CAEP Three-Year Plan: 2022-23 61 Sonoma County Adult Education Consortium
Status: Certified
California Adult Education Program
61 Sonoma County Adult Education Consortium: 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) | 11,572 | 7,219 | 7,674 | 7,985 | 8,270 | |
Student Barriers | English Language Learner (AE 305 - Overall) | 4,095 | 2,758 | 2,764 | 2,875 | 2,978 |
Member Level Metric Targets
* Mandatory for all members
Petaluma Joint Union High (Reported by Petaluma Joint Union High School District (PJUHSD))
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) | 1,074 | 1,027 | 1,074 | 1,125 | 1,150 |
Santa Rosa City Schools (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 |
Sonoma Co. Office of Education (Reported by Sonoma County Office of Education)
Metric Set | Metric | 2019-20 Actuals | 2020-21 Actuals | 2021-22 Actuals | 2022-23 Target | 2023-24 Target | 2024-25 Target |
---|---|---|---|---|---|---|---|
All | *Adults who Became Participants (AE 202 - Overall) | 101 | 26 | 120 | 120 | 120 |
Sonoma County CCD (Reported by Sonoma 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) | 8,079 | 5,475 | 6,500 | 6,750 | 7,000 |
Sonoma Valley 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 |
Windsor 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 |
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 |
---|---|---|---|---|---|---|
Petaluma Joint Union High | 100% | 100% | 32% | 80% | 83% | 85% |
Sonoma Co. Office of Education | 100% | 26% | 0% | 54% | 65% | 65% |
Sonoma County CCD | 100% | 76% | 0% | 65% | 80% | 85% |
Objectives
Address Educational Needs
The first step to increase enrollment is to expand outreach efforts. In the past, adult education Outreach Specialists have successfully used social media, in-class presentations, and flyers to build enrollment in short-term CTE programs. These strategies will be applied to ESL and HSE. SCAEC will also work with community partners to inform their clients of non-credit opportunities in their service areas. Furthermore, with a return to in-person community events, Outreach Specialists will have an opportunity to talk with attendees about non-credit programs; a successful strategy prior to COVID. Finally, professional promotional videos are being created for noncredit ESL, HSE and CTE programs for use on social media.
Another strategy is to optimize instructional modalities and course offerings and locations to meet student demand and interest. SRJC is returning to face-to-face instruction after two years of mostly remote instruction. For Fall 2022, classes are being offered on all three campuses, as well as at off-site locations in the community; online options remain for students who prefer that modality. SRJC’s goal is to retain students gained when instruction went online, as well as recover those lost. The Adult Education Director and College Skills/Tutorial and ESL Department Chairs will work together to monitor enrollment and make adjustments to course modalities and locations as necessary.
One strategy that was successfully used by SRJC’s ESL program in the past will now be employed across all program areas: the scheduling of large-scale group registration and orientation events. These events will be held at the SWC and at off-site locations where adult education classes will be held. Events will include breakout sessions where students can learn more about the program area of their choice.
The last strategy is to improve retention by having direct and continued contact with students prior to the start of and throughout the semester. Support services staff will leverage the use of mobile applications, such as Remind, to help students get to class on the first day. In addition, SRJC’s Adult Education Department will hire student workers to assist Outreach Specialists with contacting students who are absent from class. Such one-on-one contact provides students with opportunities to share why they are having trouble and get them the support services they need to continue their education. In addition to this support, Petaluma Adult School has a Family Resource Center located on the McDowell School campus which provides a wide variety of wrap around services to support the school community and our adult students to overcome barriers such as childcare, applying for state and federal benefits, food bank, mental health resources, immigration services and others.
Improve Integration of Services & Transitions
SRJC’s Adult Education Program has an established and successful process for informing students about available short-term CTE certificates, tracking their progress towards earning these certificates, and assisting them with the application process, if necessary. These strategies will now be applied to SRJC’s ESL and HSE program areas.
Multiple strategies need to be employed to increase the number of students transitioning from noncredit to credit. One strategy that can be implemented sooner rather than later is to hold workshops with student support staff in transition-level classes. This will allow students to see and ask questions of support staff in a familiar, low-stakes environment. When students have a face and contact information for someone who can assist them with the transition process, they are more likely to follow-through on taking that next step.
A second strategy is to create and implement an HSE Dual Enrollment program as provided under SB 554 at SRJC. While their program has yet to be implemented, PAS has an agreement with SRJC to provide free credit classes for their qualifying HSD students. In the coming year, the Adult Education Program will work with other noncredit stakeholders to apply for and develop a similar plan for SRJC’s HSE students. These types of programs are effective because they provide a bridge to credit programs and address financial barriers to education.
A third strategy is to expand the level and types of support services dedicated to non-credit programs at SRJC. A variety of student support services are currently available to noncredit students on Petaluma, Santa Rosa, and Southwest Center campuses: counseling, career development, financial aid, tutoring, and disability resources. Unfortunately, the staff in these departments are not necessarily familiar with the needs of nontraditional noncredit adult education students. In addition, support service staff visit on- and off-site classes only upon request and are not regularly available in the evenings and on weekends when students are. Achieving this objective will require SRJC’s noncredit stakeholders to develop a coordinated strategy to inform SRJC administrators how their programs speak to the College’s vision, mission, and values; and the benefits of making meaningful investments in non-credit to the College as a whole in order to receive their buy-in, support and resources.
Improve Effectiveness of Services
SCAEC’s current website presents information on and links to SRJC, PAS, and SCOE program areas and course offerings. A long-term strategy to improve the effectiveness of SCAEC services is to develop a site that identifies Countywide education, workforce and support services available from community partner agencies and agencies not affiliated with SCAEC. Such a comprehensive website will allow service providers to better counsel, guide, and assist students and clients.
A first step in developing such a website is to create a simple, low-tech repository, such as a Google Sheet, for housing the names, locations, and services provided by education and training programs and community partners. Such a repository will help address gaps in provider and student awareness of available services. As the repository grows to include educational and training programs beyond those provided by SCAEC members, it is expected that the number of students transitioning to CTE programs will increase. Once the repository has been created, the SCAEC hopes to engage the services of a web developer who can use the information gathered to update the current SCAEC website to add all this information.
A related strategy is to develop a noncredit catalog for all SRJC program areas that can be linked to both the SCAEC’s and SRJC’s website. Right now, each noncredit SRJC program area/department has its own webpage dedicated to the courses and certificates they each offer. The purpose of the catalog is to provide noncredit course and certificate descriptions in a central location so that students can get an understanding of the depth and breadth of education and workforce opportunities and pathways available to them.
Another strategy to improve SCAEC effectiveness and increase student retention and educational outcomes is to provide a variety of professional development opportunities for instructors at member agencies. High priority topics include the use of CASAS reports to inform instruction and common writing assessments to ensure instructional consistency across faculty. In addition, SRJC and PAS adult education instructors who have high rates of student retention will be asked to share their practices with colleagues.
Finally, interested noncredit stakeholders will review and explore the model programs described on CAEP’s website in order to develop and implement a greater variety of education and workforce services to better serve Sonoma County adult education students.
Activities & Outcomes
Direct and sustained contact with students
Objective that Applies to this Activity
Address Educational Needs
Since its inception, it has been the practice of SRJC’s Adult Education Program to engage with students enrolled in their short-term CTE classes. This engagement includes using texting applications to remind students of a class’ start date and time and inquire if they need directions to the class’ location. As the semester progresses, Outreach Specialists and student employees reach out to absent students so that they can help them return to class by answering questions or putting them in contact with other support services if necessary. Finally, these same staff track students’ progress towards certificate completion, congratulate students on achieving this goal, and assist with the certificate application process if necessary. This practice of supportive and sustained student contact has been shown to lead to higher retention rates. Therefore, the this practice will be expanded to include students in SRJC’s ESL and HSE program areas.
While SRJC Outreach Specialists and student employees will be the individuals to directly, contact students, it is the Adult Education Program Director who is ultimately responsible for managing this activity.
It is expected that this personal contact coupled with the ability to connect students with support services and agencies will increase the number of SRJC ESL and HSE participants, i.e., those students with 12 or more instructional contact hours by 10% in the first program year, 15% by the end of the third program year, and 20% after the conclusion of 2022-2025 CAEP plan.
SRJC expects to see gains in the number of ESL and HSE certificate completers at the conclusion of the 2024-2025 program year. Outreach Specialists and student employees will contact students who have successfully passed the classes necessary to earn their certificates, explain the benefits of possessing such certificates for employment and wage increases, and assist them with the application process as necessary.
This activity speaks directly to the CAEP objectives regarding improved literacy, immigrant integration, completion of an HSD/HSE or other certificate, and improved employability and wages.
The number of participants in SRJC’s ESL and HSE will increase by 10% by the end of PY 2022-23.
Both the number of participants in SRJC’s ESL and HSE will increase by 15% and the number of ESL and HSE certificate completers will increase by 25% by the end of PY 2024-25.
Both the number of participants in SRJC’s ESL and HSE will increase by 20% and the number of ESL and HSE certificate completers will increase by 50% by the end of PY 2026-27.
Proposed Completion Date
Adult Ed Metrics and Student Barriers
- All: Adults who Became Participants (AE 202 - Overall)
Responsible person(s)
Name |
---|
Direct and sustained contact with students
Objective that Applies to this Activity
Improve Effectiveness of Services
Since its inception, it has been the practice of SRJC’s Adult Education Program to engage with students enrolled in their short-term CTE classes. This engagement includes using texting applications to remind students of a class’ start date and time and inquire if they need directions to the class’ location. As the semester progresses, Outreach Specialists and student employees reach out to absent students so that they can help them return to class by answering questions or putting them in contact with other support services if necessary. Finally, these same staff track students’ progress towards certificate completion, congratulate students on achieving this goal, and assist with the certificate application process if necessary. This practice of supportive and sustained student contact has been shown to lead to higher retention rates. Therefore, the this practice will be expanded to include students in SRJC’s ESL and HSE program areas.
While SRJC Outreach Specialists and student employees will be the individuals to directly, contact students, it is the Adult Education Program Director who is ultimately responsible for managing this activity.
It is expected that this personal contact coupled with the ability to connect students with support services and agencies will increase the number of SRJC ESL and HSE participants, i.e., those students with 12 or more instructional contact hours by 10% in the first program year, 15% by the end of the third program year, and 20% after the conclusion of 2022-2025 CAEP plan.
SRJC expects to see gains in the number of ESL and HSE certificate completers at the conclusion of the 2024-2025 program year. Outreach Specialists and student employees will contact students who have successfully passed the classes necessary to earn their certificates, explain the benefits of possessing such certificates for employment and wage increases, and assist them with the application process as necessary.
This activity speaks directly to the CAEP objectives regarding improved literacy, immigrant integration, completion of an HSD/HSE or other certificate, and improved employability and wages.
The number of participants in SRJC’s ESL and HSE will increase by 10% by the end of PY 2022-23.
Both the number of participants in SRJC’s ESL and HSE will increase by 15% and the number of ESL and HSE certificate completers will increase by 25% by the end of PY 2024-25.
Both the number of participants in SRJC’s ESL and HSE will increase by 20% and the number of ESL and HSE certificate completers will increase by 50% by the end of PY 2026-27.
Proposed Completion Date
Adult Ed Metrics and Student Barriers
- Student Barriers: English Language Learner (AE 305 - Overall)
Responsible person(s)
Name |
---|
Professional Development
Objective that Applies to this Activity
Improve Integration of Services & Transitions
Ongoing professional development is a key component of effective adult education and workforce programs. Targeted professional development improves the quality of instruction which can result in higher levels of student attendance and persistence, and the achievement of more educational outcomes. Instructional training that has a positive impact in the classroom and on students can include using CASAS to inform instruction, sharing of best practices, norming of writing assessments, attending conferences, participating in online workshops, and engaging in small group discussions of scholarly research-to-practice articles.
The Adult Education Program Director will work with SRJC College Skills/Tutorial and ESL Department Chairs as well as the PAS Principal and SCOE administrator to identify and prioritize professional development needs for each program area. The goal is to provide relevant training across agencies to promote continuity and consistency of instruction. Once the administrators identified above have developed a list of training topics, instructors will be surveyed to identify their areas of highest need and interest.
In addition to larger-scale, in-person events, SRJC’s Adult Education Program Director will provide opportunities for instructors to participate in other types of professional development, such as attendance at conferences, participation in CalPRO workshops, and small group discussions of relevant research-to-practice articles. Instructors will need to request prior written approval from the College Skills/Tutorial and ESL Department Chairs in order to participate in these types of trainings.
Instructors will need a semester or two to incorporate what they’ve learned in their trainings to their instructional practice. In program year one (2022-2023), SRJC plans to hold two professional development events on the topic of using CASAS to inform instruction; one event will be for ESL instructors and the other for HSE. This particular event will lead to increased numbers of participants improving by one or more educational functioning levels by program year 2. Participation in other professional development opportunities will lead to an overall improvement in instruction which will, in turn, lead to increased numbers of participants across all program areas.
Providing instructors with a variety of opportunities to grow and improve their practice leads to better outcomes for students, addressing the CAEP objectives of improved literacy skills, immigrant integration, and completions of high school diplomas or their equivalents.
Two professional development trainings will each be held in Fall 2022 and Spring 2023 for a total of four events by the end of PY 2022-23.
Four professional development trainings will be held in the second and third program years. SRJC’s ESL and HSE programs will experience a 15% increase in the number of participants and a 10% increase in the number of participants who improve one or more Educational Functioning Levels by the end of CAEP’s third program year, i.e., at the end of the Spring 2025 semester.
SRJC’s ESL and HSE programs will experience a 20% increase in the number of participants and a 15% increase in the number of participants who improve one or more Educational Functioning Levels by the end of CAEP’s third program year, i.e., at the end of the Spring 2025 semester.
Proposed Completion Date
Adult Ed Metrics and Student Barriers
- All: Number of Adults Served (AE 200 - Overall)
Responsible person(s)
Name |
---|
Funds Evaluation
Member Allocations and Expenditures
Member Agency | Prior Year Total Leveraged Funds | Program Reporting Status |
---|---|---|
Petaluma Joint Union High | $1,516,743 | Certified |
Santa Rosa City Schools (Optional) | $0 | Draft |
Sonoma Co. Office of Education | $117,885 | Certified |
Sonoma County CCD | $3,634,683 | Certified |
Sonoma Valley Unified (Optional) | $0 | Draft |
Windsor Unified (Optional) | $0 | Draft |
Totals | $5,269,311 | 3/6 Certified |
The Sonoma County Adult Education Consortium (SCAEC) is comprised of six members, three of which are service providers. This consortium is direct funded, and it is the goal to continue with this model for the next three years. All the service providers agreed that the current direct funded model works well, and they are not interested in reverting back to the fiscal agent model.
The allocation percentage for the three agencies has remained consistent over the past seven years, with approximately 38-39% going to SRJC, a little over 53% going to PAS, and close to 8% going to SCOE. The allocations for each service provider might vary depending on the annual allocations to the consortium, but the percentage of the split will remain the same for the next three years. The three service providers will work on spending down most of its carryover by 2023-2024.
SRJC will use most of its CAEP funds to pay for a full-time Adult Education Program Director; three full-time Outreach Specialists; one full-time Testing Technician; one full-time Administrative Assistant; two to three student employees; curriculum and professional development for noncredit ESL, CTE and HSE instructors; program and classroom supplies; marketing; and equipment, such as laptops, keyboards, and mice.
SRJC doesn’t use CAEP funds to pay for instructors’ salaries since the College gets apportionment. SRJC currently receives WIOA Title II funds for its ESL program. The current allocation is $328,452, and this amount is expected to increase in the next three years. The Adult Education Program was also awarded a $500,000 California Apprenticeship Initiative (CAI) grant for a three-year period (April 2022-April 2025) to start a new bus operator pre-apprenticeship program.
For the period of July 2022-June 2025 PAS anticipates the following additional sources of funds to provide services to adult students in CAEP program area domains: WIOA Title II and student fees. 2021-22 allocation for WIOA Title II was $120,803. The previous years indicate consistent increases,expected to continue based on their CASAS testing program in ASE and ESL and positive outcomes: 2019-2020 - $116,095, 2020-2021 - $120,023, 2021-2022 - $120,803.
Certification
Petaluma Joint Union High - Member Representative
Nancy Emanuele 7784633 - Principal
- nemanuele@petk12.org
Santa Rosa City Schools - Member Representative
Matt Dunkle - Director
- mdunkle@srcs.k12.ca.us
- (707) 890-3800 ext: 80311
Marlyn Garcia Santa Rosa Junior College - Director
- mgarcia2@santarosa.edu
- (707) 527-4541
Sonoma Co. Office of Education - Member Representative
Jeanine Thibeau 5242630 - Internal Fiscal Analyst
- jthibeau@scoe.org
- (707) 524-2630
Georgia Ioakimedes - Director
- gioakimedes@scoe.org
- (707) 524-2884
Sonoma County CCD - Member Representative
Robert Holcomb - rholcomb@santarosa.edu
- (707) 527-4615
Sonoma Valley Unified - Member Representative
Liz Liscum - Principal
- lliscum@sonomaschools.org
Windsor Unified - Member Representative
Lisa Saxon - Director of Educational Services
- lsaxon@wusd.org
- (707) 837-7721 ext: 1012