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CAEP Three-Year Plan: 2022-23 64 State Center Adult Education Consortium

Status: Certified

California Adult Education Program Produced: 06/13/2022 01:16 PM PDT Leslie Goston

64 State Center Adult Education Consortium: Certified

Details

Consortium Information

Consortium Name:
64 State Center Adult Education Consortium
Consortium Short Name:
64 State Center
Address:
7942 N. Maple, Suite 103 | Fresno, CA | 93720
Website:
https://statecenteraec.org
Funding Channel 2022-23:
Fiscal Agent
CAEP Funds 2022-23:
$16,860,616
CAEP Funds 2021-22:
$16,007,422
CAEP Funds 2020-21:
$15,384,351

Consortium Contacts

ResponsibilityNameEmailTitlePhone
Primary Contactsherri.watkins@statecenter.comExecutive Director (559) 573-4816
Fiscal Contactteng.vang@scccd.eduSenior Accountant(559) 243-7213
Fiscal Contactjerome.countee@scccd.eduVice Chancellor, Educational Services & Institutional Effectiveness(559) 243-7261
Fiscal Contactcheryl.sullivan@fresnocitycollege.eduVice President of Administrative Services(559) 489-2231
Primary Contactrozanne.hernandez@scccd.eduDistrict Dean of Workforce and Adult Education(559) 243-7271
Fiscal Contactgwun.lau@scccd.eduAccounting Tech(559) 324-6464
Primary Contactjhayes@sagesandiego.com
Primary Contactallyson.adams@statecenter.comAdministrative Assistant(559) 207-3189
Fiscal Contactyiefun.tan@scccd.eduBudget Specialist
Primary Contactgina.tarvin@maderacollege.eduSenior Budget Analyst(559) 675-4114

Member Agencies

Member AgencyMember TypeContactPhone
Caruthers UnifiedUnified School DistrictTod Tompkins(559) 495-6440
Central UnifiedUnified School DistrictEdward Robinson
Chawanakee UnifiedUnified School DistrictKhai Nguyen(559) 877-6209 ext: 2011
Clovis UnifiedUnified School DistrictEd Schmalzel(559) 327-2870
Dinuba UnifiedUnified School DistrictJonathan Torres(559) 596-7266
Fresno Co. Office of EducationCounty Office of Education (COE)Marisa Gamboa(559) 600-4950
Fresno UnifiedUnified School DistrictGary Schlueter(559) 457-6000 ext: 76220
Golden Valley UnifiedUnified School DistrictLeslie Goston(559) 645-3580
Kings Canyon Joint UnifiedUnified School DistrictRich Ishimaru(559) 305-7085
Madera UnifiedUnified School DistrictShirley Gregory(559) 675-4425 ext: 103
Sanger UnifiedUnified School DistrictLori Hawkyard 3528991(559) 524-7775
Selma UnifiedUnified School DistrictJose Bedolla(559) 898-6670 ext: 47299
Sierra UnifiedUnified School DistrictJody Silva(559) 855-3020
State Center CCDDistrictSherri Watkins(559) 573-4816
Valley ROPRegional Occupation Center/Program (ROC/P)Fabrizio Lofaro(559) 876-2122
Washington UnifiedUnified School DistrictGrant Thor(559) 495-5691
Yosemite UnifiedUnified School DistrictStephanie Osowski
Clovis Community CollegeCollegeEmilee Slater Clovis Community College(559) 325-5012
Fresno City CollegeCollegeDonna Cooper Ed D.(559) 442-8218
Reedley CollegeCollegeKurt Piland Reedley College(559) 494-3029
Madera Community CollegeCollegeShelly Conner(559) 675-4864
Parlier UnifiedUnified School DistrictIsrael Almendarez San Joaquin Valley High School/Parlier Unified School District(559) 646-2723 ext: 1029

Executive Summary

The State Center Adult Education Consortium (SCAEC) is one of 71 adult education consortia in California. Its service region is located within the San Joaquin Valley, including Fresno and Madera counties and bordering portions of Kings and Tulare counties. Together, Fresno and Madera Counties cover an area of over 8,000 square miles of mountainous, agricultural, urban, and rural communities in Central California. Such a vast area provides ample opportunities for adult education expansion but also presents various challenges. 

To better understand and prepare to meet these challenges, as well as to capitalize on opportunities that may arise, SCAEC has crafted a Three-Year Plan addressing the needs of its students, community, and workforce. Our Three-Year Plan lays the groundwork to allow us to achieve our goal of improving adult education services for the next three years and beyond. To accomplish this, SCAEC has selected several goals focused on increasing transportation options for students, supporting successful student transitions to colleges and careers, partnering with Workforce Development Boards, better serving students with disabilities, and increasing counseling services. Our action plan will be implemented to strengthen partnerships within the region and provide for new strategies and programs, such as workforce readiness classes, career pathway programs, and industry certification courses. SCAEC management will continue to support all member agencies.

SCAEC is divided into four sub-regions (North, Clovis, Central, and South), which has allowed members to dive deeper into the needs of their immediate community but still maintain a focus on the entire State Center region through the support and guidance of its management team and shared positions. With this structure, our Consortium is confident that we will continue to be a model of quality adult education for years to come. We are confident that through our strong leadership, guiding vision, and sharp focus on continually improving adult education and student success, SCAEC will be able to meet and/or exceed all of our goals as set forth by our 2022-2025 Three-Year Plan.

SCAEC will continue to implement a three-year strategy to enhance adult education programs across all member districts. We will continue to focus on three CAEP Priority Objectives during 2022-2025:

  1.      Address Educational Needs
  2.      Improve Integration of Services and Transitions
  3.      Improve Effectiveness of Services

To achieve the three Priority Objectives, the following strategies for 2022-2025 have been developed where SCAEC will:

Address Educational Needs

  • Create a plan to address the lack of ESL instructors, teaching assistants, and tutors
  • Establish non-credit college classes with a simplified application process
  • Increase the number of hybrid classes offered
  • Improve technological support for our students by implementing a loaner program for electronic devices
  • Offer Student Success elective courses for High School Diploma students
  • Provide extra time for tutoring at the adult school sites
  • Work with college faculty and staff in order to develop more non-credit college courses

Improve Integration of Services and Transitions

  • Co-locate college classes on adult school campuses
  • Conduct job fairs for all CTE programs
  • Continue offering résumé and college financial literacy workshops
  • Increase collaboration by supporting Professional Learning Communities (PLCs)
  • Invite industry guest speakers
  • Utilize the Adult School Transition Specialist and College Counselors to aid students in the college application process
  • Work more closely with the Fresno-Madera K-16 Collaborative

Improve Effectiveness of Services

  • Create a centralized system for tracking adult school students to facilitate advising
  • Create a document enumerating the services available to adult learners, including a one-page document for referrals
  • Increase collection and analysis of data to inform change and improve the equity of programs
  • Undertake a marketing campaign aimed at increasing awareness of educational opportunities and the advantages of participating in educational and training programs

Major Accomplishments Since 2019


Assessment

Four different educational systems comprise SCAEC: WIOA-funded, Non-WIOA-funded, Colleges, and Post-Secondary Adult/CTE/Other. Each uses similar forms of data collection, for example, surveys were a key assessment tool to gather data from teachers, students, employers, and other partners and stakeholders. Employment data from workforce development boards, Labor Market Information (CCCCO Centers of Excellence), and Census data are also valuable for informing the development of programs.  All systems rely on both quantitative and qualitative data as part of their assessment approach. However, to better understand the process and planning each type of member undertook for the three-year plan, below you will find each system’s key findings and methods used:

Workforce Innovation and Opportunity Act (WIOA) Funded Members:

  • Created an Employer and WDB Member Survey, and members compared results with the desired soft skills identified by Census data, CalJOBS data, and WIOA assessment data.
  • Surveys were deployed in order to gather data, including a WIOA Earnings Survey, student surveys, staff surveys, and community needs and input surveys.
  • Datasets and reports used include CASAS TOPSpro Enterprise - TE data, WorkForce Data, and Perkins reports.
  • Quantitative data also comes internally from master schedules, number of requests for online vs. in-person instruction, assessment data, and attendance records/persistence. 
  • Qualitative data came from multiple sources, for example, student interactions with teachers, school staff, and/or counselors, as well as classroom observations during supervision/evaluation of instruction were collected and analyzed. 
  • Members incorporated comments and suggestions from WASC Visiting Committees, the WASC Self-Study, the WIOA CIP, and  Occupational Advisory Committees (CTE).

Non-WIOA Funded Members:

  • Each school distributes student surveys to update employment and high school completion. Data from those surveys are submitted to the data manager on a quarterly basis. The monitoring process occurs on an ongoing basis between the teacher and student. The teacher updates as needed if/when information changes. 
  • Some districts support their adult school programs through Local Control Funding Formula (LCFF), however, most only receive CAEP funds to run their programs.
  • Each school has an established process for orientation and intake at their individual school sites.  Some schools are working on refining the process to make it more consistent and streamlined.
  • Partnerships with the Workforce Development Board vary from school to school, and it was decided that a better, more consistent system for tracking job market data would be beneficial. This would also help in promoting our various programs.

College Members:

  • Created a survey to help with our effort for continual improvement. Results were analyzed and included with qualitative information collected through conversations with employers and advisory groups. Labor Market Information was compiled by the Centers of Excellence and the Employment Development Department (EDD).
  • Quantitative data from CalPass, the statewide clearinghouse of longitudinal educational data, through their LaunchBoard was collected and analyzed as well.

Post-Secondary Adult/CTE/Other Members:

  • Members continued to utilize current Labor Market Information to assess regional needs.
  • Industry Advisory Meetings were conducted to inform program design based on industry needs.
  • Programs are at capacity with a waiting list, indicating community support for current offerings.
  • Continue to facilitate sub-region collaboration for regional priorities 
  • Continue to provide support and services for transitions to college and/or career 
  • Curriculum Alignment/Pathways Project with adult schools and colleges
  • Facilitate workshops/showcases geared toward K-12 counselors as well as adult school and college staff
  • Continue relationship with local workforce development boards
    • Executive Director serves on Fresno Regional Workforce Development Board Adult Council

SCAEC held five sub-regional community forums where partners, students, stakeholders, and college and adult school staff were invited to share their successes and needs. It was determined that there is high demand in the SCAEC service region for educational opportunities pertaining to literacy, ESL, employment, High School Diploma and/or High School Equivalency, career technical education, and disability support (for example, night classes are currently not set up to support students who are vision- or hearing-impaired). The knowledge and skills adult learners are seeking include Basic Skills, English Language fluency, reading comprehension, math literacy, Essential Workforce Skills (soft skills), and citizenship exam preparation. This demand can be attributed to demographic data from the American Community Survey - 2020 showing that only 21.6% of adults in our region have a Bachelor’s degree or higher, 23.3% do not have a high school diploma, 24% of adults lack English proficiency, only 54% of adults are employed, and 25% are at near-poverty or less. 

Many of our students face a variety of barriers to education. Low literacy is common in rural areas; many of our students need reading/literacy intervention in order to build basic academic skills. Transportation is also an unmet need for many students, especially those who live in more remote areas or who commute to more remote schools. Staff members have the ability to meet students in various locations, but getting students to campus at least for orientations would be beneficial. Access to technology and the internet in rural areas proves challenging as well; some schools provide internet hotspots, but keeping track of the devices has been difficult, and some families are not using these devices for school-related activities. Students also cite barriers pertaining to childcare, transportation, safe housing, healthy food, and health/mental health care.

Granting high school diplomas is a priority for SCAEC. We currently offer high school equivalency programs such as HiSET at some of our member sites. We need to develop a better understanding of the type of student this program would benefit and guidelines for when a student should access this option, as many of our students need more individualized attention and differentiation of the curriculum in order to complete their high school diploma.

Many SCAEC adult learners are entering our programs in order to be eligible for higher-wage jobs, and we will need to reassess our Career Education offerings and curriculum to help more students achieve this goal. Courses in the Health pathway–particularly CNA, LVN, and technician training–are in demand due to a shortage of healthcare workers in Fresno and Madera counties. Skilled trades like construction and manufacturing are also in demand. Though there is a willingness among our member schools to collaborate on CTE offerings, they sometimes do not match the needs of employers. There are few employment opportunities in rural areas, and students may not be able to move to take jobs that match the training provided. In many areas, local industries require a diploma, presenting yet another barrier to advancement for our students. 

Workforce Innovation and Opportunity Act (WIOA) Funded Members:

  • Our members maintain strong relationships with various partners to help provide SCAEC with updated regional needs, as well as refer adult students to our courses. Some of the organizations we work with are:
    • Central Valley Opportunity Center
    • Community Action Partnership of Madera County
    • Department of Rehabilitation
    • Dept of Social Services, SER, Madera Community College. Employment Development Dept
    • Fresno Regional Workforce Development Board
    • Madera Coalition for Community Justice
    • Madera Workforce Assistance Center
    • Proteus
    • Veterans Administration
    • Workforce Connection
    • Workforce Development Board of Madera County
  • Provided internship opportunities at local businesses, clinical sites, and various school district departments
  • Received valuable information from local community members via a distributed survey that was also accessible by social media platforms

Non-WIOA Funded Members:

  • Members facilitated Community Forums consisting of local community college representatives, adult school administrators, adult school teachers, adult school students, local workforce representatives, and community members.
  • Attended scheduled meetings to present information regarding adult school programs to government entities such as city council/tribal council/district board meetings. 
  • Gathered information from our K-12 partners, such as high schools and continuation schools to better understand their needs and potential transitions.
  • Updated personal information provided through an exit interview process with graduates, where teachers and staff update this information to ensure data accuracy.  

College Members:

  • Members provided a list of industry partners, faculty, union representatives, job developers, and CSU and UC representatives in order to communicate with them on regional needs and solutions to address those needs.

Post-Secondary Adult/CTE/Other Members:

  • Members provided a list of industry members, faculty, administrators, and counselors in order to communicate with them on regional needs and solutions to address those needs.

Regional Service Providers

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

Provider NameProvider TypeNumber of Participants in Program AreaTotal Participants
ABEASEESLEl CivicsAWDK12 SuccessShort Term CTEWorkforce ReentryPre-Apprenticeship
*Caruthers UnifiedMember Representative

0

27

6

0

0

0

0

0

0

*Central UnifiedMember Representative

0

287

139

65

0

0

75

8

0

*Chawanakee UnifiedMember Representative

4

32

0

0

0

0

0

0

0

*Clovis Community CollegeMember Representative

0

0

0

0

0

0

13

0

0

*Clovis UnifiedMember Representative

231

843

355

192

0

0

478

0

0

*Dinuba UnifiedMember Representative

123

126

0

0

0

0

16

0

0

*Fresno City CollegeMember Representative

17

17

217

0

0

0

176

0

0

*Fresno Co. Office of EducationMember Representative

0

23

0

0

0

0

2

0

0

*Fresno UnifiedMember Representative

495

392

764

632

0

89

660

98

0

*Golden Valley UnifiedMember Representative

0

8

4

0

0

0

0

0

0

*Kings Canyon Joint UnifiedMember Representative

0

201

89

0

0

0

99

0

0

*Madera Community CollegeMember Representative

0

0

77

0

0

0

0

0

0

*Madera UnifiedMember Representative

110

490

326

257

0

0

83

0

0

*Parlier UnifiedMember Representative

0

2

0

0

0

0

0

0

0

*Reedley CollegeMember Representative

0

0

139

0

29

0

0

0

0

*Sanger UnifiedMember Representative

233

252

83

39

0

0

65

0

0

*Selma UnifiedMember Representative

0

207

65

50

0

0

28

27

0

*Sierra UnifiedMember Representative

2

19

0

0

0

19

14

1

0

*State Center CCDMember Representative

0

48

526

0

13

0

249

46

0

*Valley ROPMember Representative

0

0

0

0

0

0

29

0

0

*Washington UnifiedMember Representative

0

23

0

0

0

0

0

2

0

*Yosemite UnifiedMember Representative

0

57

4

0

0

0

61

0

11

Total Participants 1215 3054 2794 1235 42 108 2048 182 11 10689
* Member Agency required to input number of Participants

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

Provider NameProvider TypeProgram Area Where Services Are Provided
ABEASEESLEl CivicsAWDK12 SuccessShort Term CTEWorkforce ReentryPre-Apprenticeship
Central Valley Opportunity Center - CVOC Community Organization

Proteus, Inc. Business

Fresno County Library Community Organization

Reading & Beyond Business

Fresno Workforce Connection Workforce Development Board

Madera Workforce Assistance Center Workforce Development Board

Across the four different systems, similar educational needs are shared by adult learners.  We see a high demand for ESL and high school diploma programs, with an emphasis on basic math and literacy skills and English fluency. We also observe high demand for workforce training and certification. It is important that the programs offered align with the needs and requirements of the industries students will enter.


Likewise, similar barriers to education are shared across the four systems. Challenges that our adult learners, who are typically working full time, have identified include time to attend classes; transportation, especially for adult learners in rural areas; technological barriers such as access to adequate broadband for virtual learning and appropriate devices; technological literacy; personal and family health (including mental health) concerns; and child care. An additional challenge for students pursuing education is a lack of knowledge about the options available to them. Thus, each of the four systems could benefit from improved marketing and program promotion.


Internally, our capacity to support adult learners is strained. We lack a network or forum for attracting, recruiting, and hiring high-quality adult education classroom teachers. We have had particular difficulties hiring a qualified Nurse Aide Training Program (NATP) Director and instructors and a Home Health Aide (HHA)/Certified Nursing Aide (CNA) teacher, and we need to bolster our support for teachers obtaining CTE credentials. We also currently lack a soft handoff from K12 schools to adult schools. Our adult learners would benefit from a seamless transition to postsecondary education, the military, trade schools, and more thorough CTE and for-credit programs. Finally,  SCAEC would benefit from more member schools initiating the WASC accreditation process; this will help students qualify for Cal Grants and meet the requirements of some employers.

Metrics: CAEP Barriers & Metrics

Metrics

Adult Ed Metrics

  • Low Literacy (AE 311 - Overall)

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) 14,602 12,876

56,653

59,634

62,772

Student BarriersLow Literacy (AE 311 - Overall) 10,940 6,967

12,425

13,078

13,766

Member Level Metric Targets

* Mandatory for all members

Caruthers Unified (Reported by Caruthers 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) 46 33

0

42

44


Central Unified (Reported by Central 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) 694 441

534

561

589


Chawanakee Unified (Reported by Chawanakee 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) 57 36

20

37

39


Clovis Community College (Reported by Clovis Community College)

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)

50

60

75


Clovis Unified (Reported by Clovis 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) 1,715 1,651

2,036

2,138

2,245


Dinuba Unified (Reported by Dinuba Unified School District (DUSD))

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) 242 142

270

340

395


Fresno City College (Reported by Fresno City College)

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) 557 296

327

343

360


Fresno Co. Office of Education (Reported by Fresno County Office of Education: Adult Corrections)

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) 116 41

65

68

78


Fresno Unified (Reported by Fresno Unified School District (FUSD))

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) 3,264 1,898

5,646

5,928

6,224


Golden Valley Unified (Reported by Golden Valley Unified School District (GVUSD))

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) 26 12

22

27

30


Kings Canyon Joint Unified (Reported by Kings Canyon Unified School District (KCUSD))

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) 548 373

500

525

550


Madera Community College (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)

80

85

90


Madera Unified (Reported by Madera Unified School District (MUSD))

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) 854 758

1,808

1,898

1,992


Parlier 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)

40

60

80


Reedley College (Reported by Reedley College)

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) 277 143

145

152

160


Sanger Unified (Reported by Sanger Unified School District (SUSD))

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) 911 415

655

688

722


Selma Unified (Reported by Selma Unified School District (SUSD))

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) 531 291

458

481

565


Sierra Unified (Reported by Sierra Unified School District (SUSD))

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) 70 54

74

78

82


State Center CCD (Reported by State Center 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) 833 499

0

0

0


Valley ROP (Reported by Valley ROP JPA 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)

120

130

150


Washington Unified (Reported by Washington Union High 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) 51 23

35

45

50


Yosemite Unified (Reported by Yosemite Unified School District (YUSD))

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) 188 117

50

60

70

Member Spending Targets

MemberPercent of 2019-20 Available Funds SpentPercent of 2020-21 Available Funds SpentPercent of 2021-22 Available Funds Spent2022-23 Target2023-24 Target2024-25 Target
Caruthers Unified 100% 100% 38%

65%

70%

75%

Central Unified 100% 100% 42%

90%

90%

90%

Chawanakee Unified 100% 100% 80%

95%

96%

97%

Clovis Community College 0% 27% 0%

0%

0%

0%

Clovis Unified 100% 100% 62%

100%

100%

100%

Dinuba Unified 100% 100% 37%

100%

100%

100%

Fresno City College 0% 36% 0%

100%

100%

100%

Fresno Co. Office of Education 100% 100% 8%

75%

75%

75%

Fresno Unified 100% 100% 45%

85%

85%

85%

Golden Valley Unified 100% 92% 0%

100%

100%

100%

Kings Canyon Joint Unified 100% 100% 26%

90%

95%

100%

Madera Community College 0% 0% 64%

100%

100%

100%

Madera Unified 100% 100% 62%

95%

95%

95%

Parlier Unified 0% 0% 0%

100%

100%

100%

Reedley College 0% 100% 47%

100%

100%

100%

Sanger Unified 100% 100% 68%

100%

100%

100%

Selma Unified 100% 71% 0%

85%

90%

95%

Sierra Unified 100% 100% 9%

75%

80%

85%

State Center CCD 100% 100% 5%

60%

65%

70%

Valley ROP 100% 100% 60%

100%

100%

100%

Washington Unified 100% 100% 10%

80%

85%

90%

Yosemite Unified 100% 100% 36%

45%

55%

65%

Objectives

Address Educational Needs

As discussed earlier in this report, there is a high demand for ESL instruction and support in our service region, and so, SCAEC will create a plan to address the lack of ESL instructors, teaching assistants, and tutors. For example, Fresno Unified School District’s hiring pool is an important untapped resource, as are faith-based and community-based organizations, such as Hands-On, with staff fluent in multiple languages. Therefore, our plan will be to create stronger connections with organizations to help provide a potential source for instructors. 

To address student-specific learning needs, we will provide extra time for tutoring at the adult school sites in addition to the multiple tutoring centers already at the college site. We also plan to increase the number of hybrid classes offered; as such, we will need to improve technological support for our students by implementing a loaner program for electronic devices. Further strategies include inviting industry guest speakers and working more closely with the Fresno-Madera K-16 Collaborative to provide additional opportunities for students.

 


Improve Integration of Services & Transitions

The student transition process from adult school to postsecondary opportunities needs to be streamlined. Strategies to achieve this goal include co-locating college classes on adult school campuses, utilizing the SCAEC Transition Specialists, adult school counselors, and community college counselors to aid students in the college application process, and establishing non-credit college classes with a simplified application process. Additional strategies include offering Student Success elective courses for High School Diploma students and to host job fairs for all CTE programs.

SCAEC also plans to create a centralized system for tracking adult school students to facilitate advising as they move through their educational pathways. Adult school staff, Transition Specialists, and College Outreach staff will be able to more easily offer guidance and support if student information is consolidated and easy to access. We will also create a document enumerating services available to adult learners, including a one-page document for referrals which will help streamline the referral process.


Improve Effectiveness of Services

SCAEC must increase its collection and analysis of data in order to inform change and improve the equity of its programs. Collaboration across departments and schools will be key in improving our capacity to collect and share this data, which can be used in our already established Professional Learning Communities (PLCs), where staff can better discuss student learning with this data. 

Finally, in order to address under-enrollment, SCAEC will undertake a marketing campaign aimed at increasing awareness of educational opportunities and the advantages of participating in educational and training programs. The campaign will be designed to reach underserved populations in each area, particularly non-English speakers and those without a high school diploma. We will also seek to reach individuals looking to get a job or increase their wages through short-term certificate programs, such as office technology and receptionist training and upskilling programs.

Activities & Outcomes

Increase of ESL and ABE Instructors and Assistants

Objective that Applies to this Activity

Address Educational Needs

We will create a consortium-facilitated pool of qualified ESL and Adult Basic Education (ABE) instructors, assistants, and tutors. We hope to increase the number of available ABE and ESL instructors, teaching assistants, or tutors in order to address the increased need for literacy instruction within the region.

  • Increase in advertisements and job posting announcements for ESL and ABE teachers, instructional assistants, and tutors
  • Conduct recruitment processes and interviews 
  • A robust pool of qualified instructors, assistants, and tutors will have been created
  • Literacy levels and class attendance of adult learners in the region will increase
  • Increase in the educated workforce in the region
  • Increase in the wage-earning abilities of our adult learners
  • A sustainable, homegrown workforce pool will have been created, as successful former students can become assistants in the literacy programs we build

Proposed Completion Date

03/23/2023

Adult Ed Metrics and Student Barriers

  • Student Barriers: Low Literacy (AE 311 - Overall)

Responsible person(s)

Name

Adult Education Marketing Campaign

Objective that Applies to this Activity

Address Educational Needs

We will develop coordinated marketing and messaging to inform the community about the benefits of education and training for adult education students (e.g. “I am an Adult Education Student” campaign) to help grow enrollment numbers for all of our programs.

  • Increase awareness of local programs and services for adult learners
  • Increased enrollment of underserved populations
  • Increase literacy rates for low-literacy populations
  • Continued increased enrollment and literacy rates
  • Improved image of California Community College and adult education options in the region

Proposed Completion Date

06/30/2024

Adult Ed Metrics and Student Barriers

  • All: Number of Adults Served (AE 200 - Overall)

Responsible person(s)

Name

Enrollment Campaign

Objective that Applies to this Activity

Address Educational Needs

We will continue to increase community awareness by promoting educational offerings through coordinated marketing and messaging about the benefits of education and training for adult students to help grow enrollment numbers for all of our programs. Some of the methods will be:

  • Radio spots
  • Billboards
  • Banners
  • Flyers 
  • Social Media
  • Marquee Signs
  • Television Ads
  • Mailers
  • Adult School Websites
  • Community events such as Career/Next Step Fairs
  • Holding community forums within local communities regarding adult education programs offered
  • Yearly increased enrollment
  • Yearly increased enrollment
  • Yearly increased enrollment

Proposed Completion Date

03/31/2023

Adult Ed Metrics and Student Barriers

  • All: Number of Adults Served (AE 200 - Overall)

Responsible person(s)

Name

Create Document of Services

Objective that Applies to this Activity

Improve Integration of Services & Transitions

We will create a document enumerating services for adult learners and a one-page document for referrals. This will increase student transitions from one partner to another to improve adult learner outcomes.

  • Students will have developed a greater understanding of the options available to them within the Consortium and can make better-informed choices
  • Site staff will have streamlined access to information
  • Increase in literacy rates for adult learners in the consortium
  • Increase in attendance and completion of courses, programs, and certifications
  • We will see increased scaffolding and support for adult learners to meet their educational and vocational goals, which will lead to a more qualified and skilled workforce in the region

Proposed Completion Date

12/31/2022

Adult Ed Metrics and Student Barriers

  • All: Adults who Became Participants (AE 202 - Overall)
  • Student Barriers: Low Literacy (AE 311 - Overall)

Responsible person(s)

Name

Coordinated Outreach

Objective that Applies to this Activity

Improve Integration of Services & Transitions

We will increase the identification and participation in community outreach activities by creating a shared outreach calendar among all adult education service providers with links to flyers and event details, as well as, by creating an easy to update, online searchable list of available training programs and classes in our region.

  • A shared outreach calendar created
  • List of available training programs and classes in our region created
  • Combined and coordinated outreach events have been facilitated
  • Increase in student enrollment
  • Increase in attendance at outreach activities
  • Increase in communication and collaboration among consortium members
  • Increase in enrollment and completion of programs.

Proposed Completion Date

05/31/2024

Adult Ed Metrics and Student Barriers

  • All: Adults who Became Participants (AE 202 - Overall)
  • All: Number of Adults Served (AE 200 - Overall)

Responsible person(s)

Name

Student Orientations

Objective that Applies to this Activity

Improve Integration of Services & Transitions

Students will attend an orientation of student expectations, school procedures, student services, and CTE programs to aid in the improvement of student transitions, which will be measured by student completion of program orientations and responsibilities.

  • Creation of student goals
  • Increase in student persistence
  • Increase in Adult Secondary Education graduation rates


  • Increase in student transitions

Proposed Completion Date

03/31/2024

Adult Ed Metrics and Student Barriers

  • All: Adults who Became Participants (AE 202 - Overall)
  • Student Barriers: Low Literacy (AE 311 - Overall)

Responsible person(s)

Name

Data Dashboard

Objective that Applies to this Activity

Improve Effectiveness of Services

We will build our capacity for data collection and sharing within and among Consortium members by creating a data dashboard.

  • Identify data sources of data, funding, and personnel to support the creation of a dashboard
  • A system for training data technicians at Consortium schools has been created
  • Staff will have increased access to information on student outcomes, which will help us track both successes and areas for program improvement
  • Improved adult learner outcomes
  • Increase in literacy for adult learners in the consortium
  • Increase in attendance and completion of courses, programs, and certifications

Proposed Completion Date

06/30/2025

Adult Ed Metrics and Student Barriers

  • All: Number of Adults Served (AE 200 - Overall)

Responsible person(s)

Name

Establishing and Expanding Partnerships

Objective that Applies to this Activity

Improve Effectiveness of Services

We will identify partnerships (institutional, religious, cultural, etc.) that could help us in building student enrollment and completion rates, and we will build and maintain the partnership lists that exist on the State Center Adult Education Consortium website. We will leverage relationships within the communities we serve to ensure outreach is effective.

  • Partnerships (and potential partnerships) identified and a list has been created
  • Attendance at community partnership meetings, events, and activities have been documented
  • Identification of the different long-term outcomes for each partnership (for example, a partnership with the Tribal Council could help us increase enrollment among Native populations)
  • Additional classes being offered
  • Increase in enrollment and completion rates
  • Data regularly maintained in order to determine correlations between student enrollment/success and partnership activities

Proposed Completion Date

06/30/2025

Adult Ed Metrics and Student Barriers

  • All: Adults who Became Participants (AE 202 - Overall)

Responsible person(s)

Name

Student Tutoring Services

Objective that Applies to this Activity

Improve Effectiveness of Services

We will provide tutoring services in a hybrid or in-person model to adult students to increase their success and improve our services offered.

  • Increase in student Education Functional Levels (EFL) and Measurable Skill Gains (MSG) on the CASAS Assessments
  • Increase in student Education Functional Levels (EFL) and Measurable Skill Gains (MSG) on the CASAS Assessments
  • Increase in student Education Functional Levels (EFL) and Measurable Skill Gains (MSG) on the CASAS Assessments

Proposed Completion Date

03/30/2024

Adult Ed Metrics and Student Barriers

  • All: Adults who Became Participants (AE 202 - Overall)
  • Student Barriers: Low Literacy (AE 311 - Overall)

Responsible person(s)

Name

Funds Evaluation

Member Allocations and Expenditures

Member AgencyPrior Year Total Leveraged FundsProgram Reporting Status
Caruthers Unified $120,521Certified
Central Unified $876,853Certified
Chawanakee Unified $130,848Certified
Clovis Community College $0Certified
Clovis Unified $5,797,462Certified
Dinuba Unified $850,320Certified
Fresno City College $0Certified
Fresno Co. Office of Education $298,740Certified
Fresno Unified $7,501,130Certified
Golden Valley Unified $70,603Certified
Kings Canyon Joint Unified $1,187,818Certified
Madera Unified $1,397,877Certified
Reedley College $106,930Certified
Sanger Unified $1,010,351Certified
Selma Unified $635,044Certified
Sierra Unified $105,604Certified
State Center CCD $274,090Certified
Valley ROP $267,658Certified
Washington Unified $77,607Certified
Yosemite Unified $241,182Certified
Totals$20,950,638 20/20 Certified

The CAEP allocation is the primary source of funding for the majority of our members. Program area reporting in NOVA shows that while many of our districts receive additional support, such as WIOA, LCFF, and Perkins,    CAEP funds reflect the bulk of the resources used to maintain programs. Due to legislation stating that no member shall receive less than they did in the prior year, we are limited in any changes to the distribution of funding. Moving forward, if the consortium were to receive additional funding outside of COLA, the allocation of any new funds would be distributed based on an evaluation of enrollment information, cost per student formula, leveraged funds, and carryover amount according to the SCAEC Bylaws.

Certification

Caruthers Unified - Member Representative

Approved by Debra Haney

06/11/2022 03:07 PM PDT

Central Unified - Member Representative

Approved by Edward Robinson

06/10/2022 04:01 PM PDT

Chawanakee Unified - Member Representative

Approved by Marcy Guthrie

06/10/2022 03:56 PM PDT

Clovis Community College - Member Representative

Approved by Emilee Slater Clovis Community College

06/13/2022 12:16 PM PDT

Clovis Unified - Member Representative

Approved by Ed Schmalzel

06/10/2022 03:53 PM PDT

Dinuba Unified - Member Representative

Approved by Rachel Nunez

06/13/2022 12:28 PM PDT

Fresno City College - Member Representative

Approved by Melody Critchfield

06/10/2022 04:06 PM PDT

Fresno Co. Office of Education - Member Representative

Approved by Marisa Gamboa

06/10/2022 04:02 PM PDT

Fresno Unified - Member Representative

Approved by Gary Schlueter

06/10/2022 03:52 PM PDT

Golden Valley Unified - Member Representative

Approved by Leslie Goston

06/13/2022 01:16 PM PDT

Kings Canyon Joint Unified - Member Representative

  • Kings Canyon Adult School Administrator
  • cowdrey-t@kcusd.com
  • (559) 305-7085 ext: 2332
Approved by Rich Ishimaru

06/10/2022 03:54 PM PDT

Madera Community College - Member Representative

Approved by Shelly Conner

06/10/2022 03:47 PM PDT

Madera Unified - Member Representative

Approved by Shirley Gregory

06/10/2022 03:54 PM PDT

Parlier Unified - Member Representative

Approved by Israel Almendarez San Joaquin Valley High School/Parlier Unified School District

06/13/2022 12:14 PM PDT

Reedley College - Member Representative

Approved by Kurt Piland Reedley College

06/10/2022 03:47 PM PDT

Sanger Unified - Member Representative

Approved by Lori Hawkyard 3528991

06/10/2022 03:56 PM PDT

Selma Unified - Member Representative

Approved by Jose Bedolla

06/10/2022 03:51 PM PDT

Sierra Unified - Member Representative

Approved by Jody Silva

06/10/2022 03:46 PM PDT

State Center CCD - Member Representative

Approved by Sherri Watkins

06/11/2022 12:23 AM PDT

Valley ROP - Member Representative

Approved by Fabrizio Lofaro

06/11/2022 07:48 AM PDT

Washington Unified - Member Representative

  • Principal of Alternative Education
  • gthor@wusd.ws
  • (559) 495-5691
Approved by Grant Thor

06/10/2022 03:47 PM PDT

Yosemite Unified - Member Representative

Approved by Stephanie Osowski

06/13/2022 12:37 PM PDT