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Status: Certified

California Adult Education Program Produced: 06/20/2022 04:02 PM PDT Karen Shores

70 North Central Adult Education Consortium (Yuba): Certified

Details

Consortium Information

Consortium Name:
70 North Central Adult Education Consortium (Yuba)
Consortium Short Name:
70 North Central (Yuba)
Address:
425 Plumas Blvd, Suite 200 | Yuba City, CA | 95991
Website:
http://www.northcentralcaep.com/
Funding Channel 2022-23:
Fiscal Agent
CAEP Funds 2022-23:
$3,538,806
CAEP Funds 2021-22:
$3,359,732
CAEP Funds 2020-21:
$3,228,959

Consortium Contacts

ResponsibilityNameEmailTitlePhone
Primary Contactericp@sutter.k12.ca.usDirector(530) 822-2965
Fiscal Contactjayv@sutter.k12.ca.usAccountant II(530) 822-3007
Primary Contactkhauser@sutter.k12.ca.usRegistrar(530) 822-5810 ext: 3035
Primary Contactjacobh@sutter.k12.ca.us

Member Agencies

Member AgencyMember TypeContactPhone
Colusa Co. Office of EducationCounty Office of Education (COE)Michael West(530) 458-0350
Konocti UnifiedUnified School DistrictBecky Salato EdD(952) 453-9563
Lake Co. Office of EducationCounty Office of Education (COE)Brock Falkenberg
Sutter Co. Office of EducationCounty Office of Education (COE)Eric Pomeroy(530) 822-2965
Woodland Joint UnifiedUnified School DistrictKarin Liu(530) 406-5902
Yolo Co. Office of EducationCounty Office of Education (COE)Karen Shores(530) 668-3733
Yuba CCDDistrictKaty Miller(530) 749-3868
Yuba Co. Office of EducationCounty Office of Education (COE)Francisco Reveles(530) 749-4900
Woodland Community CollegeCollegeArtemio Pimentel(530) 661-5711
Yuba CollegeCollegeDr Tawny Dotson(530) 434-8266

Executive Summary

The North Central Adult Education Consortium (NCAEC) will continue to collaboratively evaluate student, program, consortium, and community needs, set goals, and evaluate program effectiveness in an effort to improve student transitions and outcomes throughout the consortium.

NCAEC will build on efforts from the last three-year plan and annual plans.  NCAEC will focus on: Expanding the consortium leadership in an effort to carry out NCAEC’s vision; Monitoring and recalibrating goals; Improving partner collaboration, to strengthen service and support systems; Improving data reporting, evaluation of data, and program accountability; Leveraging partnerships to mitigate student barriers, improve coordination between services and programs, and procure matching resources; Increasing targeted professional development opportunities for all consortium staff members; Increasing access to NCAEC programs and services throughout the consortium; Improving program completion and transitions to employment, CTE or post-secondary programs. 

Student, staff, and employer needs were identified through collaborative planning meetings that included all consortium members, employers, service provider’s educators, and community leaders. Meetings were led using CAEP Three-year plan documents (guiding questions and planning).  Input from meetings, LMI data, outcome data, and surveys were used to develop the selection of metrics, activities, and outcomes in the three-year plan.  As a result, NCAEC’s plan is aligned with regional plans and reflective of student and employer needs throughout the consortium. 

Assessment

NCAEC’s three-year planning began during the 2021-2022 Annual Plan development and continued throughout the school-year.  All members participated in monthly meetings, stakeholder meetings, and other discussions.  NCAEC utilized information from multiple stakeholder meetings, surveys, and data sources to develop it’s 3 Year Plan.

NCAEC began with an inventory of current programs and service partners, levels of service, funding sources, challenges, student barriers, student, program, and employer needs, current initiatives and grant funding in the region.  Consortium members conducted self-assessments and regularly shared data performance measures, and student needs.

Performance Data was used in conjunction with LMI studies, North Central Counties Consortium, Yolo WIB, North Bay Alliance Strategic Plans, COMIS; TOPSpro Enterprise, One-Stops, and Launchboard.  Data from these sources as well as other sources (employers, housing authority, social services, libraries, health care providers, food banks) was used to collectively asses the needs of students, and programs in the consortium

NCAEC’s 3 Year Plan aligns with the following local workforce development boards (LWIB’s) strategic plan:  North Central Counties Consortium (NCCC – WIB for Yuba Sutter, Colusa and Glen Counties); Yolo WIB; North Bay Alliance (Lake County).  Additionally, NCAEC’s three-year plan aligns with local One-Stop strategic plans including the Capital Region; SETA (Sacramento Employment Training Agency).   

Additionally, NCAEC’s 3-Year Plan aligns with the Strong Workforce Program, Guided Pathways, and the North Far North Regional Consortium Regional Plan, as well as other initiatives.  Locally, NCAEC’s 3-year plan is aligned to WASC Accreditations, LCAP’s, and LEA strategic plans that focus on improving transitions to post-secondary programs, training, and/or employment. 

As previously discussed, NCAEC utilized data and input from multiple sources to evaluate current levels of need in the region including: CAEP Fact Sheets; LaunchBoard; CAEP Consortium Summary Reports; TE Data; COMIS Data.

Data from the above sources indicate overall the NCAEC service region has grown over the last 4 years by approximately 15,000 people. Demographics of the region did not change much in regards to ethnicity, and gender.  The number of student enrollments has sharply declined in the consortium and has slowly began to rebound in the current year which aligns with COVID timelines.  Barriers to employment include extremely low literacy rates which have remained at or higher than state averages, reaching 83% during the 19-20 school-year.  Student poverty rates are also somewhat higher than the state average, and ELL students with barriers are on par with state averages for 2020-2021 at 37%. 

Although ESL programs are available in all counties, ESL enrollments for the consortium have declined by 23% since 2018 but are steadily increasing.  Similarly, ASE, ABE, and CTE programs saw a decline in enrollment from 2018-2021 but all programs are starting to see an increase in enrollment; Currently, Lake County does not have a local HSD program available to students despite need and interest in the program.  

The development of online programs has improved access to students in some regions, but not all regions.  To date, no consortium online courses have been created that are available to all students.  However, some programs are preferred (ESL) and often necessary (CTE) to run in person which is reflected in the fluctuating ESL/CTE enrollments. 

Despite student interest, and industry demand, short-term CTE offerings are still limited in Colusa, Yolo, and Lake Counties; Both Colusa and Lake County have higher than average unemployment.  However, Yolo is planning a huge expansion of CTE programs which will help address access issues in the surrounding area.  Very limited VESL courses, co-enrollment, and dual enrollment opportunities exist for students throughout the consortium which has hindered student transitions and outcomes. Also, despite the large population of Adult with Disabilities, very few CTE training programs exist throughout the consortium to serve the students.  Pre-Apprenticeships programs exist in 3 counties with planned expansion into all 5 counties in multiple industry sectors.  

Student persistence rates have also continued to be at or above state averages.  Extremely high persistence rates exist in some programs at enrollment which will be addressed through more robust student orientations.  Both completion rates in ASE and transition rates from ESL to ASE have also seen a decline over the last three years.  EFL gains have also seen a decline in multiple programs post-COVID however, some members are not WIOA funded which poses challenges to tracking EFL gains.

Workforce services exist in all counties and are aligned directly with all programs.  Two of the programs oversee a One-Stop and other programs have co-located partnerships.  One-Stops work with all consortium members to provide student support, referrals, and services to address barriers.  Despite the extensive partnerships, silos still exist which results in duplication of services, and lack of coordinated services and referrals, that occasionally results in untimely services to students. 

Consortium meetings with service partners identified both consortium and program service needs.  Multiple discussions centered around addressing student barriers and needs prior to or at enrollment; Maslow’s Hierarchy of Needs.  Despite multiple service partners, some services are impacted and have a waiting list.  Lake County has an extreme shortage in housing; All counties have issues with both a childcare shortage and transportation due to limited bussing and high fuel prices.  Higher food costs are also impacting students and families.  All of the above barriers to enrollment and student persistence are impacting student outcomes. 

All NCAEC members actively participated in planning meetings, conducted a self-evaluation, and provided information regarding strengths, areas of growth and need as both an individual program and consortium.  All consortium members also participated in meetings with service providers and other partners, who also provided feedback on programs and service levels.

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
*Colusa Co. Office of EducationMember Representative

42

53

61

0

0

0

83

43

0

*Konocti UnifiedMember Representative

0

6

0

0

0

0

0

0

0

*Lake Co. Office of EducationMember Representative

0

0

0

0

0

0

0

0

0

*Sutter Co. Office of EducationMember Representative

108

315

327

327

14

0

162

20

2

*Woodland Community CollegeMember Representative

47

0

71

0

0

0

0

0

0

*Woodland Joint UnifiedMember Representative

65

71

188

188

0

0

0

0

0

*Yolo Co. Office of EducationMember Representative

0

0

0

0

0

0

30

0

0

*Yuba CCDMember Representative

0

0

0

0

0

0

0

0

0

*Yuba Co. Office of EducationMember Representative

246

0

0

0

0

0

84

0

0

*Yuba CollegeMember Representative

0

0

72

0

0

0

118

0

0

Total Participants 508 445 719 515 14 0 477 63 2 2743
* 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
Sutter County One Stop Community Organization

Yuba County One Stop Community Organization

Colusa County One Stop Community Organization

Sutter County Library Community Organization

Department of Rehabilitation Other

Sutter Yuba Behavioral Health Community Organization

Family Soup Community Organization

FREED Community Organization

Alta California Regional Cente Community Organization

Sutter County Employment Services Other

Sutter County Department of Human Services Other

Marysville Joint Unified School District Business

Regional Housing Authority Community Organization

E-Center Community Organization

California Human Development Community Organization

Woodland Public Library Community Organization

yolo county one stop Community Organization

Lake County Behavioral Helath Business

Career Point Lake County Business

Lake county social services Business

Lake County Library Community Organization

Lake County Tribal Helath Community Organization

Lake County Housing Authority Community Organization

As previously discussed and listed in the above table, NCAEC has extensive partnerships with One-Stops, employers, community-organizations, LEA’s, and local workforce development boards.  One-Stops work with mandated partners and employers to provide employment services to NCAEC students.  One-Stops assist students with career exploration, resume building, job readiness workshops, counseling, job search.  One-Stops also have co-located partners on-site to support students: EDD; DOR.  One-Stops also strive to provide students with co-enrolled services; social services; CALWorks; Workability; Housing; Childcare; On the Job Training; Internships.  However, some of these services are only available to students with US Citizenship which creates a challenge to serve at-risk student populations. 

Employers have stressed the need for more robust soft-skill training throughout the consortium.  Additionally, employers have discussed the need for students to have more exposure to careers through job-shadowing and unpaid/paid internships.  Most HSD programs require careers but give students limited exposure to careers first-hand.  Limited data exists in LaunchBoard that accurately reflects CTE completion rates; Services to students; Employment and follow-up earnings after students exit programs.  Overall data collection, input and analysis needs to be improved and will be addressed in the three-year plan. 

Metrics: CAEP Barriers & Metrics

Metrics

Adult Ed Metrics

  • English Language Learner (AE 305 - Overall)
  • Low Income (AE 310 - Overall)
  • Low Literacy (AE 311 - Overall)

Metrics

Adult Ed Metrics

  • Participants with Educational Functioning Levels Gains ASE (AE 400 - ASE)
  • Participants with Educational Functioning Levels Gains ESL (AE 400 - ESL)

Metrics

Adult Ed Metrics

  • Participants with Transition to ASE (AE 500 - Overall)
  • Participants with Transition to Postsecondary (credit college) (AE 637 - Overall)

Metrics

Adult Ed Metrics

  • Participants Who Earn a High School Diploma or Equivalency (AE 633 - Overall)
  • Participants Who Earn a Postsecondary Credential (AE 625 - Overall)

Metrics

Adult Ed Metrics

  • Participants Who Became Employed in the 2nd Quarter After Exit (AE 505 - 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) 3,528 2,200

3,200

3,500

3,800

Student BarriersEnglish Language Learner (AE 305 - Overall) 1,782 763

900

1,100

1,300

Student BarriersLow Literacy (AE 311 - Overall) 2,923 1,607

1,500

1,300

1,100

Student BarriersLow Income (AE 310 - Overall) 1,514 1,064

900

800

900

Member Level Metric Targets

* Mandatory for all members

Colusa Co. Office of Education (Reported by Colusa County Office Of Education)

Metric Set Metric 2019-20 Actuals 2020-21 Actuals 2021-22 Actuals 2022-23 Target 2023-24 Target 2024-25 Target
All*Adults who Became Participants (AE 202 - Overall) 114 138

150

160

170

Employment and EarningsParticipants Who Became Employed in the 2nd Quarter After Exit (AE 505 - Overall) 26

20

25

30

ProgressParticipants with Educational Functioning Levels Gains ASE (AE 400 - ASE) 21

25

30

35

ProgressParticipants with Educational Functioning Levels Gains ESL (AE 400 - ESL)

10

15

20

SuccessParticipants Who Earn a High School Diploma or Equivalency (AE 633 - Overall) 13

15

20

25

SuccessParticipants Who Earn a Postsecondary Credential (AE 625 - Overall) 17 40

45

44

48

TransitionParticipants with Transition to Postsecondary (credit college) (AE 637 - Overall) 11

10

15

20

TransitionParticipants with Transition to ASE (AE 500 - Overall) 17

15

18

25


Konocti Unified (Reported by Konocti 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)

0

0

0

Employment and EarningsParticipants Who Became Employed in the 2nd Quarter After Exit (AE 505 - Overall)

0

0

0

ProgressParticipants with Educational Functioning Levels Gains ASE (AE 400 - ASE)

0

0

0

ProgressParticipants with Educational Functioning Levels Gains ESL (AE 400 - ESL)

0

0

0

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

0

0

0

SuccessParticipants Who Earn a Postsecondary Credential (AE 625 - Overall)

0

0

0

TransitionParticipants with Transition to Postsecondary (credit college) (AE 637 - Overall)

0

0

0

TransitionParticipants with Transition to ASE (AE 500 - Overall)

0

0

0


Lake Co. Office of Education (Reported by Lake County Office of Education)

Metric Set Metric 2019-20 Actuals 2020-21 Actuals 2021-22 Actuals 2022-23 Target 2023-24 Target 2024-25 Target
All*Adults who Became Participants (AE 202 - Overall) 80

50

60

95

Employment and EarningsParticipants Who Became Employed in the 2nd Quarter After Exit (AE 505 - Overall)

10

15

15

ProgressParticipants with Educational Functioning Levels Gains ASE (AE 400 - ASE)

0

0

0

ProgressParticipants with Educational Functioning Levels Gains ESL (AE 400 - ESL)

0

0

0

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

0

0

0

SuccessParticipants Who Earn a Postsecondary Credential (AE 625 - Overall) 10

0

0

0

TransitionParticipants with Transition to Postsecondary (credit college) (AE 637 - Overall)

0

0

0

TransitionParticipants with Transition to ASE (AE 500 - Overall)

0

0

0


Sutter Co. Office of Education (Reported by Sutter County Adult Education)

Metric Set Metric 2019-20 Actuals 2020-21 Actuals 2021-22 Actuals 2022-23 Target 2023-24 Target 2024-25 Target
All*Adults who Became Participants (AE 202 - Overall) 844 584

730

880

950

Employment and EarningsParticipants Who Became Employed in the 2nd Quarter After Exit (AE 505 - Overall) 138

150

160

150

ProgressParticipants with Educational Functioning Levels Gains ASE (AE 400 - ASE) 185 148

160

190

190

ProgressParticipants with Educational Functioning Levels Gains ESL (AE 400 - ESL) 90 43

75

90

100

SuccessParticipants Who Earn a High School Diploma or Equivalency (AE 633 - Overall) 99 76

80

90

100

SuccessParticipants Who Earn a Postsecondary Credential (AE 625 - Overall) 120 115

130

135

145

TransitionParticipants with Transition to Postsecondary (credit college) (AE 637 - Overall) 28

40

50

60

TransitionParticipants with Transition to ASE (AE 500 - Overall) 242

250

275

300


Woodland Community College (Reported by Woodland 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) 303 109

150

165

180

Employment and EarningsParticipants Who Became Employed in the 2nd Quarter After Exit (AE 505 - Overall) 99

50

65

80

ProgressParticipants with Educational Functioning Levels Gains ASE (AE 400 - ASE)

0

0

0

ProgressParticipants with Educational Functioning Levels Gains ESL (AE 400 - ESL) 76 20

45

50

65

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

0

0

0

SuccessParticipants Who Earn a Postsecondary Credential (AE 625 - Overall)

0

25

25

TransitionParticipants with Transition to Postsecondary (credit college) (AE 637 - Overall) 28

32

36

35

TransitionParticipants with Transition to ASE (AE 500 - Overall)

0

0

0


Woodland Joint Unified (Reported by Woodland Joint Unified School District (WJUSD))

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) 550 325

350

375

400

Employment and EarningsParticipants Who Became Employed in the 2nd Quarter After Exit (AE 505 - Overall) 43

35

40

45

ProgressParticipants with Educational Functioning Levels Gains ASE (AE 400 - ASE) 93 57

65

75

85

ProgressParticipants with Educational Functioning Levels Gains ESL (AE 400 - ESL) 82 53

45

55

65

SuccessParticipants Who Earn a High School Diploma or Equivalency (AE 633 - Overall) 41 26

35

45

40

SuccessParticipants Who Earn a Postsecondary Credential (AE 625 - Overall)

0

0

0

TransitionParticipants with Transition to Postsecondary (credit college) (AE 637 - Overall) 16

20

24

28

TransitionParticipants with Transition to ASE (AE 500 - Overall) 81

90

100

100


Yolo Co. Office of Education (Reported by Yolo County Office Of Education)

Metric Set Metric 2019-20 Actuals 2020-21 Actuals 2021-22 Actuals 2022-23 Target 2023-24 Target 2024-25 Target
All*Adults who Became Participants (AE 202 - Overall)

40

50

60

Employment and EarningsParticipants Who Became Employed in the 2nd Quarter After Exit (AE 505 - Overall)

5

10

12

ProgressParticipants with Educational Functioning Levels Gains ASE (AE 400 - ASE)

0

0

0

ProgressParticipants with Educational Functioning Levels Gains ESL (AE 400 - ESL)

0

0

0

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

0

0

0

SuccessParticipants Who Earn a Postsecondary Credential (AE 625 - Overall)

5

8

10

TransitionParticipants with Transition to Postsecondary (credit college) (AE 637 - Overall)

0

0

0

TransitionParticipants with Transition to ASE (AE 500 - Overall)

0

0

0


Yuba CCD (Reported by Yuba 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) 612 297

0

0

0

Employment and EarningsParticipants Who Became Employed in the 2nd Quarter After Exit (AE 505 - Overall) 204

0

0

0

ProgressParticipants with Educational Functioning Levels Gains ASE (AE 400 - ASE)

0

0

0

ProgressParticipants with Educational Functioning Levels Gains ESL (AE 400 - ESL) 138 37

0

0

0

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

0

0

0

SuccessParticipants Who Earn a Postsecondary Credential (AE 625 - Overall) 30 54

0

0

0

TransitionParticipants with Transition to Postsecondary (credit college) (AE 637 - Overall) 58

0

0

0

TransitionParticipants with Transition to ASE (AE 500 - Overall)

0

0

0


Yuba Co. Office of Education (Reported by Yuba County Office Of Education)

Metric Set Metric 2019-20 Actuals 2020-21 Actuals 2021-22 Actuals 2022-23 Target 2023-24 Target 2024-25 Target
All*Adults who Became Participants (AE 202 - Overall) 43

125

150

175

Employment and EarningsParticipants Who Became Employed in the 2nd Quarter After Exit (AE 505 - Overall)

10

15

20

ProgressParticipants with Educational Functioning Levels Gains ASE (AE 400 - ASE)

10

15

20

ProgressParticipants with Educational Functioning Levels Gains ESL (AE 400 - ESL)

0

0

0

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

10

15

20

SuccessParticipants Who Earn a Postsecondary Credential (AE 625 - Overall)

0

0

0

TransitionParticipants with Transition to Postsecondary (credit college) (AE 637 - Overall)

5

10

15

TransitionParticipants with Transition to ASE (AE 500 - Overall)

0

0

0


Yuba College (Reported by Yuba 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) 258 186

190

200

210

Employment and EarningsParticipants Who Became Employed in the 2nd Quarter After Exit (AE 505 - Overall) 95

50

60

60

ProgressParticipants with Educational Functioning Levels Gains ASE (AE 400 - ASE)

0

0

0

ProgressParticipants with Educational Functioning Levels Gains ESL (AE 400 - ESL) 58 17

35

45

55

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

0

0

0

SuccessParticipants Who Earn a Postsecondary Credential (AE 625 - Overall) 28 50

35

45

55

TransitionParticipants with Transition to Postsecondary (credit college) (AE 637 - Overall) 27

20

30

40

TransitionParticipants with Transition to ASE (AE 500 - Overall)

0

0

0

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
Colusa Co. Office of Education 100% 100% 9%

80%

85%

90%

Lake Co. Office of Education 100% 62% 0%

80%

85%

90%

Sutter Co. Office of Education 100% 100% 79%

100%

100%

100%

Woodland Community College 100% 100% 44%

80%

85%

90%

Woodland Joint Unified 100% 100% 12%

80%

85%

90%

Yolo Co. Office of Education 100% 51% 0%

80%

85%

90%

Yuba Co. Office of Education 100% 100% 60%

80%

85%

90%

Yuba College 100% 100% 53%

80%

85%

90%

Objectives

Address Educational Needs

Based on student need, data, and stakeholder input: Expand, develop and implement accessible educational programs and related services for all student populations that lead to improved enrollment, persistence, completion rates, and transition rates.

Gaps in Services/Need:

As previously discussed in the section two assessment, no online/hybrid courses exist that are accessible to students throughout the consortium.  Some regions have few or no existent programs that are needed. Very few dual enrollment courses exist, and limited opportunities exist for co-enrollment in educational programs.   In demand CTE/VESL/IET programs that support all student populations including adults with disabilities are limited throughout the consortium.  Per employers, industry-based assessments and certificates need to be embedded in programs to help improve transitions to employment and align outcomes with industry.  Per employer’s careers courses need more soft skills training and on-the-job exploration/training to prepare students for transition to careers.  Designing orientations to address student needs prior to, and during enrollment is needed to reduce persistence rates. 

Barriers:

Transportation; Childcare, Housing, Financial, Literacy, Access to programs

Strategies:

1, Set goals and benchmarks that strive to: reduce barriers, increase completion rates; improve persistence rates; address gaps in services, and address regional needs

2. Increase course offerings; Prioritize course development and implementation based on need, as determined by regularly updated data.

3.  Consistently evaluate programs and modify as necessary to meet the needs of students and the community

4.  Strengthen partnerships and communication through the development of strategic ad-hoc committees that support programs and adult learners. 

5. Continue to educate the public about adult education programs and services.



Improve Integration of Services & Transitions

Description of Objective

Identify and create Intra/Inter-program/consortium professional learning communities (PLC) for all staff and critical partners that will lead to improved staff knowledge, and better alignment/coordination of programs and services, resulting in improved outcomes/transitions. 

Gaps In Services/Need:

As previously discussed, partnerships are plentiful, but there is a gap in alignment/coordination of programs and services. High turnover in NCAEC’s leadership has caused a knowledge gap in available and necessary partnerships and services that support adult learners. Silos and partner duplication exists both internally (county) and externally (consortium) which causes unnecessary duplication of programs, services, and resources.  Limited dual enrollment and CTE programs exist in certain regions as well as co-enrollment in services with One-Stops which hinders student enrollment and transitions to post-secondary programs and employment.  Limited data has been reported in regards to student services and transitions which will be improved and used to identify performance measures and member effectiveness. 

Barriers:

    Program and student knowledge of Programs/Services; Lack of available and coordinated transitional programs/co-enrolled services

Strategies:  

  • Strategies:  
    • Set benchmarks and goals
    • Develop a transitional PLC between the consortium and service partners
    • Identify and provide critical targeted PD opportunities to consortium members and critical partners
    • Coordinate and align programs and services between consortium members and service partners both locally and regionally
    • Leverage and share resources with the intent of improving transitions and outcomes consortium-wide
    • Thoroughly educate students on the job market outlook, available careers and transitional/student services
    • Strengthen soft-skill, work-based learning, and contextualized instruction and training throughout the consortium
    • Strengthen student orientations by identifying and addressing barriers prior to, and during enrollment
    • Strengthen transitional data collection, evaluation, and monitoring to ensure program effectiveness. 
    • Develop consortium-wide transition plans that outline and support student transitions.  

Improve Effectiveness of Services

Description of Objective

NCAEC consortium members will regularly review, monitor, share and evaluate student data: (formative, summative assessments); support services data; follow-up data, and feedback to continuously improve programs and services to adult learners that lead to improved student enrollment, persistence rates, outcomes (completion rates) and transitions (employment; post-secondary), and illustrate both consortium and member effectiveness. 

Gaps in Services/Need

As previously discussed NCAEC staff and administrators are not regularly reviewing consortium-wide consistently, and using it for larger purposes. Data is not frequently shared and analyzed between members.  Additionally, NCAEC is not effectively using follow-up and feedback data from students and stakeholders to continuously improve programs and services. NCAEC needs to schedule time for stakeholders to share relevant data during PLC and staff meetings. Due to the limited knowledge of some staff, NCAEC will need to schedule time for targeted staff training.

Barriers:

Knowledge of data definitions and uses; staff time to review data;

Strategies:

  •  Restructure consortium leadership to provide additional support, training, and oversight
  • Set and recalibrate goals, benchmarks, and performance measures that illustrate member and consortium effectiveness
  • Regularly share data with students with feedback and explanations; set goals and benchmarks for students using multiple data sources
  • Consistently update and develop regional and consortium website; marketing materials; asset resource maps that are shared with all stakeholders. 
  • Develop member report cards and expanded fact sheets that can be shared with stakeholders for feedback
  • Align curriculum with industry standards and assessments

Activities & Outcomes

Review and establish program goals and need

Objective that Applies to this Activity

Improve Effectiveness of Services

Using the data gathered from the three-year plan and targets, programs will summarize goals and develop a method for reviewing, sharing, and analyzing data. Timelines will be established for each goal.  Consortium and programs will also develop a program needs matrix with estimated quantified expenditures.    

By December 1st, 2022:

  • Restructure consortium leadership
  • All members will have developed a program needs matrix, goal matrix.
  •  The NCAEC Consortium will develop an asset/resource map that will be shared and distributed to stakeholders; 
  • Develop and complete evaluation metrics and tools
  • PD will be identified and scheduled.
  • Develop data committee and schedule of review dates


By June 30,2023:

  • Complete all scheduled PD
  • Annual review performance data,  benchmarks, and evaluate member effectiveness for the year; develop member report cards; recalibrate goals as needed which will be reflected in the annual plan
  • Align curriculum and assessment consortium-wide with educational and industry standards
  • Meet targeted benchmarks defined in the metrics section

On or before June 30, 2025:

  • Meet or exceed all benchmarks as defined in the metrics section
  • Increase consortium membership and partnerships by 20%
  • Increase leveraged resources by 20%

Proposed Completion Date

06/30/2025

Adult Ed Metrics and Student Barriers

  • All: Adults who Became Participants (AE 202 - Overall)
  • All: Number of Adults Served (AE 200 - Overall)
  • Employment and Earnings: Participants Who Became Employed in the 2nd Quarter After Exit (AE 505 - Overall)
  • Progress: Participants with Educational Functioning Levels Gains ASE (AE 400 - ASE)

Responsible person(s)

Name

Develop, and expand critical programs/services

Objective that Applies to this Activity

Address Educational Needs

Expand, develop and implement accessible educational programs and related services for all student populations throughout the NCAEC Consortium.

By June 30, 2023 or before

  • Develop and Implement at least 5 new courses available in regions with critical needs 
  • Expand critical partnerships that address student barriers by 10%
  • Meet targeted metrics for the year as defined in the plan
  • Complete PD for course standards and industry alignment
  • Complete course and service alignment between consortium members


By June 30, 2024 or before:

  • Meet or exceed targeted metrics for the time period
  • Develop and implement at least 10 new courses available in regions with critical need
  • Expand critical partnerships that address student barriers by 10%

On or before June 30, 2025:

  • Meet or exceed all benchmarks as defined in the metrics section
  • Ensure all student have equitable access to similar programs and services throughout the consortium
  • Expand critical partnerships by 20%

Proposed Completion Date

06/30/2025

Adult Ed Metrics and Student Barriers

  • All: Adults who Became Participants (AE 202 - Overall)
  • Progress: Participants with Educational Functioning Levels Gains ASE (AE 400 - ASE)
  • Student Barriers: English Language Learner (AE 305 - Overall)
  • Student Barriers: Low Literacy (AE 311 - Overall)

Responsible person(s)

Name

Improve consortium program/service alignment

Objective that Applies to this Activity

Improve Integration of Services & Transitions

Identify and create Intra/Inter-program/consortium professional learning communities (PLC) for all staff and critical partners that will lead to improved staff knowledge, and better alignment/coordination of programs and services, resulting in improved outcomes/transitions. Develop and increase dual enrollment, co-enrollments, CTE/IET/VESL programs and WBL that improves student transitions.  

By June 30, 2023 or before

  • Identify and complete targeted PD
  • Develop transition/program/service PLC 
  • Identify and expand WBL opportunities for all student populations
  • Meet targeted metrics for the year as defined in the plan
  • Strengthen and develop consortium-wide orientations
  • Expand soft-skills and careers class to include job preparation and outlook
  • Develop consistent career transition plans 
  • Complete course and service alignment between consortium members

By June 30, 2024 or before:

  • Meet or exceed targeted metrics for the time period
  • Increase PLC membership and training opportunities for members
  • Expand dual enrollments, co-enrollments, and CTE/VESL/IET enrollments by 10% in targeted regions

On or before June 30, 2025:

  • Meet or exceed all benchmarks as defined in the metrics section
  • Ensure all student have equitable access to similar programs and services throughout the consortium

Proposed Completion Date

06/30/2025

Adult Ed Metrics and Student Barriers

  • Employment and Earnings: Participants Who Became Employed in the 2nd Quarter After Exit (AE 505 - Overall)
  • Student Barriers: Low Income (AE 310 - Overall)
  • Student Barriers: Low Literacy (AE 311 - Overall)
  • Transition: Participants with Transition to ASE (AE 500 - Overall)
  • Transition: Participants with Transition to Postsecondary (credit college) (AE 637 - Overall)

Responsible person(s)

Name

Funds Evaluation

Member Allocations and Expenditures

Member AgencyPrior Year Total Leveraged FundsProgram Reporting Status
Colusa Co. Office of Education $291,960Certified
Konocti Unified $45,598Certified
Lake Co. Office of Education $746,341Certified
Sutter Co. Office of Education $2,857,396Certified
Woodland Community College $138,791Certified
Woodland Joint Unified $1,392,447Certified
Yolo Co. Office of Education $0Certified
Yuba CCD $0Certified
Yuba Co. Office of Education $137,751Certified
Yuba College $0Certified
Totals$5,610,284 10/10 Certified

NCAEC funds will be allocated to members based on the consortium’s CFAD, member need, and member effectiveness.  NCAEC has set aside funds to address member needs and members will continue to share allocations with members as discussed.  NCAEC leadership will ensure unspent funds and excess carryover will be reallocated as needed per the executive committee and the consortium bylaws.  NCAEC leadership will continue to leverage funds from other programs, partners, and grants to supplement funding to members in need.  Through expanded leadership, and improved partnerships, NCAEC will regularly evaluate member effectiveness, and the alignment of expenditures with the three-year plan to ensure consortium efficiency.

Certification

Colusa Co. Office of Education - Member Representative

  • Director of Ed. Services
  • lniesen@ccoe.net
  • (530) 473-1350 ext: 10834
Approved by Lorilee Niesen

06/20/2022 10:13 AM PDT

Konocti Unified - Member Representative

Approved by Dan Janakes

06/20/2022 11:02 AM PDT

Lake Co. Office of Education - Member Representative

Approved by Beth Hampson

06/20/2022 12:54 PM PDT

Sutter Co. Office of Education - Member Representative

Approved by Eric Pomeroy

06/20/2022 10:28 AM PDT

Woodland Community College - Member Representative

  • Vice President of Academic and Student Services
  • kgardner@yccd.edu
  • (530) 661-4222 ext: 4222
Approved by Artemio Pimentel

06/20/2022 11:01 AM PDT

Woodland Joint Unified - Member Representative

Approved by Karin Liu

06/20/2022 11:40 AM PDT

Yolo Co. Office of Education - Member Representative

Approved by Karen Shores

06/20/2022 04:02 PM PDT

Yuba CCD - Member Representative

Approved by Dr Tawny Dotson

06/20/2022 11:54 AM PDT

Yuba Co. Office of Education - Member Representative

Approved by Ken Hamel 6820377

06/20/2022 03:36 PM PDT

Yuba College - Member Representative

  • Student Success Specialist
  • iguzman@yccd.edu
  • (530) 741-6814
Approved by Jeremy Brown

06/20/2022 08:18 AM PDT