The Plan
Primary Contact
Ute Maschke, Ph.D.
CAEP Manager
619-588-3509
ute.maschke@gcccd.edu
Members
Grossmont Adult Education (GAE)/Grossmont Union High School District (GUHSD)
Adult Division Mt Empire Unified School District (MEUSD)
Grossmont-Cuyamaca Community College District (GCCCD)
East Region Adult Education (ERAE) Board Members
Lynn Neault, Chancellor, GCCCD
Mary Beth Kastan, Superintendent, GUHSD
Mike Fowler, Assistant Superintendent, GUHSD
Patrick Keeley, Superintendent, MEUSD
Rick Wilson, President & CEO, East County Chamber of Commerce
Executive Summary
Education That Works. Transitions That Matter. Students Who Succeed.
East Region Adult Education (ERAE) is focused on emerging with stronger programs that will thrive on (and require) coordination across education, workforce development and business partners. As a consortium, we have opportunities to strengthen the well-being of our communities and align our programs with the region's industry sector needs. We have built a foundation on which to develop programs that support especially adults from underserved populations in gaining a marketable set of skills and accessing the level of education necessary to establish long-term economic self-sufficiency.
To be successful and effective, ERAE needs to be easily accessible and understood as a resource throughout our East Region communities. This will require increasing awareness through targeted outreach that addresses the needs of specific populations: English language learners (ELL) with significant other basic needs; ELL who live near or below the poverty level and often work in entry-level positions without true opportunities for advancement; adults without a HS diploma; adults with low literacy levels; and older adults. Other targeted groups include incumbent workers and 18-years and older of age students who might want to take time before transition to college. ERAE has the flexibility to augment and extend the regional Guided Pathways implementation through aligned ASE and CTE programs. Through digital environments (websites, social media) and collateral materials, available in multiple languages and with information on available options, we will market classes in broad, career-focused paths that guide students to enter adult ed. Many of our stakeholders learn about ERAE from family and friends, and word-of mouth. The creation of an alumni and intergenerational network can further promote our “brand recognition” and help ERAE be a part of a distributed system of adult education and community well-being. In addition to websites and social media, a mixed approach can incorporate technologies developed by the Strong Workforce Consortium (e.g., Program Finder for outreach with school and career counselors, as well as CBOs), the data repository regional consortia developed (especially for marketing to business partners and increasing visibility overall), and events such as education and careers expos organized in partnership with basic needs providers and social service organizations.
Programs, services, and transitions are successful when our learners are fully engaged. Streamlining “high-touch” onboarding processes and aligning them with expanded student support services will clarify programs and expectations, clearly identify critical milestones, highlight necessary strategies to be successful in college and career preparation, and promote engagement and self-agency. Every adult education student will be supported in exploring their options through multiple measures and be provided scaffolding of training as needed. Five clearly mapped training and education paths (Education, Medical, Business/Finance, Applied Technology, Culinary Arts/Hospitality) integrate prior life and work experience; life and career planning; aligned or articulated learning and training; intentional use of technology; a comprehensive support system; potential zero-cost co-enrollment with college partners, incentivized training programs, and potential direct placement into employment.
The consortium will continue to expand its system of Professional Learning (PL) to deepen the understanding of experiential, work-based learning, and assessment models across the curriculum. Teachers and staff are engaged in the improvement of services and transitions when they have the right tools and can draw on supportive regional collaboration. Members will create opportunities for work shadowing across programs and with industry partners. As a member of the "super region," ERAE will facilitate thought exchanges and project work across consortia that benefit staff with distinct work responsibilities.
The goal for ERAE is to provide equitable opportunities for access and success. We will foster collaborative opportunities that prioritize transitions toward economic and social mobility. Over a third of our region's residents whose income is near poverty or less speak English less than well; only 12% of our consortium's students transition from ESL programs to career training, and only 6% transition to college. A focus on successful transitions as well as an emphasis on the development of tools that give ERAE the ability to support students in connecting to just-in-time, tailored programs will strengthen the role ERAE plays in a collective impact ecosystem.
Funds Evaluation
