CAEP Three-Year Plan: 2022-23 57 Sequoias Adult Education Consortium (SAEC)
Status: Certified
California Adult Education Program
57 Sequoias Adult Education Consortium (SAEC): Certified
Details
Assessment
Metrics: CAEP Barriers & Metrics
Consortium Level Metric Targets
* Mandatory for all consortia
Metric Set | Metric | 2019-20 Actuals | 2020-21 Actuals | 2021-22 Actuals | 2022-23 Target | 2023-24 Target | 2024-25 Target |
---|---|---|---|---|---|---|---|
All | *Number of Adults Served (AE 200 - Overall) | 5,979 | 6,066 | 7,595 | 8,375 | 8,792 | |
Student Barriers | English Language Learner (AE 305 - Overall) | 1,796 | 1,232 | 1,488 | 1,563 | 1,640 | |
Student Barriers | Low Literacy (AE 311 - Overall) | 4,198 | 3,722 | 4,091 | 4,296 | 4,511 | |
Student Barriers | Low Income (AE 310 - Overall) | 4,918 | 4,733 | 6,376 | 6,695 | 7,030 |
Member Level Metric Targets
* Mandatory for all members
Alpaugh Unified (No reporting institution)
Metric Set | Metric | 2019-20 Actuals | 2020-21 Actuals | 2021-22 Actuals | 2022-23 Target | 2023-24 Target | 2024-25 Target |
---|---|---|---|---|---|---|---|
All | *Adults who Became Participants (AE 202 - Overall) | 0 | 0 | 0 | |||
Employment and Earnings | Participants Who Became Employed in the 2nd Quarter After Exit (AE 505 - Overall) | 0 | 0 | 0 | |||
Progress | Participants with Educational Functioning Levels Gains ABE (AE 400 - ABE) | 0 | 0 | 0 | |||
Progress | Participants with Educational Functioning Levels Gains ASE (AE 400 - ASE) | 0 | 0 | 0 | |||
Progress | Participants with Educational Functioning Levels Gains ESL (AE 400 - ESL) | 0 | 0 | 0 | |||
Progress | Participants Who Complete an EL Civics COAPP or Course (AE 411 - Overall) | 0 | 0 | 0 | |||
Success | Participants Who Earn a High School Diploma or Equivalency (AE 633 - Overall) | 0 | 0 | 0 | |||
Success | Participants Who Earn a Postsecondary Credential (AE 625 - Overall) | 0 | 0 | 0 | |||
Transition | Participants with Transition to Postsecondary (credit college) (AE 637 - Overall) | 0 | 0 | 0 | |||
Transition | Participants with Transition to Postsecondary (CTE) (AE 636 - Overall) | 0 | 0 | 0 | |||
Transition | Participants with Transition to ASE (AE 500 - Overall) | 0 | 0 | 0 |
Corcoran Joint Unified (Reported by Corcoran Unified School District (CUSD))
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) | 87 | 87 | 89 | 91 | ||
Employment and Earnings | Participants Who Became Employed in the 2nd Quarter After Exit (AE 505 - Overall) | 0 | 0 | 0 | |||
Progress | Participants with Educational Functioning Levels Gains ABE (AE 400 - ABE) | 17 | 18 | 18 | |||
Progress | Participants with Educational Functioning Levels Gains ASE (AE 400 - ASE) | 26 | 0 | 0 | 0 | ||
Progress | Participants with Educational Functioning Levels Gains ESL (AE 400 - ESL) | 6 | 7 | 8 | |||
Progress | Participants Who Complete an EL Civics COAPP or Course (AE 411 - Overall) | 0 | 0 | 0 | |||
Success | Participants Who Earn a High School Diploma or Equivalency (AE 633 - Overall) | 11 | 11 | 121 | 3 | ||
Success | Participants Who Earn a Postsecondary Credential (AE 625 - Overall) | 0 | 0 | 0 | |||
Transition | Participants with Transition to Postsecondary (credit college) (AE 637 - Overall) | 0 | 0 | 0 | |||
Transition | Participants with Transition to Postsecondary (CTE) (AE 636 - Overall) | 0 | 0 | 0 | |||
Transition | Participants with Transition to ASE (AE 500 - Overall) | 0 | 0 | 0 |
Cutler-Orosi Joint Unified (Reported by Cutler / Orosi Joint USD)
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) | 103 | 60 | 108 | 114 | 119 | |
Employment and Earnings | Participants Who Became Employed in the 2nd Quarter After Exit (AE 505 - Overall) | 0 | 0 | 0 | |||
Progress | Participants with Educational Functioning Levels Gains ABE (AE 400 - ABE) | 0 | 0 | 0 | |||
Progress | Participants with Educational Functioning Levels Gains ASE (AE 400 - ASE) | 18 | 24 | 30 | |||
Progress | Participants with Educational Functioning Levels Gains ESL (AE 400 - ESL) | 17 | 18 | 19 | 20 | ||
Progress | Participants Who Complete an EL Civics COAPP or Course (AE 411 - Overall) | 35 | 37 | 39 | 41 | ||
Success | Participants Who Earn a High School Diploma or Equivalency (AE 633 - Overall) | 5 | 7 | 9 | |||
Success | Participants Who Earn a Postsecondary Credential (AE 625 - Overall) | 0 | 0 | 0 | |||
Transition | Participants with Transition to Postsecondary (credit college) (AE 637 - Overall) | 5 | 7 | 0 | |||
Transition | Participants with Transition to Postsecondary (CTE) (AE 636 - Overall) | 0 | 0 | 0 | |||
Transition | Participants with Transition to ASE (AE 500 - Overall) | 0 | 0 | 0 |
Exeter Unified (No reporting institution)
Metric Set | Metric | 2019-20 Actuals | 2020-21 Actuals | 2021-22 Actuals | 2022-23 Target | 2023-24 Target | 2024-25 Target |
---|---|---|---|---|---|---|---|
All | *Adults who Became Participants (AE 202 - Overall) | 0 | 0 | 0 | |||
Employment and Earnings | Participants Who Became Employed in the 2nd Quarter After Exit (AE 505 - Overall) | 0 | 0 | 0 | |||
Progress | Participants with Educational Functioning Levels Gains ABE (AE 400 - ABE) | 0 | 0 | 0 | |||
Progress | Participants with Educational Functioning Levels Gains ASE (AE 400 - ASE) | 0 | 0 | 0 | |||
Progress | Participants with Educational Functioning Levels Gains ESL (AE 400 - ESL) | 0 | 0 | 0 | |||
Progress | Participants Who Complete an EL Civics COAPP or Course (AE 411 - Overall) | 0 | 0 | 0 | |||
Success | Participants Who Earn a High School Diploma or Equivalency (AE 633 - Overall) | 0 | 0 | 0 | |||
Success | Participants Who Earn a Postsecondary Credential (AE 625 - Overall) | 0 | 0 | 0 | |||
Transition | Participants with Transition to Postsecondary (credit college) (AE 637 - Overall) | 0 | 0 | 0 | |||
Transition | Participants with Transition to Postsecondary (CTE) (AE 636 - Overall) | 0 | 0 | 0 | |||
Transition | Participants with Transition to ASE (AE 500 - Overall) | 0 | 0 | 0 |
Farmersville Unified (Reported by Farmersville Unified School 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) | 68 | 38 | 105 | 107 | 112 | |
Employment and Earnings | Participants Who Became Employed in the 2nd Quarter After Exit (AE 505 - Overall) | 33 | 35 | 37 | |||
Progress | Participants with Educational Functioning Levels Gains ABE (AE 400 - ABE) | 15 | 4 | 5 | 6 | ||
Progress | Participants with Educational Functioning Levels Gains ASE (AE 400 - ASE) | 15 | 2 | 4 | 6 | ||
Progress | Participants with Educational Functioning Levels Gains ESL (AE 400 - ESL) | 5 | 6 | 7 | |||
Progress | Participants Who Complete an EL Civics COAPP or Course (AE 411 - Overall) | 2 | 4 | 6 | |||
Success | Participants Who Earn a High School Diploma or Equivalency (AE 633 - Overall) | 5 | 6 | 7 | |||
Success | Participants Who Earn a Postsecondary Credential (AE 625 - Overall) | 2 | 4 | 6 | |||
Transition | Participants with Transition to Postsecondary (credit college) (AE 637 - Overall) | 2 | 4 | 6 | |||
Transition | Participants with Transition to Postsecondary (CTE) (AE 636 - Overall) | 2 | 4 | 6 | |||
Transition | Participants with Transition to ASE (AE 500 - Overall) | 19 | 2 | 4 | 6 |
Hanford Joint Union High (Reported by Hanford Adult School)
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) | 386 | 377 | 610 | 640 | 675 | |
Employment and Earnings | Participants Who Became Employed in the 2nd Quarter After Exit (AE 505 - Overall) | 43 | 340 | 360 | 380 | ||
Progress | Participants with Educational Functioning Levels Gains ABE (AE 400 - ABE) | 31 | 131 | 140 | 145 | ||
Progress | Participants with Educational Functioning Levels Gains ASE (AE 400 - ASE) | 157 | 238 | 18 | 19 | 20 | |
Progress | Participants with Educational Functioning Levels Gains ESL (AE 400 - ESL) | 41 | 29 | 33 | 35 | 37 | |
Progress | Participants Who Complete an EL Civics COAPP or Course (AE 411 - Overall) | 83 | 42 | 80 | 84 | 88 | |
Success | Participants Who Earn a High School Diploma or Equivalency (AE 633 - Overall) | 85 | 108 | 30 | 45 | 60 | |
Success | Participants Who Earn a Postsecondary Credential (AE 625 - Overall) | 23 | 43 | 14 | 15 | 16 | |
Transition | Participants with Transition to Postsecondary (credit college) (AE 637 - Overall) | 12 | 14 | 15 | 16 | ||
Transition | Participants with Transition to Postsecondary (CTE) (AE 636 - Overall) | 17 | 5 | 10 | 15 | ||
Transition | Participants with Transition to ASE (AE 500 - Overall) | 21 | 32 | 34 | 36 |
Lindsay Unified (Reported by Lindsay Unified School 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) | 36 | 161 | 38 | 40 | 42 | |
Employment and Earnings | Participants Who Became Employed in the 2nd Quarter After Exit (AE 505 - Overall) | 0 | 0 | 0 | |||
Progress | Participants with Educational Functioning Levels Gains ABE (AE 400 - ABE) | 17 | 27 | 28 | 29 | ||
Progress | Participants with Educational Functioning Levels Gains ASE (AE 400 - ASE) | 17 | 22 | 23 | 24 | ||
Progress | Participants with Educational Functioning Levels Gains ESL (AE 400 - ESL) | 0 | 0 | 0 | |||
Progress | Participants Who Complete an EL Civics COAPP or Course (AE 411 - Overall) | 0 | 0 | 0 | |||
Success | Participants Who Earn a High School Diploma or Equivalency (AE 633 - Overall) | 16 | 27 | 28 | 29 | ||
Success | Participants Who Earn a Postsecondary Credential (AE 625 - Overall) | 0 | 0 | 0 | |||
Transition | Participants with Transition to Postsecondary (credit college) (AE 637 - Overall) | 0 | 0 | 0 | |||
Transition | Participants with Transition to Postsecondary (CTE) (AE 636 - Overall) | 0 | 0 | 0 | |||
Transition | Participants with Transition to ASE (AE 500 - Overall) | 22 | 23 | 24 |
Sequoias CCD (Reported by Sequoias 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) | 920 | 751 | 966 | 1,014 | 1,065 | |
Employment and Earnings | Participants Who Became Employed in the 2nd Quarter After Exit (AE 505 - Overall) | 378 | 0 | 0 | 0 | ||
Progress | Participants with Educational Functioning Levels Gains ABE (AE 400 - ABE) | 0 | 0 | 0 | |||
Progress | Participants with Educational Functioning Levels Gains ASE (AE 400 - ASE) | 13 | 0 | 0 | 0 | ||
Progress | Participants with Educational Functioning Levels Gains ESL (AE 400 - ESL) | 244 | 199 | 256 | 269 | 282 | |
Progress | Participants Who Complete an EL Civics COAPP or Course (AE 411 - Overall) | 19 | 11 | 20 | 21 | 22 | |
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) | 350 | 172 | 149 | 157 | 164 | |
Transition | Participants with Transition to Postsecondary (credit college) (AE 637 - Overall) | 28 | 0 | 0 | 0 | ||
Transition | Participants with Transition to Postsecondary (CTE) (AE 636 - Overall) | 36 | 0 | 0 | 0 | ||
Transition | Participants with Transition to ASE (AE 500 - Overall) | 28 | 0 | 0 | 0 |
Tulare Joint Union High (Reported by Tulare Joint Union High School District (TJUHSD))
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) | 930 | 802 | 977 | 1,025 | 1,077 | |
Employment and Earnings | Participants Who Became Employed in the 2nd Quarter After Exit (AE 505 - Overall) | 160 | 0 | 0 | 0 | ||
Progress | Participants with Educational Functioning Levels Gains ABE (AE 400 - ABE) | 197 | 104 | 207 | 217 | 228 | |
Progress | Participants with Educational Functioning Levels Gains ASE (AE 400 - ASE) | 196 | 108 | 207 | 217 | 228 | |
Progress | Participants with Educational Functioning Levels Gains ESL (AE 400 - ESL) | 77 | 41 | 81 | 85 | 90 | |
Progress | Participants Who Complete an EL Civics COAPP or Course (AE 411 - Overall) | 76 | 38 | 81 | 85 | 90 | |
Success | Participants Who Earn a High School Diploma or Equivalency (AE 633 - Overall) | 52 | 52 | 55 | 58 | 62 | |
Success | Participants Who Earn a Postsecondary Credential (AE 625 - Overall) | 275 | 222 | 92 | 96 | 100 | |
Transition | Participants with Transition to Postsecondary (credit college) (AE 637 - Overall) | 16 | 92 | 96 | 100 | ||
Transition | Participants with Transition to Postsecondary (CTE) (AE 636 - Overall) | 69 | 92 | 96 | 100 | ||
Transition | Participants with Transition to ASE (AE 500 - Overall) | 135 | 227 | 235 | 240 |
Visalia Unified (Reported by Visalia Unified School District (VUSD))
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) | 1,468 | 1,172 | 1,541 | 1,618 | 1,699 | |
Employment and Earnings | Participants Who Became Employed in the 2nd Quarter After Exit (AE 505 - Overall) | 213 | 198 | 208 | 219 | ||
Progress | Participants with Educational Functioning Levels Gains ABE (AE 400 - ABE) | 251 | 220 | 264 | 276 | 290 | |
Progress | Participants with Educational Functioning Levels Gains ASE (AE 400 - ASE) | 225 | 196 | 236 | 248 | 260 | |
Progress | Participants with Educational Functioning Levels Gains ESL (AE 400 - ESL) | 183 | 66 | 192 | 202 | 212 | |
Progress | Participants Who Complete an EL Civics COAPP or Course (AE 411 - Overall) | 125 | 64 | 131 | 138 | 145 | |
Success | Participants Who Earn a High School Diploma or Equivalency (AE 633 - Overall) | 62 | 75 | 65 | 68 | 72 | |
Success | Participants Who Earn a Postsecondary Credential (AE 625 - Overall) | 358 | 271 | 189 | 1,908 | 208 | |
Transition | Participants with Transition to Postsecondary (credit college) (AE 637 - Overall) | 26 | 41 | 43 | 45 | ||
Transition | Participants with Transition to Postsecondary (CTE) (AE 636 - Overall) | 54 | 382 | 401 | 421 | ||
Transition | Participants with Transition to ASE (AE 500 - Overall) | 270 | 57 | 59 | 62 |
Woodlake Unified (No reporting institution)
Metric Set | Metric | 2019-20 Actuals | 2020-21 Actuals | 2021-22 Actuals | 2022-23 Target | 2023-24 Target | 2024-25 Target |
---|---|---|---|---|---|---|---|
All | *Adults who Became Participants (AE 202 - Overall) | 0 | 0 | 0 | |||
Employment and Earnings | Participants Who Became Employed in the 2nd Quarter After Exit (AE 505 - Overall) | 0 | 0 | 0 | |||
Progress | Participants with Educational Functioning Levels Gains ABE (AE 400 - ABE) | 0 | 0 | 0 | |||
Progress | Participants with Educational Functioning Levels Gains ASE (AE 400 - ASE) | 0 | 0 | 0 | |||
Progress | Participants with Educational Functioning Levels Gains ESL (AE 400 - ESL) | 0 | 0 | 0 | |||
Progress | Participants Who Complete an EL Civics COAPP or Course (AE 411 - Overall) | 0 | 0 | 0 | |||
Success | Participants Who Earn a High School Diploma or Equivalency (AE 633 - Overall) | 0 | 0 | 0 | |||
Success | Participants Who Earn a Postsecondary Credential (AE 625 - Overall) | 0 | 0 | 0 | |||
Transition | Participants with Transition to Postsecondary (credit college) (AE 637 - Overall) | 0 | 0 | 0 | |||
Transition | Participants with Transition to Postsecondary (CTE) (AE 636 - Overall) | 0 | 0 | 0 | |||
Transition | Participants with Transition to ASE (AE 500 - Overall) | 0 | 0 | 0 |
Member Spending Targets
Member | Percent of 2019-20 Available Funds Spent | Percent of 2020-21 Available Funds Spent | Percent of 2021-22 Available Funds Spent | 2022-23 Target | 2023-24 Target | 2024-25 Target |
---|---|---|---|---|---|---|
Corcoran Joint Unified | 100% | 69% | 0% | 85% | 85% | 85% |
Cutler-Orosi Joint Unified | 100% | 72% | 0% | 85% | 85% | 85% |
Farmersville Unified | 0% | 25% | 0% | 85% | 85% | 85% |
Hanford Joint Union High | 100% | 83% | 0% | 85% | 85% | 85% |
Lindsay Unified | 100% | 100% | 0% | 85% | 85% | 85% |
Sequoias CCD | 100% | 73% | 0% | 85% | 85% | 85% |
Tulare Joint Union High | 100% | 97% | 0% | 85% | 85% | 85% |
Visalia Unified | 100% | 74% | 0% | 85% | 85% | 85% |
Objectives
Address Educational Needs
SAEC will address the educational needs of the communities serve by focusing on Gaps in Service and Leveraging Resources across the region. The activities and objectives have been written to provide a high-level approach to expanding on the successes realized during the implementation of the last Three-Year Plan and to address the ever-changing regional needs as communities emerge from the hardships of the COVID-19 global pandemic.
Gaps in Service
- To continue to focus on gaps in services, SAEC will engage in the following activities in addition to those ideated in the Activities & Outcomes section:
- Engage in quarterly reviews of student data from MIS and DIR
- Engage in quarterly reviews of fiscal reporting data from NOVA
- Conduct biannual economic and workforce analysis to determine shifts in the labor market in alignment with the Tulare and Kings Counties Workforce Development Boards
- Add classes to meet labor demands if qualified teachers are available
- Make adjustments to ELS Counselors and Regional Sector Navigators to fully meet the shifting needs of the region in providing career pathway, educational pipeline entry, and wrap around services for adult education students
- Continue the work of the Program Area Subcommittees who meet quarterly to identify and address emergent issues.
Leveraging Resources
- To fully leverage the resources of the region SAEC Member Districts will engage in the following activities in addition to those ideated in the Activities & Outcomes section:
- Continue to engage with Strong Workforce to identify emergent of career pathways
- Work to provide public transportation for education and employment accessible to low-income and underserved populations.
- Work with partner organizations and community members to coordinate space, funding, teachers and students for off-site language and soft skills classes.
- Expand opportunities for internship/apprenticeship programs
- Explore options for the community colleges to provide classes on the Adult School campuses to help with transition and dual enrollment
- Create a closer collaboration with the WDBs to respond to labor market/ employer needs by connecting students to job fairs/ employment agencies/ employment opportunities
- Continue the work of the Leadership Committee who meet regularly to identify and address emergent issues.
Improve Integration of Services & Transitions
SAEC will Improve Integration of Services & Transitions across the Member Districts and partner agencies by focusing on Seamless Transitions and Student Acceleration across the region. The activities and objectives have been written to provide a high-level approach to expanding on the successes realized during the implementation of the last Three-Year Plan and to address the ever-changing regional needs as communities emerge from the hardships of the COVID-19 global pandemic.
Seamless Transitions Objectives
- Engage in quarterly reviews of student data from MIS and DIR
- Engage in transition planning for graduates within 30 credits of program completion
- Increase engagement of counselors with students to ensure regular attendance and completion of programs of study
- Engage guest speakers from the college, trade schools, and employers to raise student awareness about workforce options
- Conduct field trips to employer sites to educate students about job options
- Increase frequency of FAFSA workshops
- Continue to improve the hand-off between adult school ESL and COS ESL while avoiding supplanting of services
- Improve the tracking of student transitions to postsecondary and the workforce
Student Acceleration Objectives
- Continue to align programs of study across Member Districts to ease and encourage student transitions
- Engage with Strong Workforce to create more programs of study at COS to increase transitions to the workforce
Improve Effectiveness of Services
SAEC will Improve Effectiveness of Services across the Member Districts by focusing on Professional Development and Continuous Improvement Planning across the region. The activities and objectives have been written to provide a high-level approach to expanding on the successes realized during the implementation of the last Three-Year Plan and to address the ever-changing regional needs as communities emerge from the hardships of the COVID-19 global pandemic.
Professional Development Objectives
- Continued training that is focused on the needs of high-demand industry sectors and occupations
- Continued professional development in all program areas of CAEP
- Continued focus on best-practice instruction in all program areas for adult learners
Continuous Improvement Planning Objectives
SAEC will engage in the following activities in addition to those ideated in the Activities & Outcomes section:
- Continue to implement and revise WIOA CIP plans for all Member Districts
- Engage in ongoing WASC reaccreditation activities to maintain the highest level of educational efficacy
- Continue Member District self-evaluation / reporting to the Consortium Board (eg: Integrating FPM guidelines as self-evaluation process)
WIOA CIP Plans
Corcoran:
- Increase the accuracy of student placement through pre/posttesting; 5% increase in student learning gains
- Refine and improve practices of collecting & utilizing student data
Cutler-Orosi:
- Use Pre/Post assessments to achieve a 10% increase of students with 40+ instructional hours
- 80% of learners will complete one-month digital literacy course with a score of 70% or higher
Farmersville:
- Student computer literacy mastery via score of 70%+ on assessment
- Increase of 10% in students with 40 hours and 1 literacy gains
Hanford:
- 65% of ESL students will increase one or more proficiency levels
- Increase transitions by 65%
Lindsay:
- 20% of learners attempting the HiSET exam will pass
- Expand the advisory committee to include community members
- Expand instructional technology support from a Blended Learning Assistant
Tulare:
- Increase attendance in ABE/ASE/ESL classes to a minimum of 40 hours
- Provide technology training to build asynchronous learning experiences for students through PLCs, one-on-one coaching, webinars, and Tech Cafes
Visalia:
- Increase enrollment in CTE programs by 20% and certification pass rates by 10%
- Increase ESL student participation in IET/CTE pathways by 20% over the next three years
- Increase enrollment, completers, and employment by 15% over the next three years
Improve Effectiveness of Services
This is a duplicate section.
Activities & Outcomes
Increased Course Offerings
Objective that Applies to this Activity
Improve Integration of Services & Transitions
Increase number of ABE/ASE/ESL/CTE courses based on community need and enrollment demand resulting in an increase in class scheduling and greater student persistence.
This activity aligns with CAEP Objective of Seamless Transitions and the CAEP State Priority of Learner Transition.
5% increase in literacy gains; better understanding of data usage
10% increase in literacy gains; Additional funding streams due to increased performance outcomes and graduation rates
15% increase in literacy gains; Ongoing community needs evaluation
Proposed Completion Date
Adult Ed Metrics and Student Barriers
- Employment and Earnings: Participants Who Became Employed in the 2nd Quarter After Exit (AE 505 - Overall)
- 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 ASE (AE 400 - ASE)
- Progress: Participants with Educational Functioning Levels Gains ESL (AE 400 - ESL)
- Student Barriers: English Language Learner (AE 305 - Overall)
- Student Barriers: Low Income (AE 310 - Overall)
- Student Barriers: Low Literacy (AE 311 - Overall)
- Success: Participants Who Earn a High School Diploma or Equivalency (AE 633 - Overall)
- Success: Participants Who Earn a Postsecondary Credential (AE 625 - Overall)
- Transition: Participants with Transition to ASE (AE 500 - Overall)
- Transition: Participants with Transition to Postsecondary (CTE) (AE 636 - Overall)
- Transition: Participants with Transition to Postsecondary (credit college) (AE 637 - Overall)
Responsible person(s)
Name |
---|
Increased Completion Rates
Objective that Applies to this Activity
Improve Integration of Services & Transitions
Increase completion rates in all program areas resulting in a greater number of students transitioning to postsecondary programs and the workforce.
This activity aligns with CAEP Objective of Seamless Transitions and the CAEP State Priority of Learner Transition.
5% completion growth
10% completion growth
15% completion growth
Proposed Completion Date
Adult Ed Metrics and Student Barriers
- Employment and Earnings: Participants Who Became Employed in the 2nd Quarter After Exit (AE 505 - Overall)
- 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 ASE (AE 400 - ASE)
- Progress: Participants with Educational Functioning Levels Gains ESL (AE 400 - ESL)
- Student Barriers: English Language Learner (AE 305 - Overall)
- Student Barriers: Low Income (AE 310 - Overall)
- Student Barriers: Low Literacy (AE 311 - Overall)
- Success: Participants Who Earn a High School Diploma or Equivalency (AE 633 - Overall)
- Success: Participants Who Earn a Postsecondary Credential (AE 625 - Overall)
- Transition: Participants with Transition to ASE (AE 500 - Overall)
- Transition: Participants with Transition to Postsecondary (CTE) (AE 636 - Overall)
- Transition: Participants with Transition to Postsecondary (credit college) (AE 637 - Overall)
Responsible person(s)
Name |
---|
Increased Outreach and Marketing
Objective that Applies to this Activity
Address Educational Needs
Expand and improve outreach and marketing to target identified populations which will result in increased enrollment for all Member Districts.
This activity aligns with CAEP Objective of Gaps in Service and the CAEP State Priority of Marketing.
Increased social media presence; Enhanced print marketing campaign; Ongoing radio PSAs
Increased social media presence; Enhanced print marketing campaign
Increased social media presence; Enhanced print marketing campaign
Proposed Completion Date
Adult Ed Metrics and Student Barriers
- Employment and Earnings: Participants Who Became Employed in the 2nd Quarter After Exit (AE 505 - Overall)
- 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 ASE (AE 400 - ASE)
- Progress: Participants with Educational Functioning Levels Gains ESL (AE 400 - ESL)
- Student Barriers: English Language Learner (AE 305 - Overall)
- Student Barriers: Low Income (AE 310 - Overall)
- Student Barriers: Low Literacy (AE 311 - Overall)
- Success: Participants Who Earn a High School Diploma or Equivalency (AE 633 - Overall)
- Success: Participants Who Earn a Postsecondary Credential (AE 625 - Overall)
- Transition: Participants with Transition to ASE (AE 500 - Overall)
- Transition: Participants with Transition to Postsecondary (CTE) (AE 636 - Overall)
- Transition: Participants with Transition to Postsecondary (credit college) (AE 637 - Overall)
Responsible person(s)
Name |
---|
Community Education
Objective that Applies to this Activity
Address Educational Needs
Utilize Navigators to educate the community about what the Consortium does resulting in stronger and more established community partnerships.
This activity aligns with CAEP Objective of Gaps in Service and the CAEP State Priority of Marketing.
Participate in scheduled Community Stakeholder meetings; Participate in community events and outreach
Ongoing engagement with business, faith-based, governmental, and non-profit stakeholders; Participate in community events and outreach
Continued engagement of the SAEC Leadership Committee; Participate in community events and outreach
Proposed Completion Date
Adult Ed Metrics and Student Barriers
- Employment and Earnings: Participants Who Became Employed in the 2nd Quarter After Exit (AE 505 - Overall)
- 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 ASE (AE 400 - ASE)
- Progress: Participants with Educational Functioning Levels Gains ESL (AE 400 - ESL)
- Student Barriers: English Language Learner (AE 305 - Overall)
- Student Barriers: Low Income (AE 310 - Overall)
- Student Barriers: Low Literacy (AE 311 - Overall)
- Success: Participants Who Earn a High School Diploma or Equivalency (AE 633 - Overall)
- Success: Participants Who Earn a Postsecondary Credential (AE 625 - Overall)
- Transition: Participants with Transition to ASE (AE 500 - Overall)
- Transition: Participants with Transition to Postsecondary (CTE) (AE 636 - Overall)
- Transition: Participants with Transition to Postsecondary (credit college) (AE 637 - Overall)
Responsible person(s)
Name |
---|
Professional Development
Objective that Applies to this Activity
Improve Effectiveness of Services
Professional Development (non-stagnant, community-of-practice based, high-quality, best-practices-driven) will be provided for all instructors and staff of all Member Districts who are striving to prepare students for postsecondary success. Primary focus will be on instruction and the shifting from "teaching to the test" to teaching for academic pathway success.
This activity aligns with CAEP Objective of Professional Development and the CAEP State Priorities of Leadership and Program Evaluation.
The SAEC Board and Member District Faculty/Staff will attend regional, state and national conferences and convenings; Information gathered will be used to provide ongoing internal professional development by attendees
Ongoing participation in professional development opportunities by Board, Faculty and Staff
Ongoing participation in professional development opportunities by Board, Faculty and Staff
Proposed Completion Date
Adult Ed Metrics and Student Barriers
- Employment and Earnings: Participants Who Became Employed in the 2nd Quarter After Exit (AE 505 - Overall)
- Progress: Participants with Educational Functioning Levels Gains ABE (AE 400 - ABE)
- Progress: Participants with Educational Functioning Levels Gains ASE (AE 400 - ASE)
- Student Barriers: Low Income (AE 310 - Overall)
- Success: Participants Who Earn a High School Diploma or Equivalency (AE 633 - Overall)
- Transition: Participants with Transition to Postsecondary (CTE) (AE 636 - Overall)
- Transition: Participants with Transition to Postsecondary (credit college) (AE 637 - Overall)
Responsible person(s)
Name |
---|
Articulation Agreements: AE/CC
Objective that Applies to this Activity
Improve Integration of Services & Transitions
Develop articulation agreements between Adult Schools and the Colleges resulting in greater transition of students to postsecondary, for credit programs.
This activity aligns with CAEP Objective of Seamless Transitions and the CAEP State Priority of Learner Transition.
Two pathways aligned to college courses
Five pathways aligned to college courses
Pathways for all relevant courses
Proposed Completion Date
Adult Ed Metrics and Student Barriers
- Student Barriers: Low Income (AE 310 - Overall)
- Success: Participants Who Earn a Postsecondary Credential (AE 625 - Overall)
- Transition: Participants with Transition to Postsecondary (CTE) (AE 636 - Overall)
- Transition: Participants with Transition to Postsecondary (credit college) (AE 637 - Overall)
Responsible person(s)
Name |
---|
Articulation Agreements: CTE
Objective that Applies to this Activity
Improve Integration of Services & Transitions
Create articulation agreements for CTE programs from Adult Schools to the College and High School programs resulting in a framework for career pathways in alignment to Strong Workforce.
This activity aligns with CAEP Objective of Seamless Transitions and the CAEP State Priority of Learner Transition.
Implementation of two career CTE pathways
Increased transition to postsecondary & CTE; Explore Pre-Apprenticeship programs
Established apprenticeship programs
Proposed Completion Date
Adult Ed Metrics and Student Barriers
- 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 |
---|
Service Hours and Locations to meet Regional Needs
Objective that Applies to this Activity
Address Educational Needs
Expanded service hours, locations of classes, and topics of classes offered across all Member Districts to provide increased accessibility to students, align to CIP goals, and meet shifting community needs emerging from the COVID-19 pandemic.
This activity aligns with CAEP Objective of Gaps in Service and the CAEP State Priorities of Learner Transitions and Equity.
5% increase in enrollment and program completions
10% increase in enrollment and program completions
15% increase in enrollment and program completions
Proposed Completion Date
Adult Ed Metrics and Student Barriers
- Employment and Earnings: Participants Who Became Employed in the 2nd Quarter After Exit (AE 505 - Overall)
- 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 ASE (AE 400 - ASE)
- Progress: Participants with Educational Functioning Levels Gains ESL (AE 400 - ESL)
- Student Barriers: English Language Learner (AE 305 - Overall)
- Student Barriers: Low Income (AE 310 - Overall)
- Student Barriers: Low Literacy (AE 311 - Overall)
- Success: Participants Who Earn a High School Diploma or Equivalency (AE 633 - Overall)
- Success: Participants Who Earn a Postsecondary Credential (AE 625 - Overall)
- Transition: Participants with Transition to ASE (AE 500 - Overall)
- Transition: Participants with Transition to Postsecondary (CTE) (AE 636 - Overall)
- Transition: Participants with Transition to Postsecondary (credit college) (AE 637 - Overall)
Responsible person(s)
Name |
---|
Digital Literacy and Technology
Objective that Applies to this Activity
Address Educational Needs
Infused digital literacy and technology instruction into curriculum at all Member Districts to provide students with a deeper knowledge and understanding of technology to meet the new needs of adult learnings in a post-pandemic environment.
This activity aligns with CAEP Objective of Gaps in Service and the CAEP State Priorities of Equity and Technology/Distance Learning.
Professional Development for all faculty/staff on embedding DL into instructional models
Fifty percent of classes have embedded digital literacy skills
Technology instruction pervasive across all classes and all Member Districts
Proposed Completion Date
Adult Ed Metrics and Student Barriers
- 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 ASE (AE 400 - ASE)
- Progress: Participants with Educational Functioning Levels Gains ESL (AE 400 - ESL)
- Student Barriers: English Language Learner (AE 305 - Overall)
- Student Barriers: Low Literacy (AE 311 - Overall)
- Success: Participants Who Earn a High School Diploma or Equivalency (AE 633 - Overall)
- Success: Participants Who Earn a Postsecondary Credential (AE 625 - Overall)
- Transition: Participants with Transition to ASE (AE 500 - Overall)
- Transition: Participants with Transition to Postsecondary (CTE) (AE 636 - Overall)
- Transition: Participants with Transition to Postsecondary (credit college) (AE 637 - Overall)
Responsible person(s)
Name |
---|
Short-term / Long-term CTE Programs of Study
Objective that Applies to this Activity
Address Educational Needs
Implement credit and noncredit CTE classes and certificates (short- and long-term) resulting in wage increases and higher job placement rates and mobility as demonstrated through DIR and MIS reporting.
This activity aligns with CAEP Objective of Gaps in Service and the CAEP State Priorities of Program Development/Curriculum/Classroom and Equity.
Identify industry sectors aligned to Strong Workforce for additional courses
Increased CTE program offerings
Implement additional CTE programs as dictated by regional industry need
Proposed Completion Date
Adult Ed Metrics and Student Barriers
- Employment and Earnings: Participants Who Became Employed in the 2nd Quarter After Exit (AE 505 - Overall)
- Student Barriers: Low Income (AE 310 - Overall)
- Success: Participants Who Earn a Postsecondary Credential (AE 625 - Overall)
- Transition: Participants with Transition to Postsecondary (CTE) (AE 636 - Overall)
- Transition: Participants with Transition to Postsecondary (credit college) (AE 637 - Overall)
Responsible person(s)
Name |
---|
Contextualized ESL Programs
Objective that Applies to this Activity
Address Educational Needs
Workplace / Contextualized ESL (VESL) courses resulting in increased program offerings and enrollment particularly in the Healthcare Industry Sector.
This activity aligns with CAEP Objective of Gaps in Service and the CAEP State Priorities of Program Development/Curriculum/Classroom and Equity.
Pilot new programs in Members Districts for contextualized ESL
Fully established VESL programs
Expanded program offerings by all Member Districts
Proposed Completion Date
Adult Ed Metrics and Student Barriers
- Employment and Earnings: Participants Who Became Employed in the 2nd Quarter After Exit (AE 505 - Overall)
- Progress: Participants with Educational Functioning Levels Gains ESL (AE 400 - ESL)
- Student Barriers: English Language Learner (AE 305 - Overall)
- Student Barriers: Low Income (AE 310 - Overall)
- Success: Participants Who Earn a 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 |
---|
College Courses Taught at Adult Schools
Objective that Applies to this Activity
Address Educational Needs
Explore offering college courses (noncredit and credit) at Adult School campuses resulting in dual / co-enrollment programs taught by college faculty at Adult Schools.
This activity aligns with CAEP Objective of Gaps in Service and the CAEP State Priorities of Program Development/Curriculum/Classroom and Equity.
Identification of courses to offer at Adult Schools
Pilot college courses at Adult Schools
Add courses to offerings at Adult Schools
Proposed Completion Date
Adult Ed Metrics and Student Barriers
- Employment and Earnings: Participants Who Became Employed in the 2nd Quarter After Exit (AE 505 - Overall)
- Student Barriers: Low Income (AE 310 - Overall)
- Success: Participants Who Earn a Postsecondary Credential (AE 625 - Overall)
- Transition: Participants with Transition to Postsecondary (CTE) (AE 636 - Overall)
- Transition: Participants with Transition to Postsecondary (credit college) (AE 637 - Overall)
Responsible person(s)
Name |
---|
Improved Data Collection
Objective that Applies to this Activity
Improve Effectiveness of Services
Improve data collection and review to increase pre- and posttest scores. This activity aligns to WIOA CIP goals of multiple Member Districts.
This activity also aligns with CAEP Objective of Student Acceleration and the CAEP State Priority of Program Evaluation.
5% increase in pre-posttest pairs on DIR reporting; Community of Practice quarterly meeting to create and implement DIR action plans
10% increase in pre-posttest pairs on DIR reporting; Community of Practice quarterly meeting to create and implement DIR action plans
15% increase in pre-posttest pairs on DIR reporting; Community of Practice quarterly meeting to create and implement DIR action plans
Proposed Completion Date
Adult Ed Metrics and Student Barriers
- Progress: Participants with Educational Functioning Levels Gains ABE (AE 400 - ABE)
- Progress: Participants with Educational Functioning Levels Gains ASE (AE 400 - ASE)
- Progress: Participants with Educational Functioning Levels Gains ESL (AE 400 - ESL)
- Student Barriers: English Language Learner (AE 305 - Overall)
- Student Barriers: Low Literacy (AE 311 - Overall)
- Success: Participants Who Earn a High School Diploma or Equivalency (AE 633 - Overall)
Responsible person(s)
Name |
---|
Increased Enrollment, Completions, Transitions
Objective that Applies to this Activity
Improve Integration of Services & Transitions
Increase enrollment, graduation rates, and transitions to post-secondary and/or employment resulting in increased performance outcomes.
This activity aligns with CAEP Objective of Student Acceleration and the CAEP State Priority of Program Evaluation.
5% increase in transitions validated through DIR and MIS reports
10% increase in transitions validated through DIR and MIS reports
15% increase in transitions validated through DIR and MIS reports
Proposed Completion Date
Adult Ed Metrics and Student Barriers
- Employment and Earnings: Participants Who Became Employed in the 2nd Quarter After Exit (AE 505 - Overall)
- 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 ASE (AE 400 - ASE)
- Progress: Participants with Educational Functioning Levels Gains ESL (AE 400 - ESL)
- Student Barriers: English Language Learner (AE 305 - Overall)
- Student Barriers: Low Literacy (AE 311 - Overall)
- Success: Participants Who Earn a High School Diploma or Equivalency (AE 633 - Overall)
- Success: Participants Who Earn a Postsecondary Credential (AE 625 - Overall)
- Transition: Participants with Transition to ASE (AE 500 - Overall)
- Transition: Participants with Transition to Postsecondary (CTE) (AE 636 - Overall)
- Transition: Participants with Transition to Postsecondary (credit college) (AE 637 - Overall)
Responsible person(s)
Name |
---|
Enhanced Career Pathways
Objective that Applies to this Activity
Improve Integration of Services & Transitions
Improve information available to students about career pathways, career opportunities, and alignment between course offerings at the Adult Schools and the Community College through the development of a Career Pathway Matrix.
This activity aligns with CAEP Objective of Student Acceleration and the CAEP State Priority of Program Evaluation.
Conduct ongoing evaluation of community; Continue to implement Career Pathways; Improve community awareness of existing Career Pathways
Establish 1 - 3 additional Career Pathway pilot programs, as needed
Reevaluate program success and create next-steps for additional Career Pathways based on high growth industry needs
Proposed Completion Date
Adult Ed Metrics and Student Barriers
- Employment and Earnings: Participants Who Became Employed in the 2nd Quarter After Exit (AE 505 - Overall)
- Student Barriers: Low Income (AE 310 - Overall)
- Success: Participants Who Earn a Postsecondary Credential (AE 625 - Overall)
- Transition: Participants with Transition to Postsecondary (CTE) (AE 636 - Overall)
- Transition: Participants with Transition to Postsecondary (credit college) (AE 637 - Overall)
Responsible person(s)
Name |
---|
Professional Development
Objective that Applies to this Activity
Improve Effectiveness of Services
Implement ongoing professional development for all Members that is responsive to the needs of the region and staff to develop a deeper and broader understanding of how Adult Education services are funded, structured, delivered, provide best-practice academic rigor, and are evaluated in California and across the US to better align service delivery with community needs.
This activity aligns with CAEP Objective of Professional Development and the CAEP State Priorities of Leadership and Program Evaluation.
The SAEC Board and Member District Faculty/Staff will attend regional, state and national conferences and convenings; Information gathered will be used to provide ongoing internal professional development by attendees
Ongoing participation in professional development opportunities by Board, Faculty and Staff
Ongoing participation in professional development opportunities by Board, Faculty and Staff
Proposed Completion Date
Adult Ed Metrics and Student Barriers
- Employment and Earnings: Participants Who Became Employed in the 2nd Quarter After Exit (AE 505 - Overall)
- 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 ASE (AE 400 - ASE)
- Progress: Participants with Educational Functioning Levels Gains ESL (AE 400 - ESL)
- Student Barriers: English Language Learner (AE 305 - Overall)
- Student Barriers: Low Income (AE 310 - Overall)
- Student Barriers: Low Literacy (AE 311 - Overall)
- Success: Participants Who Earn a High School Diploma or Equivalency (AE 633 - Overall)
- Success: Participants Who Earn a Postsecondary Credential (AE 625 - Overall)
- Transition: Participants with Transition to ASE (AE 500 - Overall)
- Transition: Participants with Transition to Postsecondary (CTE) (AE 636 - Overall)
- Transition: Participants with Transition to Postsecondary (credit college) (AE 637 - Overall)
Responsible person(s)
Name |
---|
Regional Professional Development
Objective that Applies to this Activity
Improve Effectiveness of Services
Host Pan-Consortium, Central Valley professional development events.
This activity aligns with CAEP Objective of Professional Development and the CAEP State Priority of Leadership.
Host Super-Consortium PD day; Host multiple internal PD trainings
Continue hosting professional development events
Continue hosting professional development events
Proposed Completion Date
Adult Ed Metrics and Student Barriers
- Employment and Earnings: Participants Who Became Employed in the 2nd Quarter After Exit (AE 505 - Overall)
- 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 ASE (AE 400 - ASE)
- Progress: Participants with Educational Functioning Levels Gains ESL (AE 400 - ESL)
- Student Barriers: English Language Learner (AE 305 - Overall)
- Student Barriers: Low Income (AE 310 - Overall)
- Student Barriers: Low Literacy (AE 311 - Overall)
- Success: Participants Who Earn a High School Diploma or Equivalency (AE 633 - Overall)
- Success: Participants Who Earn a Postsecondary Credential (AE 625 - Overall)
- Transition: Participants with Transition to ASE (AE 500 - Overall)
- Transition: Participants with Transition to Postsecondary (CTE) (AE 636 - Overall)
- Transition: Participants with Transition to Postsecondary (credit college) (AE 637 - Overall)
Responsible person(s)
Name |
---|
Workforce Board Engagement
Objective that Applies to this Activity
Improve Integration of Services & Transitions
Stronger engagement with the Workforce Development Boards of Tulare County and Kings County by Consortium Members resulting in the development of policies and procedures for cross-agency collaboration.
This activity aligns with CAEP Objective of Leveraging Resources and the CAEP State Priority of Program Development/Curriculum/Classroom.
Increase in labor force participation; increased job promotions; increased wages
Pilot programs with both Workforce Development Boards to meet local needs
Established partnerships with the Workforce Development Boards
Proposed Completion Date
Adult Ed Metrics and Student Barriers
- Employment and Earnings: Participants Who Became Employed in the 2nd Quarter After Exit (AE 505 - Overall)
- Student Barriers: Low Income (AE 310 - Overall)
- Success: Participants Who Earn a Postsecondary Credential (AE 625 - Overall)
- Transition: Participants with Transition to Postsecondary (CTE) (AE 636 - Overall)
- Transition: Participants with Transition to Postsecondary (credit college) (AE 637 - Overall)
Responsible person(s)
Name |
---|
Strategic Planning
Objective that Applies to this Activity
Improve Effectiveness of Services
Leverage resources to serve more adult learners through a collective impact model by developing a strategic plan to identify economies of scale across Member Districts.
This activity aligns with CAEP Objective of Leveraging Resources and the CAEP State Priorities of Program Development/Curriculum/Classroom and Leadership.
Implementation of strategies to leverage existing resources
Ongoing evaluation and adjusting strategies in strategic plan
Reevaluation of strategies to align to current funding streams
Proposed Completion Date
Adult Ed Metrics and Student Barriers
- Employment and Earnings: Participants Who Became Employed in the 2nd Quarter After Exit (AE 505 - Overall)
- 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 ASE (AE 400 - ASE)
- Progress: Participants with Educational Functioning Levels Gains ESL (AE 400 - ESL)
- Student Barriers: English Language Learner (AE 305 - Overall)
- Student Barriers: Low Income (AE 310 - Overall)
- Student Barriers: Low Literacy (AE 311 - Overall)
- Success: Participants Who Earn a High School Diploma or Equivalency (AE 633 - Overall)
- Success: Participants Who Earn a Postsecondary Credential (AE 625 - Overall)
- Transition: Participants with Transition to ASE (AE 500 - Overall)
- Transition: Participants with Transition to Postsecondary (CTE) (AE 636 - Overall)
- Transition: Participants with Transition to Postsecondary (credit college) (AE 637 - Overall)
Responsible person(s)
Name |
---|
Expand OJT/WBL Opportunities
Objective that Applies to this Activity
Address Educational Needs
Student internships, practicums, and work-based learning opportunities established with local businesses resulting in a greater transition of students to the workplace.
This activity aligns with CAEP Objective of Leveraging Resources and the CAEP State Priority of Equity.
Identified career pathways that support high growth industries identified by the Workforce Development Board
Pilot internships in three identified industry sectors
Established placement of students in work-based learning opportunities
Proposed Completion Date
Adult Ed Metrics and Student Barriers
- Employment and Earnings: Participants Who Became Employed in the 2nd Quarter After Exit (AE 505 - Overall)
- Student Barriers: Low Income (AE 310 - Overall)
- Success: Participants Who Earn a Postsecondary Credential (AE 625 - Overall)
- Transition: Participants with Transition to Postsecondary (CTE) (AE 636 - Overall)
- Transition: Participants with Transition to Postsecondary (credit college) (AE 637 - Overall)
Responsible person(s)
Name |
---|
Employer Based Education Offerings
Objective that Applies to this Activity
Address Educational Needs
Explore on-site classes offered at local businesses resulting in increased wages and promotions.
This activity aligns with CAEP Objective of Leveraging Resources and the CAEP State Priority of Equity.
Identify and sign MOUs with businesses for onsite classes
Established on-site courses at identified employers
Additional businesses added to employer-based course offerings
Proposed Completion Date
Adult Ed Metrics and Student Barriers
- Employment and Earnings: Participants Who Became Employed in the 2nd Quarter After Exit (AE 505 - Overall)
- 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 ASE (AE 400 - ASE)
- Progress: Participants with Educational Functioning Levels Gains ESL (AE 400 - ESL)
- Student Barriers: English Language Learner (AE 305 - Overall)
- Student Barriers: Low Income (AE 310 - Overall)
- Student Barriers: Low Literacy (AE 311 - Overall)
- Success: Participants Who Earn a High School Diploma or Equivalency (AE 633 - Overall)
- Success: Participants Who Earn a Postsecondary Credential (AE 625 - Overall)
- Transition: Participants with Transition to ASE (AE 500 - Overall)
- Transition: Participants with Transition to Postsecondary (CTE) (AE 636 - Overall)
- Transition: Participants with Transition to Postsecondary (credit college) (AE 637 - Overall)
Responsible person(s)
Name |
---|
AJCC Alignment
Objective that Applies to this Activity
Improve Effectiveness of Services
American Job Center of California representative available at each Member site which allows for a career liaison to assist with post-pandemic recovery and job placement.
This activity aligns with CAEP Objective of Leveraging Resources and the CAEP State Priority of Equity.
Maintain/Update MOUs with Tulare and Kings County Workforce Development Boards; Co-location of Adult Education Navigators at AJCCs
Dedicated American Job Center time at each Member site; Co-location of Adult Education Navigators at AJCCs
Expansion of programs to include all Members; Co-location of Adult Education Navigators at AJCCs
Proposed Completion Date
Adult Ed Metrics and Student Barriers
- Employment and Earnings: Participants Who Became Employed in the 2nd Quarter After Exit (AE 505 - Overall)
- Student Barriers: English Language Learner (AE 305 - Overall)
- Student Barriers: Low Income (AE 310 - Overall)
- Success: Participants Who Earn a Postsecondary Credential (AE 625 - Overall)
- Transition: Participants with Transition to Postsecondary (CTE) (AE 636 - Overall)
- Transition: Participants with Transition to Postsecondary (credit college) (AE 637 - Overall)
Responsible person(s)
Name |
---|
Learning Management Systems
Objective that Applies to this Activity
Improve Effectiveness of Services
Explore the use of CANVAS as a consortium learning management system
Implement/pilot CANVAS at one Member District
Evaluate program success and refine goals
Identify funding for a sustainable program implementation
Proposed Completion Date
Adult Ed Metrics and Student Barriers
- 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 ASE (AE 400 - ASE)
- Progress: Participants with Educational Functioning Levels Gains ESL (AE 400 - ESL)
- Student Barriers: English Language Learner (AE 305 - Overall)
- Student Barriers: Low Income (AE 310 - Overall)
- Student Barriers: Low Literacy (AE 311 - Overall)
- Success: Participants Who Earn a High School Diploma or Equivalency (AE 633 - Overall)
- Success: Participants Who Earn a Postsecondary Credential (AE 625 - Overall)
- Transition: Participants with Transition to ASE (AE 500 - Overall)
- Transition: Participants with Transition to Postsecondary (CTE) (AE 636 - Overall)
- Transition: Participants with Transition to Postsecondary (credit college) (AE 637 - Overall)
Responsible person(s)
Name |
---|
Prepprenticeships
Objective that Applies to this Activity
Address Educational Needs
Identify industry sectors that are open to the development of preapprenticeships
Explore and identify industry sectors
Implement grant funded programs for preapprenticeship
Conduct program evaluation and explore opportunities to add additional preapprenticeship offerings
Proposed Completion Date
Adult Ed Metrics and Student Barriers
- Employment and Earnings: Participants Who Became Employed in the 2nd Quarter After Exit (AE 505 - Overall)
- Student Barriers: 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 |
---|
Funds Evaluation
Member Allocations and Expenditures
Member Agency | Prior Year Total Leveraged Funds | Program Reporting Status |
---|---|---|
Alpaugh Unified (Optional) | $0 | Draft |
Corcoran Joint Unified | $229,318 | Certified |
Cutler-Orosi Joint Unified | $217,945 | Certified |
Exeter Unified (Optional) | $0 | Draft |
Farmersville Unified | $57,299 | Certified |
Hanford Joint Union High | $994,866 | Certified |
Lindsay Unified | $138,896 | Certified |
Sequoias CCD | $1,347,962 | Certified |
Tulare Joint Union High | $3,579,889 | Certified |
Visalia Unified | $7,779,242 | Certified |
Woodlake Unified (Optional) | $0 | Draft |
Totals | $14,345,417 | 8/11 Certified |
The SAEC Board and Leadership Committee meet regularly to discuss the allocation of funds, taking into account the multiple funding streams available to each Member District. These include, but are not limited to, WIOA, Perkins, and grants awarded to each Member District. Further, the SAEC Board and Leadership Committee look forward to applying for the expected Healthcare Career Pathway funding for ESL students and expanding career pathways in this quickly growing industry sector.
Certification
Alpaugh Unified - Member Representative
Mr. Troy Hayes - Superintendent/Principal
- thayes@alpaugh.k12.ca.us
- (559) 949-8413
Corcoran Joint Unified - Member Representative
Mr. Ed Ochoa - Superintendent
- eochoa@corcoranunified.com
- (559) 992-1224
Cutler-Orosi Joint Unified - Member Representative
Yolanda Valdez - yvaldez@cojusd.org
- (559) 528-4763
Exeter Unified - Member Representative
George Eddy - Superintendent
- geddy@exeter.k12.ca.us
- (559) 592-9421
Farmersville Unified - Member Representative
Paul Sevillano Dr. - Superintendent
- psevillano@farmersville.k12.ca.us
- (559) 592-2010
Hanford Joint Union High - Member Representative
Dr. Victor Rosa - Superintendent
- vrosa@hjuhsd.k12.ca.us
- (559) 503-5901 ext: 3103
Lindsay Unified - Member Representative
Tom Rooney Lindsay USD - Superintendent
- trooney@lindsay.k12.ca.us
- (559) 562-5111 ext: 5109
Sequoias CCD - Member Representative
Brent Calvin - brentc@cos.edu
Tulare Joint Union High - Member Representative
Lucy Van Scyoc Tulare Joint Union High School District - Superintendent
- lucy.vanscyoc@tulare.k12.ca.us
- (559) 688-2021
Visalia Unified - Member Representative
Douglas Cardoza - Interim Superintendent
- dcardoza1@vusd.org
- (559) 290-6477
Woodlake Unified - Member Representative
Laura Gonzalez Woodlake Unified - Superintendent
- lagonzalez@w-usd.org
- (559) 564-8081 ext: 8112