CAEP
Three-Year Plan

Produced: Jun 18, 2025, 04:14 AM UTC - By Faris Sabbah

Details

Consortium Information

In this section, information about the consortium, its primary and fiscal contacts, and CAEP funds received is auto-populated in NOVA.

As this information is auto-populated from your consortium's landing page in NOVA, make sure the information there is up-to-date, especially the Primary and Fiscal Contacts. This will ensure the correct information is auto-populated properly into the three-year plan.

Consortium Name:
05 Greater Opportunity Through Adult Learning
Address:
6500 Soquel Ave. | Aptos, CA | 95003
Website:
http://www.GOALAdultLearning.org/
Funding Channel 2025-26:
Direct Funded
CAEP Funds 2025-26:
$0
CAEP Funds 2024-25:
$0
CAEP Funds 2023-24:
$0

Consortium Contacts

Auto-populated

ResponsibilityNameEmailTitlePhone
Primary Contactabrodrig@cabrillo.eduDean of Career Education & Workforce(831) 210-8926
Primary Contactcjdewis@cabrillo.eduFiscal Support Specialist(831) 477-3390
Primary Contactlibernab@cabrillo.eduDirector of Adult and Workforce Education(831) 477-3388

Members

Auto-populated

Member AgencyMember TypeContactPhone
Cabrillo CCDDistrictDr. Matthew Wetstein(831) 479-6302
Pajaro Valley UnifiedUnified School DistrictChristina Koda(831) 786-2100 ext: 2630
Santa Cruz City HighHigh School DistrictKris Munro(831) 429-3410 ext: 3410
Santa Cruz Co. Office of EducationCounty Office of Education (COE)Dr. Faris Sabbah(831) 750-7377
Santa Cruz Workforce Development BoardOtherAndy Stone

Executive Summary

The Greater Opportunity Through Adult Learning (GOAL) Consortium serves the region through five key partners: Cabrillo Community College District, Pajaro Valley Unified School District through Watsonville/Aptos/Santa Cruz Adult School (WASCAE), Santa Cruz City Schools, the County Office of Education, and the Workforce Development Board .

The consortium undertook an inclusive three-year planning process for 2025–2028, engaging community college leaders, K-12 districts, county education offices, workforce development agencies, faculty, support staff, students, and community-based organizations. This planning was grounded in a comprehensive needs assessment using multilingual surveys including current students and staff, focus groups, labor market data, and internal performance metrics, ensuring diverse community voices and local data informed decision-making.

The assessment identified major regional needs: limited English proficiency among adults, low literacy rates, barriers to postsecondary and workforce transition, and lack of access to child care, transportation, and digital tools. 

Many adult learners, particularly women, immigrants, Indigenous language speakers, and individuals with limited formal education opportunities, face multiple intersecting challenges. 

English acquisition and career advancement emerged as top priorities, especially in sectors like healthcare, construction, business, and early childhood education. 

Additionally, the assessment highlighted the need for culturally responsive programming, targeted outreach for underserved populations, and expanded access to wraparound services that support whole-person success.

To guide progress, GOAL selected CAEP Three-Year Plan metrics such as the number of adults served, English language learner counts, educational functioning level gains, attainment of high school equivalency or postsecondary credentials, and employment rates after program exit. 

These metrics are aligned with specific targets for increasing enrollment, credential completion, transitions into postsecondary education, and measurable earnings gains. The consortium will also monitor progress in reducing student barriers, including low income learners moving to higher paying jobs, and digital illiteracy.

Following CAEP's three main objectives, Strategic initiatives include expanding ESL and career pathways through contextualized instruction, integrated education and training models, and credit-for-prior-learning systems. Dual enrollment, ESL-to-career bridges, and embedded pre-apprenticeship experiences are central to helping students achieve faster transitions into the workforce or college.

Other strategies focus on building foundational skills and digital literacy through cohort-based First-Year Experience programs, personalized onboarding, wraparound services, and peer mentorship. Specialized academic support is being strengthened for English learners and underserved students through expanded tutoring, flexible scheduling, and professional development for instructors. 

Career Technical Education (CTE) programs in high-demand fields are being scaled through employer partnerships and modular, stackable credential pathways. Services are tailored to address student needs across rural areas, reentry populations, and non-native language groups. The consortium is also committed to strengthening data integration and case management tools to track student outcomes more effectively and coordinate service delivery across member agencies.

Planned outcomes include a measurable increase in ABE/ASE completions, improved ESL progression, higher credential attainment, and greater postsecondary or employment transitions. Consortium members are committed to continuous improvement through quarterly data reviews, shared professional development, and inter-agency collaboration.

Evaluation of funds is embedded in an annual review process tied directly to performance data and regional priorities. Each member agency must demonstrate that its CAEP allocations are used effectively and equitably to expand access, close service gaps, and achieve outcomes. Spending targets are tracked annually, with all agencies aiming to spend 100% of available funds from 2025 through 2028. This strategic alignment ensures that funding decisions support student success, reduce duplication, and advance regional equity goals.

Assessment

To identify and assess the educational needs of adults across Santa Cruz County, the consortium conducted a comprehensive pre-planning assessment that combined both quantitative and qualitative methods. The goal of the assessment was to understand regional educational and workforce needs, determine current service levels, and align offerings with labor market demands and the goals of adult learners.

The consortium strategically designed an inclusive assessment process, gathering input from diverse regional stakeholders. The consortium developed a multi-phase approach that included community-wide focus groups, student and staff input through surveys, agency data reviews, and labor market analysis.

Community-wide surveys were distributed both online and in print, and were made available in English and Spanish to increase accessibility. These surveys gathered data on educational attainment, employment status, service gaps, program preferences, and perceived barriers to education. Facilitators led focus groups across different communities, allowing for more nuanced discussions and insights—particularly from populations that are often underrepresented in traditional data collection.

In parallel, each consortium member agency surveyed their instructional and support staff to gather their perspectives on students' needs and systemic challenges. Student surveys were also administered to capture learner goals, program satisfaction, and service gaps from the learner's perspective. This layered approach ensured that the voices of both service providers and recipients were well represented.

To understand regional alignment and labor demands, the consortium analyzed external data sources including labor market reports from the Center of Excellence, which identified high-growth industries and occupations in the region; CAEP Fact Sheets, which offered consortium-specific performance and demographic data; and local Workforce Development Board reports, which provided insight into broader employment strategies and economic priorities.

In addition to formal data collection, consortium leads met regularly to share agency-level insights and local service data. These collaborative meetings enabled a consistent understanding of countywide and localized needs and fostered greater alignment across member agencies.

Overall, the consortium's approach to the assessment was both systematic and community-driven. The process emphasized equity, cross-agency collaboration, and data triangulation to develop a rich understanding of the educational and workforce landscape in Santa Cruz County. These insights directly inform the development of the 2025–2028 Three-Year Plan.

What type of representatives make up your assessment planning board members?

Which of the following data sources were referenced and contributed to the consortium's understanding of needs, current levels and types of services, and gaps?

The data collection process was designed to be inclusive and comprehensive. It aimed to capture the voices of adult learners, educators, community members, and labor market stakeholders.

A mixed-methods approach combined surveys, focus groups, and external data to provide a complete picture of community needs.

Primary data sources included community-wide surveys distributed in English and Spanish, both digitally and in hard copy; facilitated focus groups held in diverse geographic and demographic areas; and surveys administered to current adult education students and instructional/support staff across all member agencies. Each agency also contributed internal data on enrollment, program completion, and the range of services provided.

Secondary data sources included labor market reports from the Center of Excellence, California Adult Education Program (CAEP) Fact Sheets, local Workforce Development Board reports, U.S. Census data, and other publicly available regional statistics. This combination of sources allowed the consortium to evaluate needs from multiple perspectives, ensuring both breadth and depth in the analysis.

The consortium developed standardized survey instruments with consultant support to ensure consistent data collection across agencies , while also allowing for some local customization. This coordination allowed for effective comparative analysis and better alignment between agency-specific findings and regional trends.

Despite the overall success of the process, several challenges were encountered. One significant barrier was limited participation from some community members, including those who may have concerns about data confidentiality. The current political climate and concerns over data confidentiality affected some community members' willingness to engage in focus groups or surveys. Additionally, variation in internal data collection practices across agencies posed difficulties in achieving uniformity and required extra effort in data cleaning and reconciliation. Survey fatigue was another challenge, particularly among students and staff already managing heavy workloads.

483 current students were surveyed to understand their goals, interests, and barriers. The most common educational goals were learning English, earning a job training certificate, getting a better job, and obtaining a college degree. Popular class interests included ESL, job training, basic computer or math skills, and GED preparation. Most students preferred in-person classes held Monday to Wednesday, especially at 6 p.m. or 9 a.m.

Top career interests were in education and family services, small business, healthcare, construction, and finance. Many students were interested in business, IT, nursing, and early childhood education programs. Their main career goals included finding a new job, gaining skills, starting a business, and improving work conditions.

While many students expressed satisfaction with their programs, others noted barriers. The most significant were limited English proficiency, cost and time of classes, access to childcare, and conflicts with work. Students requested more class hours, more engaging instruction, better language accessibility, and larger classrooms.

About half had not attended an orientation, though most of those said they would have liked to. Among attendees, 88% found it useful. Most students (72%) said registration was easy, helped by clear instructions and supportive staff.

Overall, students show strong motivation and a clear interest in programs that improve English skills, job readiness, and access to further education, with room to expand support services and flexible class options.

Key priorities identified from the staff survey include marketing, enrollment, and onboarding, with many respondents ranking these as high priorities. Technology needs are also prominent, with requests for Microsoft Copilot integration , improved communication systems for students who don't use email (such as WhatsApp) , and access to basic technology like internet, projectors, and computers. While many indicated that support for online classes and meetings is not an issue (65.4% do not teach or attend online classes or meetings) , a notable 19.2% reported difficulties with students or colleagues logging in. 

The process yielded notable successes: strengthened consortium relationships, enhanced data ownership, and valuable qualitative insights from focus groups. Labor market data ensured regional employment alignment, while diverse stakeholder input validated key priorities. 

Overall, the data collection process has laid a strong foundation for evidence-based planning. It has improved cross-agency coordination, deepened insight into community needs, and positioned the consortium to respond effectively to the evolving adult education landscape in Santa Cruz County.

Regional Alignment and Priorities

Provide the names and types of the regional partner organizations that your consortium works with to ensure programs offered align with regional needs. *

Click Add Partner Organization, search for the organization’s name, and select it. If the organization is not listed, click Create a new one in the modal, enter the Partner Organization Name, and select the Partner Organization Type.

Partner Organization NamePartner Organization Type
Santa Cruz Workforce Development BoardOther
What relevant education and workforce plans that guide services in the region were used to develop this Three-Year Plan?

What are the top priorities in relation to regional alignment?

The development of this three-year plan directly responds to and integrates with the priorities outlined in the Santa Cruz County Workforce Development Board (SCCWDB) 2025-2028 Local Plan and other critical guiding documents such as the Regional Plan and WIOA Memorandums of Understanding. Our collective aim is to foster robust career pathways and implement effective workforce sector strategies. This ensures seamless transitions for adult learners into sustainable employment. 

The SCCWDB Local Plan, developed in close collaboration with a comprehensive network of partners including our consortium members, serves as the cornerstone of our regional workforce development efforts. It details a unified service delivery system that includes core WIOA programs (Title I.B Adult, Dislocated Worker & Youth; Title II Adult Education and Literacy; Title III Employment Services; Title IV Vocational Rehabilitation), along with vital contributions from Carl Perkins Career Technical Education, CalWORKs, and various community-based organizations. Our consortium members play distinct but complementary roles within this ecosystem. WASCAE, as the WIOA Title II partner, provides foundational adult education services such as high school equivalency, English as a Second Language (ESL), and critical career technical education (CTE) programs in healthcare, office skills, and information technology. Cabrillo College offers short-term certificates and comprehensive CTE programs, further strengthening career pathways. The Santa Cruz County Office of Education, through its Career and Adult Learning Services and the Career Advancement Charter (CAC) school, contributes to technical careers and employment services, including pre-apprenticeship programs. 

The alignment of our CAEP-supported adult education and workforce services with these regional plans is substantial and continuously evolving. Our consortium actively participates in the formal Memorandum of Understanding with the America's Job Center of California (AJCC) system, ensuring our services are integrated into the broader workforce development framework. WASCAE's CTE programs align with priority sectors in Santa Cruz County, supporting regional workforce development strategies. A prime example is the healthcare bridge program, a collaborative effort between WASCAE and Cabrillo College, facilitating smooth transitions for students into higher-level healthcare training and employment. Furthermore, our consortium actively engages in co-enrollment and referral processes with WIOA network partners, utilizing universal referral forms to streamline participant access to comprehensive support. The active participation of WASCAE leadership on the SCCWDB Board and in One-Stop Operator meetings ensures that adult education priorities are consistently integrated into regional planning and implementation. Our collective engagement in pre-apprenticeship initiatives with the SCCWDB and SCCOE further exemplifies our commitment to building practical career pathways. 

The emphasis on ongoing review, continuous improvement, and the use of Human Centered Design suggests areas where further integration can occur. For instance, we will focus on enhancing data sharing and common case management systems across all consortium members and WIOA partners to ensure a truly holistic view of participant progress and needs, beyond current communication channels. We will also prioritize the expansion of industry-recognized certifications within our adult education programs, directly responding to evolving labor market demands identified through continuous analysis of local labor market information. Furthermore, we aim to proactively identify and address any unintended barriers to equitable access for underserved populations, particularly through targeted outreach and the development of tailored support services that bridge the gap between foundational adult education and advanced workforce training or direct employment. By strengthening these areas, GOAL will continue to serve as a vital component of the region's comprehensive workforce development system, empowering program participants and contributing to local economic vitality. 

The 2025 GOAL Student Needs Assessment and Focus Group Reports reveal comprehensive insights into adult learner demographics and challenges in Santa Cruz County.

Demographics: Adult learners are predominantly women, many of whom balance parenting and caregiving responsibilities. Spanish is the most commonly spoken language, with Indigenous languages like Mixteco also prevalent. Over half of focus group participants completed only 8th grade education, with many lacking high school diplomas and having received formal education outside the U.S. Most are employed in low-wage positions or actively seeking employment.

Primary Educational Goals: English language acquisition stands as the overwhelming priority, with over 50% identifying it as their primary objective. Focus group participants emphasized English proficiency as fundamental to career advancement, daily navigation, and supporting children's education. Career advancement represents another critical goal, with more than half seeking new employment. Substantial demand exists for career technical education in healthcare, early childhood education, business, construction, and cosmetology. Popular programs include business management, computer systems, nursing, and accounting. Many aspire beyond employment to entrepreneurship opportunities.

Critical Barriers: Limited English proficiency emerges as the most significant barrier. In addition to language-related challenges, rigid work hours and caregiving responsibilities create time constraints, with participants preferring evening and weekend options. Lack of affordable childcare prevents consistent attendance. Transportation access remains problematic. Many report insufficient program information and registration difficulties. Digital access and literacy present growing challenges, with participants lacking computers, internet access, or basic computer skills.

Special Population Considerations: The Mixteco and Zapotec communities faces severe language isolation, unfamiliarity with U.S. educational systems, and difficulty accessing information in understandable languages. Many have limited proficiency in both English and Spanish, requiring specialized instructional approaches beyond traditional ESL methods . Additional barriers include immigration-related stress and institutional distrust.

Implications for Service Prioritization and Resource Allocation

Expand Integrated Programming: The consortium should expand contextualized ESL programs integrating vocational training, enabling simultaneous language and job skill development. Career technical education must align with student interests and labor market demands in healthcare, business, and skilled trades. Stackable credentials, internships, and job placement support will enhance program value and employment outcomes. These programs are already offered, but the consortium should explore expanding these types of offerings.

Comprehensive Barrier Reduction: Addressing access barriers requires an investment in wraparound services, including affordable childcare, transportation subsidies, and digital access support. Programs should offer flexible scheduling (evenings, weekends) and multiple delivery formats (in-person, hybrid, online) to meet students’ work and family needs. 

Enhanced Outreach: Communication strategies should leverage trusted community organizations, schools, and libraries, utilizing preferred channels like text messaging and social media. All materials must be translated and culturally appropriate, with particular emphasis on Indigenous language speakers requiring trained interpreters and specialized materials.

Specialized Support: Expanded orientation programs should demystify education systems for adult learners, particularly immigrants, incorporating peer mentorship and visual aids. Digital literacy support and technology access are essential for program participation and employment readiness.

Strategic Partnerships: Collaborations with community organizations, workforce boards, and employers create seamless education-to-employment pathways. Building trust with underrepresented communities requires inclusive planning and culturally responsive programming.

The region adults demonstrate strong motivation for advancement but face significant structural barriers. As a result of these challenges, strategic investments in integrated programming, wraparound services, responsive outreach, and partnerships will promote economic mobility and community resilience. 

Please identify the categories of needs of your region.

Not Entered
What challenges does your region face that impact the programs you have previously or are currently offering?

Waiting lists vary throughout the academic year, with peak enrollment demand occurring at the beginning of each term. To address increased interest, participating agencies respond by adding additional instructors and expanding class capacity whenever resources permit.

Which populations are currently being served by your programs?

Contributions by Entities*

NameRoleThree-Year Plan Contribution
Annabelle Rodriguez Administrator Designed proposed strategies
Sara Decelle Community college faculty Designed proposed strategies
Student Advisory Group (SCCOE) Student Focus groups
Consuelo Mason Administrator Designed proposed strategies
Dr. Nancy Bilicich Administrator Designed proposed strategies
Eric Saavedra Administrator Designed proposed strategies
Bertha Tenorio Classified staff Provided data
Mayra Espinoza Counselor Participated in planning meetings
Tiffen Shirey Teacher employed by local educational agencies Participated in planning meetings
Brandon Cobbs Classified staff Provided data
Joselyn Anguiano Classified staff Participated in planning meetings
Stephanie Villa Lopez Classified staff Designed proposed strategies
Denise Sanson Administrator Designed proposed strategies
Rita Medina Classified staff Participated in planning meetings
Julie Madrona Teacher employed by local educational agencies Participated in planning meetings
Dr. Faris Sabbah Administrator Designed proposed strategies
Scott Keller Administrator Proposed staff collaboration
Laura Terrazas Teacher employed by local educational agencies Participated in planning meetings
Mary Maleta Teacher employed by local educational agencies Participated in planning meetings
Xitlali Cabadas Classified staff Participated in planning meetings
CAC Student Advisory Committee Student Focus Group
Students Student Participated in planning meetings

Regional Service Providers

For each Consortium Member service provider, enter the number of Participants in each program area.

Provider NameProvider TypeNumber of Participants in Program AreaTotal Participants
ABEASEAWDCSSCTEESLPre-ApprenticeshipShort Term CTEWorkforce Reentry
*Cabrillo CCDMember Representative

0

245

85

0

1,050

550

0

0

0

1930
*Pajaro Valley UnifiedMember Representative

227

195

0

145

0

1,072

6

231

0

1876
*Santa Cruz City HighMember Representative

0

0

0

0

0

0

0

0

0

0
*Santa Cruz Co. Office of EducationMember Representative

32

425

0

0

0

43

36

47

0

583
*Santa Cruz Workforce Development BoardMember Representative

0

0

0

0

0

0

0

0

0

0
Total Participants 259 865 85 145 1050 1665 42 278 0 4389
* Consortium Member required to input number of Participants

For each service provider added, check the box in the program areas where services are provided.

No Service Providers for this consortium.

What industries do you currently serve/plan to serve in the future?

Not Entered

The Santa Cruz County Adult Education Consortium effectively addresses adult learner needs, as identified in the 2025 GOAL Student Needs Assessment and Focus Group Reports, through accessible, flexible, and workforce-aligned programs. The diverse adult learner population in the area often balances jobs, caregiving, and may have limited formal education.

All three consortium members: SCCOE, WASCAE, and Cabrillo College offer robust English as a Second Language (ESL) instruction, including lower-level and contextualized vocational ESL. This is crucial as English proficiency was identified as the most urgent need. WASCAE provides integrated English Literacy and Civics Education (IELCE) and contextualized ESL in healthcare and construction. Cabrillo College offers multi-level ESL and pathways to college credit programs. Notably, Cabrillo offers noncredit certificates with IBEST support. Other Cabrillo courses, such as "Basic Computer Keyboarding" and "Beginning Technology Skills I" (CABT405), have embedded English language support for ESL students. SCCOE offers beginner ESL and Spanish literacy via Plazas Comunitarias.

Career Technical Education (CTE) is a strong area. SCCOE and WASCAE offer short-term, industry-relevant programs in fields like medical assisting, dental assisting, construction, caregiving, cosmetology, and pharmacy technology, aligning with student interest in healthcare, business, and trades. Pre-Apprenticeship programs at both provide foundational training and job placement. Cabrillo’s noncredit certificates and courses further enhance opportunities, offering tuition-free classes to improve employability and prepare for industry credentials. Noncredit courses are not repeatable, don't impact GPA, and lead to Certificates of Completion, and students are not asked to divulge their immigration status. Some of these certificates of completion include: 

  • Career & Academic Foundations: Professional Workplace Skills, Strategic Job Preparation.
  • Arts, Media & Entertainment: Photography Skills for Marketing, Podcasting, Mexican Mariachi & Banda Ensemble, Art Studio Digital Fabrication, Audio Recording & Mixing, Digital Music Production, etc. 
  • Agriculture & Natural Resources: Berry Production, Preparation for the STEM Workforce.
  • Building Trades & Construction: Basic Construction, Sustainable Construction & Blueprint Reading, Entry Level Construction.
  • Finance and Business: Accounting for Payroll, Accounting for QuickBooks, Small Business, and E-Commerce
  • Information & Communication Technology: Basic Office Skills I, Basic Office Skills II, Beginning Tech Skills, Cybercamp, etc. 
  • Health Science & Medical: Community Health Worker
  • Heating, Ventilation, and Air Conditioning 

Wraparound support services, like SCCOE’s transition specialists, digital foundation classes and childcare help address barriers related to onboarding, digital literacy and wrap around services. WASCAE’s flexible scheduling (day, evening, weekend) aids working adults. Cabrillo's tuition-free classes are designed to enhance employability and prepare for industry credentials. Despite these strengths, the availability of these services could be expanded, especially for those with inconsistent schedules or transportation issues.

Citizenship preparation is well-aligned, with WASCAE providing classes in English and Spanish, integrated with ESL and civics. Consortium collaboration with organizations like the Community Action Board and Workforce Development Board (e.g., Sueños) connects education with employment.

Despite strong overall alignment, gaps remain. Services for adults with disabilities require more development for equitable access. Expanding contextualized ESL into more CTE programs would benefit intermediate-to-advanced English learners. Targeted outreach and language access for Indigenous language speakers, particularly Mixteco speakers, needs enhancement through translated materials, interpreters, and community liaisons. As well as more targeted digital literacy courses throughout all agencies. 

The consortium’s programs align well with employment, education, and self-sufficiency goals. However, continuous emphasis on reducing systemic barriers is needed, including expanding flexible class formats, deepening wraparound support, and enhancing multilingual communication and outreach. Orientation programs for new learners, especially immigrants, should be further developed.

In conclusion, the Santa Cruz County Adult Education Consortium provides a strong foundation by addressing most student needs through their comprehensive offerings in ESL and CTE, flexible programming, and workforce partnerships, supporting upward mobility. Continued investment in culturally responsive outreach, technology access, disability inclusion, and targeted support for marginalized communities is essential to close remaining equity gaps.

Metrics: CAEP Barriers & Metrics

Goals & Metrics

Metrics

Adult Ed Metrics

  • English Language Learner (149AE)
  • Ex-Offender (150AE)
  • Exhausting TANF within Two Years (158AE)
  • Foster Youth (151AE)
  • Long Term Unemployed (153AE)
  • Low Income (154AE)
  • Low Literacy (155AE)
  • Migrant Farmworker (156AE)
  • Single Parent (159AE)

Metrics

Adult Ed Metrics

  • Adult Basic Education (1001)
  • Adult Secondary Education (1000)
  • Career Technical Education (1003)
  • Child School Success (1005)
  • English as a Secondary Language (1002)
  • Pre-Apprenticeship Training Programs (125AE)
  • Programs for Adults With Disabilities (1004)
  • Short-Term CTE Training Programs (126AE)
  • Workforce Preparation (124AE)

Metrics

Adult Ed Metrics

  • Completed Educational Functioning Level Gain (400AE)
  • Immigration Integration Milestone (411AE)

Metrics

Adult Ed Metrics

  • Transitioned to ASE (500AE)
  • Transitioned to CTE (636AE)
  • Transitioned to Non-Developmental Credit College Course (637AE)

Metrics

Adult Ed Metrics

  • Diploma, GED or High School Equivalency (633AE)
  • Postsecondary Credential (624AE)

Metrics

Adult Ed Metrics

  • Employed Two Quarters After Exit (505AE)
  • Median Change in Earnings (801AE)

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 SetMetric DescriptionConsortium Level Metric Actuals Consortium Level Metric Targets
2022-23 2023-24 2024-25 2025-26 2026-27 2027-28
AllReportable Individuals (200AE) 3,624 3,714

3,807

3,902

4,000

Student BarriersEnglish Language Learner (149AE) 1,774 1,984

2,034

2,084

2,137

Student BarriersLow Literacy (155AE) 2,889 2,783

2,853

2,924

2,997

Student BarriersLow Income (154AE) 1,753 1,674

1,674

1,716

1,759

Student BarriersLong Term Unemployed (153AE) 30 56

57

59

60

Student BarriersEx-Offender (150AE) 10 28

29

29

30

Student BarriersFoster Youth (151AE) 46 38

39

40

41

Student BarriersMigrant Farmworker (156AE) 55 53

54

56

57

Student BarriersExhausting TANF within Two Years (158AE) 28 10

10

11

11

Student BarriersSingle 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 SetMetric DescriptionMember Level Metric Actuals Member Level Metric Targets
2022-23 2023-24 2024-25 2025-26 2026-27 2027-28
AllParticipants (202AE) 1,766 1,659

1,700

1,743

1,787

Employment & EarningsEmployed Two Quarters After Exit (505AE) 275

282

289

296

Employment & EarningsMedian Change in Earnings (801AE)

38.0%

39.0%

40.0%

ProgressCompleted Educational Functioning Level Gain (400AE) 72 49

50

51

53

ProgressImmigration Integration Milestone (411AE) 20 29

0

0

0

SuccessDiploma, GED or High School Equivalency (633AE) 31 43

0

0

0

SuccessPostsecondary Credential (624AE) 503 257

263

270

277

TransitionTransitioned to ASE (500AE) 76

78

80

82

TransitionTransitioned to Non-Developmental Credit College Course (637AE) 202

207

207

218

TransitionTransitioned to CTE (636AE) 275

282

289

296

Students and ProgramsAdult Secondary Education (1000) 474 245

251

257

264

Students and ProgramsAdult Basic Education (1001) 367 0

0

0

0

Students and ProgramsEnglish as a Secondary Language (1002) 439 550

564

578

592

Students and ProgramsCareer Technical Education (1003) 726 1,050

1,076

1,103

1,131

Students and ProgramsPrograms for Adults With Disabilities (1004) 151 85

87

89

92

Students and ProgramsChild School Success (1005) 0 0

0

0

0

Students and ProgramsWorkforce Preparation (124AE)

0

0

0

Students and ProgramsPre-Apprenticeship Training Programs (125AE)

0

0

0

Students and ProgramsShort-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 SetMetric DescriptionMember Level Metric Actuals Member Level Metric Targets
2022-23 2023-24 2024-25 2025-26 2026-27 2027-28
AllParticipants (202AE) 1,450 1,541

1,580

1,649

1,659

Employment & EarningsEmployed Two Quarters After Exit (505AE) 118

121

124

127

Employment & EarningsMedian Change in Earnings (801AE)

38.0%

39.0%

40.0%

ProgressCompleted Educational Functioning Level Gain (400AE) 380 481

493

505

518

ProgressImmigration Integration Milestone (411AE) 436 510

523

536

549

SuccessDiploma, GED or High School Equivalency (633AE) 49 47

48

49

51

SuccessPostsecondary Credential (624AE) 242 243

249

255

262

TransitionTransitioned to ASE (500AE) 116

119

122

125

TransitionTransitioned to Non-Developmental Credit College Course (637AE) 29

30

30

31

TransitionTransitioned to CTE (636AE) 124

127

130

134

Students and ProgramsAdult Secondary Education (1000) 166 185

190

194

199

Students and ProgramsAdult Basic Education (1001) 209 257

263

270

277

Students and ProgramsEnglish as a Secondary Language (1002) 943 1,057

1,083

1,111

1,138

Students and ProgramsCareer Technical Education (1003) 253 245

251

257

264

Students and ProgramsPrograms for Adults With Disabilities (1004) 0

0

0

0

Students and ProgramsChild School Success (1005) 159 138

141

145

149

Students and ProgramsWorkforce Preparation (124AE)

0

0

0

Students and ProgramsPre-Apprenticeship Training Programs (125AE)

0

0

0

Students and ProgramsShort-Term CTE Training Programs (126AE)

0

0

0

* Mandatory for all members


Santa Cruz City High (Reported by Santa Cruz Adult School)

Metric SetMetric DescriptionMember Level Metric Actuals Member Level Metric Targets
2022-23 2023-24 2024-25 2025-26 2026-27 2027-28
AllParticipants (202AE)

0

0

0

Employment & EarningsEmployed Two Quarters After Exit (505AE)

0

0

0

Employment & EarningsMedian Change in Earnings (801AE)

0.0%

0.0%

0.0%

ProgressCompleted Educational Functioning Level Gain (400AE)

0

0

0

ProgressImmigration Integration Milestone (411AE)

0

0

0

SuccessDiploma, GED or High School Equivalency (633AE)

0

0

0

SuccessPostsecondary Credential (624AE)

0

0

0

TransitionTransitioned to ASE (500AE)

0

0

0

TransitionTransitioned to Non-Developmental Credit College Course (637AE)

0

0

0

TransitionTransitioned to CTE (636AE)

0

0

0

Students and ProgramsAdult Secondary Education (1000)

0

0

0

Students and ProgramsAdult Basic Education (1001)

0

0

0

Students and ProgramsEnglish as a Secondary Language (1002)

0

0

0

Students and ProgramsCareer Technical Education (1003)

0

0

0

Students and ProgramsPrograms for Adults With Disabilities (1004)

0

0

0

Students and ProgramsChild School Success (1005)

0

0

0

Students and ProgramsWorkforce Preparation (124AE)

0

0

0

Students and ProgramsPre-Apprenticeship Training Programs (125AE)

0

0

0

Students and ProgramsShort-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 SetMetric DescriptionMember Level Metric Actuals Member Level Metric Targets
2022-23 2023-24 2024-25 2025-26 2026-27 2027-28
AllParticipants (202AE) 37 221

226

232

238

Employment & EarningsEmployed Two Quarters After Exit (505AE)

25

26

26

Employment & EarningsMedian Change in Earnings (801AE)

40.0%

41.0%

42.0%

ProgressCompleted Educational Functioning Level Gain (400AE) 10 29

30

30

31

ProgressImmigration Integration Milestone (411AE) 0

0

0

0

SuccessDiploma, GED or High School Equivalency (633AE) 0 92

94

97

99

SuccessPostsecondary Credential (624AE) 29

30

30

31

TransitionTransitioned to ASE (500AE) 22

23

23

24

TransitionTransitioned to Non-Developmental Credit College Course (637AE)

0

0

0

TransitionTransitioned to CTE (636AE)

0

0

0

Students and ProgramsAdult Secondary Education (1000) 37 221

226

232

238

Students and ProgramsAdult Basic Education (1001) 26

27

27

28

Students and ProgramsEnglish as a Secondary Language (1002) 28 42

43

44

45

Students and ProgramsCareer Technical Education (1003) 0

0

0

0

Students and ProgramsPrograms for Adults With Disabilities (1004) 0 0

0

0

0

Students and ProgramsChild School Success (1005) 0 0

0

0

0

Students and ProgramsWorkforce Preparation (124AE)

0

0

0

Students and ProgramsPre-Apprenticeship Training Programs (125AE)

38

40

42

Students and ProgramsShort-Term CTE Training Programs (126AE)

55

60

65

* Mandatory for all members


Santa Cruz Workforce Development Board (No reporting institution)

Metric SetMetric DescriptionMember Level Metric Actuals Member Level Metric Targets
2022-23 2023-24 2024-25 2025-26 2026-27 2027-28
AllParticipants (202AE)

0

0

0

Employment & EarningsEmployed Two Quarters After Exit (505AE)

0

0

0

Employment & EarningsMedian Change in Earnings (801AE)

0.0%

0.0%

0.0%

ProgressCompleted Educational Functioning Level Gain (400AE)

0

0

0

ProgressImmigration Integration Milestone (411AE)

0

0

0

SuccessDiploma, GED or High School Equivalency (633AE)

0

0

0

SuccessPostsecondary Credential (624AE)

0

0

0

TransitionTransitioned to ASE (500AE)

0

0

0

TransitionTransitioned to Non-Developmental Credit College Course (637AE)

0

0

0

TransitionTransitioned to CTE (636AE)

0

0

0

Students and ProgramsAdult Secondary Education (1000)

0

0

0

Students and ProgramsAdult Basic Education (1001)

0

0

0

Students and ProgramsEnglish as a Secondary Language (1002)

0

0

0

Students and ProgramsCareer Technical Education (1003)

0

0

0

Students and ProgramsPrograms for Adults With Disabilities (1004)

0

0

0

Students and ProgramsChild School Success (1005)

0

0

0

Students and ProgramsWorkforce Preparation (124AE)

0

0

0

Students and ProgramsPre-Apprenticeship Training Programs (125AE)

0

0

0

Students and ProgramsShort-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.

Enter each of the Percent of Available Funds Spent as percentages for each year
Member% of Available Funds SpentMember Level Targets
2022-232023-242024-252025-262026-272027-28
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

Select the strategies that your consortium is using to improve 1) integration of services and 2) transitions to post-secondary education and the workforce
  1. Utilizing Data

  2. Providing Professional Development

  3. Identifying Best Practices

  4. Offering Flexible Courses and Services

Credit for Prior Learning (CPL)

Not Entered

Objective #3: Improve Effectiveness of Services

Select the programmatic strategies that your consortium is using to improve effectiveness of services:

Not Entered

Select the operational strategies that your consortium is using to 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.

Outcomes

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 PositionResponsible MemberProposed Completion Date
ABE/ASE TeachersPajaro Valley Unified06/30/2028
Attendance Specialist/Information Systems TechPajaro Valley Unified06/30/2028
Counselor/Transition SpecialistPajaro Valley Unified06/30/2028

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

Outcomes

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 PositionResponsible MemberProposed Completion Date
Dual Enrollment StaffCabrillo CCD06/30/2028
Credit for Prior Learning StaffCabrillo CCD06/30/2028
ESL FacultyCabrillo CCD06/30/2028
Admissions and Records RepresentativeCabrillo CCD06/30/2028
Welcome Center StaffCabrillo CCD06/30/2028

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

Outcomes

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 PositionResponsible MemberProposed Completion Date
FacultyCabrillo CCD06/30/2028
Counselor/Transition SpecialistCabrillo CCD06/30/2028
HSI TeamCabrillo CCD06/30/2028
Rising Scholars RepresentativeCabrillo CCD06/30/2028

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.

Outcomes

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 PositionResponsible MemberProposed Completion Date
CALS Assistant DirectorSanta Cruz Co. Office of Education06/30/2028
CALS Executive DirectorSanta Cruz Co. Office of Education06/30/2028
CALS Project CoordinatorSanta Cruz Co. Office of Education06/30/2028
CALS Project SpecialistsSanta Cruz Co. Office of Education06/30/2028

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: 

  1. Offer the Foundations Success Program each quarter to support new students in developing academic confidence and readiness for independent study.

  2. Provide a simple, clear, and multilingual registration and orientation process, available both in-person and online, that students and staff can easily navigate.

  3. Foster a supportive and engaging onboarding experience through interactive orientation sessions led by transition specialists, instructors, and support staff.

  4. Ensure immediate access to essential digital tools (e.g., Gmail, Google Classroom, Calendar, Drive) and provide initial training during orientation.

  5. Deliver instruction focused on digital literacy and academic success skills, embedded in the Foundations course and orientation.

  6. Embed online learning opportunities within foundational skills programming and onboarding to increase digital literacy and student engagement

  7. Implement periodic check-ins to monitor progress, offer counseling, and connect students to support services.

  8. Use insights from the Foundations course and registration data to help Independent Study teachers personalize instruction based on student needs

Outcomes

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 PositionResponsible MemberProposed Completion Date
CALS Executive DirectorSanta Cruz Co. Office of Education06/30/2028
Community Organizer & CounselorSanta Cruz Co. Office of Education06/30/2028
CALS Project CoordinatorSanta Cruz Co. Office of Education06/30/2028
Transition SpecialistsSanta Cruz Co. Office of Education06/30/2028
Instructional Aide TeamSanta Cruz Co. Office of Education06/30/2028
Curriculum & Instruction TOSASanta Cruz Co. Office of Education06/30/2028
HSD TeachersSanta Cruz Co. Office of Education06/30/2028

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
Outcomes

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 PositionResponsible MemberProposed Completion Date
CALS Executive DirectorSanta Cruz Co. Office of Education06/30/2028
Community Organizer & CounselorSanta Cruz Co. Office of Education06/30/2028
CALS Project CoordinatorSanta Cruz Co. Office of Education06/30/2028
Transition SpecialistsSanta Cruz Co. Office of Education06/30/2028
Instructional Aide TeamSanta Cruz Co. Office of Education06/30/2028
Curriculum & Instruction TOSASanta Cruz Co. Office of Education06/30/2028
HSD TeachersSanta Cruz Co. Office of Education06/30/2028
ESL TeachersSanta Cruz Co. Office of Education06/30/2028

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. 

Outcomes

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 PositionResponsible MemberProposed Completion Date
ABE/ASE TeachersPajaro Valley Unified06/30/2028
Attendance Specialist/AdministrationPajaro Valley Unified06/30/2028
Counselor/Transition SpecialistPajaro Valley Unified06/30/2028
Cabrillo College Counselor/Transition SpecialistCabrillo CCD06/30/2028

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

Outcomes

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 PositionResponsible MemberProposed Completion Date
Financial Aid RepresentativeCabrillo CCD06/30/2028
Welcome Center StaffCabrillo CCD06/30/2028
Counselor/Transition SpecialistCabrillo CCD06/30/2028

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.


Outcomes

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 PositionResponsible MemberProposed Completion Date
CALS Executive DirectorSanta Cruz Co. Office of Education06/30/2028
CALS Project CoordinatorSanta Cruz Co. Office of Education06/30/2028
Transition SpecialistsSanta Cruz Co. Office of Education06/30/2028
Curriculum & Instruction TOSASanta Cruz Co. Office of Education06/30/2028
Community Organizer & CounselorSanta Cruz Co. Office of Education06/30/2028
Instructional Aide TeamSanta Cruz Co. Office of Education06/30/2028

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. 

Outcomes

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 PositionResponsible MemberProposed Completion Date
CALS Executive DirectorSanta Cruz Co. Office of Education06/30/2028
CALS Project CoordinatorSanta Cruz Co. Office of Education06/30/2028
Mental Health CounselorSanta Cruz Co. Office of Education06/30/2028
Transition SpecialistsSanta Cruz Co. Office of Education06/30/2028
Community Organizer & CounselorSanta Cruz Co. Office of Education06/30/2028
Instructional Aide TeamSanta Cruz Co. Office of Education06/30/2028
Early Care Center StaffSanta Cruz Co. Office of Education06/30/2028

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.
Outcomes

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 PositionResponsible MemberProposed Completion Date
CALS Executive DirectorSanta Cruz Co. Office of Education06/30/2028
CALS Project CoordinatorSanta Cruz Co. Office of Education06/30/2028
Transition SpecialistsSanta Cruz Co. Office of Education06/30/2028
Mental Health CounselorSanta Cruz Co. Office of Education06/30/2028

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.

Outcomes

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 PositionResponsible MemberProposed Completion Date
WASCAE Marketing and Outreach TeamPajaro Valley Unified01/01/2026
Akkedis Marketing consultantsPajaro Valley Unified01/01/2026

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 

Outcomes

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 PositionResponsible MemberProposed Completion Date
Welcome Center StaffCabrillo CCD06/30/2028
Counselor/Transition SpecialistCabrillo CCD06/30/2028
Noncredit InstructorsCabrillo CCD06/30/2028
Financial Aid RepresentativeCabrillo CCD06/30/2028
Admissions and Records RepresentativeCabrillo CCD06/30/2028
Adult and Workforce Education, DirectorCabrillo CCD06/30/2028
Student Services RepresentativesCabrillo CCD06/30/2028
Deans overseeing ESL and CTECabrillo CCD06/30/2028

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.
Outcomes

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 PositionResponsible MemberProposed Completion Date
Curriculum & Instruction TOSASanta Cruz Co. Office of Education06/30/2028
CALS Project CoordinatorSanta Cruz Co. Office of Education06/30/2028
CALS Project SpecialistsSanta Cruz Co. Office of Education06/30/2028
HSD TeachersSanta Cruz Co. Office of Education06/30/2028
CALS Executive DirectorSanta Cruz Co. Office of Education06/30/2028
ESL TeachersSanta Cruz Co. Office of Education06/30/2028

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.
Outcomes

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 PositionResponsible MemberProposed Completion Date
CALS Executive DirectorSanta Cruz Co. Office of Education06/30/2028
Curriculum & Instruction TOSASanta Cruz Co. Office of Education06/30/2028
CALS Project CoordinatorSanta Cruz Co. Office of Education06/30/2028
Project SpecialistsSanta Cruz Co. Office of Education06/30/2028

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.
Outcomes

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 PositionResponsible MemberProposed Completion Date
CALS Project CoordinatorSanta Cruz Co. Office of Education06/30/2028
Transition SpecialistsSanta Cruz Co. Office of Education06/30/2028
Community Organizer & CounselorSanta Cruz Co. Office of Education06/30/2028
Instructional Aide TeamSanta Cruz Co. Office of Education06/30/2028

Funds Evaluation

Member Allocations and Expenditures

Member AgencyPrior Year Total Leveraged FundsProgram Reporting Status
Cabrillo CCD $1,832,210Certified
Pajaro Valley Unified $4,215,852Certified
Santa Cruz City High $0Certified
Santa Cruz Co. Office of Education $2,351,450Certified
Santa Cruz Workforce Development Board $0Certified
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

Approved by Linda Bernabe

06/17/2025 05:05 PM PDT

Pajaro Valley Unified - Member Representative

Approved by Angel Rodriguez

06/17/2025 04:00 PM PDT

Santa Cruz City High - Member Representative

Approved by Kris Munro

06/17/2025 03:02 PM PDT

Santa Cruz Co. Office of Education - Member Representative

Approved by Dr. Faris Sabbah

06/17/2025 09:14 PM PDT

Santa Cruz Workforce Development Board - Member Representative

Approved by Andy Stone

06/17/2025 01:55 PM PDT