CAEP
Three-Year Plan

Produced: Jun 20, 2025, 12:12 AM UTC - By Bryan Wilson

Details

Consortium Information

In this section, information about the consortium, its primary and fiscal contacts, and CAEP funds received is auto-populated in NOVA.

As this information is auto-populated from your consortium's landing page in NOVA, make sure the information there is up-to-date, especially the Primary and Fiscal Contacts. This will ensure the correct information is auto-populated properly into the three-year plan.

Consortium Name:
55 Santa Clarita Valley Adult Education Consortium
Address:
26455 Rockwell Canyon Rd. | Santa Clarita, CA | 91355
Website:
GATEWAYSCV.ORG
Funding Channel 2025-26:
Direct Funded
CAEP Funds 2025-26:
$1,641,994
CAEP Funds 2024-25:
$1,603,041
CAEP Funds 2023-24:
$1,586,069

Consortium Contacts

Auto-populated

ResponsibilityNameEmailTitlePhone
Primary ContactKimberly.Haglund@canyons.eduGatewaySCV Coordinator(661) 904-3054
Fiscal Contactdianne.avery@canyons.eduDean, Academic Innovation and Continuing Education(661) 362-3376
Primary Contactbwilson@hartdistrict.orgPrincipal(661) 253-0583 ext: 105
Primary Contactcarolyn.shaw@canyons.eduDirector, Grants and Categotrical Accounting(661) 362-3482
Primary Contactchoffman@hartdistrict.orgDirector of Career and College Readiness(661) 259-0033 ext: 228
Primary Contactthea.alvarado@canyons.eduInterim CIO(661) 362-2410
Fiscal Contactdmagbanua@hartdistrict.orgAccounting Tech II(818) 217-6391

Members

Auto-populated

Member AgencyMember TypeContactPhone
Santa Clarita CCDDistrictKim Haglund(661) 904-3054
William S. Hart Union HighHigh School DistrictBryan Wilson(661) 253-0583 ext: 105

Executive Summary


The Santa Clarita Community College District (College of the Canyons) and the William S. Hart Union High School District (Golden Oak Adult School) have established collaborative efforts for over 45 years.  As the only community college and high school district in the service area, the Districts work collaboratively to achieve CAEP outcomes.  Our goals are to develop strategies which enhance equity, access, and comprehensive adult education to the Santa Clarita Valley region, while improving and expanding upon adult education programs and partnerships.  The Gateway SCV consortium, located in Santa Clarita, California, strives to improve the role of adult education within our area by creating and offering support to adult learners through career pathways, basic skills, high school equivalency as well as ESL.  Further, the consortium works with community partners to provide access and equity for our adult learners through services such as educational counseling as well as adult school career courses in addition to the college credit and non-credit program areas which fall under the California Adult Education parameters.  In this ever-changing global economy, we pride ourselves in preparing adult learners to improve their lives and gain skills or education.  

According to the CAEP Fact Sheet data received by College of the Canyons and Golden Oak Adult School in the Hart District, roughly 14.9% of adult residents in our valley have less than a high school diploma, and 9% of adults have limited proficiency in English while  27.6% speak Spanish only in the home.   In addition, 4% of adults in the valley are unemployed and 35% are not in the workforce (for unknown reasons) as of 2024.  This all speaks to a substantive demand for our two agencies to collaborate and align in the most efficient manner possible to quickly, yet strategically, launch new opportunities and expand upon existing adult education programs to a larger number of residents.  Past launches have included Spanish for Educators, Rising Scholars (courses justice-involved students), pathways to custodial, and teaching assistant programs, and a plethora of healthcare programs to name a few. This three-year plan focuses squarely on alignment and partnership in order to more efficiently reach our potential student population.  In previous years of our consortium work, much of our attention was on  improvement of existing programs.  In this plan document, we identify the service gaps which still exist and construct a strategy for better collaboration and minimization of barriers for our students while providing worthy professional development for faculty and staff.  Through these efforts and more intentional planning, we seek to strengthen the identity of Gateway SCV and build awareness of services and programs within the Santa Clarita Valley. Ultimately, this will aid students in accessing educational opportunity and career mobility regardless of which institution they attend. 


Assessment

The assessment was done through a variety of communications among Management Team members, administrators, faculty, and staff, data searches, trainings, and strategy discussions.  As a group, we sought input from each other, faculty, staff, administration, and included faculty and student surveys.  One major source of information is the more current data provided by CAEP via the  Fact Sheets as well as a much more in-depth and robust information from Data Vista.  The needs of our students have long been clear from qualitative and quantitative  data, though changing times structures, economies, and institutional needs have changed. The data regarding educational attainment are in our Executive Summary, and our current programs are addressing community and student needs with employment data as well.  Our overall approach is one that looks at the microcosm of individuality along with the broad needs of groups and communities.  

Adult education is aligned in a variety of ways within the Santa Clarita Valley. Wherever possible, strategies have been developed jointly by Gateway SCV in review of the adult school WASC plan and the college program review as well as enrollment data, fact sheets, surveys, and labor market research to name a few.  Career pathways continue to dominate discussions as do tracking mechanisms.  A student-facing pathway map became part of previous plans to include ESL and Healthcare Career Pathways within the GatewaySCV purview.  In alignment with WIOA, the college non-credit department will accept  CASAS scores along with multiple measures employed by the adult school and college as entrance qualifiers for ESL students.  Those students may then  participate in Career Skills courses, and other programs geared toward workforce development, including transition services, counseling, employment and job readiness programs in conjunction with those offered at the adult school. They will also be able to participate in the non-credit programs such as those surrounding American culture and conversation classes.  Curriculum development and review takes place between members, joint outreach will occur, and possible internships, employment development, and job placement may be investigated as well.





What type of representatives make up your assessment planning board members?

Which of the following data sources were referenced and contributed to the consortium's understanding of needs, current levels and types of services, and gaps?

Data collection for Gateway SCV comes in many forms from a diverse body of resources, as mentioned above.  Both the adult school and the college deploy student and faculty surveys, as  needs  are diverse.  Both agencies also utilize enrollment data, CAEP Fact Sheets, Census Data, the Santa Clarita Economic Development Corporation, Employee Earnings or technical surveys, and graduation completion.  The adult school also utilizes student attendance, enrollment reports, student  and teacher technology surveys, EL Civics surveys, Quarterly Employment and Earnings surveys, class suggestions forms, in addition to TopsPro Reports. 

GatewaySCV prides itself on utilization of data; however, there are a few barriers that we will be addressing: 

1.  Lack of student responses

2. The robust nature of the non-credit programs make it difficult to categorize in a succinct way

3. Disaggregation of possible students in multiple course areas can be difficult to identify





Regional Alignment and Priorities

Provide the names and types of the regional partner organizations that your consortium works with to ensure programs offered align with regional needs. *

Click Add Partner Organization, search for the organization’s name, and select it. If the organization is not listed, click Create a new one in the modal, enter the Partner Organization Name, and select the Partner Organization Type.

Partner Organization NamePartner Organization Type
AMS Fulfillment Business
Pitchess Detention CenterOther
Saugus UnionElementary School District
CVS HEALTHBusiness
Walgreens PharmacyIndustry
Da Vita Kidney CareBusiness
Samuel Dixon Family Health CareBusiness
Henry Mayo HospitalBusiness
Home Instead Santa ClaritaIndustry
UCLA Center for Prehospital CareBusiness
AJCCWorkforce Development Board
What relevant education and workforce plans that guide services in the region were used to develop this Three-Year Plan?

What are the top priorities in relation to regional alignment?


Adult education and workforce services are aligned in a variety of ways, including College and Career Readiness collaboration between members and coordination with the Dean of Career Education, Golden Oak Adult School Principal and staff,  both of which assist in identifying gaps in service. Golden Oak Adult School is an integral partner, building pathways for community and prospective students in to employment and transition pathways.   Gateway SCV also aligns workforce plans with the Santa Clarita Economic Development Corporation and the Workforce Development Board with forecasting models among other data points.  Also, the revised WEP for CAEP, WASC, and the college program review are utilized for alignment within our consortium. Gaps pertaining to student success can include childcare, transportation, and access to technology, which are acknowledged in this plan.  


Key data points also contain a gap in consistency with consortia overall data, and this is a recognized gap we are working to close. According to surveys, wireless access, transportation, and childcare are needs on top of employment.  We will endeavor to provide additional resources by continuing partnerships and working together to establish a strong foundation to help students meet their goals. This will include internships, field experience, and work-based learning as we work toward assisting students to achieve their goals.  Additionally, Student Support Services at the college are available to all non-credit students, including the Basic Needs program for the underserved and those in need. 

Please identify the categories of needs of your region.

Though all of the areas marked above are areas of need, for additional context, we look at transportation as an example. Whether attending a job fair, interview, internship or other workforce opportunity, one of the first questions asked revolves around whether or not the student has a driver's license or reliable transportation. Those who are missing reliable transportation are experiencing a very real barrier to employment and education or goal attainment.  It is true that transportation may be an issue in many regions; however, densely populated areas or those with job availability are not always within travel distance, particularly with in-demand jobs which require travel such as construction.  Gateway SCV, in Southern California, enjoys more sunny days than other areas in the North. These are prime conditions for work in construction.  In addition, we recognize that many of our campuses and off-site locations are on major Transit lines to remediate this concern, other barriers such as cost of materials, childcare, work schedules of some family member, or even the position of caring for ailing or elderly family members do not always coincide with bus route accessibility.  Community members in outlying areas also do not get Transit service as readily or often as those in the more densely populated areas, and those outlying community members are a large component of our service base. 

What challenges does your region face that impact the programs you have previously or are currently offering?

Many of the challenges faced by our community and students are the disparate geographical areas which include highly affluent as well as those below poverty level. This is often a challenge across geographic areas for many consortia; however, several of our valley's largest employers include those who require a high school diploma or equivalence or a degree or certificate.   College of the Canyons is the third largest employer in our service area, and the William S. Hart Union School District is #5.  Because our service area has a high number of jobs requiring  a high school diploma, certificate or degree, those percentages of affluence and educational attainment levels can mask the needs of marginalized community members.  

Which populations are currently being served by your programs?

Contributions by Entities*

NameRoleThree-Year Plan Contribution
Dianne Avery Administrator Participated in planning meetings
Garrett Reick Community college faculty Curriculum Development
Harriet Happel Administrator Participated in planning meetings
Paul Wickline Administrator Participated in planning meetings
Hilary Schardein Certificated Staff Provided data
Bryan Wilson Principal Participated in planning meetings
Kim Haglund GatewaySCV Coordinator; College Faculty Designed proposed strategies

Regional Service Providers

For each Consortium Member service provider, enter the number of Participants in each program area.

Provider NameProvider TypeNumber of Participants in Program AreaTotal Participants
ABEASEAWDCSSCTEESLPre-ApprenticeshipShort Term CTEWorkforce Reentry
*Santa Clarita CCDMember Representative

85

904

46

0

0

558

477

4,214

1,866

8150
*William S. Hart Union HighMember Representative

249

221

0

0

0

233

0

36

0

739
Total Participants 334 1125 46 0 0 791 477 4250 1866 8889
* Consortium Member required to input number of Participants

For each service provider added, check the box in the program areas where services are provided.

No Service Providers for this consortium.

What industries do you currently serve/plan to serve in the future?

The consortium has a long history of serving local industries mentioned above.  Job opportunities are paramount to the underserved in Santa Clarita as are language acquisition skills. Challenges for some industries may include the ability to find trained, suitable employees, which the college and adult school can provide in many areas, including healthcare certificates, best practices for substitute teachers, general workforce preparation, and SPED instruction to name a few.  Challenges include reaching vulnerable populations, student participation in surveys, funding overall.  For many District and healthcare paths, language acquisition may be a barrier.  Additionally, many opportunities for employment, language, forward movement and goal attainment are within reach. 

The total hours of instruction available for workforce services are not currently tracked, though the number of hours of instruction completed are available as seen through DataVista and NOVA.  Within the seven program areas, Career Skills (soft skills), Computer Skills, Math and English skills, Language Acquisition, Mirrored courses, certificate courses, and so many others, plus ESL are a variety of resources for current or prospective students which will meet community needs.  The needs of our residents are great, pocketed, and income-driven along with needed resources.  Evaluating data, there will always be gaps; however, as we shrink those gaps and broaden opportunities, access, and equity for our community, goal attainment for community members can be achieved.  Funding is also a major roadblock as the college cannot supplant services, but does not directly receive apportionment to their programs, rather back to the general fund. For the adult school, their funding relies heavily on CAEP as the WIOAII funding does not cover the costs of program development or implementation.  

Metrics: CAEP Barriers & Metrics

Goals & Metrics

Metrics

Adult Ed Metrics

  • English Language Learner (149AE)
  • Ex-Offender (150AE)
  • Homeless (152AE)
  • Long Term Unemployed (153AE)
  • Low Income (154AE)
  • Low Literacy (155AE)

Metrics

Adult Ed Metrics

  • Adult Basic Education (1001)
  • Adult Secondary Education (1000)
  • Career Technical Education (1003)
  • English as a Secondary Language (1002)
  • Programs for Adults With Disabilities (1004)
  • Short-Term CTE Training Programs (126AE)
  • Workforce Preparation (124AE)

Metrics

Adult Ed Metrics

  • Completed Educational Functioning Level Gain (400AE)

Metrics

Adult Ed Metrics

  • Transitioned to ASE (500AE)
  • Transitioned to CTE (636AE)
  • Transitioned to Non-Developmental Credit College Course (637AE)

Metrics

Adult Ed Metrics

  • Diploma, GED or High School Equivalency (633AE)

Metrics

Adult Ed Metrics

  • Median Change in Earnings (801AE)

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 SetMetric DescriptionConsortium Level Metric Actuals Consortium Level Metric Targets
2022-23 2023-24 2024-25 2025-26 2026-27 2027-28
AllReportable Individuals (200AE) 7,746 9,213

9,673

9,963

9,963

Student BarriersEnglish Language Learner (149AE) 1,422 1,670

1,753

1,805

1,859

Student BarriersLow Literacy (155AE) 2,235 2,591

2,668

2,776

2,859

Student BarriersLow Income (154AE) 2,962 3,417

3,519

3,624

2,702

Student BarriersLong Term Unemployed (153AE) 39 54

55

56

57

Student BarriersEx-Offender (150AE) 69 131

137

141

145

Student BarriersHomeless (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 SetMetric DescriptionMember Level Metric Actuals Member Level Metric Targets
2022-23 2023-24 2024-25 2025-26 2026-27 2027-28
AllParticipants (202AE) 7,026 8,150

8,558

8,986

9,435

Employment & EarningsMedian Change in Earnings (801AE)

5.0%

3.0%

3.0%

ProgressCompleted Educational Functioning Level Gain (400AE) 264 332

348

358

368

SuccessDiploma, GED or High School Equivalency (633AE) 232 238

249

256

263

TransitionTransitioned to ASE (500AE) 93

97

99

102

TransitionTransitioned to Non-Developmental Credit College Course (637AE) 75

78

80

82

TransitionTransitioned to CTE (636AE) 157

164

168

173

Students and ProgramsAdult Secondary Education (1000) 236 211

221

227

223

Students and ProgramsAdult Basic Education (1001) 102 116

121

124

127

Students and ProgramsEnglish as a Secondary Language (1002) 799 918

963

991

1,020

Students and ProgramsCareer Technical Education (1003) 6,121 7,170

7,528

7,753

7,985

Students and ProgramsPrograms for Adults With Disabilities (1004) 75 109

199

204

210

Students and ProgramsWorkforce Preparation (124AE)

0

0

0

Students and ProgramsShort-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 SetMetric DescriptionMember Level Metric Actuals Member Level Metric Targets
2022-23 2023-24 2024-25 2025-26 2026-27 2027-28
AllParticipants (202AE) 543 699

734

756

982

Employment & EarningsMedian Change in Earnings (801AE)

5.0%

3.0%

3.0%

ProgressCompleted Educational Functioning Level Gain (400AE) 180 269

282

290

298

SuccessDiploma, GED or High School Equivalency (633AE) 51 51

53

54

55

TransitionTransitioned to ASE (500AE) 50

0

0

0

TransitionTransitioned to Non-Developmental Credit College Course (637AE) 14

0

0

0

TransitionTransitioned to CTE (636AE) 58

0

0

0

Students and ProgramsAdult Secondary Education (1000) 243 210

220

226

233

Students and ProgramsAdult Basic Education (1001) 58 35

37

38

39

Students and ProgramsEnglish as a Secondary Language (1002) 317 477

500

515

530

Students and ProgramsCareer Technical Education (1003) 37 65

68

70

72

Students and ProgramsPrograms for Adults With Disabilities (1004) 0 0

0

0

0

Students and ProgramsWorkforce Preparation (124AE)

0

0

0

Students and ProgramsShort-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.

Enter each of the Percent of Available Funds Spent as percentages for each year
Member% of Available Funds SpentMember Level Targets
2022-232023-242024-252025-262026-272027-28
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

Select the strategies that your consortium is using to improve 1) integration of services and 2) transitions to post-secondary education and the workforce
  1. Utilizing Data

  2. Providing Professional Development

  3. Identifying Best Practices

  4. 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

Select the programmatic strategies that your consortium is using to improve effectiveness of services:

Not Entered

Select the operational strategies that your consortium is using to improve effectiveness of services:

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. 

Outcomes

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 PositionResponsible MemberProposed Completion Date
AdministrationSanta Clarita CCD06/30/2028

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. 

Outcomes

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 PositionResponsible MemberProposed Completion Date
AdministrationWilliam S. Hart Union High06/30/2028

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. 

Outcomes

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 PositionResponsible MemberProposed Completion Date
CoordinatorSanta Clarita CCD06/30/2028

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. 

Outcomes

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 PositionResponsible MemberProposed Completion Date
CoordinatorSanta Clarita CCD06/30/2028

Funds Evaluation

Member Allocations and Expenditures

Member AgencyPrior Year Total Leveraged FundsProgram Reporting Status
Santa Clarita CCD $2,091,028Certified
William S. Hart Union High $1,488,280Certified
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

Approved by Kim Haglund

06/19/2025 04:43 PM PDT

William S. Hart Union High - Member Representative

Approved by Bryan Wilson

06/19/2025 05:12 PM PDT