Produced: Jun 18, 2025, 04:14 AM UTC - By Faris Sabbah
Details
Assessment
Metrics: CAEP Barriers & Metrics
Consortium Level Metric Targets
In this section, Consortium Level Actuals data from DataVista for the previous three years, including areas to input data for Consortium Level Targets are shown below.
The first row shows the required metric of Number of Adults Served. The following rows show metrics previously selected in the CAEP Barriers and Metrics workflow section.
Input Consortium Level Targets as whole numbers for the upcoming three years for all of the rows of metrics shown below
The 2023-24 data in DataVista will be made available in Spring 2025 and the 2024-25 data will be made available in Spring 2026.
Metric Set | Metric Description | Consortium Level Metric Actuals | Consortium Level Metric Targets | ||||
---|---|---|---|---|---|---|---|
2022-23 | 2023-24 | 2024-25 | 2025-26 | 2026-27 | 2027-28 | ||
All | Reportable Individuals (200AE) | 3,624 | 3,714 | 3,807 | 3,902 | 4,000 | |
Student Barriers | English Language Learner (149AE) | 1,774 | 1,984 | 2,034 | 2,084 | 2,137 | |
Student Barriers | Low Literacy (155AE) | 2,889 | 2,783 | 2,853 | 2,924 | 2,997 | |
Student Barriers | Low Income (154AE) | 1,753 | 1,674 | 1,674 | 1,716 | 1,759 | |
Student Barriers | Long Term Unemployed (153AE) | 30 | 56 | 57 | 59 | 60 | |
Student Barriers | Ex-Offender (150AE) | 10 | 28 | 29 | 29 | 30 | |
Student Barriers | Foster Youth (151AE) | 46 | 38 | 39 | 40 | 41 | |
Student Barriers | Migrant Farmworker (156AE) | 55 | 53 | 54 | 56 | 57 | |
Student Barriers | Exhausting TANF within Two Years (158AE) | 28 | 10 | 10 | 11 | 11 | |
Student Barriers | Single Parent (159AE) | 137 | 147 | 151 | 154 | 158 |
Member Level Metric Targets
In this section, Member Level Actuals data from DataVista for the previous three years, including areas to input data for member level Targets for the upcoming three years are shown below.
The first row shows the required metric of Adults Served Who Became Participants. The following rows show metrics previously selected in the CAEP Barriers and Metrics workflow section.
Input Member Level Targets as whole numbers for the upcoming three years for all of the rows of metrics shown below
The 2023-24 data in DataVista will be made available in Spring 2025 and the 2024-25 data will be made available in Spring 2026.
Cabrillo CCD (Reported by Cabrillo)
Metric Set | Metric Description | Member Level Metric Actuals | Member Level Metric Targets | ||||
---|---|---|---|---|---|---|---|
2022-23 | 2023-24 | 2024-25 | 2025-26 | 2026-27 | 2027-28 | ||
All | Participants (202AE) | 1,766 | 1,659 | 1,700 | 1,743 | 1,787 | |
Employment & Earnings | Employed Two Quarters After Exit (505AE) | 275 | 282 | 289 | 296 | ||
Employment & Earnings | Median Change in Earnings (801AE) | 38.0% | 39.0% | 40.0% | |||
Progress | Completed Educational Functioning Level Gain (400AE) | 72 | 49 | 50 | 51 | 53 | |
Progress | Immigration Integration Milestone (411AE) | 20 | 29 | 0 | 0 | 0 | |
Success | Diploma, GED or High School Equivalency (633AE) | 31 | 43 | 0 | 0 | 0 | |
Success | Postsecondary Credential (624AE) | 503 | 257 | 263 | 270 | 277 | |
Transition | Transitioned to ASE (500AE) | 76 | 78 | 80 | 82 | ||
Transition | Transitioned to Non-Developmental Credit College Course (637AE) | 202 | 207 | 207 | 218 | ||
Transition | Transitioned to CTE (636AE) | 275 | 282 | 289 | 296 | ||
Students and Programs | Adult Secondary Education (1000) | 474 | 245 | 251 | 257 | 264 | |
Students and Programs | Adult Basic Education (1001) | 367 | 0 | 0 | 0 | 0 | |
Students and Programs | English as a Secondary Language (1002) | 439 | 550 | 564 | 578 | 592 | |
Students and Programs | Career Technical Education (1003) | 726 | 1,050 | 1,076 | 1,103 | 1,131 | |
Students and Programs | Programs for Adults With Disabilities (1004) | 151 | 85 | 87 | 89 | 92 | |
Students and Programs | Child School Success (1005) | 0 | 0 | 0 | 0 | 0 | |
Students and Programs | Workforce Preparation (124AE) | 0 | 0 | 0 | |||
Students and Programs | Pre-Apprenticeship Training Programs (125AE) | 0 | 0 | 0 | |||
Students and Programs | Short-Term CTE Training Programs (126AE) | 0 | 0 | 0 |
* Mandatory for all members
Pajaro Valley Unified (Reported by Pajaro Valley USD (PVUSD) - Watsonville-Aptos Adult Education)
Metric Set | Metric Description | Member Level Metric Actuals | Member Level Metric Targets | ||||
---|---|---|---|---|---|---|---|
2022-23 | 2023-24 | 2024-25 | 2025-26 | 2026-27 | 2027-28 | ||
All | Participants (202AE) | 1,450 | 1,541 | 1,580 | 1,649 | 1,659 | |
Employment & Earnings | Employed Two Quarters After Exit (505AE) | 118 | 121 | 124 | 127 | ||
Employment & Earnings | Median Change in Earnings (801AE) | 38.0% | 39.0% | 40.0% | |||
Progress | Completed Educational Functioning Level Gain (400AE) | 380 | 481 | 493 | 505 | 518 | |
Progress | Immigration Integration Milestone (411AE) | 436 | 510 | 523 | 536 | 549 | |
Success | Diploma, GED or High School Equivalency (633AE) | 49 | 47 | 48 | 49 | 51 | |
Success | Postsecondary Credential (624AE) | 242 | 243 | 249 | 255 | 262 | |
Transition | Transitioned to ASE (500AE) | 116 | 119 | 122 | 125 | ||
Transition | Transitioned to Non-Developmental Credit College Course (637AE) | 29 | 30 | 30 | 31 | ||
Transition | Transitioned to CTE (636AE) | 124 | 127 | 130 | 134 | ||
Students and Programs | Adult Secondary Education (1000) | 166 | 185 | 190 | 194 | 199 | |
Students and Programs | Adult Basic Education (1001) | 209 | 257 | 263 | 270 | 277 | |
Students and Programs | English as a Secondary Language (1002) | 943 | 1,057 | 1,083 | 1,111 | 1,138 | |
Students and Programs | Career Technical Education (1003) | 253 | 245 | 251 | 257 | 264 | |
Students and Programs | Programs for Adults With Disabilities (1004) | 0 | 0 | 0 | 0 | ||
Students and Programs | Child School Success (1005) | 159 | 138 | 141 | 145 | 149 | |
Students and Programs | Workforce Preparation (124AE) | 0 | 0 | 0 | |||
Students and Programs | Pre-Apprenticeship Training Programs (125AE) | 0 | 0 | 0 | |||
Students and Programs | Short-Term CTE Training Programs (126AE) | 0 | 0 | 0 |
* Mandatory for all members
Santa Cruz City High (Reported by Santa Cruz Adult School)
Metric Set | Metric Description | Member Level Metric Actuals | Member Level Metric Targets | ||||
---|---|---|---|---|---|---|---|
2022-23 | 2023-24 | 2024-25 | 2025-26 | 2026-27 | 2027-28 | ||
All | Participants (202AE) | 0 | 0 | 0 | |||
Employment & Earnings | Employed Two Quarters After Exit (505AE) | 0 | 0 | 0 | |||
Employment & Earnings | Median Change in Earnings (801AE) | 0.0% | 0.0% | 0.0% | |||
Progress | Completed Educational Functioning Level Gain (400AE) | 0 | 0 | 0 | |||
Progress | Immigration Integration Milestone (411AE) | 0 | 0 | 0 | |||
Success | Diploma, GED or High School Equivalency (633AE) | 0 | 0 | 0 | |||
Success | Postsecondary Credential (624AE) | 0 | 0 | 0 | |||
Transition | Transitioned to ASE (500AE) | 0 | 0 | 0 | |||
Transition | Transitioned to Non-Developmental Credit College Course (637AE) | 0 | 0 | 0 | |||
Transition | Transitioned to CTE (636AE) | 0 | 0 | 0 | |||
Students and Programs | Adult Secondary Education (1000) | 0 | 0 | 0 | |||
Students and Programs | Adult Basic Education (1001) | 0 | 0 | 0 | |||
Students and Programs | English as a Secondary Language (1002) | 0 | 0 | 0 | |||
Students and Programs | Career Technical Education (1003) | 0 | 0 | 0 | |||
Students and Programs | Programs for Adults With Disabilities (1004) | 0 | 0 | 0 | |||
Students and Programs | Child School Success (1005) | 0 | 0 | 0 | |||
Students and Programs | Workforce Preparation (124AE) | 0 | 0 | 0 | |||
Students and Programs | Pre-Apprenticeship Training Programs (125AE) | 0 | 0 | 0 | |||
Students and Programs | Short-Term CTE Training Programs (126AE) | 0 | 0 | 0 |
* Mandatory for all members
Santa Cruz Co. Office of Education (Reported by Santa Cruz County Office of Education (SCCOE))
Metric Set | Metric Description | Member Level Metric Actuals | Member Level Metric Targets | ||||
---|---|---|---|---|---|---|---|
2022-23 | 2023-24 | 2024-25 | 2025-26 | 2026-27 | 2027-28 | ||
All | Participants (202AE) | 37 | 221 | 226 | 232 | 238 | |
Employment & Earnings | Employed Two Quarters After Exit (505AE) | 25 | 26 | 26 | |||
Employment & Earnings | Median Change in Earnings (801AE) | 40.0% | 41.0% | 42.0% | |||
Progress | Completed Educational Functioning Level Gain (400AE) | 10 | 29 | 30 | 30 | 31 | |
Progress | Immigration Integration Milestone (411AE) | 0 | 0 | 0 | 0 | ||
Success | Diploma, GED or High School Equivalency (633AE) | 0 | 92 | 94 | 97 | 99 | |
Success | Postsecondary Credential (624AE) | 29 | 30 | 30 | 31 | ||
Transition | Transitioned to ASE (500AE) | 22 | 23 | 23 | 24 | ||
Transition | Transitioned to Non-Developmental Credit College Course (637AE) | 0 | 0 | 0 | |||
Transition | Transitioned to CTE (636AE) | 0 | 0 | 0 | |||
Students and Programs | Adult Secondary Education (1000) | 37 | 221 | 226 | 232 | 238 | |
Students and Programs | Adult Basic Education (1001) | 26 | 27 | 27 | 28 | ||
Students and Programs | English as a Secondary Language (1002) | 28 | 42 | 43 | 44 | 45 | |
Students and Programs | Career Technical Education (1003) | 0 | 0 | 0 | 0 | ||
Students and Programs | Programs for Adults With Disabilities (1004) | 0 | 0 | 0 | 0 | 0 | |
Students and Programs | Child School Success (1005) | 0 | 0 | 0 | 0 | 0 | |
Students and Programs | Workforce Preparation (124AE) | 0 | 0 | 0 | |||
Students and Programs | Pre-Apprenticeship Training Programs (125AE) | 38 | 40 | 42 | |||
Students and Programs | Short-Term CTE Training Programs (126AE) | 55 | 60 | 65 |
* Mandatory for all members
Santa Cruz Workforce Development Board (No reporting institution)
Metric Set | Metric Description | Member Level Metric Actuals | Member Level Metric Targets | ||||
---|---|---|---|---|---|---|---|
2022-23 | 2023-24 | 2024-25 | 2025-26 | 2026-27 | 2027-28 | ||
All | Participants (202AE) | 0 | 0 | 0 | |||
Employment & Earnings | Employed Two Quarters After Exit (505AE) | 0 | 0 | 0 | |||
Employment & Earnings | Median Change in Earnings (801AE) | 0.0% | 0.0% | 0.0% | |||
Progress | Completed Educational Functioning Level Gain (400AE) | 0 | 0 | 0 | |||
Progress | Immigration Integration Milestone (411AE) | 0 | 0 | 0 | |||
Success | Diploma, GED or High School Equivalency (633AE) | 0 | 0 | 0 | |||
Success | Postsecondary Credential (624AE) | 0 | 0 | 0 | |||
Transition | Transitioned to ASE (500AE) | 0 | 0 | 0 | |||
Transition | Transitioned to Non-Developmental Credit College Course (637AE) | 0 | 0 | 0 | |||
Transition | Transitioned to CTE (636AE) | 0 | 0 | 0 | |||
Students and Programs | Adult Secondary Education (1000) | 0 | 0 | 0 | |||
Students and Programs | Adult Basic Education (1001) | 0 | 0 | 0 | |||
Students and Programs | English as a Secondary Language (1002) | 0 | 0 | 0 | |||
Students and Programs | Career Technical Education (1003) | 0 | 0 | 0 | |||
Students and Programs | Programs for Adults With Disabilities (1004) | 0 | 0 | 0 | |||
Students and Programs | Child School Success (1005) | 0 | 0 | 0 | |||
Students and Programs | Workforce Preparation (124AE) | 0 | 0 | 0 | |||
Students and Programs | Pre-Apprenticeship Training Programs (125AE) | 0 | 0 | 0 | |||
Students and Programs | Short-Term CTE Training Programs (126AE) | 0 | 0 | 0 |
* Mandatory for all members
Member Spending Targets
The Percent of Available Funds Spent in 2022-23, 2023-24, and 2024-25, imported from NOVA, is in the first row. This is a required metric. Add 2025-26, 2026-27, and 2027-28 Targets for each member district’s Percent of Available Funds Spent.
Member | % of Available Funds Spent | Member Level Targets | ||||
---|---|---|---|---|---|---|
2022-23 | 2023-24 | 2024-25 | 2025-26 | 2026-27 | 2027-28 | |
Cabrillo CCD | 100% | 100% | 58% | 100% | 100% | 100% |
Pajaro Valley Unified | 100% | 100% | 39% | 100% | 100% | 100% |
Santa Cruz Co. Office of Education | 100% | 100% | 23% | 100% | 100% | 100% |
Objectives
Objective #1: Address Educational Needs
1. Accelerated Completion Pathways
The consortium will implement outcome-oriented collaborative processes through Professional Learning Communities (PLCs) that bring together ABE/ASE teachers, attendance specialists, counselors, and transition specialists. This strategy focuses on setting attendance and progress standards while implementing motivational strategies and counseling support to increase student persistence and accelerate completions for vulnerable populations including foster youth, TANF recipients, long-term unemployed, and English Language Learners.
2. Integrated Adult Learner Pathways Initiative
A comprehensive strategy to expand equitable access to career-aligned, noncredit-to-credit pathways through:
- Credit for Prior Learning (CPL) systems that recognize professional experience, military training, and life experiences
- Adult Dual Enrollment partnerships that allow simultaneous high school completion and postsecondary education
- ESL-to-Career Bridges that align language acquisition with workforce readiness
- Pre-apprenticeship and Apprenticeship Preparation embedded within existing curriculum
3. Comprehensive First-Year Experience and Onboarding Redesign
Implementation of culturally affirming, cohort-based support systems that create structured peer networks for ESL, reentry, and adult learners. This includes multi-phase onboarding, comprehensive technology training, family engagement opportunities, and trauma-informed approaches specifically designed for justice-impacted learners and immigrants.
4. Workforce-Aligned Career Technical Education Expansion
Development and scaling of CTE programs in high-demand sectors guided by local labor market data, including:
- Short-term certificate programs aligned with industry demands
- Integration of industry-recognized certifications
- Enhanced employer partnerships and apprenticeship programs
- Career readiness activities embedded throughout instruction
5. Foundational Skills and Digital Literacy Enhancement
Comprehensive support systems featuring a Foundations Success Program that builds digital literacy, time management, and academic confidence through:
- Six-week transition courses for new students
- Multilingual registration and orientation processes
- Immediate access to essential digital tools and training
- Personalized instruction based on individual student needs
6. Targeted Academic Support for Diverse Learners
Specialized academic support systems providing:
- Dedicated tutoring in math, reading, writing, ESL, and digital literacy
- Embedded language and content support for multilingual learners
- Flexible one-on-one and small-group formats for working adults
- Expanded ESL class offerings across geographic regions
- Professional development focused on EL-specific instructional strategies
These strategies collectively address the diverse educational needs of adult learners by creating multiple entry points, flexible pathways, comprehensive support systems, and career-aligned programming that recognizes the unique strengths and challenges of the adult learner population in the region.
Objective #2: Improve Integration of Services & Transitions
Utilizing Data
Providing Professional Development
Identifying Best Practices
Offering Flexible Courses and Services
Credit for Prior Learning (CPL)
Objective #3: Improve Effectiveness of Services
Not Entered
Not Entered
Activities & Outcomes
Objective #1: Address Educational Needs
Accelerate student completion of ABE and ASE
The goal of this activity is to address the educational needs of both ABE and ASE students through an outcome oriented staff collaborative process, a PLC consisting of ABE/ASE teachers will work collaboratively with the school Attendance Specialist, Information Systems Technician I, and Counselor/Transition Specialist. They will set student attendance and progress standards and implement motivational strategies combined with student counseling support in order to increase student persistence and to accelerate completions.
The PLC team will meet monthly to track student attendance, monitor student progress, and to provide student support services. In addition, teachers will review and choose curriculum that accelerates student learning and increases depth of academic knowledge in order to improve test scores. Curriculum selection and student services will be tailored as much as possible to address the learning needs of some of our most vulnerable students e.g. foster youth, TANF recipients, long-term unemployed, and low literacy and English Language Learners. Finally, the Counselor/Transition specialist will work in collaboration with their Cabrillo College counterparts in facilitating the dual enrollment process and in implementing tracking measures to improve student success.
Activities to be carried out to meet short-term and intermediate outcomes:
Teachers and Counselor/Transition Specialist attend CalPRO professional development on increasing student persistence.
Formation of ABE/ASE PLC that includes school Counselor/Transition Specialist, an attendance report from Attendance Specialist, and CASAS test outcomes from the Information Systems Technician I.
Teachers, Counselor, Attendance Specialist, and Director/Assistant Director collaborate to determine student attendance and progress standards.
Improve a student support model that incorporates housing, food security, transportation, mental health services, and is tailored to the needs of special populations with multiple barriers.
Curriculum review and selection process for choosing instructional materials that meet the needs of students at various academic levels and who have special learning needs.
Collaborate with Cabrillo College Counselor/Transition Specialist to improve coordination and tracking of dual enrollment students.
Key deliverables:
New model for PLC formed; attendance and progress standards determined, implemented and tracked.
Procedures and student supports designed to help struggling students and students with barriers persist.
Plan to improve tracking, support and completion of dual enrolled students.
Improved curriculum with tailored student support.
Increased student persistence.
Increased ABE completions and transitions into ASE; increased percentage rate GED/HiSET and HSD graduates.
Use the space provided to identify the Outcomes that the activity will accomplish in the next year (Short-Term), in one to three years (Intermediate), and in three to five years (Long-Term). The brief description of each of these three types of outcomes should include one or more outcomes that are specific, measurable, achievable, relevant, and time-bound (SMART).
WASCAE will increase the percentage of students completing ABE and ASE by 4%
By June 30, 2028 WASCAE will increase the percentage of students completing ABE and ASE by 8%.
By June 30, 2030 WASCAE will increase the percentage of students completing ABE and ASE by 12%.
Adult Education Metrics and Student Barriers
- Student Barriers: English Language Learner (149AE)
- Student Barriers: Exhausting TANF within Two Years (158AE)
- Student Barriers: Foster Youth (151AE)
- Student Barriers: Long Term Unemployed (153AE)
- Student Barriers: Low Income (154AE)
- Student Barriers: Low Literacy (155AE)
Responsible Positions, Responsible Consortium Members, and Proposed Completion Date
Responsible Position | Responsible Member | Proposed Completion Date |
---|---|---|
ABE/ASE Teachers | Pajaro Valley Unified | 06/30/2028 |
Attendance Specialist/Information Systems Tech | Pajaro Valley Unified | 06/30/2028 |
Counselor/Transition Specialist | Pajaro Valley Unified | 06/30/2028 |
Integrated Adult Learner Pathways Initiative
This initiative expands equitable access to career-aligned, noncredit-to-credit pathways for adult learners, with a focus on adult dual enrollment, Credit for Prior Learning (CPL), ESL-to-career bridges, and pre-apprenticeship/apprenticeship preparation. The goal is to support adult learners, including immigrants, working adults, and Rising Scholars (justice-impacted individuals), through community-based instruction, modular curriculum design, and flexible scheduling.
Credit for Prior Learning (CPL) team will develop a comprehensive system to award CPL to students, recognizing and valuing the knowledge and skills they bring from relevant previous working experience. The CPL process will systematically assess students' professional backgrounds, certifications, military service, volunteer work, and life experiences to award appropriate academic credit, significantly shortening the time required to receive a certificate or degree. This approach acknowledges that adult learners often possess substantial expertise that can be translated into academic credit, reducing barriers to completion and accelerating their pathway to credentials. Additionally, the CPL framework will include the evaluation of previously completed noncredit coursework. Students who have taken noncredit classes will have the opportunity to demonstrate their competencies through the CPL process and, where appropriate, earn credit toward certificates or degree pathways. This inclusion strengthens the bridge between noncredit and credit-bearing programs, promoting seamless transitions and supporting long-term student success.
Strategically expanding adult dual enrollment opportunities in conjunction with our consortium partners, creating innovative pathways that allow adult learners to earn high school completion credentials while pursuing postsecondary education simultaneously. These partnerships will leverage the collective resources and expertise of consortium institutions to offer expanded course options, shared faculty expertise, and coordinated support services. The dual enrollment expansion will specifically focus on career-relevant programming that enables adult learners to progress simultaneously toward both secondary completion and workforce credentials.
The initiative will strengthen transitions between ESL and workforce-focused programs by aligning ESL curriculum with entry-level courses in career pathways, ensuring language acquisition directly supports workforce readiness. While the college currently operates an effective Integrated Basic Education and Skills Training (IBEST) model with dual instructors (subject area and ESL), this activity will explore alternative, more cost-effective approaches to integrate language learning with career training that can be scaled across multiple programs. Instructional and student service teams will work together to ensure these pathways are stackable and lead to living-wage employment.
Activities to be carried out include:
Develop a comprehensive CPL assessment and awarding system for adult learners with professional experience
Formalize and scale Credit for Prior Learning (CPL) for noncredit students entering credit-bearing programs
Create portfolio-based CPL processes that document and evaluate work experience, military training, and professional certifications
Expand adult dual enrollment offerings through consortium partnerships and local community-based sites
Establish consortium-wide adult dual enrollment programming with shared resources and coordinated scheduling
Strengthen transitions between ESL and workforce-focused programs through curriculum alignment
Embed pre-apprenticeship and apprenticeship preparation into existing curriculum models
Increase visibility and enrollment in pre-apprenticeship options
Key Deliverables:
Comprehensive CPL assessment system implemented, including portfolio development and evaluation rubrics
Launch at least two adult dual enrollment partnerships at consortium institutions and local community-based sites
Establish CPL petition process for three noncredit-to-credit pathways, with formalized processes for students with justice system involvement
Create consortium-wide adult dual enrollment course catalog and coordinated support services
Align ESL curriculum to entry-level courses in career pathways as alternative to IBEST model
Embed pre-apprenticeship and soft-skill modules in CTE courses
Increase visibility and enrollment in pre-apprenticeship options
Use the space provided to identify the Outcomes that the activity will accomplish in the next year (Short-Term), in one to three years (Intermediate), and in three to five years (Long-Term). The brief description of each of these three types of outcomes should include one or more outcomes that are specific, measurable, achievable, relevant, and time-bound (SMART).
- Launch two new dual enrollment opportunities for adult learners
- Implement Credit for Prior Learning process for at least two programs
- Increase adult learner enrollment in ESL-to-career pathway programs by 10%
- Credential attainment among adult learners increases by 15% compared to baseline data from 2024–25.
- 15% of completers report transitions into employment or apprenticeships compared to baseline data from 2024–25.
- Achieve a 20% increase in transitions from noncredit to credit-bearing programs among adult learners compared to baseline data from 2024–25.
- CPL becomes an institutionalized and sustainable practice for adult learners
Adult Education Metrics and Student Barriers
- Student Barriers: English Language Learner (149AE)
- Students and Programs: Career Technical Education (1003)
- Students and Programs: Short-Term CTE Training Programs (126AE)
- Students and Programs: Workforce Preparation (124AE)
- Success: Postsecondary Credential (624AE)
- Transition: Transitioned to CTE (636AE)
Responsible Positions, Responsible Consortium Members, and Proposed Completion Date
Responsible Position | Responsible Member | Proposed Completion Date |
---|---|---|
Dual Enrollment Staff | Cabrillo CCD | 06/30/2028 |
Credit for Prior Learning Staff | Cabrillo CCD | 06/30/2028 |
ESL Faculty | Cabrillo CCD | 06/30/2028 |
Admissions and Records Representative | Cabrillo CCD | 06/30/2028 |
Welcome Center Staff | Cabrillo CCD | 06/30/2028 |
First-Year Experience (FYE) & Onboarding Redesign
This activity redesigns onboarding and first-year support for ESL, reentry, and adult learners through a comprehensive, culturally affirming, and cohort-based First-Year Experience (FYE) program. Research demonstrates that cohort-based FYE programs are particularly beneficial for adult learners as they create structured peer networks, reduce feelings of isolation, and provide consistent academic and social support throughout the critical first year. Adult learners in cohorts report higher levels of engagement, improved academic confidence, and stronger connections to institutional resources compared to those navigating college independently.
The redesigned program recognizes that adult learners bring unique strengths, including life experience, professional skills, and intrinsic motivation, while also facing distinct challenges such as competing responsibilities, technology gaps, and unfamiliarity with contemporary educational systems. The cohort model creates intentional communities of practice where adult learners can leverage their diverse experiences while supporting one another through shared challenges.
Components:
Adult learners will be organized into small cohorts (15-20 students) based on academic interests, career goals, or life circumstances. These cohorts progress together through orientation, foundational courses, and support programming, creating lasting peer networks and accountability systems.
A multi-phase onboarding process includes pre-enrollment connection activities, intensive orientation programming, and ongoing first-semester check-ins addressing both practical navigation skills and cultural integration into the college community.
Comprehensive technology training will be embedded throughout the first year, moving beyond basic computer skills to include online learning platforms, digital communication tools, research databases, and workforce-relevant technology skills.
Programming acknowledges adult learners' complex lives by including family engagement opportunities, childcare coordination during programming, and life skills workshops addressing time management, financial literacy, and work-life-school balance.
Students will be placed into contextualized pathways that align with employment goals, with academic skill-building directly connected to career objectives, including workplace communication, industry-specific vocabulary, and professional development.
All programming will be designed with cultural humility and trauma-informed approaches, recognizing diverse backgrounds and potential educational trauma. Special attention will be given to justice-impacted learners and immigrants who may face additional systemic barriers.
Collaboration with campus groups such as Rising Scholars and the HSI team will ensure that onboarding materials and sessions reflect the lived experiences of adult and multilingual learners, particularly those returning to education from carceral experiences, extended absence from formal education, or immigration transitions.
Activities to be carried out:
Conduct targeted outreach through community-based organizations, workforce centers, and reentry programs
Develop multilingual marketing materials and digital campaigns specifically designed for adult learners
Establish an intake assessment process to place adult learners into appropriate cohorts based on academic goals, career interests, and life circumstances
Launch specialized FYE cohorts: ESL/CTE Integration, Rising Scholars, Career Transitions, and General Adult Learners
Implement a 3-phase onboarding sequence: pre-enrollment connection, intensive orientation programming, and ongoing first-semester integration
Conduct bilingual orientation sessions at multiple community sites with transportation and childcare support
Develop and deliver a comprehensive digital literacy curriculum with workforce-relevant technology skills
Create a mobile-accessible online orientation platform with multilingual capabilities
Provide a loaner device program and tech support throughout the first year
Recruit and train experienced adult learners as peer mentors with a focus on cultural competency and trauma-informed practices
Establish a peer mentor matching system based on shared experiences, languages, and career goals
Design career-contextualized academic preparation modules aligned with students' employment goals
Embed workplace communication and professional development throughout academic coursework, etc.
Key Deliverables:
Launch specialized FYE cohorts (ESL/CTE integration, Rising Scholars, Career Transitions, General Adult Learners)
Comprehensive digital literacy curriculum with workforce integration
Bilingual orientation sessions and materials at community locations
Peer mentoring program with leadership development components
Family engagement and life integration workshop series
Trauma-informed and culturally responsive onboarding toolkit
Mobile-accessible online orientation platform
Career-contextualized academic preparation modules
Use the space provided to identify the Outcomes that the activity will accomplish in the next year (Short-Term), in one to three years (Intermediate), and in three to five years (Long-Term). The brief description of each of these three types of outcomes should include one or more outcomes that are specific, measurable, achievable, relevant, and time-bound (SMART).
By June 2026, launch an FYE pilot cohort serving at least 30 ESL or re-entry adult learners, including digital literacy, mentorship, and bilingual onboarding.
By June 2028, expand FYE cohorts to 100+ adult learners annually with a retention rate of at least 65% from first to second term.
By June 2030, achieve a 25% increase in adult learner program completion among those who participated in the FYE program compared to non-participants.
Adult Education Metrics and Student Barriers
- All: Participants (202AE)
- Student Barriers: English Language Learner (149AE)
- Student Barriers: Low Income (154AE)
- Student Barriers: Migrant Farmworker (156AE)
- Student Barriers: Single Parent (159AE)
- Students and Programs: Career Technical Education (1003)
- Students and Programs: English as a Secondary Language (1002)
- Students and Programs: Programs for Adults With Disabilities (1004)
- Transition: Transitioned to CTE (636AE)
Responsible Positions, Responsible Consortium Members, and Proposed Completion Date
Responsible Position | Responsible Member | Proposed Completion Date |
---|---|---|
Faculty | Cabrillo CCD | 06/30/2028 |
Counselor/Transition Specialist | Cabrillo CCD | 06/30/2028 |
HSI Team | Cabrillo CCD | 06/30/2028 |
Rising Scholars Representative | Cabrillo CCD | 06/30/2028 |
Expand and Improve CTE Programs
Expand and Improve CTE Programs Aligned with Labor Market Demand
Develop, refine, and scale Career Technical Education (CTE) programs in high-demand sectors guided by local labor market data (LMI) and workforce needs.
Key components of the activity include:
Conduct labor market analysis to identify high-growth, high-wage sectors.
Expand CTE short-term certificate programs that align with industry demands and meet the immediate needs of adult learners.
Recruit and assign qualified CTE instructors, or establish contracts with educational program providers or contractors, ensuring all personnel possess appropriate credentials and relevant industry experience
Integrate industry-recognized certifications into program offerings where applicable.
Enhance opportunities through contextualized instruction, employer partnerships, internships, and apprenticeship programs.
Collaborate with Cabrillo College to embed vocational and career certificate courses within adult education, enabling co-enrollment and dual credit opportunities.
Integrate career readiness activities into instruction to develop essential employability skills, including resume writing, interview preparation, and effective workplace communication.
Use multiple metrics to measure program engagement and effectiveness, such as enrollment data, program evaluations, instructor self-reports, student surveys, and feedback.
Use the space provided to identify the Outcomes that the activity will accomplish in the next year (Short-Term), in one to three years (Intermediate), and in three to five years (Long-Term). The brief description of each of these three types of outcomes should include one or more outcomes that are specific, measurable, achievable, relevant, and time-bound (SMART).
Maintain current CTE options with full enrollment and a 95% completion rate for participating students.
Expand CTE COE programming for adult learners by increasing certification offerings that may include; Coronal Polishing, Pit and Fissure Sealant Certification, and a Building Trades Pre-Apprenticeship program in Watsonville
Expand CTE COE programming for adult learners in high demand industry sectors, with an emphasis on South County and students in corrections.
Adult Education Metrics and Student Barriers
- Employment & Earnings: Employed Two Quarters After Exit (505AE)
- Employment & Earnings: Median Change in Earnings (801AE)
- Students and Programs: Career Technical Education (1003)
- Students and Programs: Pre-Apprenticeship Training Programs (125AE)
- Students and Programs: Short-Term CTE Training Programs (126AE)
Responsible Positions, Responsible Consortium Members, and Proposed Completion Date
Responsible Position | Responsible Member | Proposed Completion Date |
---|---|---|
CALS Assistant Director | Santa Cruz Co. Office of Education | 06/30/2028 |
CALS Executive Director | Santa Cruz Co. Office of Education | 06/30/2028 |
CALS Project Coordinator | Santa Cruz Co. Office of Education | 06/30/2028 |
CALS Project Specialists | Santa Cruz Co. Office of Education | 06/30/2028 |
Strengthen Foundational Skills& Improve Onboarding
Strengthen Foundational Skills Programming and Improve Onboarding Systems to Increase Retention
To ease the anxiety many adult learners face when returning to school, SCCOE is implementing a comprehensive onboarding and foundational skills strategy that fosters a safe, supportive, and empowering learning environment. Central to this effort is the Foundations Success Program—a six-week course designed to help students transition into academic life by building digital literacy, time management, communication, and goal-setting skills, while also promoting community and confidence through collaborative learning. Alongside the Foundations course, SCCOE is improving registration, orientation, and onboarding processes to ensure all students experience an equitable and seamless entry into programs.
Key components of the activity include:
Offer the Foundations Success Program each quarter to support new students in developing academic confidence and readiness for independent study.
Provide a simple, clear, and multilingual registration and orientation process, available both in-person and online, that students and staff can easily navigate.
Foster a supportive and engaging onboarding experience through interactive orientation sessions led by transition specialists, instructors, and support staff.
Ensure immediate access to essential digital tools (e.g., Gmail, Google Classroom, Calendar, Drive) and provide initial training during orientation.
Deliver instruction focused on digital literacy and academic success skills, embedded in the Foundations course and orientation.
Embed online learning opportunities within foundational skills programming and onboarding to increase digital literacy and student engagement
Implement periodic check-ins to monitor progress, offer counseling, and connect students to support services.
Use insights from the Foundations course and registration data to help Independent Study teachers personalize instruction based on student needs
Use the space provided to identify the Outcomes that the activity will accomplish in the next year (Short-Term), in one to three years (Intermediate), and in three to five years (Long-Term). The brief description of each of these three types of outcomes should include one or more outcomes that are specific, measurable, achievable, relevant, and time-bound (SMART).
At least 80% of adult learners who complete the Foundations Success Program will report increased confidence in their ability to succeed academically, as measured by pre- and post-course surveys.
Increase the program retention rate of first-term adult learners by 20% through implementation of the Foundations course and improved onboarding supports.
Close the achievement gap between returning adult learners and traditional students by at least 30% in program completion and credential attainment rates.
Adult Education Metrics and Student Barriers
- Progress: Completed Educational Functioning Level Gain (400AE)
- Student Barriers: English Language Learner (149AE)
- Student Barriers: Ex-Offender (150AE)
- Student Barriers: Low Income (154AE)
- Student Barriers: Low Literacy (155AE)
- Students and Programs: Adult Basic Education (1001)
- Students and Programs: Adult Secondary Education (1000)
- Students and Programs: Career Technical Education (1003)
- Students and Programs: English as a Secondary Language (1002)
- Success: Diploma, GED or High School Equivalency (633AE)
Responsible Positions, Responsible Consortium Members, and Proposed Completion Date
Responsible Position | Responsible Member | Proposed Completion Date |
---|---|---|
CALS Executive Director | Santa Cruz Co. Office of Education | 06/30/2028 |
Community Organizer & Counselor | Santa Cruz Co. Office of Education | 06/30/2028 |
CALS Project Coordinator | Santa Cruz Co. Office of Education | 06/30/2028 |
Transition Specialists | Santa Cruz Co. Office of Education | 06/30/2028 |
Instructional Aide Team | Santa Cruz Co. Office of Education | 06/30/2028 |
Curriculum & Instruction TOSA | Santa Cruz Co. Office of Education | 06/30/2028 |
HSD Teachers | Santa Cruz Co. Office of Education | 06/30/2028 |
Enhance Academic Support for Diverse Learners
Enhance Academic Support Systems with Direct Services for Multilingual and Diverse Learners
Develop a comprehensive academic support system that provides personalized tutoring and instructional services with a strong focus on English Learners (ELs).
Key components of the activity include:
- Provide dedicated academic tutoring in math, reading, writing, ESL, and digital literacy, for students with a particular emphasis on multilingual learners.
- Match students to direct support using CASAS scores and teacher referrals.
- Offer one-on-one and small-group tutoring in flexible formats to accommodate working adult students.
- Integrate embedded language and content support in tutoring for multilingual learners and students receiving special education services.
- Deliver explicit EL-focused instructional strategies through targeted professional development for instructional staff.
- Expand ESL class offerings in North and South County
- Track and monitor support services, including service hours, attendance, and academic performance using a centralized system.
- Evaluate impact through CASAS EFL gains, attendance tracking and student self-assessments, and formative assessments
Use the space provided to identify the Outcomes that the activity will accomplish in the next year (Short-Term), in one to three years (Intermediate), and in three to five years (Long-Term). The brief description of each of these three types of outcomes should include one or more outcomes that are specific, measurable, achievable, relevant, and time-bound (SMART).
Implement the academic support system and ensure that at least 75% of identified English Learners are matched to tutoring or instructional support services based on CASAS scores and teacher referrals.
Increase measurable student learning outcomes for English Learners, with at least 60% of participants achieving a CASAS EFL gain in reading, writing, or ESL after receiving sustained tutoring or academic support.
Reduce the academic performance gap between English Learners and non-EL peers by at least 30% in key academic indicators, including program completion and postsecondary transition rates.
Adult Education Metrics and Student Barriers
- Progress: Completed Educational Functioning Level Gain (400AE)
- Progress: Immigration Integration Milestone (411AE)
- Student Barriers: English Language Learner (149AE)
- Students and Programs: Adult Basic Education (1001)
- Students and Programs: Adult Secondary Education (1000)
- Students and Programs: Career Technical Education (1003)
- Students and Programs: English as a Secondary Language (1002)
- Success: Diploma, GED or High School Equivalency (633AE)
- Transition: Transitioned to ASE (500AE)
Responsible Positions, Responsible Consortium Members, and Proposed Completion Date
Responsible Position | Responsible Member | Proposed Completion Date |
---|---|---|
CALS Executive Director | Santa Cruz Co. Office of Education | 06/30/2028 |
Community Organizer & Counselor | Santa Cruz Co. Office of Education | 06/30/2028 |
CALS Project Coordinator | Santa Cruz Co. Office of Education | 06/30/2028 |
Transition Specialists | Santa Cruz Co. Office of Education | 06/30/2028 |
Instructional Aide Team | Santa Cruz Co. Office of Education | 06/30/2028 |
Curriculum & Instruction TOSA | Santa Cruz Co. Office of Education | 06/30/2028 |
HSD Teachers | Santa Cruz Co. Office of Education | 06/30/2028 |
ESL Teachers | Santa Cruz Co. Office of Education | 06/30/2028 |
Objective #2: Improve Integration of Services & Transitions
Increase post- secondary transitions
Establish effective processes to increase post- secondary transitions.
The goal of this activity is to improve the integration of services and transitions in order to increase post-secondary transitions. After completing their respective programs, WASCAE students choose among several continuing paths: many seek employment; others choose to continue their education at a college as they progress towards a college degree or certificate; still others choose short-term CTE or an apprenticeship program.
Student onboarding is essential for this activity to be successful. The WASCAE Counselor/Transition Specialist will work with teachers and staff to increase knowledge and understanding of post-secondary options available for students. For ASE students, individual one-on-one student orientations with the Counselor/Transition Specialist will continue but will also include an Individual Transition Plan (ITP) for each student. CTE teachers will collaborate with Counselor/Transition Specialist to establish student ITPs as well. In collaboration with Counselor/Transition Specialist, the ESL Department will provide modified ITP plans to advanced ESL students, and the Counselor/Transition Specialist can follow-up with these students through individual appointments or small group sessions. The Counselor/Transition Specialist will provide students with ongoing social-emotional, career and transition support and work with teachers and Attendance Specialist to provide intervention for struggling students and those with excessive absences. Working with local CBOs, social services, and other community partners, the Counselor will assist students with wrap-around services. Students will access services through individual appointments or small group workshops, with special attention given to students with barriers e.g. foster youth, TANF recipients, long-term unemployed, low literacy and English Language Learners, and Students with Disabilities.
WASCAE will implement a student check-out and exit interview for program completers and graduates. This will be a special counseling session with the Counselor/Transition Specialist where students will review their ITP goals, and the counselor will provide special transition support i.e. resume building, job application help, college and/or job training applications, and work with community partners such Cabrillo College, America’s Job Center of California (AJCC) and Santa Cruz County Employment Services to assist students with additional skill building, job resources, and to provide students a warm-handoff to their next career and employment activity. By completing the students’ survey, students will provide WASCE and GOAL staff valuable feedback to monitor and continuously improve programs and services.
Finally, WASCAE will work together with GOAL consortium partners to create a robust data collection system that tracks student transitions and employment outcomes, especially those measured by the CAEP Report and Employment and Earnings Survey.
- Activities to be carried out to meet short-term and intermediate outcomes:
Develop workshops or in class presentations to provide students with information on all CAEP program careers, employment and training, and transition information.
Collaborate with local partners to provide students improved wrap-around services.
Create Individual Transition Plan ITP so that ASE, CTE, and advanced level ESL students, with assistance of Counselor/Transition Specialist, can identify potential barriers to success and map out steps and short-term goals to obtain their career goals.
Work with teachers and Attendance Specialist to provide tailored interventions for struggling students and students with excessive absences.
Coordinate meetings with GOAL partners to develop a comprehensive student transition and CAEP outcomes tracking system.
Key deliverables:
Implement ITP as part of the student onboarding and orientation process.
Administer exit interview and student program evaluation.
Increase post-completion services to provide students, especially those with multiple barriers, career skill building opportunities, resume and employment assistance, and warm-handoff.
Implement a data tracking system to monitor student post-secondary transitions into employment, and college, career and training programs.
Improved outcomes for student post-secondary transitions and employment earnings verification.
Use the space provided to identify the Outcomes that the activity will accomplish in the next year (Short-Term), in one to three years (Intermediate), and in three to five years (Long-Term). The brief description of each of these three types of outcomes should include one or more outcomes that are specific, measurable, achievable, relevant, and time-bound (SMART).
WASCAE will increase the number of student post-Secondary transitions 5% by June 30, 2026.
WASCAE will increase the number of post-Secondary transitions 10% by June 30, 2028.
WASCAE will increase the number of student post-Secondary transitions 15% by June 30, 2030.
Adult Education Metrics and Student Barriers
- Student Barriers: English Language Learner (149AE)
- Student Barriers: Exhausting TANF within Two Years (158AE)
- Student Barriers: Foster Youth (151AE)
- Student Barriers: Long Term Unemployed (153AE)
- Student Barriers: Low Income (154AE)
- Student Barriers: Low Literacy (155AE)
Responsible Positions, Responsible Consortium Members, and Proposed Completion Date
Responsible Position | Responsible Member | Proposed Completion Date |
---|---|---|
ABE/ASE Teachers | Pajaro Valley Unified | 06/30/2028 |
Attendance Specialist/Administration | Pajaro Valley Unified | 06/30/2028 |
Counselor/Transition Specialist | Pajaro Valley Unified | 06/30/2028 |
Cabrillo College Counselor/Transition Specialist | Cabrillo CCD | 06/30/2028 |
Wraparound Counseling and Support
This activity will establish a comprehensive wraparound support system tailored specifically to adult learners by creating a new dedicated counselor position, as no such role currently exists. The services will be culturally responsive and trauma-informed, recognizing the unique challenges of adult learners, reentry learners, and Rising Scholars. This new counselor will provide embedded counseling and work with consortium members on referrals.
The wraparound services will include comprehensive orientation for adult learners, development of noncredit educational plans when applicable, digital literacy support to ensure student success, and proper referral processes to available resources. Services will be available during extended hours, including evenings and weekends when adult learners need them most, with bilingual support capabilities to serve diverse populations. The current community college enrollment process can present challenges that may feel cumbersome and discouraging to new students, particularly adult learners. While we recognize that institutional and regulatory constraints limit the extent to which the process can be modified, providing targeted, proactive support throughout each step can help reduce barriers. This approach is intended not only to improve the overall student experience but also to encourage more students to complete the enrollment process and successfully transition into their educational pathways.
A nontraditional financial aid toolkit will be developed specifically for students who are ineligible for FAFSA, and strategic partnerships will be established with local service providers to coordinate access to scholarships, emergency aid, and reentry support. The goal is to reduce barriers related to finances, lack of guidance, and life responsibilities that affect adult learner persistence and completion.
Activities to be carried out include:
Creating and hiring a new dedicated adult learner counselor position
Developing comprehensive orientation programs for adult learners
Creating noncredit educational planning services
Implementing digital literacy support programs
Building a student intake and referral tracking system
Establishing a financial aid toolkit and referral process for non-traditional aid resources
Building a student support model that incorporates housing, food security, transportation, and mental health services
Providing bilingual evening and weekend student services
Integrating cultural competency and trauma-informed care training into all support services, with adult learners as the main focus.
Who Will Carry Out the Activity: Counseling Department, Basic Needs Center, Financial Aid Office, HSI Team, Rising Scholars Support Staff, Student Equity and Success Teams, and Community-based organizations for wraparound services.
Key Deliverables:
New dedicated adult learner counselor position was created and filled
Comprehensive adult learner orientation program launched
Noncredit educational planning services established
Digital literacy support program implemented
Financial aid toolkit for non-FAFSA eligible students completed
Evening and weekend bilingual counseling services operational
Launch of 3 wraparound resource partnerships (e.g., food pantry, housing referrals, childcare)
Integrated trauma-informed support service model implemented
Use the space provided to identify the Outcomes that the activity will accomplish in the next year (Short-Term), in one to three years (Intermediate), and in three to five years (Long-Term). The brief description of each of these three types of outcomes should include one or more outcomes that are specific, measurable, achievable, relevant, and time-bound (SMART).
- Create and distribute a financial aid guide for non-FAFSA eligible students
- Conduct at least 3 culturally responsive staff development workshops
By June 2028:
- Hire or designate one adult learner-specific counselor
- Launch or formalize 3 support service partnerships for adult learners
- Increase persistence rates of adult learners accessing wraparound counseling by 15%, compared to those who do not access services.
- Adult learner persistence rates increase by 15%
- Students using wraparound services show a 15% higher course completion rate
- 30% of adult learners accessing counseling and develop an educational plan (noncredit)
Adult Education Metrics and Student Barriers
- All: Participants (202AE)
- All: Reportable Individuals (200AE)
- Progress: Completed Educational Functioning Level Gain (400AE)
- Students and Programs: Career Technical Education (1003)
- Students and Programs: Workforce Preparation (124AE)
- Transition: Transitioned to CTE (636AE)
Responsible Positions, Responsible Consortium Members, and Proposed Completion Date
Responsible Position | Responsible Member | Proposed Completion Date |
---|---|---|
Financial Aid Representative | Cabrillo CCD | 06/30/2028 |
Welcome Center Staff | Cabrillo CCD | 06/30/2028 |
Counselor/Transition Specialist | Cabrillo CCD | 06/30/2028 |
Strengthen CAC/CTE Co-Enrollment & Dual Enrollment
To provide meaningful pathways toward educational and workforce advancement, SCCOE is deepening its investment in co-enrollment and dual enrollment initiatives. These pathways allow students to make progress on their high school diploma while simultaneously participating in career training, certification programs, or college-level coursework. Through strategic partnerships within our CTE programs and Cabrillo College, students gain access to co-enrollment and dual enrollment opportunities that allow them to earn both high school and postsecondary credit–creating a bridge to college and employment in high-demand sectors. Dual enrollment empowers adult learners to accelerate progress by reducing the time and cost of education while building confidence and familiarity with college environments. Co-enrollment, focused on short-term training and certifications, ensures students can complete high school and gain job-ready skills simultaneously.
Key components of the activity include:
- Develop a system to support students with dual enrollment courses at Cabrillo College that count for both high school diploma and college credit.
- Develop a system to connect students with flexible non-credit courses at Cabrillo College that prepare adult learners for future success in credit-bearing college programs. Leverage ESL and workforce preparation offerings as accessible entry points to build readiness.
- Coordinate co-enrollment options with internal CALS programs such as Culinary Arts, Building Trades Pre-Apprenticeship, Medical Assisting, and Dental Assisting, allowing students to earn industry-recognized credentials while pursuing their high school diploma.
- Develop individualized academic and career learning pathways for co-enrolled and dual-enrolled students, combining diploma completion, career readiness, and college credit accumulation.
- Collaborate with consortium partners to refer students to additional career training and certification programs beyond those offered in-house.
- Monitor student participation and success metrics, including credits earned, course completions, certifications, and postsecondary transitions, using shared tracking systems with partner agencies.
Use the space provided to identify the Outcomes that the activity will accomplish in the next year (Short-Term), in one to three years (Intermediate), and in three to five years (Long-Term). The brief description of each of these three types of outcomes should include one or more outcomes that are specific, measurable, achievable, relevant, and time-bound (SMART).
Establish systems and protocols for student support, tracking, and enrollment, resulting in at least 50 adult learners participating in dual or co-enrollment programs with Cabrillo College or internal CTE programs.
Increase dual and co-enrollment participation by 50% and ensure at least 70% of participants earn both high school credits and either college credit or an industry-recognized certification.
At least 60% of co-enrolled and dual-enrolled adult learners will transition to postsecondary education or employment in a high-demand sector within one year of program completion.
Adult Education Metrics and Student Barriers
- Employment & Earnings: Employed Two Quarters After Exit (505AE)
- Employment & Earnings: Median Change in Earnings (801AE)
- Progress: Completed Educational Functioning Level Gain (400AE)
- Students and Programs: Adult Basic Education (1001)
- Students and Programs: Adult Secondary Education (1000)
- Students and Programs: Career Technical Education (1003)
- Students and Programs: English as a Secondary Language (1002)
- Success: Diploma, GED or High School Equivalency (633AE)
- Success: Postsecondary Credential (624AE)
- Transition: Transitioned to CTE (636AE)
- Transition: Transitioned to Non-Developmental Credit College Course (637AE)
Responsible Positions, Responsible Consortium Members, and Proposed Completion Date
Responsible Position | Responsible Member | Proposed Completion Date |
---|---|---|
CALS Executive Director | Santa Cruz Co. Office of Education | 06/30/2028 |
CALS Project Coordinator | Santa Cruz Co. Office of Education | 06/30/2028 |
Transition Specialists | Santa Cruz Co. Office of Education | 06/30/2028 |
Curriculum & Instruction TOSA | Santa Cruz Co. Office of Education | 06/30/2028 |
Community Organizer & Counselor | Santa Cruz Co. Office of Education | 06/30/2028 |
Instructional Aide Team | Santa Cruz Co. Office of Education | 06/30/2028 |
Expand Student Support Services
Provide comprehensive, student-centered support services that address the academic, emotional, and practical needs of adult learners—ensuring they can fully engage in their education and successfully transition to postsecondary pathways or employment.
Key components of the activity include:
Provide holistic student support through access to social-emotional counseling and wraparound services to increase persistence and program completion.
Hire a Mental Health Clinician to provide on site mental health services at various locations for CAC students
Continue providing onsite childcare at the Sequoia Schools location to supports student parents in attending classes consistently and reducing absenteeism due to family obligations.
Provide referral and navigation support for students and families in need of long-term or offsite childcare solutions, connecting them with trusted community-based providers.
Coordinate wraparound services that address food insecurity, transportation needs, housing support, and access to public benefits, ensuring students’ basic needs are met.
Integrate student support services into onboarding and case management, so learners are introduced to available resources early and supported throughout their educational journey.
Use the space provided to identify the Outcomes that the activity will accomplish in the next year (Short-Term), in one to three years (Intermediate), and in three to five years (Long-Term). The brief description of each of these three types of outcomes should include one or more outcomes that are specific, measurable, achievable, relevant, and time-bound (SMART).
Hire a Mental Health Clinician and ensure at least 60% of enrolled students are introduced to available wraparound services through onboarding and case management processes.
Increase student persistence and attendance rates by 20% among those utilizing support services such as counseling, childcare, or basic needs navigation.
At least 65% of students receiving comprehensive support services will complete their program and transition successfully into postsecondary education or employment.
Adult Education Metrics and Student Barriers
- Employment & Earnings: Employed Two Quarters After Exit (505AE)
- Employment & Earnings: Median Change in Earnings (801AE)
- Progress: Immigration Integration Milestone (411AE)
- Students and Programs: Adult Basic Education (1001)
- Students and Programs: Adult Secondary Education (1000)
- Students and Programs: Career Technical Education (1003)
- Students and Programs: English as a Secondary Language (1002)
- Success: Diploma, GED or High School Equivalency (633AE)
- Success: Postsecondary Credential (624AE)
Responsible Positions, Responsible Consortium Members, and Proposed Completion Date
Responsible Position | Responsible Member | Proposed Completion Date |
---|---|---|
CALS Executive Director | Santa Cruz Co. Office of Education | 06/30/2028 |
CALS Project Coordinator | Santa Cruz Co. Office of Education | 06/30/2028 |
Mental Health Counselor | Santa Cruz Co. Office of Education | 06/30/2028 |
Transition Specialists | Santa Cruz Co. Office of Education | 06/30/2028 |
Community Organizer & Counselor | Santa Cruz Co. Office of Education | 06/30/2028 |
Instructional Aide Team | Santa Cruz Co. Office of Education | 06/30/2028 |
Early Care Center Staff | Santa Cruz Co. Office of Education | 06/30/2028 |
Expand & Innovate Transition Support Services
Expand and Innovate Transition Support Services for Adult Learners
Recognizing the vital role of transition services in adult education, CAC is evolving its traditional Transition Specialist model into a proactive, student-centered Transition Support System. Led by a dedicated team of Transition Specialists, this system emphasizes active case management, barrier reduction, and seamless navigation across educational and career pathways.
Rooted in collaboration, professional development, and the integration of academic, career, and social-emotional supports, Transition Specialists will work across instructional sites and with community partners to deliver personalized services aligned with each student’s goals–whether completing a high school diploma, entering college, or joining the workforce.
Key components of the activity include:
- Provide active case management to every student receiving transition services, including intake, ongoing check-ins, referral tracking, and goal-setting using Transition Plans and Exit Portfolios.
- Conduct regular meetings (monthly) with the Transition Specialist team to align on caseload management, review emerging student needs, and co-plan onboarding events, career fairs, and registration activities.
- Support students with college and career readiness activities, including resume writing, job search support, mock interviews, postsecondary exploration, FAFSA completion, and registration for community college or career technical education programs.
- Provide ongoing social-emotional support, with direct counseling services and timely referrals to trusted community partners and external agencies when needed.
- Facilitate student-centered workshops and group sessions on navigating transitions, overcoming barriers, and developing self-advocacy and life skills.
- Participate in professional learning, including internal PD, external conferences, and best practice exchanges with partners across the GOAL Consortium and state networks.
- Track student outcomes, including high school diploma attainment, college enrollment, job placement, and certificate completion, through a centralized data system linked to progress and transition milestones.
- Center equity and access, ensuring multilingual learners, reentry students, and those facing complex life challenges receive personalized and culturally responsive support.
Use the space provided to identify the Outcomes that the activity will accomplish in the next year (Short-Term), in one to three years (Intermediate), and in three to five years (Long-Term). The brief description of each of these three types of outcomes should include one or more outcomes that are specific, measurable, achievable, relevant, and time-bound (SMART).
Implement Transition Support System, with at least 75% of students receiving transition services completing an individualized Transition Plan and participating in at least one college or career readiness activity.
Increase the percentage of students who complete at least one successful transition milestone (e.g., resume completion, FAFSA submission, college registration, or job placement) to 65% among those actively case-managed by a Transition Specialist.
At least 70% of students supported by the Transition Support System will achieve a major outcome including high school diploma, postsecondary enrollment, industry certification, or employment, within one year of program exit.
Adult Education Metrics and Student Barriers
- Employment & Earnings: Employed Two Quarters After Exit (505AE)
- Employment & Earnings: Median Change in Earnings (801AE)
- Progress: Immigration Integration Milestone (411AE)
- Students and Programs: Adult Basic Education (1001)
- Students and Programs: Adult Secondary Education (1000)
- Students and Programs: Career Technical Education (1003)
- Students and Programs: English as a Secondary Language (1002)
- Success: Diploma, GED or High School Equivalency (633AE)
- Success: Postsecondary Credential (624AE)
- Transition: Transitioned to CTE (636AE)
- Transition: Transitioned to Non-Developmental Credit College Course (637AE)
Responsible Positions, Responsible Consortium Members, and Proposed Completion Date
Responsible Position | Responsible Member | Proposed Completion Date |
---|---|---|
CALS Executive Director | Santa Cruz Co. Office of Education | 06/30/2028 |
CALS Project Coordinator | Santa Cruz Co. Office of Education | 06/30/2028 |
Transition Specialists | Santa Cruz Co. Office of Education | 06/30/2028 |
Mental Health Counselor | Santa Cruz Co. Office of Education | 06/30/2028 |
Objective #3: Improve Effectiveness of Services
Marketing and outreach plan to increase access
The goal of this objective is to implement a marketing and outreach plan to increase access to programs and services in support of Objective #3: Improve effectiveness of services. During the initial phase of this activity, WASCAE will form a marketing and outreach team to research and identify student/customer demographics as well as to conduct a needs assessment for each customer group identified. WASCAE plans to work with Akkedis Marketing during this phase, with the goal of tailoring marketing and outreach strategies for each customer group identified and to create an overall marketing and outreach plan for the school.
The second phase of this activity, the implementation stage, sees the marketing and outreach plan carried out by the WASCAE team and Akkedis Marketing. The WASCAE marketing and outreach plan will aim to target identified customer groups based on age, gender, race, and language and culture, and then match and market to these groups using their preferred method of receiving marketing information: social media, website, print, radio/television; or direct marketing methods such as presentations or career/job fairs. WASCAE is keenly aware of expanding outreach to customers with barriers: - those that lack internet and wifi service, migrant farmworkers, the ELL populations, especially Mixteco speakers, and WASCAE will determine and implement marketing and outreach methods best suited to reach these groups.
The school also plans to use Google analytics to monitor social media traffic and website hits, and implement student surveys and other data collection tools to provide feedback on outreach plan effectiveness and to implement new strategies for more effective results and outcomes. With the service of the marketing company, details of course offerings should be more explicit and attract more students to enroll in courses. Ultimately, an effective marketing plan will increase enrollment in school programs and serve more students from various customer groups.
Activities to be carried out to meet short-term and intermediate outcomes:
Form a WASCAE marketing and outreach team.
Partner with Akkedis Marketing to conduct advanced marketing research.
Identify customer groups and determine which marketing methods best reach these audiences.
Increased outreach presentations and marketing materials delivered in Spanish.
Monitor plan implementation and outcomes; change plan strategies if needed to ensure effectiveness.
Key deliverables:
Implement marketing and outreach plan.
Tailored and focused marketing to inform and attract potential students from various customer groups.
Use of a variety of marketing methods to reach specific target groups- social media, website, print, television/radio to reach the various customer groups. Use of direct marketing techniques as well - group presentations, career fairs, and attend community events.
Marketing campaigns that include consistent messaging and build brand awareness.
Increased enrollments with a broader customer base being served.
Use the space provided to identify the Outcomes that the activity will accomplish in the next year (Short-Term), in one to three years (Intermediate), and in three to five years (Long-Term). The brief description of each of these three types of outcomes should include one or more outcomes that are specific, measurable, achievable, relevant, and time-bound (SMART).
WASCAE will increase the number of student enrollments 5% by June 30, 2026.
WASCAE will increase the number of student enrollments 10% by June 30, 2028.
WASCAE will increase the number of student enrollments 15% by June 30, 2030.
Adult Education Metrics and Student Barriers
- Student Barriers: English Language Learner (149AE)
- Student Barriers: Low Income (154AE)
- Student Barriers: Migrant Farmworker (156AE)
- Students and Programs: Programs for Adults With Disabilities (1004)
Responsible Positions, Responsible Consortium Members, and Proposed Completion Date
Responsible Position | Responsible Member | Proposed Completion Date |
---|---|---|
WASCAE Marketing and Outreach Team | Pajaro Valley Unified | 01/01/2026 |
Akkedis Marketing consultants | Pajaro Valley Unified | 01/01/2026 |
Adult Learner Success Collaborative (ALS-C)
The Adult Learner Success Collaborative (ALS-C) will serve as a cross-functional leadership and coordination team charged with advancing adult learner equity and inclusion across the college. The collaborative will meet regularly and include representation from counseling, instruction, research, equity, and student services—including the Rising Scholars program. The group will guide strategic planning, monitor progress toward CAEP objectives, and lead staff development in adult-serving practices. ALS-C will oversee the creation of an adult learner data dashboard, including hours reporting, and delivering cross-training and professional development events.
Given that Cabrillo does not have a specific noncredit department, the ALS-C will serve a critical coordination and communication function, ensuring seamless integration of adult learner services across multiple departments and programs. The collaborative will facilitate ongoing communication about adult learner initiatives, departmental changes affecting adult students, emerging issues, and best practices. This centralized coordination will help maintain institutional focus on adult learner needs while preventing service gaps or duplicated efforts. The collaborative will ensure adult learners remain central to institutional planning and that departments align services to improve adult learner persistence, completion, and post-college outcomes.
Activities to be carried out:
Coordination:
Convene regular ALS-C meetings with rotating department representation to ensure comprehensive coverage
Develop and maintain a strategic adult learner equity plan with measurable goals and timelines
Facilitate quarterly cross-departmental communication sessions to share updates on adult learner initiatives
Create an annual adult learner equity report with recommendations for institutional improvements
Coordinate with the Academic Senate and administrative leadership on policy development affecting adult learners
Data:
Design and implement a comprehensive adult learner data dashboard tracking enrollment, retention, completion, and employment outcomes
Establish data sharing protocols across departments to ensure consistent tracking of adult learner progress
Conduct regular data analysis sessions to identify trends, gaps, and opportunities for improvement
Create standardized adult learner success metrics for use in program review and institutional planning
Develop early alert systems based on data patterns to proactively support at-risk adult learners
PD and Training:
Design and deliver comprehensive cross-training modules for all departments serving adult learners
Facilitate monthly professional development workshops on adult-serving best practices
Create cultural competency training specifically focused on adult learner populations, including justice-impacted individuals, immigrants, and returning students
Establish peer learning networks among faculty and staff working with adult learners
Coordinate with external professional development opportunities and conferences focused on adult education
Communication and Information Sharing:
Maintain a centralized communication hub for adult learner initiatives, policy changes, and resource updates
Develop and distribute a monthly newsletter highlighting adult learner successes, program updates, and upcoming opportunities
Create standardized communication protocols for departments to share information about changes affecting adult learners
Facilitate information sharing sessions between departments to prevent service duplication and identify collaboration opportunities
Establish feedback mechanisms for adult learners to communicate directly with the collaborative about their experiences
Review and Improvement:
Integrate the adult learner lens into all program review processes across the college
Conduct an annual assessment of adult learner services' effectiveness and accessibility
Facilitate departmental self-assessment tools focused on adult learner service quality
Create continuous improvement processes based on adult learner feedback and outcome data
Develop standardized protocols for addressing adult learner service gaps or complaints
Advocacy:
Review and recommend policy changes to improve adult learner access and success
Advocate for adult learner needs in institutional decision-making processes
Develop guidelines for adult learner-responsive scheduling, course delivery, and support services
Create institutional standards for culturally responsive and trauma-informed practices with adult learners
Coordinate with state and regional adult education initiatives to align local efforts with broader policy developments
Key Deliverables:
Monthly ALS-C planning and strategy meetings with documented action items and outcomes
Launch of comprehensive adult learner data dashboard with real-time tracking capabilities
Cross-training modules and professional development curriculum for all departments
Adult learner lens integration toolkit for program review processes
Use the space provided to identify the Outcomes that the activity will accomplish in the next year (Short-Term), in one to three years (Intermediate), and in three to five years (Long-Term). The brief description of each of these three types of outcomes should include one or more outcomes that are specific, measurable, achievable, relevant, and time-bound (SMART).
By September 2025, convene the ALS Collaborative with quarterly meetings and deliver 2 professional development workshops focused on adult learner support by the end of the 2025-2026 school year.
By June 2028, train 50% of instructional and student services staff in culturally responsive practices for adult learners and create an internal data dashboard for tracking adult learner metrics. Ideally, the chancellor's office guidance on noncredit metrics will have been released allowing for alignment.
By June 2030, demonstrate a 30% increase in institutional staff confidence and capacity to serve adult learners, as measured by internal climate surveys.
Adult Education Metrics and Student Barriers
- Student Barriers: English Language Learner (149AE)
- Student Barriers: Migrant Farmworker (156AE)
- Student Barriers: Single Parent (159AE)
- Students and Programs: Career Technical Education (1003)
- Students and Programs: Programs for Adults With Disabilities (1004)
- Students and Programs: Short-Term CTE Training Programs (126AE)
- Success: Postsecondary Credential (624AE)
- Transition: Transitioned to CTE (636AE)
Responsible Positions, Responsible Consortium Members, and Proposed Completion Date
Responsible Position | Responsible Member | Proposed Completion Date |
---|---|---|
Welcome Center Staff | Cabrillo CCD | 06/30/2028 |
Counselor/Transition Specialist | Cabrillo CCD | 06/30/2028 |
Noncredit Instructors | Cabrillo CCD | 06/30/2028 |
Financial Aid Representative | Cabrillo CCD | 06/30/2028 |
Admissions and Records Representative | Cabrillo CCD | 06/30/2028 |
Adult and Workforce Education, Director | Cabrillo CCD | 06/30/2028 |
Student Services Representatives | Cabrillo CCD | 06/30/2028 |
Deans overseeing ESL and CTE | Cabrillo CCD | 06/30/2028 |
Develop Data-Driven Improvement Cycles Across CAC
To improve the quality and effectiveness of instruction, support services, and program design, we will implement a comprehensive data strategy grounded in equity, collaboration, and continuous improvement. This approach emphasizes the collection, analysis, and application of both quantitative and qualitative data to guide decision-making, enhance instructional practice, and respond to the diverse needs of our adult learners.
Key components of the activity include:
- Implement systematic and equitable data collection methods that include CASAS scores, attendance, retention, course completions, and digital tool engagement.
- Integrate qualitative data through student/staff surveys, focus groups, classroom reflections, and stakeholder meetings.
- Utilize Student Update Records in TopsPro to track capacity building, referrals, postsecondary transitions, employment, and earnings.
- Establish a Data Subcommittee to lead quarterly reviews of program data, surface equity gaps, and recommend instructional and programmatic changes.
- Collaborate with Adult Education partners and community institutions to share and analyze regional data, identify gaps in service, and align efforts.
- Build a data-informed staff culture, offering professional development on data interpretation, classroom application, and using evidence for equity.
Use the space provided to identify the Outcomes that the activity will accomplish in the next year (Short-Term), in one to three years (Intermediate), and in three to five years (Long-Term). The brief description of each of these three types of outcomes should include one or more outcomes that are specific, measurable, achievable, relevant, and time-bound (SMART).
Establish the Data Subcommittee and ensure 100% of instructional and support staff receive training on data collection tools and basic data interpretation, with at least 80% participating in a student data review case study.
Use data to drive at least three programmatic or instructional changes per year—based on equity gaps or trends identified through quarterly data reviews and student/staff input.
Reduce identified equity gaps in outcomes (e.g., retention, completion, transition) by at least 30% across key student subgroups, as tracked through integrated quantitative and qualitative data systems.
Adult Education Metrics and Student Barriers
- Progress: Completed Educational Functioning Level Gain (400AE)
- Progress: Immigration Integration Milestone (411AE)
- Student Barriers: English Language Learner (149AE)
- Student Barriers: Low Literacy (155AE)
- Students and Programs: Adult Basic Education (1001)
- Students and Programs: Adult Secondary Education (1000)
- Students and Programs: English as a Secondary Language (1002)
- Success: Diploma, GED or High School Equivalency (633AE)
- Success: Postsecondary Credential (624AE)
- Transition: Transitioned to ASE (500AE)
- Transition: Transitioned to CTE (636AE)
- Transition: Transitioned to Non-Developmental Credit College Course (637AE)
Responsible Positions, Responsible Consortium Members, and Proposed Completion Date
Responsible Position | Responsible Member | Proposed Completion Date |
---|---|---|
Curriculum & Instruction TOSA | Santa Cruz Co. Office of Education | 06/30/2028 |
CALS Project Coordinator | Santa Cruz Co. Office of Education | 06/30/2028 |
CALS Project Specialists | Santa Cruz Co. Office of Education | 06/30/2028 |
HSD Teachers | Santa Cruz Co. Office of Education | 06/30/2028 |
CALS Executive Director | Santa Cruz Co. Office of Education | 06/30/2028 |
ESL Teachers | Santa Cruz Co. Office of Education | 06/30/2028 |
Professional Learning Opportunities for Staff
Expand Professional Learning Opportunities for Staff
To strengthen instructional quality, improve alignment with adult learning principles, and foster a collaborative professional culture, CAC will expand and systematize its professional learning opportunities for both instructional and support staff. The goal is to ensure that all staff are equipped with the tools, strategies, and reflection practices necessary to effectively serve adult learners with diverse needs and goals.
This initiative will emphasize adult learning theory (andragogy), equity, digital integration, and student-centered instruction. Staff will be encouraged to analyze formative and summative student data, center student feedback, and align instruction with school goals and curriculum fidelity.
Key components of the activity include:
- Identify and provide professional development (PD) opportunities focused on strategies that align with adult learning theory, English Language Development (ELD), trauma-informed practices, and career readiness instruction.
- Use qualitative feedback (surveys, focus groups, collegial reflections) and student performance data to assess the impact of PD and guide future learning priorities.
- Create structured Professional Learning Communities (PLCs) with protocols for reviewing instructional practices, analyzing data, and making curriculum-aligned improvements.
- Provide dedicated collaborative time for instructors to analyze curriculum, identify instructional gaps, align resources, and implement interventions for all learners, including multilingual and special education students.
- Offer targeted PD on digital tools and Learning Management Systems (e.g., Google Classroom, BrightThinker), supporting staff in integrating technology into daily instruction.
- Support peer-to-peer learning through collegial share-outs, co-teaching models, and collaborative lesson design sessions.
- Ensure alignment between professional learning, CAC’s mission statement, and schoolwide goals, including transitions to college, equity for multilingual learners, and strong case management.
- Include support staff in PD opportunities, with a focus on wraparound services, case management, and culturally responsive engagement with students and families.
- Use student voices and feedback to guide program development and instructional decision-making, ensuring learning remains relevant, accessible, and impactful.
Use the space provided to identify the Outcomes that the activity will accomplish in the next year (Short-Term), in one to three years (Intermediate), and in three to five years (Long-Term). The brief description of each of these three types of outcomes should include one or more outcomes that are specific, measurable, achievable, relevant, and time-bound (SMART).
Implement structured Professional Learning Communities (PLCs) and provide at least three targeted professional development (PD) sessions attended by 90% of instructional and support staff, focusing on adult learning theory, equity, and digital integration.
At least 75% of staff will report improved instructional confidence and practice alignment with adult learning principles, as measured by PD feedback surveys and PLC self-assessments; additionally, student performance and engagement data will show a 15% improvement in targeted areas (e.g., digital tool usage, ELD strategies, or curriculum alignment).
Demonstrate a 25% increase in student learning outcomes and engagement as measured by course completions, EFL gains, or transition milestones
Adult Education Metrics and Student Barriers
- Progress: Completed Educational Functioning Level Gain (400AE)
- Progress: Immigration Integration Milestone (411AE)
- Students and Programs: Adult Basic Education (1001)
- Students and Programs: Adult Secondary Education (1000)
- Students and Programs: Career Technical Education (1003)
- Students and Programs: English as a Secondary Language (1002)
- Success: Diploma, GED or High School Equivalency (633AE)
- Success: Postsecondary Credential (624AE)
- Transition: Transitioned to ASE (500AE)
- Transition: Transitioned to CTE (636AE)
- Transition: Transitioned to Non-Developmental Credit College Course (637AE)
Responsible Positions, Responsible Consortium Members, and Proposed Completion Date
Responsible Position | Responsible Member | Proposed Completion Date |
---|---|---|
CALS Executive Director | Santa Cruz Co. Office of Education | 06/30/2028 |
Curriculum & Instruction TOSA | Santa Cruz Co. Office of Education | 06/30/2028 |
CALS Project Coordinator | Santa Cruz Co. Office of Education | 06/30/2028 |
Project Specialists | Santa Cruz Co. Office of Education | 06/30/2028 |
Increase Awareness, Outreach, and Partnerships
Increase Awareness, Outreach, and Partnerships in the Community
To increase visibility, access, and student engagement, SCCOE will expand its outreach efforts and deepen its collaboration with community-based organizations, employers, and postsecondary institutions. This activity focuses on sustained partnership development, inclusive events, and integrated services that connect students to both academic and holistic support systems.
Outreach efforts will center the diverse needs of adult learners–especially multilingual learners, returning students, and underserved populations–and ensure that SCCOE programs are well-known and trusted across the community. SCCOE will also expand its network to include industry and employer partners, helping to align programs with regional workforce needs and connect students to real-world learning opportunities.
Key components of the activity include:
- Maintain and deepen existing community partnerships with agencies offering education, health, employment, legal, and family services, while expanding to include employer and industry partners relevant to CTE pathways.
- Host community-facing events such as career and resource fairs, open houses, program showcases, and student recognition events that foster relationships between students, families, and community stakeholders.
- Document and track student participation in community-based programs and events to understand engagement trends and support referral follow-up.
- Integrate community resources directly into CAC’s student support systems, making services such as mental health counseling, job readiness training, housing navigation, and childcare referrals more accessible to learners.
- Distribute multilingual outreach materials, including flyers, digital ads, and social media campaigns, that reflect the identities and lived experiences of the communities CAC serves.
- Collaborate with partner organizations to cross-promote programs and services, expanding reach across Santa Cruz County.
- Gather and analyze outreach and referral data to guide continuous improvement and ensure equitable access across the county.
Use the space provided to identify the Outcomes that the activity will accomplish in the next year (Short-Term), in one to three years (Intermediate), and in three to five years (Long-Term). The brief description of each of these three types of outcomes should include one or more outcomes that are specific, measurable, achievable, relevant, and time-bound (SMART).
Host at least four community-facing events and expand outreach channels to include multilingual materials and cross-promotions with at least five new community or employer partners, resulting in a 20% increase in inquiries or enrollments
Increase student participation in community-based services and events by 40%, with referral and engagement data indicating improved access among multilingual learners and underserved populations.
At least 60% of students engaged through outreach and partnership events will enroll in an SCCOE program and successfully complete a key milestone (e.g., program completion, transition to employment or postsecondary education), demonstrating sustained impact of integrated outreach strategies.
Adult Education Metrics and Student Barriers
- Employment & Earnings: Employed Two Quarters After Exit (505AE)
- Employment & Earnings: Median Change in Earnings (801AE)
- Student Barriers: English Language Learner (149AE)
- Student Barriers: Ex-Offender (150AE)
- Student Barriers: Foster Youth (151AE)
- Student Barriers: Low Income (154AE)
- Student Barriers: Low Literacy (155AE)
- Student Barriers: Migrant Farmworker (156AE)
- Student Barriers: Single Parent (159AE)
- Students and Programs: Adult Basic Education (1001)
- Students and Programs: Adult Secondary Education (1000)
- Students and Programs: Career Technical Education (1003)
- Students and Programs: English as a Secondary Language (1002)
- Success: Diploma, GED or High School Equivalency (633AE)
Responsible Positions, Responsible Consortium Members, and Proposed Completion Date
Responsible Position | Responsible Member | Proposed Completion Date |
---|---|---|
CALS Project Coordinator | Santa Cruz Co. Office of Education | 06/30/2028 |
Transition Specialists | Santa Cruz Co. Office of Education | 06/30/2028 |
Community Organizer & Counselor | Santa Cruz Co. Office of Education | 06/30/2028 |
Instructional Aide Team | Santa Cruz Co. Office of Education | 06/30/2028 |
Funds Evaluation
Member Allocations and Expenditures
Member Agency | Prior Year Total Leveraged Funds | Program Reporting Status |
---|---|---|
Cabrillo CCD | $1,832,210 | Certified |
Pajaro Valley Unified | $4,215,852 | Certified |
Santa Cruz City High | $0 | Certified |
Santa Cruz Co. Office of Education | $2,351,450 | Certified |
Santa Cruz Workforce Development Board | $0 | Certified |
Totals | $8,399,512 | 5/5 Certified |
The consortium leveraged $8,399,512 in total CAEP funds with WASCAE (Pajaro Valley Unified) receiving the largest allocation ($4,215,852), reflecting their role as the only adult school in the area with various locations throughout the county. Cabrillo College funding ($1,832,210) helps to host the adult education consortium staff and to support postsecondary transitions, noncredit and dual enrollment among other efforts, while Santa Cruz County Office of Education received ($2,351,450) for specialized foundational skills programming, short term careers, credit recovery as well as other related services. This distribution aligns with service delivery capacity and regional coverage responsibilities.
Over the past decade, the consortium has consistently allocated the majority of the funding, approximately 90%, to WASCAE. Cabrillo with a 7% and SCCOE 2%. There was recently an agreement to allocate the potential COLA increase to SCCOE bringing their allocation to 4%, but it will be less after the budget revise and the reduction of COLA. Overall, this might be a good predictor of future allocations.
Leveraged Resources Beyond NOVA The consortium will maximize impact through additional funding streams:
- WASCAE: ETPL/Workforce Development Board (Title I) and WIOA II funds will support career services, apprenticeship preparation, and employer partnerships
- SCCOE: ADA funding will supplement foundational skills programming and digital literacy initiatives
- Cabrillo College: Apportionment funding will support dual enrollment expansion and facility usage for community-based programming
Strategic Fund Leveraging This diversified funding approach enables comprehensive programming without over-relying on CAEP allocations. WIOA funds will specifically support the workforce development components, while institutional funds provide sustainability for ongoing operations. The consortium will pursue additional grants for specialized populations.
Certification
Cabrillo CCD - Member Representative
Dr. Matthew Wetstein - President
- mawetste@cabrillo.edu
- (831) 479-6302
Annabelle Rodriguez - Dean of Career Education & Workforce
- abrodrig@cabrillo.edu
- (831) 210-8926
Linda Bernabe - Director of Adult and Workforce Education
- libernab@cabrillo.edu
- (831) 477-3388
Pajaro Valley Unified - Member Representative
Christina Koda - Senior Accountant
- christina_koda@pvusd.net
- (831) 786-2100 ext: 2630
Dr. Nancy Bilicich - Director of WASCAE
- nancy_bilicich@pvusd.net
- (831) 786-2160
Angel Rodriguez - Staff Accountant
- angel_rodriguez@pvusd.net
- (831) 786-2100 ext: 2626
Santa Cruz City High - Member Representative
Kris Munro - Superintendent
- kmunro@sccs.net
- (831) 429-3410 ext: 3410
Santa Cruz Co. Office of Education - Member Representative
Dr. Faris Sabbah - Deputy Superintendent of Schools
- fsabbah@santacruzcoe.org
- (831) 750-7377
Denise Sanson - Senior Director
- dsanson@santacruzcoe.org
Brooke Rosso - Financial Analyst
- brosso@santacruzcoe.org
- (831) 466-5628
Stephanie Villa-Lopez - Project Coordinator, CAI Grant
- svillalopez@santacruzcoe.org
- (831) 466-5688
Rita Medina - Transition Specialist
- rmedina@santacruzcoe.org
- (831) 466-5765
Alyssa Trinity - CALS Department Office Coordinator
- atrinity@santacruzcoe.org
- (831) 466-5764 ext: 5764
Santa Cruz Workforce Development Board - Member Representative
Andy Stone - Director
- andy.stone@santacruzcounty.us