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CAEP Three-Year Plan: 2022-23 67 West Hills College Consortium

Status: Certified

California Adult Education Program Produced: 06/06/2022 11:57 AM PDT Joe Trejo

67 West Hills College Consortium: Certified

Details

Consortium Information

Consortium Name:
67 West Hills College Consortium
Consortium Short Name:
67 West Hills
Address:
9900 Cody St. | Coalinga, CA | 93210
Website:
http://www.westhillscollege.com/district/grants/ab86/
Funding Channel 2022-23:
Fiscal Agent
CAEP Funds 2022-23:
$1,249,287
CAEP Funds 2021-22:
$1,186,070
CAEP Funds 2020-21:
$1,139,902

Consortium Contacts

ResponsibilityNameEmailTitlePhone
Primary Contactceciliomora@whccd.eduDirector of Speical Grants(559) 934-2430
Fiscal Contactannamartinez3@whccd.eduGrants Accounting Specialist(559) 934-2397
Primary Contactkellycooper@whccd.eduVice Chancellor(559) 670-0352

Member Agencies

Member AgencyMember TypeContactPhone
Armona Union ElementaryElementary School DistrictLaurie Blue(559) 583-5060
Coalinga-Huron UnifiedUnified School DistrictDesmond Agbontaen(559) 935-7500 ext: 12503
Firebaugh-Las Deltas UnifiedUnified School DistrictTerry Anderson(559) 659-3899
Golden Plains UnifiedUnified School DistrictJoe Trejo(559) 977-1874
Lemoore Union HighHigh School DistrictChuck Gent(559) 924-6610 ext: 1202
Mendota UnifiedUnified School DistrictRebecca Gamez(559) 655-4412
Reef-Sunset UnifiedUnified School DistrictJicela Soto(559) 386-9083 ext: 1012
Riverdale Joint UnifiedUnified School Districtn/a
West Hills CCDDistrictCecilio Mora(559) 934-2430
West Hills College CoalingaCollegeJustin Garcia Psy.D.(559) 934-2172
West Hills College LemooreCollegeKurt Sterling Ed.D.(559) 925-3738
Kings Co. Office of EducationCounty Office of Education (COE)n/a

Executive Summary

The West Hills Adult Education Consortium (WHAEC) spans across 3,464 square miles on the west side of the Central San Joaquin Valley.  This region is a very rural agricultural section of the Central Valley and includes the western portion of Fresno County and the northwest portion of Kings County. Diversity within this large region dictates diverse levels of programming to address dissimilar challenges as varied needs, strengths, and educational levels of each area vary drastically across the WHAEC service area. This three-year plan focuses on improving the delivery of services, and performance outcomes, and strengthening and expanding career pathways.  The WHAEC will continue to enhance and expand educational programs and increase the program course offerings through increased partnerships with educational institutions, workforce development organizations, National Farmworker Job Program, High School Equivalency Program, employers, and community members with an emphasis on student persistence, completion, and success. During the fiscal years 2021-2022, the WHAEC experienced a decrease in enrollments due to the Covid 19 Pandemic.  WHAEC members resumed their adult education classes in person to grow their enrollments. Based on 3rd quarter California Adult Education Program (CAEP) enrollments, 1,442 students were served.  The goal of the WHAEC is to increase the program enrollment and English as a Second Language (ESL), High School Diploma (HSD)/High School Equivalency (HSE) completion by 5% per fiscal year. 

Over the past years, consortium members have recognized the need to demonstrate a high standard of instructional results, and members continue to implement innovative ideas to improve the adult education services. This motivated members to increase their standards by targeting WASC Accreditation.  This year, Firebaugh Las Deltas Unified School District and Reef Sunset Unified School District received their WASC accreditation for another five years.  In addition, members plan to implement the necessary technology to continue to improve the delivery of adult education classes. 

The WHAEC’s priority is to address the academic needs of the adult students in the region and provide the necessary courses to equip the students with the required skills to succeed in the workforce. WHAEC's goal is for CAEP members to continue to offer ESL/Citizenship, HSD/HSE, and short-term Career Technical Education (CTE). Two members will continue to offer HSE courses at five sites in the region and two online classes.  Adult Basic Education (ABE) is combined with diploma classes in some instances to address the gaps and secure attainment of an HSD/HSE.  

WHAEC members will continue to expand their CTE training, which includes basic computer skills, forklift certifications, truck driving, welding technology, construction trades, CPR/Health Care, industrial maintenance technology, manufacturing, office technology, agricultural mechanics, HVAC, green energy, and residential electrical to meet labor market demand in the service area.

West Hills College Coalinga (WHCC) and West Hills College Lemoore (WHCL) will continue to offer Non-Credit ESL Certificates of Achievement, which will provide a pathway into advanced CTE and/or College Academic degree programs. WHAEC college members are equipped with Pathway Navigators to assist students in the transition to post-secondary education.

WHAEC members will continue to work closely with consortium staff to provide student entry records, updates, and attendance to track enrollments and demographic information into the CASAS TOPSpro database or MIS as mandated by the State CAEP office.

Assessment

The WHAEC conducted four pre-planning assessments in preparation for addressing the needs of our region in this Three-Year Plan. 

  • First assessment, WHAEC implemented the Student-Centered Design (SCD) in 2019 in an effort to assess the immediate need of the adult learners and identified the services from partner agencies that were needed to improve student success.  WHCC and WHCL, Golden Plains Unified School District, and the High School Equivalency Program (HEP) partner agency participated in monthly meetings to identify the needs of the High School Equivalency learners and the required collaboration of services.   The SCD process demonstrated the need for improved collaboration in split funding of the HSE courses and this implementation led to opportunities to leverage funding for supportive services, and transitional services.   In addition, the braiding of funding assisted in the improvement of the HSE completion rate by 30.7% in 2019-20 and 25% in 2020-21 based on 39 (initial value) HSE completers in 2018-19. 
  • Second assessment, the CAEP Program Quality Assessment completed by WHAEC members during meetings, revealed the need for transitional services in post-secondary education and the creation of pathways. The K-12 members expressed the need for college pathways navigators to assist adult learners in transitioning to college. 
  • Third assessment, WHAEC conducted an Adult Education Needs Survey, we received 98 responses from community residents, students, and employers from the region.  Based on the survey, the top three adult education academic needs are ESL/Citizenship courses at 73%, HSE/HSD courses at 63%, and CTE short-term courses at 53%.
  • Fourth assessment, WHAEC conducted a community forum in Avenal Adult School.  The top three adult education academic needs were ESL/Citizenship courses, HSE/HSD courses, and CTE short-term courses.  Participants expressed that they would like to see more CTE-short term courses being offered in Avenal Adults School and greater collaboration with WHCC and WHCL. 
  • Fifth assessment, WHAEC director reviewed TOPSpro and Adult Education Pipeline student enrollment, and completion data.  Thes data sets will assist members to plan accordingly to meet their metrics targets for the next three years.  

Although the WHAEC region covers a large landmass with varied needs, strengths, and educational requirements, the WHAEC leadership team has maintained consistent, effective, and relevant communication among its members and partners.  Our current WHAEC board meets an average of once per month and is engaged to ensure each of the educational areas in this vast region is well represented.  

Members of the consortium will continue to collaborate on program implementation, development of career pathways, and industry sector strategies with a variety of partners, including regional partner organizations,  theNational Farmworker Job Program, High School Equivalency Program, Kings County Job Training Office, and Fresno County Workforce Investment Board. 

The WHAEC and WIOA San Joaquin Valley and Associated Counties (SJVAC) regional planning aligns to offer courses in-demand industry sectors for the consortium region.

The SJVAC Regional Workforce Development partners selected the following sectors as priorities:

  • Advanced manufacturing
  • Construction (including public infrastructure)
  • Energy (including green energy)
  • Healthcare
  • Transportation and logistics
  • Agriculture

The Kings County Job Training Office has a WIOA One-Stop center in Hanford, CA and it serves the northwest portion of Kings County. The Fresno Regional Workforce Connection has a Workforce Connection Office in Mendota, CA that serves the western portion of Fresno County.  The WIOA centers in the region provide a full array of workforce services to eligible participants.  In addition, WHCC, WHCL, and Firebaugh Center have Adult Resource Centers to assist students with career exploration, training services, and job search.   

The WHAEC serves an agricultural community in the rural sparsely populated mid-western area of the Central Valley.  WHAEC members include Reef Sunset Unified School District, Firebaugh Las Deltas Unified School District, Coalinga-Huron Unified School District, Mendota Unified School District, Golden Plains Unified School District, Lemoore Union High School District,  West Hills College Lemoore, and West Hills College Coalinga.  Agriculture is the primary economy, with a large number of government jobs presenting economic opportunities.  WHAEC is located in a very rural section of the central valley, the region is a primarily Hispanic minority-majority area.  Much of this Hispanic population is immigrant and most have limited English.  This agricultural-based economy commonly has low educational attainment levels and a great need for a variety of adult education services. 

This region has a high population of Hispanics employed in agriculture-related jobs that only require minimal academics and low to medium skill levels.  The following includes some data to demonstrate the service area need:

According to American Community Survey 2020 Demographic Data, Hispanics/Latinos make up 61.5% of the 89,043 population in the region.  The proportion of service area residents without a high school diploma is 30.19% or 26,810 almost twice the state’s percentage of 17.3%.  The English language ability is less than well of residents in the region is 35% or 15,639 as compared to the state’s percentage of 22%.  The proportion of the service area population possessing a Bachelor’s degree is 12.1%, less than three times the state's percentage of 33.2%. Languages spoken in the home are 45.6% Spanish and 49.5% English, other languages such as Tagalog, Portuguese, Punjabi, Filipino, Cebuano, and French are under 1%

These statistics demonstrate the need to address the lack of education for Spanish and English-speaking adult learners in this region.  As Hispanics make up the majority of the rural population, the group has been identified as ”in high need of assistance” with most having limited English language, experiencing educational barriers, and commonly are identified as having low employment skills.  WHAEC will continue to address these needs by providing English as a Second Language, High School Equivalency, and Citizenship courses as well as Career Technical Education (CTE) courses to assist them in obtaining the advanced skills required for many agricultural mid-level related jobs and/or to encourage entrance into postsecondary education.

This region has historically been an underserved area with Hispanic immigrants traditionally holding most of the agricultural-related jobs.  These jobs are typically seasonal, low-wage paying, and have low education and skills requirements.  In addition, although agriculture has had to endure many challenges, they have succeeded by incorporating multiple new technologies.  These technologies are now demanding additional education with increased content knowledge and skill-sets levels of their employees.  The WHAEC will continue to address the educational demands through ESL, ABE, and HSD/HSE courses and is working with both colleges to address higher-level skills attainment. 

The WHAEC will continue to offer ABE and ESL courses in all its service area communities. These courses are strategic by level and schedule based on individual location needs.  The list of courses includes, but is not limited to Adult Basic Education, English as a Second Language, Workplace English, Literacy, Citizenship, Computer Technology, High School Diploma/HSE, Life Skills Courses, and Parenting Success.  Courses will continue being offered in traditional and non-traditional schedules to best serve the population accordingly.  All course completers are encouraged to continue taking additional academic and transition to post-secondary and/or to short-term Career CTE courses. 

WHAEC members recognize the tremendous need for a variety of short-term CTE courses and pathways.  The CTE plan is to offer computer basic skills, forklift certification, truck driving, welding technology, construction trades, CPR/Health Care, industrial maintenance technology, manufacturing, office technology, agricultural mechanics, HVAC, green energy, and residential electrical.   These identified courses align with Central Valley/Mother Lodge Center of Excellence 2022 Labor Market Scan for Fresno and Kings counties. 

Occupational sectors with the highest job demand in the WHAEC region:

  • Health
  • Business & Entrepreneurship
  • Energy, Construction & Utilities
  • Advanced Transportation & Logistics
  • Education
  • Agriculture
  • Water & Environmental Technologies,
  • Retail, Hospitality & Tourism
  • ICT/Digital Media,
  • Advanced Manufacturing, and Public Safety

The WHAEC invited the community residents, employers, partners, and CAEP members to contribute to the development of the CAEP Three-Year Plan.  The WHAEC members participated in several planning meetings to discuss CAEP assessments, metrics, objectives, activities outcomes, and funds available.  In addition, members shared their unique needs and the priority of CAEP services in their district’s geophysical area.  The CAEP members conducted in-person and online surveys on the following:

  • Adult education courses recommendation in their communities.
  • Short-term CTE training recommendations in their communities.
  • Time recommendations for adult education courses.
  • Days of the week recommended for adult education courses.
  • Barriers preventing adult learners from accessing adult education courses. 
  • How adult learners are receiving courses marketing information.
  • How can members better assist the community residents.
  • What other adult education services would like to see offered in the community.
  • Student, Community, and employers feedback was obtained from the open forum.

WHAEC and CAEP members collaborated to ensure surveys were disseminated to the students.  In addition, the surveys were available in the service area community groups on Facebook. 

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
*Coalinga-Huron UnifiedMember Representative

0

0

37

0

0

0

30

0

0

*Firebaugh-Las Deltas UnifiedMember Representative

0

45

115

0

0

0

0

0

0

*Golden Plains UnifiedMember Representative

0

0

0

0

0

0

17

0

0

*Lemoore Union HighMember Representative

0

74

0

0

0

0

13

0

0

*Mendota UnifiedMember Representative

0

50

36

0

0

0

46

0

0

*Reef-Sunset UnifiedMember Representative

0

100

80

0

0

0

40

0

0

*West Hills CCDMember Representative

0

0

0

0

0

0

0

0

0

*West Hills College CoalingaMember Representative

0

210

77

0

0

0

21

0

0

*West Hills College LemooreMember Representative

0

160

120

0

150

0

21

0

0

Total Participants 0 639 465 0 150 0 188 0 0 1442
* Member Agency required to input number of Participants

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

No Service Providers for this consortium.

The Kings County Job Training Office has a WIOA One-Stop center in Hanford, CA and it serves the northwest portion of Kings County. The Fresno Regional Workforce Connection has a Workforce Connection Office in Mendota, CA that serves the western portion of Fresno County.  Both agencies provide services for vocational skills training in high job demand, on-the-job training, work experience, supportive services, and job placement.   However, adult learners must meet the WIOA eligibility requirements to be eligible for any of these services. 

The WHAEC members are planning to offer workplace readiness as part of their course selection and CTE courses will be offered in their service area to close any transportation and accessibility gaps.  In addition, WHCC, WHCL, and Firebaugh Center have Adult Resource Centers/Career Centers to assist students with career exploration, training services, and job search.   

Metrics: CAEP Barriers & Metrics

Metrics

Adult Ed Metrics

  • English Language Learner (AE 305 - Overall)

Metrics

Adult Ed Metrics

  • Participants Who Earn a High School Diploma or Equivalency (AE 633 - 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) 2,172 1,548

1,462

1,535

1,612

Student BarriersEnglish Language Learner (AE 305 - Overall) 934 459

481

506

531

Member Level Metric Targets

* Mandatory for all members

Coalinga-Huron Unified (Reported by Coalinga-Huron 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) 110 27

100

105

110

SuccessParticipants Who Earn a High School Diploma or Equivalency (AE 633 - Overall)

10

11

12


Firebaugh-Las Deltas Unified (Reported by Firebaugh-Las Deltas Unified School District (FLDUSD))

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) 161 108

160

168

176

SuccessParticipants Who Earn a High School Diploma or Equivalency (AE 633 - Overall) 17

15

16

17


Golden Plains Unified (Reported by Golden Plains 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) 89 45

100

105

110

SuccessParticipants Who Earn a High School Diploma or Equivalency (AE 633 - Overall) 11

10

11

12


Lemoore Union High (Reported by Lemoore 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) 68 49

100

105

110

SuccessParticipants Who Earn a High School Diploma or Equivalency (AE 633 - Overall) 19 10

15

16

17


Mendota Unified (Reported by Mendota 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) 186 90

132

138

145

SuccessParticipants Who Earn a High School Diploma or Equivalency (AE 633 - Overall)

15

16

17


Reef-Sunset Unified (Reported by Reef-Sunset Unified School District (RSUSD))

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) 176 128

220

231

243

SuccessParticipants Who Earn a High School Diploma or Equivalency (AE 633 - Overall) 10

15

16

17


West Hills CCD (Reported by West Hills 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) 968 879

0

0

0

SuccessParticipants Who Earn a High School Diploma or Equivalency (AE 633 - Overall) 49 39

0

0

0


West Hills College Coalinga (Reported by West Hills College Coalinga)

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) 369 368

300

315

331

SuccessParticipants Who Earn a High School Diploma or Equivalency (AE 633 - Overall) 10 10

30

32

34


West Hills College Lemoore (Reported by West Hills College Lemoore)

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) 338 406

350

378

397

SuccessParticipants Who Earn a High School Diploma or Equivalency (AE 633 - Overall)

15

16

17

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
Coalinga-Huron Unified 100% 100% 3%

80%

90%

100%

Firebaugh-Las Deltas Unified 100% 100% 3%

90%

100%

100%

Golden Plains Unified 100% 42% 0%

60%

80%

100%

Lemoore Union High 100% 100% 12%

80%

90%

100%

Mendota Unified 100% 100% 15%

90%

100%

100%

Reef-Sunset Unified 100% 100% 100%

100%

100%

100%

West Hills CCD 100% 100% 49%

90%

100%

100%

West Hills College Coalinga 100% 44% 0%

60%

80%

100%

West Hills College Lemoore 100% 51% 0%

60%

80%

100%

Objectives

Address Educational Needs

The WHAEC will address the educational needs of the service area by engaging in adult education activities that support closing gaps in services and that leverage resources. 

Addressing Gaps in Services:

  • Conduct a quarterly review of the student metric performance from MIS and TOPSpro reports.
  • Conduct a quarterly review of NOVA fiscal reporting and available CAEP funds (FIFO Report).
  • Conduct annual economic and workforce analysis to determine the labor market needs, and maintain alignment with the Regional Workforce Development Boards in the region.
  • Continue to engage with local employers and apprenticeship representatives in the region.
  • Continue to plan and create courses to meet labor demands and address students’ academic needs.
  • Continue to expand the transitional services in the service area.
  • Progress Indicator - 5% annual increase in enrollments, ESL, and HSD/HSE completion.

Strategies for Leveraging of Resources:

  • Maintain collaboration with WHCL and WHCC Strong Workforce Programs to identify pathway opportunities in the services area.
  • Work with partner agencies to provide wrap-around services such as rent/utility assistance, food, transportation, child care, etc.
  • Expand opportunities for apprenticeship and internship programs.
  • Continue to engage CAEP members in the continuous improvement of services.
  • Explore options to have the Pathways Navigators reach out to all CAEP program sites to support students with college transitional services.
  • Maintain close collaboration with the local Workforce Development Boards.
  • Expand opportunities to work with partner agencies and community organizations to obtain classroom space and other resources to provide CAEP courses in the service area.
  • Continue to collaborate with the HEP Program (Federal Funded) to expand HSE courses in the service area.
  • Continue to collaborate with the National Farmworker Job Program to expand the training, ESL, HSE, and work placement services in the service area.

Improve Integration of Services & Transitions

The following elements will improve the Effectiveness of Services and Transitions for the regional consortium:

  • Increase the number of completions in programs for adult education students.
  • Improve the process for students transitioning to postsecondary and the workforce.
  • Implement activities and field trip opportunities at colleges or universities that educate students about career options.
  • Create opportunities for diverse guest speakers from consortium members, employers, and other agencies.
  • Enhance Pathways Navigators and Counselor engagement with students to maximize services.
  • Review quarterly student transition data from consortium member agencies.
  • Share curriculum between consortium members in order to enhance region-wide training/education.
  • Share Open Education Resources books between consortium members to make books accessible to students at no cost.
  • Coordinate course offerings between consortium members. 
  • Expand regional marketing efforts. 
  • Progress Indicator - 5% annual increase in enrollments, ESL, and HSD/HSE completion.

Student Acceleration Strategies:

To enhance Student Acceleration, WHAEC will implement the following activities in addition to others identified in other plan sections:

  • Continue to involve school improvement committees annually to obtain problem-solving input as well as timely feedback on emerging matters.
  • Continue efforts to align programs of study between consortium members and foster effective student transitions.
  • Engage with Strong Workforce Program to establish additional programs of study to increase workforce transitions.
  • Continue to offer college non-credit ESL Certificates of Achievement, which will provide a pathway into advanced CTE and/or college academic degree programs.
  • Continue to refer college-ready students to meet with a college advisor to discuss further information on career options and for the development of the college educational plan.

Improve Effectiveness of Services

WHAEC will engage in strategic, flexible activities to support professional development and continuous improvement toward meeting the new and unknown needs amid enduring Covid-19 challenges, improving the effectiveness of services and transitions of the consortium.

Professional Development:

  • Provide professional development to CAEP staff on programs' new metrics.  
  • Continue to involve school improvement committees annually to obtain problem-solving input as well as timely feedback on emerging matters.
  • Continue professional training that is focused on the needs of high-demand industry sectors and occupations.
  • Continue professional development in all CAEP program areas.
  • Continue professional development to share best practices between members. 
  • Progress Indicator - 5% annual increase in completion.

Continuous Improvement:

To sustain continuous improvement, the consortium will engage in the following activities:

  • Continue to develop and improve online course opportunities.
  • Continue to leverage classroom technology to improve the quality of adult education courses.
  • Continue to implement innovative curriculum and software to meet the needs of the CAEP students.
  • Continue to create committees annually to obtain problem-solving input as well as timely feedback on emerging matters.
  • Continue ongoing member self-evaluation as implemented for processes such as WASC, WIOA II, and other programs.
  • Continue WASC reaccreditation activities to ensure the highest levels of efficacy.  

Activities & Outcomes

Recruitment

Objective that Applies to this Activity

Not Entered

WHAEC fiscal agent in collaboration with CAEP members will promote the CAEP programs in the service area.  CAEP staff will attend community events to promote the program's courses and will use social media to advertise available courses.  Adult learners will be informed about available CAEP courses in their community.  The outgoing recruitment will assist WHAEC to reach its three-year enrollment goal.   

CAEP staff will identify a minimum of 2000 eligible potential participants.


WHAEC projected outcomes: 1,462 enrollments in year one, 1,535 enrollments in year two, and 1,612 enrollments in year three. WHAEC's goal is to increase enrollments by 5% yearly.  

The WHAEC will enroll 4,609 adult learners in the next three years.  

Proposed Completion Date

06/30/2025

Adult Ed Metrics and Student Barriers

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

Responsible person(s)

Name

CAEP Orientation and Enrollment

Objective that Applies to this Activity

Not Entered

CAEP members will provide a CAEP orientation to new students, and they will inform students about services, and program metric requirements.  This activity will assist with student enrollment, retention, and will inform students about CAEP services in the service area.   

CAEP staff will orient 1,462 eligible participants.

WHAEC projected outcomes:1,462 enrollments in year one, 1,535 enrollments in year two, and 1,612 enrollments in year three. WHAEC's goal is to increase enrollments by 5% yearly.  

The WHAEC will enroll 4609 adult learners in the next three years.  

Proposed Completion Date

06/30/2025

Adult Ed Metrics and Student Barriers

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

Responsible person(s)

Name

English As Second Language Instruction

Objective that Applies to this Activity

Address Educational Needs

CAEP members will collaborate to provide ESL classes in the service area.  CAEP members will offer multi-level ESL classes to address the ESL academic needs of the students.    

CAEP staff will provide ESL instruction to 481 students.

WHAEC ESL courses projected outcomes:481 enrollments in year one, 506 enrollments in year two, and 531 enrollments in year three.  WHAEC's goal is to increase ESL enrollments by 5% yearly.  

The WHAEC will enroll 1518 adult learners in ESL classes in the next three years.  

Proposed Completion Date

06/30/2025

Adult Ed Metrics and Student Barriers

  • Student Barriers: English Language Learner (AE 305 - Overall)

Responsible person(s)

Name

HSD/HSE Diploma Instruction

Objective that Applies to this Activity

Address Educational Needs

CAEP members will collaborate to provide HSD/HSE courses in the service area.  HSD/HSE courses will assist to improve the educational levels among adult learners in the service area.  

CAEP instructors will assist 125 students to obtain an HSD/HSE diploma.

WHAEC HSD/HSE projected completion outcomes: 125 completers in year one, 141 completers in year two, and 150 completers in year three. WHAEC's goal is to increase HSD/HSE competition rate by 5% yearly.  

The WHAEC will assist 416 adult learners to earn an HSD/HSE.  

Proposed Completion Date

06/30/2025

Adult Ed Metrics and Student Barriers

  • Success: Participants Who Earn a High School Diploma or Equivalency (AE 633 - Overall)

Responsible person(s)

Name

Transition Services

Objective that Applies to this Activity

Improve Integration of Services & Transitions

CAEP members will provide embedded transitional services to students enrolled in CAEP courses.  This activity will assist with student transition and will inform students about CAEP short-term CTE courses/pathways and college CTE degrees available in the service area.  

CAEP members will provide embedded transitional services information to 1,462 adult learners. 

WHAEC projected outcomes: 1,462 students will receive services in year one, 1,535  students will receive services in year two, and 1,612  students will receive services in year three.  WHAEC's goal is to increase the course competition rate by 5% yearly.  

WHAEC will provide transitional services to 4,609 adult learners.  

Proposed Completion Date

06/30/2025

Adult Ed Metrics and Student Barriers

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

Responsible person(s)

Name

Funds Evaluation

Member Allocations and Expenditures

Member AgencyPrior Year Total Leveraged FundsProgram Reporting Status
Armona Union Elementary $72,496Certified
Coalinga-Huron Unified $84,444Certified
Firebaugh-Las Deltas Unified $125,698Certified
Golden Plains Unified $59,064Certified
Lemoore Union High $123,331Certified
Mendota Unified $115,969Certified
Reef-Sunset Unified $511,871Certified
West Hills CCD $150,000Certified
West Hills College Coalinga $74,684Certified
West Hills College Lemoore $38,793Certified
Totals$1,356,350 10/10 Certified

WHAEC will allocate finds according to the 3-Year Plan and subsequent Annual Plans under the provisions of the law and guidance from CAEP.  WHAEC members in good standing will receive at least as much funding as they did the previous year.  For any year for which the CAEP allocation of funds to the consortium is less than the amount allocated in the prior year, the amount of funds to be distributed to a member of the consortium shall not be reduced by a percentage greater than the percentage by which the total amount of funds allocated to the consortium decreased as specified in CA. EC 84914.

Leverage funding sources include WIOA II grants, CalWORKs, K12, federal funding, and community college in-kind funding.  WHAEC's local needs will be taken into account, such as labor market projections and changing demographic data. Efforts will continue to be made to ensure that all regions and populations are served, with attention to those that are underserved and underrepresented.

WHAEC members will continue the braiding of CAEP funds, with state, federal, and other local funds to maximize the level of services to adult learners.

ABE, HSE, ESL, and short-term CTE programs will continue to be funded with high priority.  WHAEC members will offer programs that are accessible to working students, and this may require an investment in technology or software for schools and students.  WHAEC's priority is to invest in its staff by providing professional development to promote innovation.

WHCC and WHCL are planning to continue to fund the Pathways Navigators to assist adult schools to transition their students to college.  WHAEC director and members support the allocation of funds that will result in increased training opportunities and integration of ESL, adult basic skills education for students in the service area that will lead them to self-sufficiency.

Certification

Coalinga-Huron Unified - Member Representative

Approved by Claudia Vosburg

06/01/2022 09:34 AM PDT

Firebaugh-Las Deltas Unified - Member Representative

Approved by Terry Anderson

06/01/2022 08:45 AM PDT

Golden Plains Unified - Member Representative

Approved by Joe Trejo

06/06/2022 11:56 AM PDT

Lemoore Union High - Member Representative

  • Assistant Superintendent Business Services
  • lmeneses@luhsd.k12.ca.us
  • (559) 924-6610 ext: 1206
Approved by Chuck Gent

06/01/2022 08:32 AM PDT

Mendota Unified - Member Representative

Approved by Rebecca Gamez

06/01/2022 09:51 AM PDT

Reef-Sunset Unified - Member Representative

Approved by Jicela Soto

06/01/2022 11:30 AM PDT

West Hills CCD - Member Representative

Approved by Cecilio Mora

06/01/2022 09:39 AM PDT

West Hills College Coalinga - Member Representative

Approved by Justin Garcia Psy.D.

06/01/2022 09:30 AM PDT

West Hills College Lemoore - Member Representative

Approved by Christopher Whiteside

06/01/2022 08:57 AM PDT