CAEP
Annual Plan

Produced: Aug 28, 2023, 11:08 PM UTC - By Tom Rooney

57 Sequoias Adult Education Consortium (SAEC)
CONSORTIUM APPROVED

2023-24

Plans & Goals

Executive Summary

Located in California's Central Valley, the Sequoias Adult Education Consortium (SAEC) service area includes parts of Tulare and Kings Counties. The region is known as the “breadbasket of the nation” primarily due to the enormous level of agriculture that is produced across the region. The Sequoias Adult Education Consortium serves the needs of adult learners across the service areas of 10 school districts and 1 community college. SAEC Member Districts include: Alpaugh, Corcoran, Cutler-Orosi, Exeter, Farmersville, Hanford, Tulare, Visalia, Woodlake, and the College of the Sequoias. The service area of SAEC is located within the Tulare and Kings Counties region in central California. In addition to the services provided by the Consortium voting Member Districts, more outlying areas are also served by the Consortium including: Armona, Avenal, Coalinga, Ducor, Goshen, Grangeville, Hardwick, Home Garden, Huron, Kettleman City, Kingsburg, Laton, Lemoore, Riverdale, Selma, Stratford, and Strathmore.

SAEC Member Districts provide adult education services in each of the CAEP program areas serving in excess of 10,000 students annually. With a mandated focus on adult learners over the age of 18, the Consortium focuses on providing programs that meet the needs of those seeking adult basic education (ABE), high school diploma completion or high school equivalency completion (ASE), English as a second language (ESL), career technical education (CTE) and certification, workforce and employability skills training, and other courses that will lead to family sustaining wages.

The populations served are diverse and represent the broad array of individuals across all demographic spectra. These include unemployed adults, low-income adults, currently employed adults seeking a better job and income, incarcerated adults (or parolees from one of the five correctional facilities in the region), mandated participants from group-homes or parole departments, adults living in residential recovery programs, homeless adults, former K-12 special needs students, foster youth, those adult on public assistance programs, migrant/transient workers, those with developmental delays, physical impairments, and other marginalized members of our community. 

Activities and strategies, and their outcomes, described within the SAEC 2023/24 Annual Plan align, by objective, with the activities, strategies and outcomes of the short-term goals described in the SAEC Three-Year Plan: 2022-25. 

The mission of Sequoia Adult Education Consortium is to facilitate the alignment and collaboration of Adult Education in the Region. The vision of Sequoias Adult Education Consortium is that the regional adult education system will be an efficient, coordinated regional system that bridges gaps, provides seamless student transitions, and utilizes all of the assets of our area to meet the needs of both our workforce and industry by providing accessible, responsive training administered by a well-trained team of personnel (including faculty, teachers, and support staff) while also providing supports to adult learners and opportunities to accelerate students toward their education and career goals.

SAEC made major strides in implementing strategies in 2022/23. The SAEC Regional Integrated Service Delivery System (RISDS) was successfully implemented in 2022/23.  SAEC successfully implement new courses in all program areas and saw the stabilization of enrollments. SAEC provided classes through flexible scheduling at locations near target populations. SAEC effectively embedded computer literacy in all program area courses in 2022/23. SAEC members provided internet access and devices to students at a 1:1 ratio through all member programs. Employers and regional economic leaders provided input and guidance on all existing CTE programs and in the development of new CTE programs. SAEC members enjoy very strong relations with regional economic development leaders and businesses. SAEC members with CTE continued to implement work-based learning in all courses. SAEC explored new funding sources for CTE programs and successfully received grant funding to implement apprenticeship and expand opportunities for students in existing programs.

Regional Planning Overview

The Sequoias Adult Education Consortium will continue work on building relationships with more community partners to leverage existing resources.  SAEC Governance Committees will continue to meet to evaluate student needs and to development systemic solutions that will increase student achievement.  The Consortium will continue to focus on existing governance structures and program evaluation strategies.  

The SAEC Board is committed to full implementation of the adopted 2022-2025 Three-Year Plan. The 2023-2024 Annual Plan is directly linked to the Three-Year Plan through the strategies, objectives, and metrics.


Meeting Regional Needs

Regional Need #1

Gaps in Service / Regional Needs

Regional Needs Training Programs: Short-term CTE and Pre-Apprenticeship or Apprenticeship Programs remains a need in the region. The importance of these programs was indicated by both educators and employers. SAEC conducted regional employer and educator surveys. SAEC will monitor implementation of new courses, student enrollment, and student performance outcomes. While apprenticeship programs are difficult to implement in the region, SAEC will monitor pre-apprenticeship group-sized training enrollment, pre-apprenticeship completion, apprenticeship placements, work experience placements, and job hires. Short-term CTE courses will be added as appropriate. Furthermore, a need for additional CTE instruction has been identified by the community of Farmersville and a new, part-time program will be developed this year by Farmersville Adult School. Farmersville Adult School successfully launched as a new adult school in 2020/21 offering courses in ESL and ASE. This will be the school’s first offering of a CTE based program. Access to existing CTE programs continues to be a gap in our rural communities. Members with CTE programs will partner more closely with those rural communities to bridge that access gap. New offerings in Apprenticeship Programs are planned for the 2022/24 year. 

How do you know? What resources did you use to identify these gaps?

Training Programs: Short-term CTE and Pre-Apprenticeship or Apprenticeship Programs remains a need in the region. The importance of these programs was indicated by both educators and employers. SAEC also relies on regional employer and educator surveys. SAEC member adult schools have aligned their WASC action plans and their WIOA II Continuous Improvement Plans, they also leveraged their WASC Self-Study and CIP action planning processes to identify regional needs and gaps. Identified needs, gaps, goals, action plans, and strategies were then shared with other consortium members through the SAEC Leadership Governance Committee structure. 

How will you measure effectiveness / progress towards meeting this need?

Effectiveness is evaluated quarterly by the SAEC Board. Included in this review are TOPSPro DIR submissions and Quarterly Fiscal Expense Reporting. Additionally, SAEC Members provide Member Effectiveness Reports annually to the SAEC Board. The Member Effectively Reports describe progress made by the member towards meeting the objectives and vision of the SAEC Board.

SAEC will monitor implementation of new courses, student enrollment, and student performance outcomes. While apprenticeship programs are difficult to implement in the region, SAEC will monitor pre-apprenticeship group-sized training enrollment, apprenticeship completion, apprenticeship placements, work experience placements, and job hires. Short-term CTE courses will be added as appropriate. 

Regional Need #2

Gaps in Service / Regional Needs

Regional Needs Deficiency of Technical or Computer Skills: Gaps in student proficiency with technology use and with basic computer skills have been identified. Students exhibit unfamiliarity with basic software applications, basic digital literacy, use of technology to achieve learning outcomes, and access to computer networks via the worldwide web. This gap/regional need was indicated by both educators and employers. SAEC conducted regional employer and educator surveys. SAEC members will include computer and technical standards into existing courses. Google Suite implementation will continue into 2022/23 and enhance each member’s ability to provide distance learning service. Students also have the option of taking a custom “SAEC Online 101” digital literacy class in Edgenuity. Student digital literacy/citizenship skills will be monitored through educator surveys and teacher created assessments. SAEC will monitor staff participation in professional development opportunities which focus on the integration of technical or computer skills into curriculum and instruction. 

How do you know? What resources did you use to identify these gaps?

Deficiency of Technical or Computer Skills. This gap/regional need was indicated by both educators and employers. SAEC conducted regional employer and educator surveys. SAEC members will embed computer and technical standards into existing courses. SAEC member adult schools aligned their WASC action plans and their WIOA II Continuous Improvement Plans, they also leveraged their WASC Self-Study and CIP action planning processes to identify regional needs and gaps. Identified needs, gaps, goals, action plans, and strategies were then shared with other consortium members through the SAEC Leadership Governance Committee structure. 

How will you measure effectiveness / progress towards meeting this need?

SAEC members will include computer and technical standards into existing courses.  Student digital literacy skills will be monitored through educator surveys and teacher created assessments. Student participation in blended learning opportunities in HSE, ESL, and CTE will be monitored as well as staff participation in professional development opportunities which focus on the integration of technical or computer skills into curriculum and instruction. 

Regional Need #3

Gaps in Service / Regional Needs

Sharing of Information and Resources: This gap was identified through the survey administered to education providers. SAEC will monitor the participation of staff in consortium meetings, SAEC sub-committees, and professional development opportunities. SAEC will monitor student access to the Regional Integrated Service Delivery System by tracking student contact and referral data. SAEC will monitor Tulare/Kings WIB Common Referral Form use data. 

How do you know? What resources did you use to identify these gaps?

Sharing of Information and Resources. This gap was identified through the survey administered to education providers. SAEC member adult schools aligned their WASC action plans and their WIOA II Continuous Improvement Plans, they also leveraged their WASC Self-Study and CIP action planning processes to identify regional needs and gaps. Identified needs, gaps, goals, action plans, and strategies were then shared with other consortium members through the SAEC Leadership Governance Committee structure. 

How will you measure effectiveness / progress towards meeting this need?

SAEC will monitor the participation of staff in consortium meetings, SAEC sub-committees, and professional development opportunities. SAEC will monitor student access to the Regional Integrated Service Delivery System by tracking student contact and referral data. SAEC will monitor Tulare WIB Common Referral Form use data. 

Regional Need #4

Gaps in Service / Regional Needs

Students Access to Programs: The importance of these programs was indicated by educators. SAEC conducted regional educator surveys. SAEC will monitor locations of courses offered and student enrollments, student attendance, and course completions. Student accessibility to programs is caused primarily by student proximity to current program offerings. Providers will work to leverage partner locations in the region to offer courses in locations close to clusters of potential students. Funding limits will prevent agencies from offering courses in addition to their traditional offerings, so members will relocate existing service delivery as feasible. Members provided more distance learning opportunities in past years and were successful with those students who could access the virtual offering. However, members also continue to experienced declines in enrollment as many in our communities are not able to adequately access virtual instruction. Members took action steps to support students. Students were provided devices and mobile hotspots. However, a network access divide still exists. Members will focus on in person instruction opportunities as a strategy to regain participation of those students who were not able to access programs. All K-12 adult school providers have been granted participation in the WIOA Title II AEFLA grant which will facilitate the development of offerings and access for students. 

How do you know? What resources did you use to identify these gaps?

Students Access to Programs. The importance of these programs was indicated by educators. SAEC conducted regional educator surveys. SAEC member adult schools aligned their WASC action plans and their WIOA II Continuous Improvement Plans, they also leveraged their WASC Self-Study and CIP action planning processes to identify regional needs and gaps. Identified needs, gaps, goals, action plans, and strategies were then shared with other consortium members through the SAEC Leadership Governance Committee structure. 

How will you measure effectiveness / progress towards meeting this need?

SAEC will monitor locations of courses offered and student enrollments, student attendance, and course completions. Student accessibility to program is related primarily by student proximity to current program offerings, to student access to the internet, and student digital literacy. Students lacking educational planning and monitoring skills struggle to succeed in virtual learning delivery models. SAEC members will implement individualized learning plans in 2023/24 and monitor implementation of this new strategy. Providers will work to leverage partner locations in the region to offer courses in locations close to clusters of potential students. Funding limits will prevent agencies from offering course in addition to their traditional offerings, so members will relocated existing service delivery as feasible. 

Regional Need #5

Gaps in Service / Regional Needs

The Lack of Classes at Varying Times and Locations: The need for course offerings at various times or locations was determined through analysis of current programs and regional efforts. Several SAEC members either historically offered Adult Education courses and discontinued them, or never offered service. Additionally, districts that currently offer Adult Education courses have added new offerings in the past 3 years, but are still offering fewer courses than they did previous to program reductions. Regional demographic data indicate that SAEC members are currently meeting less than 10 percent of the regional adult education need. As SAEC members pivoted to more virtual program offerings as a result of COVID-19 impacts, they saw overall declines in student enrollment and declines in student success for their more at-risk populations. Some students benefited from the enhanced virtual offerings as they were able to better control their own time management and times of access to instructional materials. SAEC will continue to monitor the number of courses and the time of day courses offered by members in each program area throughout the region. SAEC will monitor student enrollments, attendance, and completion rates for courses. Furthermore, information about course offerings and availability will be maintained in a comprehensive listing available through the SAEC website. Resource limitations prevent the addition of adequate programs in this area. 

How do you know? What resources did you use to identify these gaps?

The Lack of Classes at Varying Times and Locations. The need for course offerings at various times or locations was determined through analysis of current programs and regional efforts. SAEC members site program outcome metrics in identifying this need. SAEC member adult schools aligned their WASC action plans and their WIOA II Continuous Improvement Plans, they also leveraged their WASC Self-Study and CIP action planning processes to identify regional needs and gaps. Identified needs, gaps, goals, action plans, and strategies were then shared with other consortium members through the SAEC Leadership Governance Committee structure. 

How will you measure effectiveness / progress towards meeting this need?

SAEC will monitor the number of courses and the time of day courses are offered by members in each program area throughout the region. SAEC will monitor student enrollments, attendance, and completion rates for courses. Furthermore, information about course offerings and availability will be maintained in a comprehensive listing available through the SAEC website. Resource limitations prevent the addition of adequate programs in this area. 

Address Educational Needs

2023-24 Strategies

Increased Outreach and Marketing

Activity that Applies to this Strategy

Increased Outreach and Marketing

Metrics that Apply to this Activity/Strategy

  • 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)

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.

Intermediate Outcomes (1-3 Years): Increased social media presence; Enhanced print marketing campaign


Community Education

Activity that Applies to this Strategy

Community Education

Metrics that Apply to this Activity/Strategy

  • 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)

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.

Intermediate Outcomes (1-3 Years): Ongoing engagement with business, faith-based, governmental, and non-profit stakeholders; Participate in community events and outreach


Service Hours and Locations to meet Regional Needs

Activity that Applies to this Strategy

Service Hours and Locations to meet Regional Needs

Metrics that Apply to this Activity/Strategy

  • 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)

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.

Intermediate Outcomes (1-3 Years): 10% increase in enrollment and program completions


Digital Literacy and Technology

Activity that Applies to this Strategy

Digital Literacy and Technology

Metrics that Apply to this Activity/Strategy

  • 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)

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.

Intermediate Outcomes (1-3 Years): Fifty percent of classes have embedded digital literacy skills


Short-term / Long-term CTE Programs of Study

Activity that Applies to this Strategy

Short-term / Long-term CTE Programs of Study

Metrics that Apply to this Activity/Strategy

  • 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)

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.

Intermediate Outcomes (1-3 Years): Increased CTE program offerings



Contextualized ESL Programs

Activity that Applies to this Strategy

Contextualized ESL Programs

Metrics that Apply to this Activity/Strategy

  • 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)

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.

Intermediate Outcomes (1-3 Years): Fully established VESL programs


College Courses Taught at Adult Schools

Activity that Applies to this Strategy

College Courses Taught at Adult Schools

Metrics that Apply to this Activity/Strategy

  • 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)

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.

Intermediate Outcomes (1-3 Years): Pilot college courses at Adult Schools


Expand OJT/WBL Opportunities

Activity that Applies to this Strategy

Expand OJT/WBL Opportunities

Metrics that Apply to this Activity/Strategy

  • 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)

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.

Intermediate Outcomes (1-3 Years): Pilot internships in three identified industry sectors


Employer Based Education Offerings

Activity that Applies to this Strategy

Employer Based Education Offerings

Metrics that Apply to this Activity/Strategy

  • 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)

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.

Intermediate Outcomes (1-3 Years): Established on-site courses at identified employers


Prepprenticeships

Activity that Applies to this Strategy

Prepprenticeships

Metrics that Apply to this Activity/Strategy

  • 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)

Identify industry sectors that are open to the development of preapprenticeships.

Intermediate Outcomes (1-3 Years): Implement grant funded programs for preapprenticeship

Improve Integration of Services & Transitions

2023-24 Strategies

Increased Course Offerings

Activity that Applies to this Strategy

Increased Course Offerings

Metrics that Apply to this Activity/Strategy

  • 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)

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.

Intermediate Outcomes (1-3 Years): 10% increase in literacy gains;

 Additional funding streams due to increased performance outcomes and graduation rates


Increased Completion Rates

Activity that Applies to this Strategy

Increased Completion Rates

Metrics that Apply to this Activity/Strategy

  • 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)

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.

Intermediate Outcomes (1-3 Years): 10% completion growth


Articulation Agreements: AE/CC

Activity that Applies to this Strategy

Articulation Agreements: AE/CC

Metrics that Apply to this Activity/Strategy

  • 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)

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.

Intermediate Outcomes (1-3 Years): Five pathways aligned to college courses


Articulation Agreements: CTE

Activity that Applies to this Strategy

Articulation Agreements: CTE

Metrics that Apply to this Activity/Strategy

  • 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)

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.

Intermediate Outcomes (1-3 Years): Increased transition to postsecondary & CTE; Explore Pre-Apprenticeship programs


Increased Enrollment, Completions, Transitions

Activity that Applies to this Strategy

Increased Enrollment, Completions, Transitions

Metrics that Apply to this Activity/Strategy

  • 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)

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.

Short-Term Outcomes (12 Months): 10% increase in transitions validated through DIR and MIS reports


Enhanced Career Pathways

Activity that Applies to this Strategy

Enhanced Career Pathways

Metrics that Apply to this Activity/Strategy

  • 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)

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.

Intermediate Outcomes (1-3 Years): Establish 1 - 3 additional Career Pathway pilot programs, as needed


Workforce Board Engagement

Activity that Applies to this Strategy

Workforce Board Engagement

Metrics that Apply to this Activity/Strategy

  • 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)

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.

Intermediate Outcomes (1-3 Years): Pilot programs with both Workforce Development Boards to meet local needs

Improve Effectiveness of Services

2023-24 Strategies

Professional Development

Activity that Applies to this Strategy

Professional Development

Metrics that Apply to this Activity/Strategy

  • 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)

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.

Intermediate Outcomes (1-3 Years): Ongoing participation in professional development opportunities by Board, Faculty and Staff


Improved Data Collection

Activity that Applies to this Strategy

Improved Data Collection

Metrics that Apply to this Activity/Strategy

  • 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)

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.

Intermediate Outcomes (1-3 Years): 10% increase in pre-posttest pairs on DIR reporting; Community of Practice quarterly meeting to create and implement DIR action plans


Professional Development II

Activity that Applies to this Strategy

Professional Development

Metrics that Apply to this Activity/Strategy

  • 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)

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.

Intermediate Outcomes (1-3 Years): Ongoing participation in professional development opportunities by Board, Faculty and Staff


Regional Professional Development

Activity that Applies to this Strategy

Regional Professional Development

Metrics that Apply to this Activity/Strategy

  • 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)

Host Pan-Consortium, Central Valley professional development events.   This activity aligns with CAEP Objective of Professional Development and the CAEP State Priority of Leadership.

Intermediate Outcomes (1-3 Years): Continue hosting professional development events


Strategic Planning

Activity that Applies to this Strategy

Strategic Planning

Metrics that Apply to this Activity/Strategy

  • 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)

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.

Intermediate Outcomes (1-3 Years): Ongoing evaluation and adjusting strategies in strategic plan


AJCC Alignment

Activity that Applies to this Strategy

AJCC Alignment

Metrics that Apply to this Activity/Strategy

  • 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)

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.

Intermediate Outcomes (1-3 Years): Dedicated American Job Center time at each Member site; Co-location of Adult Education Navigators at AJCCs


Learning Management Systems

Activity that Applies to this Strategy

Learning Management Systems

Metrics that Apply to this Activity/Strategy

  • 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)

Explore the use of CANVAS as a consortium learning management system 

Intermediate Outcomes (1-3 Years): Evaluate program success and refine goals

Fiscal Management

A narrative justifying how the planned allocations are consistent with the annual adult education plan which is based on your CAEP 3-year plan.

The SAEC 2023/24 annual plan strategies align with the SAEC 3-Year Regional Comprehensive plan. Member allocations have been determined and approved by the SAEC Board and are reflected in the SAEC 2023/24 CFAD, as amended in August, 2023. All strategies listed in the SAEC 2023/24 Annual Plan align to the SAEC member allocation schedule. Base allocation for SAEC members was determined in planning for Program Year 1. Maintenance of Effort (MOE) by each member was declared by each SAEC member. Each member was allocated an amount equal to their declared MOE. SAEC Member representatives participated in establishing estimated costs for consortium strategies and then allocated new CAEP monies to members to implement specific strategies. The combined funds, MOE plus Allocation, became the members’ base fund allocation. 

An approach to incorporating remaining carry-over funds from prior year(s) into strategies planned for 2023-24.

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 and grants awarded to each Member District. Further, the SAEC Board look forward to applying for the expected Healthcare Career Pathway funding for ESL students and expanding career pathways in this quickly growing industry sector. Carry-over funds are regularly evaluated and, when needed, reallocated among Member Districts to ensure continuity of program, address shifting enrollments, and program needs. SAEC members follow a first in, first out expenditure model. All 2023/24 work is a continuation of existing strategies with new work being refined in implementation. SAEC will also evaluate member expenditures and possibly reallocate unspent funds to other members to provide relief to member districts with unspent funds. This process is evidenced and explained in detail in the SAEC 2022/25 Consortium Memorandum of Understanding. The SAEC members and Board review allocation of resources periodically throughout the year. As Consortium Allocation Amendments are needed, the SAEC Board will review and approve any amendments. 

Certification

Alpaugh Unified - Member Representative

Approved by Mr. Troy Hayes

08/24/2023 08:56 AM PDT

Corcoran Joint Unified - Member Representative

Approved by Mr. Eduardo Ochoa

08/21/2023 05:23 PM PDT

Cutler-Orosi Joint Unified - Member Representative

Approved by Yolanda Valdez

08/21/2023 06:13 PM PDT

Exeter Unified - Member Representative

Approved by George Eddy

08/22/2023 07:47 AM PDT

Farmersville Unified - Member Representative

Approved by Sergio Chavez Ed.D.

08/22/2023 05:16 PM PDT

Hanford Joint Union High - Member Representative

Approved by Dr. Victor Rosa

08/21/2023 04:49 PM PDT

Lindsay Unified - Member Representative

Approved by Tom Rooney Lindsay USD

08/28/2023 04:07 PM PDT

Sequoias CCD - Member Representative

Approved by Brent Calvin

08/21/2023 09:36 PM PDT

Tulare Joint Union High - Member Representative

Approved by Lucy Van Scyoc Tulare Joint Union High School District

08/22/2023 07:50 AM PDT

Visalia Unified - Member Representative

Approved by Kirk Shrum

08/23/2023 12:31 PM PDT

Woodlake Unified - Member Representative

Approved by Laura Gonzalez Woodlake Unified

08/22/2023 03:37 PM PDT