clearer picture of their educational journey at SBCAE. Details pathway maps and visuals will be developed with multiple entry points (ESL, ABE), transitions (to ASE, CTE, postsecondary) and exit points (workforce, continued postsecondary education, community or civic participation). The new goal-based navigation protocol and flowchart will build on the foundation of the SBCAE CTE Matrix and ESL alignment charts, previously developed by the consortium and maintained by the Faculty Work Groups. In response to updated AB705 guidance, SBCAE will also revisit how adult school students can be best prepared to enter credit bearing Math and English coursework at the colleges, and what role adult education can play in strong foundational Math and English programming for adult learners.
A significant transition for adult school students who wish to enter advanced CTE pathways or other postsecondary pathways is the transition to Community College. All effort will be made to establish strong support for Adult School students at the time of their transition to Community College. College Transition Specialists will be embedded at the program level at the four individual member Colleges, and administrators overseeing Transition Specialists at the Colleges will facilitate their connection to Counseling and Advising departments.
To communicate educational options to adult learners and the community at large, easy to read pathway visuals will be developed, and the Open Doors website will undergo a comprehensive redesign that will improve the CTE pathway tool, add an ESL class database and a HSD/HSE program finder. The Open Doors redesign project will be informed by a cross-section of SBCAE staff, faculty, and students at all levels of the educational spectrum.
By June 30th, 2023, a prototype of both the goal-based navigation protocol and open doors website will be established, and Transition Specialists will have received training on how to use them. An individual education plan pilot will be conducted at at least one adult school.
By June 30th, 2024, pathway visuals will have been developed and distributed to all member agencies. Additional staff will have received training on cross-consortium pathways and pathway navigation tools. An individual education plan format will be agreed upon and its use expanded to other schools in the consortium.
By June 30th, 2025, 75% of students will have an individual education plan in place. Usage of the Open Doors website will have increased by 50%.
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 Who Complete an EL Civics COAPP or Course (AE 411 - Overall)
- Progress: Participants with Educational Functioning Levels Gains ABE (AE 400 - ABE)
- 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)
- 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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7. Increase Transitions to CTE
Objective that Applies to this Activity
Improve Integration of Services & Transitions
Given the demonstrated need for upward economic mobility in the region, SBCAE will focus on increasing transitions to CTE programs, whether they are offered as short-term CTE programs in Adult School/non-credit Community College programs, or as longer-term credit pathways at the Colleges. As described in strategy 5 and 6, additional pathway linkages will be implemented and clear pathway maps will be developed. By building and clarifying the map, it is our belief that more students enrolled in ESL and ABE/ASE programs will be drawn to a CTE pathway.
Other activities that will promote transitions to CTE include:
Transition Specialist presentations to adult school students:
overall CTE presentation
priority sector-specific presentations
targeted presentations/transition support for high level ESL and HSD/HSE students
determine minimum ESL levels for CTE entry
dual enrollment for HSD/HSE students
cross promoting CTE programs: adult ed CTE brochure, outreach/marketing materials, partner presentations
Foundational to increased transitions from ESL and ABE/ASE into CTE are robust participation rates in ESL programs and HSD/HSE programs. All adult schools have agency-level goals to increase graduation rates in their HSD/HSE programs, and the consortium selected the ELL barrier as one of the mandatory metrics to track.
Data analysis of transition data will be essential to understanding student movement along pathways, in particular at key transition points such at the transition from ESL/ABE/ASE to CTE, regardless of where that transition occurs (in one and the same adult school, in between adult schools, from adult school to community college, from community college to adult school).
By June 30th, 2023, CTE outreach materials, including TS presentations, will have been updated to reflect a consortium wide, sector specific approach.
Baseline transition data will be determined.
5% increase over baseline transitions data
5% increase over baseline transitions data
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)
- 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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8. Provide customized student support services
Objective that Applies to this Activity
Improve Effectiveness of Services
Adult learners come to SBCAE with a wide range of backgrounds, goals, prior levels of education and life experiences. English language learners consistently make up the majority of our student population, indicating a large and diverse group of immigrants and refugees. SBCAE stands firm in its commitment to using the Immigrant Integration Framework as a guiding philosophy and tool to assess student support needs, and identify community resources able to address those needs.
After a COVID related pause in operations, the consortium has re-engaged its community connections network of partner organizations, with the continued goal of establishing a formalized reciprocal referral network. With the added capacity of a consortium-wide Partnership Specialist position, SBCAE will be able to increase partner engagement, establish formal partnership agreements, organize consortium-wide resource fairs, participate in community events, publish a monthly newsletter and share resource information with all members.
As in prior years of consortium operations, SBCAE will continue to employ an Learning Disabilities Specialist who will provide customized support to adult school students with learning differences. The position will primarily focus on students enrolled in HSD/HSE programs and support students with obtaining testing accommodations. As capacity is available, learning disabilities support will also be offered to students enrolled in ESL and other program areas.
In program year 2022-23, SBCAE will organize a consortium-wide resource fair, and at least one formal partnership agreement will be in place with a community based organization.
At least 50 students will be referred to the SBCAE Learning Disabilities Specialist for services.
By June 30, 2024, at least 3 formal partnership agreements will be in place with community based organizations.
At least 60 students will be referred to the SBCAE Learning Disabilities Specialist for services.
By June 30th, 2025, a reciprocal referral network between SBCAE and partner organizations will be operational.
At least 65 students will be referred to the SBCAE Learning Disabilities Specialist for services.
Proposed Completion Date
Adult Ed Metrics and Student Barriers
- All: Adults who Became Participants (AE 202 - Overall)
- All: Number of Adults Served (AE 200 - Overall)
- Employment and Earnings: Participants Who Became Employed in the 2nd Quarter After Exit (AE 505 - Overall)
- Progress: Participants Who Complete an EL Civics COAPP or Course (AE 411 - Overall)
- Progress: Participants with Educational Functioning Levels Gains ABE (AE 400 - ABE)
- 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)
- 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 |
---|
9. Offer targeted Professional Development
Objective that Applies to this Activity
Improve Effectiveness of Services
From the inception of the consortium, professional development has been an important underpinning of SBCAE’s vision for effective adult education. In the next three years, SBCAE will continue to host an annual consortium-wide Professional Development Day and provide opportunities for role-alikes to network across member agencies. Given the increased need and challenges around hiring credentialed staff, we will continue to explore opportunities to support interested candidates in obtaining their adult education credential.
The consortium-wide Professional Development Day has evolved from a training day around a central theme to a full blown mini-conference. We will continue to seek out themes that speak to all members agencies and staff, and invite internal talent to present best practices and expertise with their colleagues. Consistent with our desire to be student-driven and data-informed, we will seek inclusion of student voice and data literacy in the program.
Other strategies to promote professional development, in addition to the annual Professional Development Day, are: dissemination of professional development resources on the consortium website and Transition Specialist Resource Hub, networking opportunities for role-alikes across agencies via email listservs and Faculty Work Group meetings, and sharing of professional development events/resources hosted by members.
The Bay Area, as is the case in many other regions in the State, is experiencing a teacher shortage. Many adult schools are experiencing challenges in filling open teaching positions, particularly in the areas of ESL and CTE. Knowing that successful implementation of the consortium three year regional plan hinges upon teacher quality and availability, SBCAE has explored opportunities to support credential-seeking candidates in prior years, and will continue to move in the direction of strengthening connections with credentialing programs, incentivizing candidates, or even establishing a customized credentialing program within the consortium for the Silicon Valley region.
SBCAE will host a consortium-wide PD Day in the 2022-23 program year.
By December 2022, peer networking listservs will be established.
By June 30, 2023, resources for incentivizing credential-seeking candidates will be identified, and an application process will be in place.
SBCAE will host a consortium-wide PD Day in the 2023-24 program year.
By June 30, 2023, at least 25% of adult school staff will have joined a peer networking listserv.
By June 30, 2023, a roadmap for a regional credentialing program will be presented.
SBCAE will host a consortium-wide PD Day in the 2024-25 program year.
By June 30, 2023, at least 40% of adult school staff will have joined a peer networking listserv.
Proposed Completion Date
Adult Ed Metrics and Student Barriers
- All: Adults who Became Participants (AE 202 - Overall)
- All: Number of Adults Served (AE 200 - Overall)
- Employment and Earnings: Participants Who Became Employed in the 2nd Quarter After Exit (AE 505 - Overall)
- Progress: Participants Who Complete an EL Civics COAPP or Course (AE 411 - Overall)
- Progress: Participants with Educational Functioning Levels Gains ABE (AE 400 - ABE)
- 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)
- 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 |
---|
10. Member effectiveness / finance subcommittee
Objective that Applies to this Activity
Improve Effectiveness of Services
After having strengthened the consortium’s organizational structure in the past three years, member effectiveness and accountability will be important areas of inquiry during the next three years of SBCAE operations. A finance committee will be established in order to assist the Steering Committee in carrying out the financial responsibilities described in the SBCAE charter:
MEMBER EFFECTIVENESS & ACCOUNTABILITY:
1)Verifying that funded activities, including consortium-wide supports, as well as direct-services for students, align with the 3-Year and Annual Plan's objectives, and meet CAEP legislative guidelines
2)Assess the impact of current allocations of CAEP funding to members, reviewing member effectiveness as identified in the original legislation (AB104, AB2098) and per state guidelines from the CAEP office
ALLOCATIONS:
1)Ensure the needs and objectives of the Plan are being adequately addressed, and adequate resources are identified and allocated in the annual funding schedule or subsequent amendments
2)Review the original allocation funding formula & develop a process to apply the same criteria against current, up to date, demographic and regional need data
3)Propose alternative allocation funding formulas based on regional need, member effectiveness and strategic plan priorities carried out by members
A more detailed scope of work, committee composition and timeline will be collaboratively determined at the beginning of the 2022-23 program year.
By December 2022, a finance subcommittee will have been established and a scope of work for the committee will have been agreed upon by the SBCAE Steering Committee.
By June 30, 2024, original member allocations will have been revised and adjusted as deemed necessary. Any adjustments to member allocations will happen through the CFAD process in formal public meetings.
By June 30, 2025, SBCAE members will have agreed upon a member effectiveness definition responsive to state mandates and the goals and mission of the consortium.
Proposed Completion Date
Adult Ed Metrics and Student Barriers
- All: Adults who Became Participants (AE 202 - Overall)
- All: Number of Adults Served (AE 200 - Overall)
- Employment and Earnings: Participants Who Became Employed in the 2nd Quarter After Exit (AE 505 - Overall)
- Progress: Participants Who Complete an EL Civics COAPP or Course (AE 411 - Overall)
- Progress: Participants with Educational Functioning Levels Gains ABE (AE 400 - ABE)
- 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)
- 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 |
---|
Funds Evaluation
Member Allocations and Expenditures
Member Agency | Prior Year Total Leveraged Funds | Program Reporting Status |
---|---|---|
Campbell Union High | $3,740,993 | Certified |
East Side Union High | $7,376,812 | Certified |
Metropolitan Education District | $3,693,494 | Certified |
Milpitas Unified | $3,958,226 | Certified |
San Jose-Evergreen CCD | $2,065,060 | Certified |
Santa Clara Unified | $2,700,825 | Certified |
West Valley-Mission CCD | $1,403,642 | Certified |
Totals | $24,939,052 | 7/7 Certified |
2019-2020 Program Area Reporting shows that SBCAE members are leveraging the following fund sources to address the educational needs of adults in the region:
Adult Schools: SBCAE member adult schools reported the following leveraged fund sources: CalWORKs, Fees, WIOA II, Perkins, K-12 Adult Ed Jail Funds and Contracted Services. All adult schools participate in WIOA II funding, for a total fund amount of $2,091,292 reported in 2019-20. Four out of five adult schools leveraged CalWORKs funds for a total of $684,366.00. Contracted services and Fees were reported by two out of five adult schools each, in the amounts of $1,664,678 and $212,860 respectively. One adult school reported Perkins funds in the amount of $35,150 and one adult school reported K-12 Adult Ed Jail Funds totating $2,222,707.
Community Colleges: both Community College Districts in SBCAE’s membership leverage Non-Credit funds ($1,152,901 total across the two districts) and Strong Workforce Funds ($507,550 total) in support of SBCAE’s regional plan for adult education. Additionally, one college district reported other state grants totaling $80,000 and the other college district reported CalWORKs funds totaling $68,350. No Community College districts reported leveraged Perkins funds.
SBCAE anticipates no major shifts in adult school leveraged funds, as CAEP, WIOA II and CalWORKs funding is expected to remain stable. Accessing leveraged funding available in the Community College system provides an area of opportunity for SBCAE. Members will seek to identify additional leveraged funding that supports the goals, objectives and strategies in the Three Year Plan. Strong Workforce Funds, Perkins and State Grant funds in particular will be explored for how they might unlock additional resources to support the ambitious scope of SBCAE’s mission and future direction.
Even though every effort will be made to identify, access and use all available funding sources that contribute to the implementation of the Three Year Plan, it remains to be pointed out that even the sum total of those funds would not be sufficient to address the sizable educational needs of adult learners in the region. It is our firm commitment to maximize the potential impact of funds available to the region by collaborating with regional partners, aligning regional planning efforts and engaging the community in how adult education funds are used to serve the region.
Certification
Campbell Union High - Member Representative
Dr. Usha Narayanan - Director
- unarayanan@cuhsd.org
- (408) 626-6402 ext: 2601
East Side Union High - Member Representative
Traci Williams - Director
- williamst@esuhsd.org
- (408) 928-9310
Metropolitan Education District - Member Representative
Kiran Grewal - Director of Educational Services
- kgrewal@metroed.net
- (408) 723-6704
Mrs. Trang Vo - Director of Business Services
- tvo@metroed.net
- (408) 723-6431
Milpitas Unified - Member Representative
Milpitas Unified School District Giuliana Brahim - Principal
- gbrahim@musd.org
- (408) 635-2692 ext: 4556
Priti Johari - Executive Director
- pjohari@musd.org
San Jose-Evergreen CCD - Member Representative
Jonathan Camacho CMA - Business Supervisor
- Jonathan.Camacho@sjeccd.edu
- (408) 918-5108
Kishan Vujjeni - Dean of College Transitions & Extension Programs
- kishan.vujjeni@sjeccd.edu
- (408) 918-5113
Joseph Chesmore - jose.chesmore@sjeccd.edu
- (408) 648-8976
Santa Clara Unified - Member Representative
Christine Berdiansky - Program Administrator
- cberdiansky@scusd.net
- (408) 423-3503
Carrie Casto - Principal, Adult Ed.
- ccasto@scusd.net
- (408) 423-3501
West Valley-Mission CCD - Member Representative
Valerie Jensen - Dean, Language Arts
- valerie.jensen@missioncollege.edu
- (408) 855-5464
Mr. Brad Weisberg 7414084 - Dean, Career Programs and Workforce Development
- bradley.weisberg@westvalley.edu
- (408) 741-4084
Eric Grabiel - Director, School of Continuing Education
- Eric.Grabiel@westvalley.edu
- (408) 741-2137
Aaron Tolbert Ph.D. - Dean of Language Arts
- aaron.tolbert@missioncollege.edu
- (408) 855-5419