The Advisory Council
Goal: Promote Adult Ed as a priority within our collective impact system
Role: Guide the planning process, the work of stakeholders who participate in the planning process, and the implementation of the next three-year strategic plan
Members:
Sophia Armenta, Counselor, Cuyamaca College
Javier Ayala, Dean Career Education, Grossmont College
Kim Bellaart, Director, Grossmont Adult Education (GAE), GUHSD
George Dowden, Career Education Program Coordinator, Cuyamaca College
Freddie Harmon, VP Human Resources, Viejas Casino & Resort
Melanie Hitchcock, Regional Initiatives/Operations Manager, SDWP
Ute Maschke, ERAE/CA Adult Ed Program Manager
Larry McLemore, Dean Career Education, Cuyamaca College
Cynthia Nagura, Director, Workforce and Community Partnerships, GCCCD
Heather Peterson, Program Director Health Occupations, GAE, GUHSD
Heather Westgaard, Director, Mtn. Empire Adult and Alternative Education, MEUSD
Courtney Williams, Associate Dean, Student Services, Grossmont College
May 6, 2022 Session - Defining our Work through the Strategic Plan 2022-2025
Objectives:
Review preliminary goals, possible strategies, and measurable objectives developed by members, partners, and stakeholders from public workshops, focus groups, and 1:1 sessions with community partner agencies
Determine if these goals, strategies, and objectives fit with the state-wide priorities and the statewide CAEP metrics
Identify possible alignment with strategic and annual plans developed by consortium members and partners
Identify possible roles the council will play in implementing the strategic plan
Identify possible structure for the execution of the plan (charter, workgroups, reporting mechanisms)
SOARing (Strengths, Opportunities, Aspirations, Resilience) to strategies, goals, and activities)
Agenda:
Welcome and Introductions
Purpose, goals, and engagement guidelines for advisory council
Today's goals and anticipated outcomes
- Definitions
Statewide priorities - broad, forward-looking themes
Regional Alignment - the alignment of adult education and workforce services supported by CAEP with those described in other education and workforce plans guiding services in the region, including plans pertaining to the building of career pathways and the employment of workforce sector strategies and those required pursuant to WIOA.
Current levels and types of education and services - services offered by the consortium's members to students in education and workforce services
Statewide CAEP metrics
Barriers: There are three possible angles to consider (barriers to education, barriers to success, barriers relying on student's self-perception). Generally, agencies accept the student's own perception (and self-reported data). There are four basic barriers (adult ed metrics) identified by CAEP:
English Language Learner - a person who has limited ability in speaking, reading, writing or understanding the English language and also meets at least one of the following two conditions (a) his or her native language is a language other than English, or (b) he or she lives in a family or community environment where a language other than English
Long-term Unemployed - a person who has been unemployed for 27 or more consecutive weeks at program entry.
Low Income - a person who in the 6 months prior to application to the program has received, or is a member of a family that is receiving: assistance through various assistance programs; or a person who is in a family with total family income that does not exceed the higher of the poverty line or 70% of the lower living standard income level; or is a homeless individual
Low Literacy - a person who is unable to read, write, and speak in English; compute and solve problems at levels of proficiency necessary to function on the job, in the family of the participant, or in society
Progress - the skills gains in adult basic education, ESL, workforce preparation, and CTE programs
Education Functional Gains (ABE, ASE, ESL)
Completion of EL Civics course or benchmarks (COAPPS - Civic Objectives and Additional Assessment Plans)
Transition - into postsecondary education and college credit pathways
to ASE (overall)
to postsecondary CTE
to college credit
Success - completion of diplomas, certificates, and college credit awards
earning HSD or HSE
earning postsecondary credentials
Employment and Earnings - access 2nd and 4th quarter employment, annual earnings, and earning gains
median earning gains
transition to employment in 2nd quarter after exit
Goals - qualitative statements of what the consortium wants to achieve over a specific period of time under each strategic priority
Objectives - refinement of goals (including the strategies to achieve the objective, and the educational needs, barriers, and gaps in current education and workforce services)
Educational needs
Improve integration of services & transitions
Improve effectiveness of services
Activities and outcomes - quantifiable targets that help demonstrate progress; elements of the logic model that the metrics, barriers, and objectives identified
activities (tactics - actionable tasks)
objectives
short-term, intermediate, and long-term outcomes
proposed completion date
responsible person
- Strategic Planning Review (principals, process, and priorities)
- Discussion 1
Do the preliminary objectives, outcomes, and activities reflect the statewide priorities and goals of the members? How?
What else should be added?
How is the student voice represented in these objectives and outcomes?
- Discussion 2
Which barriers and adult ed metrics should be selected?
How do you see each member connecting with these objectives and outcomes?
Based on the barriers and metrics selected, what ware our metric targets for the consortium and for the members? (numbers/percentage)
How do you see your work in the advisory council connecting with these objectives and outcomes?
Next Steps
Design group for strategic plan
Meeting schedule for council 2022-2023
Presentation to Governing Board meeting, June 2022
Adjournment
December 7, 2021 Session - Clarifying our Work
Objectives:
Clarify purpose, goals, norms and direction of advisory council
Clarify design principles for strategic planning process
Identify internal, local, and regional strengths and challenges
Prioritize internal needs and opportunities
Identify components (and formats) of strategic planning process
Identify possible objectives for each engagement opportunity
Agenda:
Welcome and Introductions
Purpose, goals, and engagement guidelines for advisory council
Overview of Strategic Planning Process
The Consortium in context
Grounding our Work: purpose, goals, and norms
Establishing a shared language
What are the questions we are trying to answer?
What are our key considerations?
What is the geographic region in which we want to address identified needs?
What are the needs we want to address?
Review of consortium's vision and Strategic Plan 2019-2022 achievements and goals
(Supplemental slides for our meeting)
Discussion 1
What would we like our students be able to experience in the future?
What are our strengths, and how might we use our strengths to address barriers and challenges?
Environmental and Internal Scans (Overview)
Regional, sub-regional and consortium data
Assessment of impact of services provided
Discussion 2
What are our internal needs and opportunities?
How do we align CAEP priorities and identified needs and opportunities?
In light of data, needs, and opportunities, what might be the consortium's priorities?
In light of the opportunities, what might be internal and external factors that impact the consortium members?
Next Steps
Components (and formats) of strategic planning process
Shared language and timeline
Possible objectives for each engagement opportunity
Presentation to Governing Board meeting December 8, 2021
Next advisory council meeting in January
Adjournment