The Santa Barbara Adult Education Consortium (SBAEC) allocation for the Year-­6 grant cycle is $832,637.00. All awardees are expected to expend funds no later than September 1, 2022. The Consortium has historically awarded 70% or more of its total funding to programs.  In 2019‐2020, award allocations ranged between $30,000.00 -­$75,000.00.

THIS APPLICATION IS DUE NO LATER THAN MIDNIGHT, SEPTEMBER 9, 2020.  

A comprehensive and competitive Request for Proposal submission will align with the California Adult Education Program (CAEP) grant and the Consortium's goals and objectives set forth below.

The Statewide CAEP targets programs in areas with a focus on economic mobility and include:
(1) Programs in elementary and secondary basic skills, including programs leading to a high school diploma or high school equivalency certificate;
(2) Programs for immigrants eligible for educational services in citizenship, English as a second language, and workforce preparation;
(3) Programs for adults, including but not limited to older adults that are primarily related to entry or reentry into the workforce;
(4) Programs for adults with disabilities;
(5) Programs in career technical education that are short term in nature and have high employment potential;
(6) Programs offering pre­‐apprenticeship training activities conducted in coordination with one or more apprenticeship programs approved by the Division of Apprenticeship Standards for the occupation and geographic area;
(7) Programs for adults, including, but not limited to, older adults, that are primarily designed to develop knowledge and skills to assist elementary and secondary school children to succeed academically in school

Newly Added Statewide CAEP goals and initiatives Consortia need to address:
(8) COVID-19 Response:  Address distance learning and ensure continued educational support for adult learners, faculty, and staff;
(9) Potential Budget Reductions:  How consortia are being strategic and responsive to the changes in the economy and to the impacts on adult education programs and its students;
(10) Systemic Racial Injustices:  How consortium plan to examine the issue of their role in addressing systemic racial injustices within their membership, partners and programs.

The overarching Santa Barbara Adult Education Consortium's 3-­year plan goals are the following:
(1) To continue to provide excellent programming for adults in a variety of program areas based on proven needs within the seven areas allowable under AB104;
(2) To continue to improve Student Learning and Achievement Goals focused on the needs of adult learners, and to assist in their transfer acceleration and career success;
(3) To continue refining programs and services for students in alignment with Statewide initiatives;
(4) To provide awareness of educational offerings and training options available through a robust local marketing campaign;
(5) To develop a comprehensive data collection and accountability infrastructure for all programs and services funded by the consortium and to encourage cross-­‐pollination with each other and Statewide initiatives;
(6) Where needed, to support partners that specialize in job placement, apprenticeship, internship, and job coaching.

The Santa Barbara Adult Education Consortium's primary goals for upcoming the 2020­‐2021 year are the following:
(1)  Continue to support our noncredit  faculty in building pathways to  credit for existing and new CAEP programs;
(2)  Support  new  activity  resulting from  AB705  implementation (focused  on mathematics,  English, and ESL);
(3)  Develop a Noncredit Data Collection task force/workgroup that is committed to the collection of accurate data and analytics for all CAEP programs and services;
(4) Continue to partner with the local Santa  Barbara  Workforce One-Stop  operator  and other  agencies  for career training initiatives;
(5) Continue to cross-pollinate CAEP initiatives with WIOA, Guided Pathways, Vision for Success, and Strong Workforce initiatives;
(6) Continue to support our existing SBCC programs that are aligned with the CAEP initiatives.
(7) Support distance learning (live videoconferencing) initiatives and provide, where feasible, professional development training for faculty and staff in CAEP program areas.
(8) Develop a strategic plan that addresses systemic racial injustices within our membership, partners and programs.
(9) Collaborate with local Workforce to increase Adult Learner support systems (housing, foodbank resources, and public assistance programs).

Based on the 2019 SBCC School of Extended Learning Economic and Workforce Gap Analysis for Adult Education Regional report, the Consortium's focus for the 2020‐2021 selection of programs will need to continue enhancing educational programming in the following areas:
(1) Short-­Term CTE in career skills training courses
(2) Short-­Term CTE with a focus in areas such as Health Care and Health Training services
(3) Noncredit Adult High School/GED
(4) Noncredit English as a Second Language
(5) Noncredit Adults with Disabilities
(6) To ensure students can navigate through the SBCC system from noncredit to credit, the Consortium also identified the need for a robust Student Support Services program to help students plan their educational and vocational objectives.
(7) Support new activity to support distance learning and ensuring continued educational support for adult learners, faculty, and staff in response to COVID-19;
(8) Develop a strategic plan that addresses systemic racial injustices within our membership, partners and programs.

CAEP Fiscal Regulation for all Independent Contractors and External Partners:
(1)   Indirect, for Profit, or Fringe Benefits are not allowable expenses and cannot be reimbursed.
(2) All Independent Contractors and External Partners must submit invoices to the CAEP Coordinator for reimbursement.
(3) All external (non-­SBCC) CAEP programs will receive two-­‐three payments based on the timeline for completion as stated on the Activity Chart.

Data Collection for all CAEP Programs and Partners:
(1) All external (non-­SBCC) CAEP programs must use the CASAS TopsPro Enterprise platform to electronically collect student data and participation and data points required by the State;
(2) All data collection must be collected on a quarterly basis.

Key Performance Indicators:
As stated in the Consortium’s 2019-­2021 Three-­Year Plan, the Consortium adopts the following key performance indicators related to the allowable program areas and will use these indicators as part of the rubric in selecting programs:

1. Programs in elementary and secondary basic skills
Increase in enrollment in the AHS/GED program and increase hours attending resulting in higher FTES. Increase in the number completing a high school diploma or GED. Creation of new support courses for the AB705 initiative.
2. Programs for immigrants and English as a Second Language
Increase in enrollment and hours attending in the ESL program resulting in higher FTES. Increase certificate completion rates in ESL. Increase in supportive programming to reach more community members.
3. Adults Entering or Re-entering the Workforce Broadening our reach to the One-Stop and other community partners to increase the numbers of students served. Continue a partnership with the One-Stop to offer educational programs on site.
Increase in enrollment and hours attending in the Career Skills Institute resulting in higher FTES.
4. Adults who assist secondary school students
Measure results of a pilot program with our community library partners to understand the value and number of students served.
5. Programs for Adults with Disabilities
Launched in 2019, create a realistic growth strategy for the new Adults with Disabilities Work Readiness and Career Certificated Program. Increase the number of enrollments in accordance with the strategy.
6. Programs in Short-Term CTE
Based on the recommendation of the BW Research environmental scan, develop new noncredit programs in CTE areas such as health, business, and information communication technology sectors.
7. Programs offering Pre-apprenticeship Training activities
Explore the possibility of coordinating with a formal apprenticeship program in Construction Technology, leveraging our piloted Pre-apprenticeship activities in this department.