Produced: Jun 20, 2025, 12:12 AM UTC - By Bryan Wilson
Details
Assessment
Metrics: CAEP Barriers & Metrics
Consortium Level Metric Targets
In this section, Consortium Level Actuals data from DataVista for the previous three years, including areas to input data for Consortium Level Targets are shown below.
The first row shows the required metric of Number of Adults Served. The following rows show metrics previously selected in the CAEP Barriers and Metrics workflow section.
Input Consortium Level Targets as whole numbers for the upcoming three years for all of the rows of metrics shown below
The 2023-24 data in DataVista will be made available in Spring 2025 and the 2024-25 data will be made available in Spring 2026.
Metric Set | Metric Description | Consortium Level Metric Actuals | Consortium Level Metric Targets | ||||
---|---|---|---|---|---|---|---|
2022-23 | 2023-24 | 2024-25 | 2025-26 | 2026-27 | 2027-28 | ||
All | Reportable Individuals (200AE) | 7,746 | 9,213 | 9,673 | 9,963 | 9,963 | |
Student Barriers | English Language Learner (149AE) | 1,422 | 1,670 | 1,753 | 1,805 | 1,859 | |
Student Barriers | Low Literacy (155AE) | 2,235 | 2,591 | 2,668 | 2,776 | 2,859 | |
Student Barriers | Low Income (154AE) | 2,962 | 3,417 | 3,519 | 3,624 | 2,702 | |
Student Barriers | Long Term Unemployed (153AE) | 39 | 54 | 55 | 56 | 57 | |
Student Barriers | Ex-Offender (150AE) | 69 | 131 | 137 | 141 | 145 | |
Student Barriers | Homeless (152AE) | 22 | 37 | 39 | 40 | 41 |
Member Level Metric Targets
In this section, Member Level Actuals data from DataVista for the previous three years, including areas to input data for member level Targets for the upcoming three years are shown below.
The first row shows the required metric of Adults Served Who Became Participants. The following rows show metrics previously selected in the CAEP Barriers and Metrics workflow section.
Input Member Level Targets as whole numbers for the upcoming three years for all of the rows of metrics shown below
The 2023-24 data in DataVista will be made available in Spring 2025 and the 2024-25 data will be made available in Spring 2026.
Santa Clarita CCD (Reported by Santa Clarita)
Metric Set | Metric Description | Member Level Metric Actuals | Member Level Metric Targets | ||||
---|---|---|---|---|---|---|---|
2022-23 | 2023-24 | 2024-25 | 2025-26 | 2026-27 | 2027-28 | ||
All | Participants (202AE) | 7,026 | 8,150 | 8,558 | 8,986 | 9,435 | |
Employment & Earnings | Median Change in Earnings (801AE) | 5.0% | 3.0% | 3.0% | |||
Progress | Completed Educational Functioning Level Gain (400AE) | 264 | 332 | 348 | 358 | 368 | |
Success | Diploma, GED or High School Equivalency (633AE) | 232 | 238 | 249 | 256 | 263 | |
Transition | Transitioned to ASE (500AE) | 93 | 97 | 99 | 102 | ||
Transition | Transitioned to Non-Developmental Credit College Course (637AE) | 75 | 78 | 80 | 82 | ||
Transition | Transitioned to CTE (636AE) | 157 | 164 | 168 | 173 | ||
Students and Programs | Adult Secondary Education (1000) | 236 | 211 | 221 | 227 | 223 | |
Students and Programs | Adult Basic Education (1001) | 102 | 116 | 121 | 124 | 127 | |
Students and Programs | English as a Secondary Language (1002) | 799 | 918 | 963 | 991 | 1,020 | |
Students and Programs | Career Technical Education (1003) | 6,121 | 7,170 | 7,528 | 7,753 | 7,985 | |
Students and Programs | Programs for Adults With Disabilities (1004) | 75 | 109 | 199 | 204 | 210 | |
Students and Programs | Workforce Preparation (124AE) | 0 | 0 | 0 | |||
Students and Programs | Short-Term CTE Training Programs (126AE) | 0 | 0 | 0 |
* Mandatory for all members
William S. Hart Union High (Reported by William S. Hart Union High School District)
Metric Set | Metric Description | Member Level Metric Actuals | Member Level Metric Targets | ||||
---|---|---|---|---|---|---|---|
2022-23 | 2023-24 | 2024-25 | 2025-26 | 2026-27 | 2027-28 | ||
All | Participants (202AE) | 543 | 699 | 734 | 756 | 982 | |
Employment & Earnings | Median Change in Earnings (801AE) | 5.0% | 3.0% | 3.0% | |||
Progress | Completed Educational Functioning Level Gain (400AE) | 180 | 269 | 282 | 290 | 298 | |
Success | Diploma, GED or High School Equivalency (633AE) | 51 | 51 | 53 | 54 | 55 | |
Transition | Transitioned to ASE (500AE) | 50 | 0 | 0 | 0 | ||
Transition | Transitioned to Non-Developmental Credit College Course (637AE) | 14 | 0 | 0 | 0 | ||
Transition | Transitioned to CTE (636AE) | 58 | 0 | 0 | 0 | ||
Students and Programs | Adult Secondary Education (1000) | 243 | 210 | 220 | 226 | 233 | |
Students and Programs | Adult Basic Education (1001) | 58 | 35 | 37 | 38 | 39 | |
Students and Programs | English as a Secondary Language (1002) | 317 | 477 | 500 | 515 | 530 | |
Students and Programs | Career Technical Education (1003) | 37 | 65 | 68 | 70 | 72 | |
Students and Programs | Programs for Adults With Disabilities (1004) | 0 | 0 | 0 | 0 | 0 | |
Students and Programs | Workforce Preparation (124AE) | 0 | 0 | 0 | |||
Students and Programs | Short-Term CTE Training Programs (126AE) | 0 | 0 | 0 |
* Mandatory for all members
Member Spending Targets
The Percent of Available Funds Spent in 2022-23, 2023-24, and 2024-25, imported from NOVA, is in the first row. This is a required metric. Add 2025-26, 2026-27, and 2027-28 Targets for each member district’s Percent of Available Funds Spent.
Member | % of Available Funds Spent | Member Level Targets | ||||
---|---|---|---|---|---|---|
2022-23 | 2023-24 | 2024-25 | 2025-26 | 2026-27 | 2027-28 | |
Santa Clarita CCD | 100% | 100% | 100% | 5% | 3% | 3% |
William S. Hart Union High | 100% | 100% | 54% | 5% | 3% | 3% |
Objectives
Objective #1: Address Educational Needs
Initially, we will investigate additional pathways in the areas of workforce preparation to promote attainment goals with workforce data available for employment needs. The consortia will also utilize data to identify further needs and successes. With further workforce development data and investigation, both members will be able to create avenues for students to gain employment as well. Utilization of current transition services while monitoring success can help us better streamline processes to institutionalize areas which have the greatest impact on student achievement.
Objective #2: Improve Integration of Services & Transitions
Utilizing Data
Providing Professional Development
Identifying Best Practices
Offering Flexible Courses and Services
Not Entered
Quarterly student data review by the Management Team is an essential component in tracking efficacy of integration and transitions among other outcomes as specified previously in the Plan. Non-credit students have access to tutoring services at no cost in the college Learning Center online and at the Canyon Country and Valencia Campuses. Students at the adult school, if co-enrolled, have the same services available as well as instructional support at their home campuses.
Objective #3: Improve Effectiveness of Services
Not Entered
Not Entered
It is an integral component of student success to have buy-in to their own advancement. GatewaySCV values the input from students and will utilize surveys and other avenues to extend the reach of resources for student advancement. Technological and outreach stances post-Covid have been used to bridge gaps among language acquisition and learning loss, boosting staff and student retention, and enhancing visibility of programs to communities in need.
Activities & Outcomes
Objective #1: Address Educational Needs
Improve Attendance
Improving attendance will be a main focus of both institutions with deliverables increasing by 5% the first year and 3% each year after until the next planning session. Both Golden Oak Adult School and College of the Canyons School of Personal and Professional Learning will track these outcomes and promote programs to achieve this outcome. This activity will contribute to all goal groups because any student who reaches a goal will be included in data. Looking at the achievement targets (5% initially and 3% thereafter), we feel these goals for attrition are attainable and will further enable us to look at the prescribed metrics to evaluate efficacy.
Use the space provided to identify the Outcomes that the activity will accomplish in the next year (Short-Term), in one to three years (Intermediate), and in three to five years (Long-Term). The brief description of each of these three types of outcomes should include one or more outcomes that are specific, measurable, achievable, relevant, and time-bound (SMART).
Within the first 12 months, phase 1, members will evaluate current enrollment and strategize to increase numbers by exploring marketing efforts, joint events, outreach, and networking with partners.
The next phase will include implementation of strategic goals identified in phase 1.
The final phase will include examination of efficacy of the phase 2 pilot and institutionalize or alter direction.
Adult Education Metrics and Student Barriers
- All: Reportable Individuals (200AE)
Responsible Positions, Responsible Consortium Members, and Proposed Completion Date
Responsible Position | Responsible Member | Proposed Completion Date |
---|---|---|
Administration | Santa Clarita CCD | 06/30/2028 |
Objective #2: Improve Integration of Services & Transitions
Dual Enrollment
Dual enrollment for students 18 years and older may enhance community members' ability to complete their goals, whether it be at the adult school or community college level. Both the college and the adult school will work in tandem to strategize and develop or streamline processes to track students, data, and efficacy of dual enrollment programs. Furthermore, this area will include marketing and networking to highlight the program's availability to those who qualify. Transitions and EFL levels are two of the CAEP objectives this proposal will meet, though others may come to light as the program begins. The outcomes (Short-term, Intermediate, and Long Term) are detailed below; however, strategizing in phases will enable greater efficacy and shared roles overall, to the betterment of students. Transitioning to another institution can be scary for students, which in and of itself leaves some unwilling to take that step. Having a dual enrollment process in place will introduce students to different programs with support of teams they already know and with support from both institutions to serve a smooth transition to ease student fears.
Use the space provided to identify the Outcomes that the activity will accomplish in the next year (Short-Term), in one to three years (Intermediate), and in three to five years (Long-Term). The brief description of each of these three types of outcomes should include one or more outcomes that are specific, measurable, achievable, relevant, and time-bound (SMART).
Phase 1 in the first year will include evaluation of current dual enrollment processes, potential students, and partnership opportunities in order to develop strategies and gap closures.
In phase 2, both members will launch identified strategic goals and streamline processes in a pilot.
The final phase will include institutionalization of dual enrollment practices, processes, and procedures.
Adult Education Metrics and Student Barriers
- All: Participants (202AE)
Responsible Positions, Responsible Consortium Members, and Proposed Completion Date
Responsible Position | Responsible Member | Proposed Completion Date |
---|---|---|
Administration | William S. Hart Union High | 06/30/2028 |
Marketing
Though marketing has been addressed in the past, the differing needs, resources, and geographical barriers to students may be alleviated with stronger marketing of overall programs rather than just the adult school or college individually, so both agencies will carry this out. The tenor of the plan is to address all CAEP areas, and should contribute to all of the goals below while simultaneously closing gaps and barriers.
Use the space provided to identify the Outcomes that the activity will accomplish in the next year (Short-Term), in one to three years (Intermediate), and in three to five years (Long-Term). The brief description of each of these three types of outcomes should include one or more outcomes that are specific, measurable, achievable, relevant, and time-bound (SMART).
Initially, we will examine past marketing efforts to identify gaps and efficacy, and then we can strategize to move forward based on research outcomes.
Pending research outcomes in phase 1, the group will move forward to create joint opportunities, shared responsibilities, networking and outreach ideas to better serve the needs of our community.
The final phase of our marketing objective will be to put in place institutionalized processes for the consortium whereby a solid and efficient marketing plan will be in place.
Adult Education Metrics and Student Barriers
- All: Reportable Individuals (200AE)
Responsible Positions, Responsible Consortium Members, and Proposed Completion Date
Responsible Position | Responsible Member | Proposed Completion Date |
---|---|---|
Coordinator | Santa Clarita CCD | 06/30/2028 |
Objective #3: Improve Effectiveness of Services
Professional Development Tracking
Professional Development is an integral part of any organization. The nature differing institutional processes do not always lend themselves well to joint professional development as needs may be different, scheduling may not be conducive to in-person opportunities, and tracking among or between institutions can be problematic due to differing software mechanisms. To insure we are meeting goals of professional development, we will be looking at ways to effectively track, credit, and report professional development between/among members. By streamlining tracking, administrators, staff, and faculty can share their expertise in a meaningful way, which in turn is a benefit to students and the community, which in turn can meet any CAEP objective. The short, intermediate, and long term objectives referenced below are intended to highlight the value to students and community of professional development which is geared toward adult education concepts.
Use the space provided to identify the Outcomes that the activity will accomplish in the next year (Short-Term), in one to three years (Intermediate), and in three to five years (Long-Term). The brief description of each of these three types of outcomes should include one or more outcomes that are specific, measurable, achievable, relevant, and time-bound (SMART).
In this phase, we will investigate and research possible tracking mechanisms.
For the second phase, we will implement a tracking mechanism and evaluate efficacy to determine if the mechanism is working properly and will fit in to both institutions' programs.
Finally, we will institutionalize a tracking mechanism based on efficacy evaluations.
Adult Education Metrics and Student Barriers
- All: Reportable Individuals (200AE)
Responsible Positions, Responsible Consortium Members, and Proposed Completion Date
Responsible Position | Responsible Member | Proposed Completion Date |
---|---|---|
Coordinator | Santa Clarita CCD | 06/30/2028 |
Funds Evaluation
Member Allocations and Expenditures
Member Agency | Prior Year Total Leveraged Funds | Program Reporting Status |
---|---|---|
Santa Clarita CCD | $2,091,028 | Certified |
William S. Hart Union High | $1,488,280 | Certified |
Totals | $3,579,308 | 2/2 Certified |
This is the first year carryover was tracked for this consortium in NOVA, and though we went over, we did meet with CAEPTap and are on our way to resolution. For Golden Oak Adult School, a WEP has been incorporated as seen in the Carryover address sent to the State. The revised WEP:
Certification
Santa Clarita CCD - Member Representative
Kim Haglund - GatewaySCV Coordinator
- Kimberly.Haglund@canyons.edu
- (661) 904-3054
Ms. Carolyn Shaw - Director, Grants and Categotrical Accounting
- carolyn.shaw@canyons.edu
- (661) 362-3482
Dianne Avery - Dean, Academic Innovation and Continuing Education
- dianne.avery@canyons.edu
- (661) 362-3376
Jason Hinkle - jason.hinkle@canyons.edu
William S. Hart Union High - Member Representative
Bryan Wilson - Principal
- bwilson@hartdistrict.org
- (661) 253-0583 ext: 105
Carolyn McMahon - Account Technician II
- cmcmahon@hartdistrict.org
- (661) 259-0033 ext: 265