Produced: Jun 25, 2025, 12:13 AM UTC - By Nicholas Valsamides
Details
Assessment
Metrics: CAEP Barriers & Metrics
Consortium Level Metric Targets
In this section, Consortium Level Actuals data from DataVista for the previous three years, including areas to input data for Consortium Level Targets are shown below.
The first row shows the required metric of Number of Adults Served. The following rows show metrics previously selected in the CAEP Barriers and Metrics workflow section.
Input Consortium Level Targets as whole numbers for the upcoming three years for all of the rows of metrics shown below
The 2023-24 data in DataVista will be made available in Spring 2025 and the 2024-25 data will be made available in Spring 2026.
Metric Set | Metric Description | Consortium Level Metric Actuals | Consortium Level Metric Targets | ||||
---|---|---|---|---|---|---|---|
2022-23 | 2023-24 | 2024-25 | 2025-26 | 2026-27 | 2027-28 | ||
All | Reportable Individuals (200AE) | 454 | 321 | 350 | 370 | 400 | |
Student Barriers | English Language Learner (149AE) | 180 | 168 | 110 | 108 | 106 | |
Student Barriers | Low Literacy (155AE) | 298 | 281 | 120 | 118 | 116 | |
Student Barriers | Low Income (154AE) | 430 | 240 | 8 | 6 | 4 | |
Student Barriers | Long Term Unemployed (153AE) | 34 | 17 | 6 | 4 | 2 | |
Student Barriers | Migrant Farmworker (156AE) | 32 | 23 | 2 | 1 | 16 | |
Student Barriers | Single Parent (159AE) | 41 | 28 | 6 | 4 | 2 |
Member Level Metric Targets
In this section, Member Level Actuals data from DataVista for the previous three years, including areas to input data for member level Targets for the upcoming three years are shown below.
The first row shows the required metric of Adults Served Who Became Participants. The following rows show metrics previously selected in the CAEP Barriers and Metrics workflow section.
Input Member Level Targets as whole numbers for the upcoming three years for all of the rows of metrics shown below
The 2023-24 data in DataVista will be made available in Spring 2025 and the 2024-25 data will be made available in Spring 2026.
Kern Co. Office of Education (Reported by Kern County Superintendent of Schools)
Metric Set | Metric Description | Member Level Metric Actuals | Member Level Metric Targets | ||||
---|---|---|---|---|---|---|---|
2022-23 | 2023-24 | 2024-25 | 2025-26 | 2026-27 | 2027-28 | ||
All | Participants (202AE) | 0 | 0 | 0 | |||
Employment & Earnings | Employed Two Quarters After Exit (505AE) | 0 | 0 | 0 | |||
Progress | Completed Educational Functioning Level Gain (400AE) | 0 | 0 | 0 | |||
Progress | Immigration Integration Milestone (411AE) | 0 | 0 | 0 | |||
Success | Diploma, GED or High School Equivalency (633AE) | 0 | 0 | 0 | |||
Transition | Transitioned to ASE (500AE) | 0 | 0 | 0 | |||
Transition | Transitioned to Non-Developmental Credit College Course (637AE) | 0 | 0 | 0 | |||
Students and Programs | Adult Basic Education (1001) | 0 | 0 | 0 | |||
Students and Programs | English as a Secondary Language (1002) | 0 | 0 | 0 | |||
Students and Programs | Career Technical Education (1003) | 0 | 0 | 0 | |||
Students and Programs | Programs for Adults With Disabilities (1004) | 0 | 0 | 0 | |||
Students and Programs | Workforce Preparation (124AE) | 0 | 0 | 0 | |||
Students and Programs | Short-Term CTE Training Programs (126AE) | 0 | 0 | 0 |
* Mandatory for all members
Maricopa Unified (Reported by Maricopa Unified School District)
Metric Set | Metric Description | Member Level Metric Actuals | Member Level Metric Targets | ||||
---|---|---|---|---|---|---|---|
2022-23 | 2023-24 | 2024-25 | 2025-26 | 2026-27 | 2027-28 | ||
All | Participants (202AE) | 0 | 0 | 0 | |||
Employment & Earnings | Employed Two Quarters After Exit (505AE) | 0 | 0 | 0 | |||
Progress | Completed Educational Functioning Level Gain (400AE) | 0 | 0 | 0 | |||
Progress | Immigration Integration Milestone (411AE) | 0 | 0 | 0 | |||
Success | Diploma, GED or High School Equivalency (633AE) | 0 | 0 | 0 | |||
Transition | Transitioned to ASE (500AE) | 0 | 0 | 0 | |||
Transition | Transitioned to Non-Developmental Credit College Course (637AE) | 0 | 0 | 0 | |||
Students and Programs | Adult Basic Education (1001) | 0 | 0 | 0 | |||
Students and Programs | English as a Secondary Language (1002) | 0 | 0 | 0 | |||
Students and Programs | Career Technical Education (1003) | 0 | 0 | 0 | |||
Students and Programs | Programs for Adults With Disabilities (1004) | 0 | 0 | 0 | |||
Students and Programs | Workforce Preparation (124AE) | 0 | 0 | 0 | |||
Students and Programs | Short-Term CTE Training Programs (126AE) | 0 | 0 | 0 |
* Mandatory for all members
Taft Union High (Reported by Taft Union High School District)
Metric Set | Metric Description | Member Level Metric Actuals | Member Level Metric Targets | ||||
---|---|---|---|---|---|---|---|
2022-23 | 2023-24 | 2024-25 | 2025-26 | 2026-27 | 2027-28 | ||
All | Participants (202AE) | 0 | 0 | 0 | |||
Employment & Earnings | Employed Two Quarters After Exit (505AE) | 0 | 0 | 0 | |||
Progress | Completed Educational Functioning Level Gain (400AE) | 0 | 0 | 0 | |||
Progress | Immigration Integration Milestone (411AE) | 0 | 0 | 0 | |||
Success | Diploma, GED or High School Equivalency (633AE) | 0 | 0 | 0 | |||
Transition | Transitioned to ASE (500AE) | 0 | 0 | 0 | |||
Transition | Transitioned to Non-Developmental Credit College Course (637AE) | 0 | 0 | 0 | |||
Students and Programs | Adult Basic Education (1001) | 0 | 0 | 0 | |||
Students and Programs | English as a Secondary Language (1002) | 0 | 0 | 0 | |||
Students and Programs | Career Technical Education (1003) | 0 | 0 | 0 | |||
Students and Programs | Programs for Adults With Disabilities (1004) | 0 | 0 | 0 | |||
Students and Programs | Workforce Preparation (124AE) | 0 | 0 | 0 | |||
Students and Programs | Short-Term CTE Training Programs (126AE) | 0 | 0 | 0 |
* Mandatory for all members
West Kern Adult Education Network Joint Powers Authority (No reporting institution)
Metric Set | Metric Description | Member Level Metric Actuals | Member Level Metric Targets | ||||
---|---|---|---|---|---|---|---|
2022-23 | 2023-24 | 2024-25 | 2025-26 | 2026-27 | 2027-28 | ||
All | Participants (202AE) | 350 | 370 | 400 | |||
Employment & Earnings | Employed Two Quarters After Exit (505AE) | 120 | 130 | 140 | |||
Progress | Completed Educational Functioning Level Gain (400AE) | 30 | 40 | 50 | |||
Progress | Immigration Integration Milestone (411AE) | 16 | 20 | 25 | |||
Success | Diploma, GED or High School Equivalency (633AE) | 15 | 20 | 25 | |||
Transition | Transitioned to ASE (500AE) | 30 | 35 | 40 | |||
Transition | Transitioned to Non-Developmental Credit College Course (637AE) | 5 | 10 | 15 | |||
Students and Programs | Adult Basic Education (1001) | 50 | 55 | 60 | |||
Students and Programs | English as a Secondary Language (1002) | 120 | 130 | 150 | |||
Students and Programs | Career Technical Education (1003) | 60 | 70 | 80 | |||
Students and Programs | Programs for Adults With Disabilities (1004) | 20 | 25 | 30 | |||
Students and Programs | Workforce Preparation (124AE) | 15 | 20 | 25 | |||
Students and Programs | Short-Term CTE Training Programs (126AE) | 10 | 15 | 20 |
* Mandatory for all members
West Kern CCD (Reported by West Kern)
Metric Set | Metric Description | Member Level Metric Actuals | Member Level Metric Targets | ||||
---|---|---|---|---|---|---|---|
2022-23 | 2023-24 | 2024-25 | 2025-26 | 2026-27 | 2027-28 | ||
All | Participants (202AE) | 284 | 282 | 0 | 0 | 0 | |
Employment & Earnings | Employed Two Quarters After Exit (505AE) | 38 | 0 | 0 | 0 | ||
Progress | Completed Educational Functioning Level Gain (400AE) | 31 | 84 | 0 | 0 | 0 | |
Progress | Immigration Integration Milestone (411AE) | 0 | 26 | 0 | 0 | 0 | |
Success | Diploma, GED or High School Equivalency (633AE) | 15 | 10 | 0 | 0 | 0 | |
Transition | Transitioned to ASE (500AE) | 11 | 0 | 0 | 0 | ||
Transition | Transitioned to Non-Developmental Credit College Course (637AE) | 18 | 0 | 0 | 0 | ||
Students and Programs | Adult Basic Education (1001) | 0 | 26 | 0 | 0 | 0 | |
Students and Programs | English as a Secondary Language (1002) | 86 | 112 | 0 | 0 | 0 | |
Students and Programs | Career Technical Education (1003) | 117 | 18 | 0 | 0 | 0 | |
Students and Programs | Programs for Adults With Disabilities (1004) | 15 | 32 | 0 | 0 | 0 | |
Students and Programs | Workforce Preparation (124AE) | 0 | 0 | 0 | |||
Students and Programs | Short-Term CTE Training Programs (126AE) | 0 | 0 | 0 |
* Mandatory for all members
Member Spending Targets
The Percent of Available Funds Spent in 2022-23, 2023-24, and 2024-25, imported from NOVA, is in the first row. This is a required metric. Add 2025-26, 2026-27, and 2027-28 Targets for each member district’s Percent of Available Funds Spent.
Member | % of Available Funds Spent | Member Level Targets | ||||
---|---|---|---|---|---|---|
2022-23 | 2023-24 | 2024-25 | 2025-26 | 2026-27 | 2027-28 | |
West Kern Adult Education Network Joint Powers Authority | 100% | 100% | 70% | 100% | 100% | 100% |
Objectives
Objective #1: Address Educational Needs
WKAEN has identified and responded effectively too the diverse learning needs of adult learners in the West Kern Region. In comparison to our recent WIOA II IELCE report, WKAEN will continuously restructure our CTE syllabi to reflect the IET component ensuring to align with the IELCE report guidelines and parameters. When restructuring, WKAEN will be able to align Novice, Basic, and Intermediate ESL classes to change to a co-teaching model.
The adult education and literacy ESL courses are continuous classes throughout the program year. Workforce courses are available to students ensuring job placement and employment opportunities. We will continue to change the syllabus too reflect and integrate the IET components, focus on improving curriculum, and track student data for projected growth in our CTE classes.
Our three- year plan is to close so gaps in CTE and workforce through free construction, Home Care Aide, and Paraprofessional. Our engaging instructional programs integrate academic and technical preparation. This offers students career exploration, skilled preparation, and apprenticeship. The goal in the next three years is to continue and strengthen partnerships with community partners and stakeholders to best create a pathway to long-term employment.
Objective #2: Improve Integration of Services & Transitions
Utilizing Data
Providing Professional Development
Identifying Best Practices
Offering Flexible Courses and Services
Not Entered
WKAEN will implement to improve integration of services and transitions into post-secondary education and the workforce. WKAEN has hired two counselors, Spanish and English, to assess and place students into their educational pathway. WKAEN has partnered with Taft College (TC) by hiring an academic counselor to meet with those who have completed our GED and ESL programs. This provides our students with specialized one-on-one counseling for ensured post-secondary pathways.
Once students transition into post-secondary education and the workforce, WKAEN will continuously collect data across all entities. WKAEN will continue to incorporate quarterly meetings for the CTE and ESL staff to ensure areas of improvement are communicated. For best outcomes, WKAEN will work directly with local industries and continue to align workforce and CTE courses as needed. WKAEN will continue to be at local committees and Educational Boards to support our educational growth and streamline the workforce pipeline. WKAEN will continue to have monthly data reviews, engage quarterly with fiscal reporting data from Nova, and meet with local school and subcommittees to address migrant gaps and barriers. This will create a wraparound service for adult education and student success.
Objective #3: Improve Effectiveness of Services
Not Entered
Not Entered
WKAEN will improve effectiveness of data collection throughout WKAEN by focusing on Professional Development and the Continuous Improvement Plan (CIP) that aligns with our rural area. The activities and objectives previously written are to provide a high-level approach to expanding successes mimicked from the implementation of the last Three-Year Plan. WKAEN will continue to address regional needs and the community’s hardships through updated Professional Development Objectives such as:
Continued training that is focused on the needs of high-demand industry sectors and occupations.
Continued professional development in all program areas of CAEP.
Continued focus on best-practice instruction in all program areas for adult learners.
Engagement in all outcomes towards our WIOA I and WIOAII / CIP reports.
WKAEN will address needs related to staff effectiveness and improvement by integrating shifting staff, redistributing resources, continuously refining data collection, and facilitating staff and student improvement. To ensure staff support/ success, WKAEN’s administration has developed a check list:
1. Increase attendance in ABE/ASE and CTE/workforce classes.
2. Provide Professional development that focuses on Data as a whole.
3. Provide technology training to build learning experiences for students through one-on-one counseling and webinars.
4. Incorporate our Continues Improvement plan in our Marketing and messaging efforts.
5. Increase the accuracy of student placement by increasing the efficiency of pre/post testing.
6. Increase Student learning gains by 5%.
7. Refine and improve practices of collecting & utilizing student data.
8. Expand instructional technology support from a Blended Learning Assistant (IELCE).
9. Use Pre/Post assessments to achieve a 15% increase of students with 40+ instructional hours
Activities & Outcomes
Objective #1: Address Educational Needs
Aligning Reports to Student Gaps
WKAEN will address educational needs by identifying and responding effectively to the diverse learning needs of adult learners. By identifying student barriers of language, employment, and pathways WKAEN will increase student retention and completion. This will be done by continuously restructuring our CTE syllabi to reflect the IET component ensuring to align with the IELCE report guidelines and parameters. When restructuring, WKAEN will be able to align Novice, Basic, and Intermediate ESL classes to change to a co-teaching model. All consortium members will adhere to WKAEN's alignment of academic standards and curriculum for programs across entities that provide education and workforce services to adults (Objective 2B).
Use the space provided to identify the Outcomes that the activity will accomplish in the next year (Short-Term), in one to three years (Intermediate), and in three to five years (Long-Term). The brief description of each of these three types of outcomes should include one or more outcomes that are specific, measurable, achievable, relevant, and time-bound (SMART).
WKAEN will focus on short term outcomes that will be achieved through systematic implementation and support. Clear data review processes with staff training, will ensure consistency and effectiveness. creating a data analyst team will allow for clear data-driven decision-making. WKAEN data analyst team will address individual learner needs and enable timely interventions. Regular data reviews will help identify trends and improve program delivery. Collaborative monthly meetings among the consortium members and partners will strengthen strategies and ensure alignment with educational and career pathways. Co-teaching with both ESL and CTE instructors inside the workforce perparation courses will meet curriculum standards and retention. The site coordinator will be meeting with all instructors to inform them of upcoming CTE courses and the updated integrated syllabus's This goal will be implemented September 2025 and will be used a strategy target for the following year.
WKAEN will continuously adapt the integrated syllabus that meets in an effective time frame for CTE courses to be taught and installed into all ESL courses. In order to close gaps in CTE and workforce, WKAEN will align with CIP SMART goals of free construction, Home Care Aide, and Paraprofessional. Our engaging instructional programs integrate academic and technical preparation. This offers students career exploration, skilled preparation, and apprenticeship. Site coordinator will begin to meet with CTE instructors to ensure courses are incorporated bilingually to best decrease student barriers and implement a co-teaching model. The strategy target date of completion is September 2027.
The goal for WKAEN's long-term outcomes will be achieved by establishing sustainable, data-informed practices that continuously support adult learner success. Collaborating with the data team and having regular data review meetings will refine strategies to address evolving student needs, while the use of TopsPro will ensure the information to be consistent with our data team. Our site coordinator will work through the program development, data trends, and will create a framework for ongoing improvement. WKAEN's accountability meetings will be joined by WKAEN's data team for measured success, integrity, and direct accountability. This is best used to help show case to our instructors their student growth and lack there of. To achieve staff accountability, phased quarterly benchmarks will be implemented and extended as part of a foundational approach in WKAEN's yearly staff professional development.
Adult Education Metrics and Student Barriers
- All: Reportable Individuals (200AE)
- Employment & Earnings: Employed Two Quarters After Exit (505AE)
- Progress: Completed Educational Functioning Level Gain (400AE)
- Student Barriers: Long Term Unemployed (153AE)
- Student Barriers: Low Income (154AE)
- Student Barriers: Low Literacy (155AE)
- Student Barriers: Single Parent (159AE)
- Students and Programs: Adult Basic Education (1001)
- Students and Programs: English as a Secondary Language (1002)
- Students and Programs: Programs for Adults With Disabilities (1004)
- Students and Programs: Workforce Preparation (124AE)
- Success: Diploma, GED or High School Equivalency (633AE)
Responsible Positions, Responsible Consortium Members, and Proposed Completion Date
Responsible Position | Responsible Member | Proposed Completion Date |
---|---|---|
Stacey Falgout | West Kern Adult Education Network Joint Powers Authority | 01/01/2026 |
Christian Hoffmann | West Kern Adult Education Network Joint Powers Authority | 01/01/2027 |
Retention plan
WKAEN’s Retention Plan is to increase Student Educational Functional Levels (EFL) by 5% each fiscal year over the next 3 years. The focus on EFL’s will be combined with our student to instructor engagement, wrap around support system, and distant learning/ Hybrid approach. All students will continue to have access to a counselor, instructor, and a post-secondary pathway.
Use the space provided to identify the Outcomes that the activity will accomplish in the next year (Short-Term), in one to three years (Intermediate), and in three to five years (Long-Term). The brief description of each of these three types of outcomes should include one or more outcomes that are specific, measurable, achievable, relevant, and time-bound (SMART).
WKAEN will inform all instructors and aides of the continuous accountability protocol that will be established August 11, 2025, for student success and retention. Before beginning GED classes, students will meet with an educational counselor to define what subject would best suit the student strengths, obtainable goals, and discuss pathways. After their counseling session, students meet with their instructor to affirm their educational plan and needs. For all classes, instructors are responsible to pivot curriculum, student retention, and class restructure towards student success or lack thereof. All instructors will be given a baseline data report at the start of the fiscal year and the goal to meet monthly that will be monitored in monthly meetings by site coordinator. Increased proficiency will be updated to our educational data report and discussed in accountability meetings that are held monthly. Accountability meetings will begin September 2025.
Our goal is to increase our 2025-2028 literacy for student outcomes of 48% and increase by 10 each fiscal year. To ensure student outcomes increase 10%, WKAEN will test students every 40 to 70 hours with a completion of three hours of instruction per class meeting. Each ESL, ABE, and ASE class will continue to implement instructional technology learning possibilities that will enhance our Hybrid approach to distant learning students. Once completed, students will be issued certificates for training or completion of class that will go towards our student learning outcomes. WKAEN’s site coordinator will continue to give detailed explanations of updated policies that will need to be implemented for all instructors and aides. WKAEN’s Retention Plan will be incorporated September 2025.
WKAEN’s goal is to continue incorporating technology for technology literacy gains and for student retention for distant learning. WKAEN’s IT personal will conduct quarterly comprehensive inventory of technology materials. The established inventory for all educational technology will be overseen by the site coordinator who will meet with instructors and bilingual staff for the implantation of technology. WKAEN will continue to purchase and update computers with the Burlington English (BE) software each fiscal year to assist students with distant learning possibilities. Each instructor and aide, new and returning, will have pilot training on the use of the software. In 3 years, WKAEN will continue to administer and build upon the curriculum to be offered in both English and Spanish. WKAEN’s site coordinator will meet with bilingual aides to ensure the curriculum on all technology devices are updates and translated.
Adult Education Metrics and Student Barriers
- All: Reportable Individuals (200AE)
- Progress: Completed Educational Functioning Level Gain (400AE)
- Student Barriers: Long Term Unemployed (153AE)
- Student Barriers: Low Income (154AE)
- Student Barriers: Low Literacy (155AE)
- Student Barriers: Single Parent (159AE)
- Students and Programs: Adult Basic Education (1001)
- Students and Programs: English as a Secondary Language (1002)
- Students and Programs: Programs for Adults With Disabilities (1004)
- Success: Diploma, GED or High School Equivalency (633AE)
- Transition: Transitioned to ASE (500AE)
Responsible Positions, Responsible Consortium Members, and Proposed Completion Date
Responsible Position | Responsible Member | Proposed Completion Date |
---|---|---|
Stacey Falgout | West Kern Adult Education Network Joint Powers Authority | 01/01/2028 |
Christian Hoffmann | West Kern Adult Education Network Joint Powers Authority | 01/01/2028 |
Objective #2: Improve Integration of Services & Transitions
Utilizing Data
WKAEN will include administrators, educators, data analyst, and site coordinators, to be involved in the collaboration and implementation of data-informed strategies to enhance instruction and support services. All educational staff will understand how to utilize data to ensure that programs are better aligned to student needs, leading to measurable improvements. Through rigorous data analysis, the consortium will ensure equitable access and outcomes for all students. WKAEN will continue to address the needs of underrepresented learners, including English language learners, individuals with disabilities, and those from economically disadvantaged backgrounds. These efforts will create a more inclusive and supportive environment for adult learners.
Use the space provided to identify the Outcomes that the activity will accomplish in the next year (Short-Term), in one to three years (Intermediate), and in three to five years (Long-Term). The brief description of each of these three types of outcomes should include one or more outcomes that are specific, measurable, achievable, relevant, and time-bound (SMART).
WKAEN will continue to utilize data for student success. Our data approach is used throughout a student’s pathway from initial registration to graduation of each program.All students that join our courses will continue to pretest as part of their registration. During registration we create a profile of the student in Topspro with their information so we can track attendance, post-testing, and outcomes. Students will attend class times until they reach 40 -70 hours and then they are called for post-testing. All student’s attendance is tracked weekly so that we contact the student as soon as they reach 40 -70 hours of instruction.Both our data analyst and instructors will inform students when to test. WKAEN has morning and afternoon testing times to accommodate all students. If a student is unable to attend the allotted times, then we do further accommodations for the student at the time of their choosing. As soon as the student has post-tested, the teachers receive the students score.
Students that enroll into WKAEN programs are given access to either Aztec or Burlington English. These two online platforms allow WKAEN to track attendance, student outcomes, and retention in the class. It’s important for students to come to class, but if they are unable, students will receive attendance when using the online platform as if they had attended class. WKAEN’s projected Retention Plan used with our data integration for all students and instructors will increase attendance due to students not being dropped that often. The attendance on the online platforms will continue to be tracked weekly by the bilingual aides in each class. WKAEN has utilized data as a tool to increase student literacy gains. This allows distant learning students to participate while getting personalized instruction where the instructor is able to see the student and their mistakes. WKAEN plans to pilot launch the Hybrid approach for students seeking distant learning in June 2026.
WKAEN will continue to utilize CASAS etesting. Regular data meetings will be structured to refine strategies and to address evolving student needs. Etesting has helped decrease the amount of missing information, handwriting illegibility, and paper- based confusion. When students create their profile, that same ID number is used to create their online platform such as a Burlington English (BE) account. WKAEN has completely transferred to online testing allowing us to better streamline the testing process with no confusion. We are now able to easily access student information and guide them on the next steps for each student. With online testing, it automatically tracks the student progression. All CASAS proctors will be able to post-test students to allow them to increase EFL gains and track success. These efforts will result in a consistent increase in skill attainment, retention, and program completion rates, ensuring long-term success for adult learners.
Adult Education Metrics and Student Barriers
- All: Reportable Individuals (200AE)
- Employment & Earnings: Employed Two Quarters After Exit (505AE)
- Progress: Completed Educational Functioning Level Gain (400AE)
- Progress: Immigration Integration Milestone (411AE)
- Student Barriers: English Language Learner (149AE)
- Student Barriers: Long Term Unemployed (153AE)
- Student Barriers: Low Income (154AE)
- Student Barriers: Low Literacy (155AE)
- Student Barriers: Migrant Farmworker (156AE)
- Student Barriers: Single Parent (159AE)
- Students and Programs: Adult Basic Education (1001)
- Students and Programs: Career Technical Education (1003)
- Students and Programs: English as a Secondary Language (1002)
- Students and Programs: Programs for Adults With Disabilities (1004)
- Students and Programs: Short-Term CTE Training Programs (126AE)
- Students and Programs: Workforce Preparation (124AE)
- Success: Diploma, GED or High School Equivalency (633AE)
- Transition: Transitioned to ASE (500AE)
- Transition: Transitioned to Non-Developmental Credit College Course (637AE)
Responsible Positions, Responsible Consortium Members, and Proposed Completion Date
Responsible Position | Responsible Member | Proposed Completion Date |
---|---|---|
Stacey Falgout | West Kern Adult Education Network Joint Powers Authority | 01/01/2026 |
Christian Hoffmann | West Kern Adult Education Network Joint Powers Authority | 01/01/2026 |
Objective #3: Improve Effectiveness of Services
Integrated Education and Training (IET) Programs
WKAEN has implemented co-teaching models that combine Adult Basic Education (ABE), English as a Second Language (ESL), and workforce training in sectors such as healthcare, construction, and Paraprofessional. To address educational needs by expanding course options and curriculum, particularly around Career and Technical Education (CTE), WKAEN will expand our available CTE courses. WKAEN's goal for IET programs is to enroll 15 students per fiscal year into the workforce using a co-teaching model with a 70% completion rate.
Use the space provided to identify the Outcomes that the activity will accomplish in the next year (Short-Term), in one to three years (Intermediate), and in three to five years (Long-Term). The brief description of each of these three types of outcomes should include one or more outcomes that are specific, measurable, achievable, relevant, and time-bound (SMART).
WKAEN will improve workforce outcomes with local industries that recognize WKAEN certificates. To increase our student enrollment in IET, WKAEN’s Director and WIOA coordinator will attend community meetings with local industries to ensure all curriculum aligns with their needs securing job placement for students. WKAEN will continue to provide a counselor from Taft College (TC) for post- secondary education and CTE. WKAEN will administer two types of student follow-ups. The Completer and Employment & Earning (E&E) surveys are sent two quarters after exit. For the E &E, the survey is sent out whether the student completed the class/ program or not. The follow-up completers, those who completed the class, every 1 month, 3 months, 6 months, and 12 months after exit. WKAEN surveys are already in effect, any need for restructuring will be completed September 2025.
To increase numbers in 2028, WKAEN will support student transitions to post-secondary education and employment by providing employment and educational pathways within the West Kern region. WKAEN will continue to improve workforce outcomes through industry-recognized credentials. With a 70% completion rate, WKAEN will strive for another 10% before the three -year fiscal year mark, July 2028.
In 3 years, WKAEN’s increase in the number of students completing IET programs, will build a competitive alumnus to allow other students to seek knowledge, employment, and aide in transition. WKAEN’s CTE instructors will be trained to support students' transition to the workforce securing employment in their field of study. Instructors will attend workshops and training, per The State Leadership Project (SLP), to assist in curriculum development, EFL’s, and student outcomes. By 2030, WKAEN will be secured to serve all the West Kern Region.
Adult Education Metrics and Student Barriers
- Progress: Completed Educational Functioning Level Gain (400AE)
- Progress: Immigration Integration Milestone (411AE)
- Student Barriers: English Language Learner (149AE)
- Student Barriers: Long Term Unemployed (153AE)
- Student Barriers: Low Income (154AE)
- Student Barriers: Low Literacy (155AE)
- Student Barriers: Migrant Farmworker (156AE)
- Student Barriers: Single Parent (159AE)
- Students and Programs: Adult Basic Education (1001)
- Students and Programs: Career Technical Education (1003)
- Students and Programs: English as a Secondary Language (1002)
- Students and Programs: Workforce Preparation (124AE)
- Success: Diploma, GED or High School Equivalency (633AE)
- Transition: Transitioned to ASE (500AE)
Responsible Positions, Responsible Consortium Members, and Proposed Completion Date
Responsible Position | Responsible Member | Proposed Completion Date |
---|---|---|
Stacey Falgout | West Kern Adult Education Network Joint Powers Authority | 01/01/2028 |
Christian Hoffmann | West Kern Adult Education Network Joint Powers Authority | 01/01/2028 |
Funds Evaluation
Member Allocations and Expenditures
Member Agency | Prior Year Total Leveraged Funds | Program Reporting Status |
---|---|---|
Kern Co. Office of Education | $0 | Certified |
Maricopa Unified | $0 | Certified |
Taft Union High | $0 | Certified |
West Kern Adult Education Network Joint Powers Authority | $267,495 | Certified |
West Kern CCD | $0 | Certified |
Totals | $267,495 | 5/5 Certified |
The WKAEN Board meets regularly to discuss the allocation of funds. All allocations of the WKAEN funding goes directly to WKAEN. WKAEN will be incorporating Healthcare Career and Construction pathways in ESL for students and expanding career pathways in this quickly growing industries sector
Certification
Kern Co. Office of Education - Member Representative
John Mendiburu - jomendiburu@kern.org
- (661) 636-4168
Maricopa Unified - Member Representative
Michael Coleman - Superintendent
- mcoleman@musd.email
- (661) 769-8231 ext: 202
Taft Union High - Member Representative
Jason Hodgson - Superintendent
- jhodgson@taftunion.org
- (661) 763-2300
West Kern Adult Education Network Joint Powers Authority - Member Representative
Stacey Falgout - Director
- sfalgout@westkernlearn.org
- (661) 745-4315
West Kern CCD - Member Representative
Nicholas Valsamides - Executive Director of Fiscal Services
- nvalsamides@taftcollege.edu