Workgroups

Five Strategic Plan evaluation workgroups support the consortium's leadership council in reviewing the plan, evaluating progress and making recommendations. Workgroups provided input on the consortium's work in 2022-23 and will continue their work in 2023-24.

Summary of input

WG 1: Outreach and marketing

• • Classified shared that they get common questions for which there are not clear in marketing materials; all agreed the catalog is extremely important to represent programs and classes clearly rather than advertisement. Photos currently don’t incite interest.

  • Possible for 5-6 pages in English, then 5-6 pages in Arabic, & 5-6 pages in Spanish.

  • Less photos in catalog, focus on photos where students are excited and/or in action

  • in ASAP - include photos of teachers for students to sign up

  • Ed2Go - marketing materials

  • more concise flyers  to eliminate confusion 

  • Consistent webpages with step my step instructions included for registration in catolog 

WG 2: Expand the system of professional learning

• • data from the surveys indicates that PL has met its intended purpose for Certificated staff and ERAE is on track to reach its goals

  • Questions/concerns/suggestions:

    • Why are so few filling out the surveys compared to those in attendance?

    • Have the participants fill out the surveys while they are present; get live data right there.

    • The data for Classified suggest that ERAE is not on track.

  • Recommendations/suggestions:

    • This group would be better served with separate PL workshops. Separate Certificated and Classified PL.

    • local district is providing PD for their Classified PL

  • ERAE’s PL workshops should be able to switch between broad ideas and job-like narrowness.

  • Discussion also evolved around industry standards and that curriculum taught in the classrooms is not up to those standards.

WG 3: Engage students strategically - Onboarding

• no feedback

WG 4: Implement five clearly mapped training and education paths

Evaluation scale

0 - Not established: No evidence of a plan to achieve the outcome

1 - Established: Evidence of a plan that has not yet been implemented

2 - Minimal progress: Evidence of implementation and activity that has not yet yielded identifiable results

3 - Modest progress: Evidence of some results; outcome remains mostly unrealized (< 50%)

4 - Significant progress: Evidence of significant results; outcome is mostly realized (> 50%)

5 - Completion: Evidence that the outcome has been achieved

• Provide support for implementing and developing additional IET classes: 2.64

  • 2022- GAE hired Specialist, Literacy and Workforce Development; ESL teachers involved in this process

  • Get data from students on the pathways they are interested in

• Pilot three incentivized training programs in three paths: 3.42

  • Pilot #1: Culinary Earn and Learn

  • Pilot #2: Construction

  • Pilot #3: HR Fundamentals with opportunity to be hired by business partner

  • + Concrete Mixer Truck Driver w/ opportunity for direct hire

  • Clarification needed on the definition of “incentive training programs” - earn and learn OR paid internships OR w/ direct hire opportunity

• Share best practices and support around building and sustaining IET programs: 2.29

  • Context: IET vs IELCE (and types of support available); VESL VABE as step to IET

  • Need to increase support and time for co-teachers to collaborate

• Work closely with business partners on implementation of earn-and-learn options: 3.14

• Edgemoor-CNA earn and learn program explored, but was not viable

• “Partnership pipelines” with Rady Children’s and Sharp Rees-Steely, but not strictly earn-and-learn

• Develop and use existing assessment tools to measure transitions and success: 2.14

  • Do the tools in use (CASAS, EL Civics, business partner entry requirements) measure “transitions and success”?

  • What needs to be developed to adequately measure this?

  • Data coming Q3 - measurement tool is “ERAE Progress Metrics”

• Strengthen consortium-wide SB 554 program (CPAP): 4.14

• Maybe discuss it with PLC and let teachers know how beneficial it is for knocking out coursework intermediate/advanced

• Expand the business roundtable: 2.00

  • HOC programs holds advisory week

  • Suggestion to invite business partners to the quarterly roundtable

WG 5: Support student persistence and transitions - task force appointed by chancellor

• Review of common understanding of “transitions”

  • CTE, IET, ESL, 

  • How do we capture and support transitions?

•  My Professional Center - transition and referral platform

• Review of Subject matter expert approach

• Discussion of persistence rate growth monitoring and more methods to support

• task force report March 2023 (pages 14-16)