Adult Education Member Progress: Curriculum Alignment and Seamless Transitions
This plan outlines the alignment of credit/noncredit programs to eliminate duplication, including ESL course revisions, HSD curriculum updates, and seamless transitions between programs within the consortium. It also emphasizes the importance of aligning curriculum, assessments, and outcomes to support students' educational journey.
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Adult Education Member Progress 3YP = CONSORTIUM THREE YEAR PLAN AP 16/17 = ANNUAL PLAN 2016/2017 AP 17/18 = ANNUAL PLAN 2017/2018 AP 18/19 = ANNUAL PLAN 2018/2019
CAEP Objective #3: Seamless Transitions GOAL 1: CURRICULUM ALIGNMENT Credit and noncredit/k-12 curriculum needs to be aligned to enable students to transition between programs within the consortium(3YPpp. 18, 28). o San Luis Coastal and Lucia Mar will develop an ESL program in 2017-2018 by identifying two representatives from each district to participate in the ESL workgroup to ensure ESL curriculum alignment (AP 17/18 p. 3). Cuesta College will revise ESL curriculum to consolidate credit and noncredit to eliminate duplication and establish seamless transitions (3YP pp. 29-30). High School Diploma and Equivalency curriculum will be aligned to reflect current standards (3YP pp. 32-33). Placement, curriculum, assessments, progress indicators, and student learning outcomes will be aligned to support seamless transitions (AP 15/16 p. 5). o o o
1: Curriculum Alignment Lucia Mar Cuesta SLO Coastal Templeton 1. Credit/noncredit programs merged to eliminate duplication. Curriculum for 7 ESL and 2 VESL courses revised. New course outlines approved and CDCP certificates developed (p. 29 3YP.) Courses followed CB-21 coding to ensure rigor (3YP p. 31) and embed EL Civics. All course outlines shared electronically with consortium members summer 2017. -ESL Classes began in September 2017: -Implemented 4 classes with the intent of teaching parents of our district s school aged children to learn English and help their children be successful. -Received WIOA funding and aligned with WIOA for EL Civics - Burlington English aligns with our student educational goals and workplace needs, CASAS levels, and WIOA requirements -Representative: Taylor Burns attends SLOCAEC PD as well as Cuesta PD. -HSD: Two levels of curriculum were purchased and aligned consortia- wide, utilizing consortia PD groups. -HSD Curriculum is aligned with both Common Core and College and Career Readiness standards,. Also meets ABE and ASE needs based on CASAS. -HSD online: Odysseyware (moving to EdGenuity) -HSE Pre-HiSET and HiSET prep both online and book-based -HSE online: Essential Ed 1. ESL Classes began in October 2017: 2 classes with the intent of helping parents with school aged children succeed 2. Aligned with WIOA for EL Civics - focus on student need. Burlington English aligns with student workforce and education goals, CASAS levels, and WIOA requirements 3. Representative: Taylor Burns attends both SLOCAEC and Cuesta PD 4. HSD: Updated curriculum, aligned consortia-wide by PD groups. 5. Common core and College and Career Readiness Standards 6. HSD curriculum at 2 levels: at-level and below-level based on CASAS 7. HSD online: Apex (aligned with SLCUSD) 8. HSE Pre-HiSET and HiSET prep book-based 9. HSE online: Essential Ed 1)Changed curriculum to align with other HSE/HSD programs in the county 2)Purchased TOPS Enterprise and CASAS to align with other members and state reporting needs 3)NOVA system for financial and plan reporting 4)Established/strengthene d partnerships with Eckerd and Cuesta College Activities 2. 3. -Current ESL classes are multi-level and focus on the educational needs of students. -HSD/HSE students see higher level gains -New HSD curriculum allows students access to higher rigor and learning opportunities -Greater success with HiSET testing -Improved literacy skills -Completion of HSD/HSE -Referral system between agencies and partners developed -ESL multi-level classes focus on student needs -HSD/HSE saw higher level gains -Seamless transitions through assessments in ESL and HSD/HSE -Greater success with HiSET testing -Improved literacy skills -Completion of HSD and HSE -Referral system between agencies and partners developed 1)Created seamless transition from or between one consortium member to another in HSE/HSD programs. 2)Facilitates reporting data to state and to consortium members we all have the same data type. 3)Allows for all members to have a central location for program and financial information 4)More students served by either smoother transition to the next level or serviced by two programs at the same time. 1. As of spring 2019, all ESL courses are noncredit. Two CSS courses for upper level ESL students approved for fall 2019. (3YP p. 18) Outcomes 2.
CAEP Objective #3: Seamless Transitions GOAL 2: EXPAND STUDENT SUPPORT SERVICES Comprehensive student support services throughout the county are needed (3YP pp. 13, 19, 21, 28). This includes developing job descriptions and hiring adult education counselors and staff to implement the Student Success and Support Program (SSSP) model of core services at all locations (3YP pp. 41, 62 & AP 16/17 p. 4). o All members will hire support staff to build capacity to provide the full scope of services adequately and equally (3YP pp. 19, 21, 24, 27, 28, 40). o All adult learners enrolled in adult education programs will identify a career or education pathway (3YP p. 31).
2: Expand Student Support Services Cuesta Lucia Mar SLO Coastal Templeton SSSP Model: Orientation; Assessment; Counseling, Advisement, and Education Planning; Student Follow up 1. Amended registrar s duties to facilitate orientation and support 2. Hired assistant coordinator. Duties include orientation, assessment, education planning and student-follow up 3. Hired part-time student advocate for counseling 4. Implemented exit strategy to include referral upon completion of HSD/HSE 5. Educated all staff of support services available for students Implemented SSSP Model: Orientation, Assessment, Counseling, Advisement, and Educational Planning -Staffing: Amended registrar s duties to facilitate orientation and support Utilize SLO Coastal addition of assistant coordinator for PD, educational planning and implementation. Identified one staff member to take care of all assessment responsibilities. (CASAS testing). Trained all instructors on implementation of exit strategy to include referral to post- secondary/workforce upon completion of HSD/HSE Educate all staff regarding support services available to students. )Hired an additional part-time teacher for our HSD program. 2)Offer a specialized math class once a week 3) SSSP Model - orientation, Assessment, Counseling, Advisement, Educational PLanning 1. Personnel Development Associate Director Coordinator Noncredit Counselor Two Enrollment Success Specialist Bilingual Assessment Proctor Student Services Site Specialist Activities -Students identify career or education pathway. -educational goal setting -Increased connection at all points of entry -Improved communication and follow-up with students - SSSP Model implementations reduced the number of students with 0-11 hours Matriculation Services 2017/2018 508 Orientations 514 Assessments 629 Counseling visits 562 Noncredit Student Educational Plan 139 Transitional Follow Up -Students identify either career or post- secondary pathway. -Individualized orientation and exit interviews of each student. -Student educational goal-setting -Improved communication and follow-up with each student. -Students have better idea of what is required to complete, and what it will take to reach their goals. 1)Students have more classroom instruction time 2)Increases math success. 3) students have a greater sense of urgency and direction for career paths. Outcomes - Additional .50 counselor to meet the need of increase enrollments and program growth Develop student services workgroup to articulate services and programs for -Continue to improve referral system and follow-up practice -Invite agencies in more often to share what is happening outside our classrooms. -Improve referral and follow-up process 1)Increase Cuesta counselors presence to 2 times per semester to encourage more students to take advantage of their CTE/degree programs. 2)Increase Eckerd to once per semester to help us share/place Next Steps -
CAEP Objective #3 & #4: Seamless Transitions & Gaps in Services GOAL 3: EXPAND OUTREACH The consortium requires enhanced outreach to communicate the range of offerings and opportunities for adult education across program areas and regions (3YP p. 35). o Create and implement an outreach plan, that includes one full time staff for all program areas (3YP p. 39). o San Luis Coastal, Lucia Mar, and Templeton USD will increase district parent enrollments in ESL and/or HSD through more effective outreach (AP 17/18 p. 2). o Increase awareness of adult education programs and services throughout the county (AP 18/19 p. 2).
3: Expand Outreach Cuesta Lucia Mar SLO Coastal Templeton - - - FT Outreach Coordinator 2 FT Enrollment Success Specialist Institutionalized reorganization with director of outreach AJCC shared services WDB Services and Strategies Committee NCI/PathPoint Achievement House shared services Eckerd shared services People s Self Help Housing/ MOU/ shared services Paso Robles Housing Authority/MOU/ shared services Atascadero USD presentations PRUSD presentations Coast USD presentations DSS regional meetings Promotores South County Youth Coalition Latino Outreach Council Chamber meetings Flyers and information to district school sites. Presentations at ELAC/DELAC meetings Principal attends PAC to promote programs Information sent out to district principal s to include in site newsletters and meetings. Referrals with partner agencies Brochure outreach Radio spots Clerical staff with marketing skills Working with district to improve Parent University 1. Infosnap data to target parents of limited English and w/o HSD/HSE 2. Presentations at ELAC and DELAC meetings 3. Coordinator attends principal s meetings to promote program 4. Principals include Adult Education opportunities in newsletters 5. PACT meetings for networking and outreach 6. Strengthened relationships and developed referrals with partner agencies 7. Hired clerical assistant with marketing experience. 1)Offered off site HSD at a local winery. 2)Contacted local high school counselor s in neighboring districts to let them know about the HSD program and how it could benefit their students. 3) Referrals with partner agencies Activities - - - - - - - - - - - - - - Increased enrollment Increased access Increased partner relationships Increased enrollment Increased social media presence Increased inquiries about the program -Increased inquires about program -Increased enrollment -Increased social media presence Outcomes Continue tv media Continue partnership collaborations -Use Peachjar and other district avenues for reaching prospective students. -Implement district s version of PIQUE -Continue to improve communication between AE and school sites -More social media -Our student advocate is working to increase our outreach efforts -Continue to develop connections with partners and local businesses Next Steps
CAEP Objective #5: Student Acceleration GOAL 4: EMPLOY RETENTION AND PERSISTENCE STRATEGIES The consortium aims to increase course enrollments as well as student retention, persistence, and overall satisfaction (3YP p. 64 & AP 17/18 p. 1). o Increase students successfully completing each level of ESL (3YP p. 41). o Provide differentiated instruction that utilizes data throughout the course to increase retention and persistence (3YP p. 75). o Increase course completion and transition to improve retention and persistence (AP 18/19 p. 1). o High School Diploma and ESL curriculum will use contextualization and imbedded workplace curriculum to help students achieve their vocational and educational goals (3 YP pp. 61, 67, AP 16/17 p.7, AP 17/18 p. 4, & AP 18/19 p. 4)
4: Retention and Persistent Strategies SLO Coastal Cuesta Lucia Mar Templeton 1. Implemented the SSSP model 2. CASAS score to determine level and post-testing to determine level gain 3. CASAS competencies and student reports to differentiate instruction 4. SMART Goal setting for all students 5. Computer skills imbedded in HSE/HSD and ESL curriculum 6. Specific career contextualization for HSD (ie: electrician s math, ASVAB prep) 7. Specific career contextualization for ESL (Burlington English Career modules) 8. PD focus and CALPRO trainings 9. Remind App for communication and number of touches increased 1. Noncredit counselor: embedded services. Developed more CDCP certificates to improve motivation (3YP p, 65). Workgroup of three part-time faculty develop projects aimed at retention such as Newsletter and EL Civics events. GED graduation ceremony Remind App Implemented Degree Works/ SARS for matriculation services and reporting Implemented SSSD model CASAS scores to determine entry level and post-testing to determine level gain. CASAS competencies and student reports to differentiate instruction Setting SMART goals for students Computer skills embedded in HSD.HSE and ESL classes Specific career contextualization for HSD (ie: electrician s math, ASVAB prep) Specific career contextualization for ESL (Burlington English Career Modules) PD focus and CalPRO training Classes offered on hotel sites Activities 2. 3. 4. 5. 6. -Persistence rates as measured by TOPS -Instructor discussion/feedback -Increased level gains -Persistence rates as measured by TOPS -Instructor buy-in and individual support for students -Increased level gains -Increased high school diploma and HSE completion 1. Starting in spring 2019, new certificates available. Health Night in fall 18, ESL Newsletter fall 18 and spring 19. ESL Course completion rates: 15/16: 817, 16/17: 1050, 17/18: 799 Certificate Completion: 16/17: 68, 17/18: 73, 17/18: 56 Increase number of matriculation services Outcomes 2. 3. 4. 5. -Continue retention and persistence focus -Implement Parent Square (SLCUSD communication system) Expand/ Improve transitional services and tracking mechanism Hire PT counselor to meet need of enrollment and program growth Job fair/ EL Civic fair Institutionalize Latina Leadership Network (LLN) to increase support for -Continue with our retention and persistent goal and strategies for completion -Utilize Peach Jar system (district) -Work with district to personally invite ESL families to classes and district events Next Steps
CAEP Objective #4: Address Gaps GOAL 5: ADDRESS GAPS IN IMMIGRANT EDUCATION The Consortium identified several needs in immigrant education including: direct level instruction expansion, pathways for ESL, short-term CTE courses, citizenship, and Vocational ESL (3YP p. 41). o Lucia Mar and SLO Coastal will develop ESL courses focusing on literacy, work and family goals/parents of school children within school communities and provide improved access to family literacy courses for ELL parents in rural communities (AP 18/19 p. 2). o Cuesta College will develop two noncredit pathways for ESL students, one for life and work skills/civics and one for academic preparation(3YP p. 41). o The Consortium will expand citizenship and vocational ESL offerings particularly in computer skills throughout the county (3YP pp. 21, 41).
5: Address Gaps in Immigrant Education Cuesta Lucia Mar SLO Coastal Templeton 1. All curriculum and student learning outcomes revised since 2015 (3YP p. 4). I-BEST piloted in two autobody courses with ESL instructors spring/fall 2018 (3YP p. 41, AP 17/18 p. 4). VESL courses revised and CSS noncredit courses created to replace highest ESL levels and accelerate progress (3YP p. 59). Added additional hours to ESL classes. Both Learning Centers offer classes Monday-Thursday in the morning and in the evenings. All classes offer access to computers to increase digital literacy skills. WIOA IELCE approval in 2017-18 . Oceano Learning Center offered Citizenship classes in 2017-18. Both Learning Centers offered Citizenship 2018-2019. 1. 16-17 two ESL classes at two school sites 2. 17-18 five ESL classes at 4 school sites 3. All classes held at computer labs to increase digital skills 4. WIOA IELCE approval 17-18 and partnership with CCRC (CAPSLO) 5. High School Equivalency class offered in Spanish Activities 2. 3. -Serving the needs of our elementary school parents -IIELCE - Increase in number of students served from 17-18 to 18-19 -Offered ESL on coast(rural) -IELCE COAAP completion 1. Multi-level ESL only offered in community sites, and 2 level/ class if possible (3YP p. 41). Two pathways for upper-level ESL students created: vocational/career and academic (3YP p. 18, 42). Available starting fall 2019. Outcomes 2. -Leveled ESL classes -Contact local growers to offer classes for their workers -Host additional classes at elementary school sites -Spanish HSE classes -Work with site Principals more closely to offer classes to their parents on their sites -Begin citizenship classes -Offer Leveled ESL classes -Increase classes at elementary sites. -Strengthen pathways with other organizations 1. Continue new course development: lead teachers. I-BEST in CTE/other college courses Next Steps 2.
CAEP Objective #2: Current Regional Needs GOAL 6: PROGRAM DEVELOPMENT The Consortium will develop programs in support of the CAEP mission including Adults with Disabilities, Short-term CTE, Pre-apprenticeship, and consistent ABE/ASE offerings (3YP pp. 18, 21, 24). o CTE programs for medical assisting, construction, automotive, and business will be planned and developed in year two (AP 16/17 pp. 6, 7). o Develop and implement the following programs: Adults with Disabilities Program (3YP p. 45 & AP 16/17 p. 7) Adult Training to Support Student Success (AP 16/17 p. 7) CTE programs (with assistance from a coordinator/lead faculty to implement this program) with high employability that were identified in year one (3 YP p. 24 & AP 16/17 p. 7) o The 2018-2019 Annual plan will prioritize outreach for increase program development in collaboration with community partners (AP 18/19 p. 4).
6: Program Development Cuesta Lucia Mar SLO Coastal Templeton 1. Developed noncredit CTE courses and certificates in the following areas: Business Technology, Design, Auto Body Repair, Welding, Computer Networking, Hospitality/ Culinary (3YP p. 24, 48) 2. Increased CDCP for ESL (4 certificates updated, 7 courses updated) (AP 17/18 p. 1, AP 18/19 p. 1). 3. Developed CASA Child Advocacy, Highschool Equivalency (GED), College Success Studies (1 certificate, 2 courses) to improve pathways. 1. Partnership with Lucia Mar District to offer Parent University. 2.ESL classes for Adult training to Support Student Success 3.Developing ESL classes 4.Developing Citizenship classes 5.Improving access to HiSET 6.Developing collaborations with local hotels for workplace and workforce certificates. 7.Provide ABE support specifically for math. 8.Offer ISP for students who cannot attend regularly. 1. ESL 2. HSE in Spanish 3. HSE (only) in jail 4. Partnership with MCSC s Start, Run, Grow program 5. Began partnership with SLCUSD s employment needs: Child care worker, food service, bus driver, noon-duty supervisor, crossing guard, instructional aide, custodians 6. Developed Apparel and Construction Techniques program at Women s Honor Farm with mirrored class on Adult School campus Activities 53 CDCP Certificates and 155 Courses approved for academic year 2019-2020 -Increased HSD/HSE graduates -Increased the number of students served across the Five-Cities area. -Strengthened local partnerships. -Increased number of students in programs -Strengthened partnerships Outcomes Hospitality program implementation Fall 2019 CASA Child advocacy program implementation fall 2019 Increase partnership with Travel Paso to support hospitality program -Hire CTE staff to offer classes at our local high school in automotive and culinary when construction is complete. -Improve referral system to Short- term CTE coursework at local junior colleges. -Increased efforts at the hotels. -Better outreach to immigrants -Bigger ISP program -Formalize pathways and trainings for district employment -Improve referral system to CTE coursework at local community colleges -Increase partnerships with local businesses for Apparel Construction -Development of CTE programs after high school campus construction is complete. -Research state programs for School Success Next Steps
CAEP Objective #3 & #4: Seamless Transitions & Address Gaps GOAL 7: CREATE/IMPLEMENT MUTUALLY AGREED UPON ASSESSMENTS The Consortium will use mutually agreed upon data pieces and/or assessments for ABE, ASE, and ESL and integrate the State developed Common Assessment Initiative (3 YP pp. 34, 44) o Data collection will meet the needs of all consortia members (AP 16/17 p. 3) and share TE (TOPSPro Enterprise) data at consortium meetings (AP 17/18 p. 3). o Consortia members will use data from CASAS assessments to determine student skill level and measure student progress (AP 17/18 p.3).
7: Implement Mutually Agreed Upon Assessments Cuesta Lucia Mar SLO Coastal Templeton 1. Began CASAS testing May 2017 2. TOPS reporting began 2017 3. Shared data at monthly PD 4. Monthly data meetings with administration and data managers 5. CASAS trainings for all instructors 6. TOPS trainings for data managers 7. Shared assessment results across consortium WIOA agency- mandated CASAS and TOPS since August 2003 Multiple measures for placement in ESL (CASAS, Ventures, Faculty developed) Activities Common reporting system -Data-driven discussions - Improved outcomes Outcomes -Implement new GOALS Reading and Math series for HSD/HSE in 2019 (ESL when state approved) -Share CASAS data quarterly at SLOCAEC meetings Implement new CASAS GOALS series for HSE -Develop an exit assessment as a multiple measure with CASAS for HSE/HSD students to identify level of basic skills Next Steps
CAEP Objective #6: Shared Professional Development GOAL 8: PROFESSIONAL DEVELOPMENT The Consortium will engage in monthly, purposeful dialogue regarding student success in meeting outcomes consortium-wide (3 YP p. 73) o Professional Development across the consortium will utilize PLCs to focus on the specific needs of students, to increase student outcomes, and engage in collegial dialogue to refine instructional practices throughout each program year (3YP p. 77, AP 17/18 p. 5). o Professional development will utilize OTAN and CALPRO sponsored online workshops and courses (3 YP pp. 74, 75) o Participants will use conclusions drawn from the student data collected across all program areas consortium wide (3YP p. 71, AP 16/17 p. 7, AP 17/18 p. 1) o Workgroups from each program area present at consortium meetings to share on-going work and progress (AP 18/19 p. 4)
8: Shared Professional Development Cuesta Lucia Mar SLO Coastal Templeton 1. Monthly professional development meetings with all instructors/programs 2. Bi-annual professional development meeting with consortium members 3. Monthly data meetings 4. Attend CAEP webinars 5. Attend conferences 6. Individual professional development through CALPRO 1. 2. 3. I-BEST Training CASAS Conference ESL, VESL, and CSS courses assess student learning outcomes every semester (3YP p. 76) Noncredit/ Adult Education Conference Quarterly staff meeting Faculty meetings Activities 4. 5. 6. -Growth, development and alignment of all programs -Increased instructor motivation -Collaboration among instructors within SLCUSD and other agencies -Teachers training teachers 1. Pilot I-BEST with autobody courses (AP 17/18 p. 40; AP 18/19 p. 3) Faculty driven PD in monthly meetings; sharing ideas from conferences. Outcomes 2. -Meetings of consortia wide program workgroups Continue to implement IBEST/ IELCE Meetings of consortia wide program workgroups Curriculum alignment Student Services alignment Data collection and reporting across consortium Next Steps
