CAEP
Three-Year Plan

Produced: Jun 9, 2025, 03:40 PM UTC - By Crystal Korbas

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:
07 Chabot-Las Positas/Mid-Alameda County Consortium
Address:
7600 Dublin Blvd. c/o Julia Dozier | Dublin, CA | 94568
Website:
http://macc4ae.org
Funding Channel 2025-26:
Direct Funded
CAEP Funds 2025-26:
$11,726,270
CAEP Funds 2024-25:
$11,448,086
CAEP Funds 2023-24:
$11,326,880

Consortium Contacts

Auto-populated

ResponsibilityNameEmailTitlePhone
Primary Contacttimcombs@macc4ae.orgDirector(415) 336-9618
Primary Contactbcutter@cv.k12.ca.usDirector(510) 850-8660

Members

Auto-populated

Member AgencyMember TypeContactPhone
Castro Valley UnifiedUnified School DistrictBeth Cutter(510) 850-8660
Chabot-Las Positas CCDDistrictRobin Galas
Dublin UnifiedUnified School DistrictBill Branca(925) 833-3300
Eden Area ROPRegional Occupation Center/Program (ROC/P)Craig Lang
Hayward UnifiedUnified School DistrictKwasi Reed(510) 723-3160 ext: 60102
Livermore Valley Joint UnifiedUnified School DistrictSara Walke MAT(925) 606-4722 ext: 7132
New Haven UnifiedUnified School DistrictEric Barron
Pleasanton UnifiedUnified School DistrictCrystal Korbas(925) 463-0616
San Leandro UnifiedUnified School DistrictBradley Frazier(510) 618-4424
San Lorenzo UnifiedUnified School DistrictSharita Williams M.A. Ed(510) 317-4200
Tri-Valley ROPRegional Occupation Center/Program (ROC/P)Suzanne Smith(925) 455-4800 ext: 103

Executive Summary

The Mid-Alameda County Consortium (MACC) works collectively to create opportunities for adult students within the region through the seamless delivery of instructional, training and support services. Within the MACC boundaries, two sub-regions exist, which coincide with the areas of the two colleges. The Eden Area is served by Chabot College, Eden ROP, and the adult schools in Castro Valley, Hayward, New Haven, San Leandro, and San Lorenzo. The Tri-Valley Area is served by Las Positas College, Tri Valley ROP, and the adult schools in Dublin, Livermore, and Pleasanton. The Consortium is led by a twelve-member “Official Representatives” team made up of one voting representative from each organization that sets goals and objectives to best serve adult learners and industry employers. MACC leadership implements the California Adult Education Program (CAEP) policies and priorities by working to strengthen adult education programs and services in the region. To achieve this, MACC draws its strength from strong Consortium collaboration with well-coordinated planning efforts to ensure alignment between the region's educational and workforce partners to help adult learners meet their personal, educational and career goals. 

In February of 2025, the MACC Official Representatives team convened for a full-day retreat involving information sharing, collaboration, and planning activities. The agenda began with a detailed presentation of a regional analysis provided by an outside research firm commissioned to identify the region's educational gaps for industry needs. Additionally, local workforce development and career services partners were invited to present local Workforce Innovation and Opportunity Act (WIOA) planning updates. During a separate session, the Official Representatives reconvened to review progress toward the goals and objectives of the 2022-25 three-year plan. To set the foundation for creating the new plan, the leadership team reviewed results from a Consortium self-assessment and engaged in planning activities based on information from the regional analysis and self-assessment to ultimately develop a S.W.O.T analysis to identify targeted priorities and needs for the Consortium's next phase. The MACC leaders then outlined a monthly schedule of planning activities to design the metrics, objectives, activities, outcomes, and summery of the funds evaluation for the new Three-Year Plan. 

Consortium goals and strategies outlined in the MACC Three-year Plan will be implemented with support from the Consortium's sub-workgroup teams, strategically focused on the CAEP program areas of Career Technical Education, Adult Basic Education/Adult Secondary Education, Adults With Disabilities learners, English as a Second Language, Data and Accountability and Seamless Transitions. To address needs and gaps and improve upon the integration of services and transitions, members agreed during the retreat that the focus of the new plan would be on strengthening alignment between the region's education and workforce systems to address community needs and increase access to much needed support services. The leadership team also planned for ongoing professional development activities to improve upon the effectiveness of consortium operations and services. The 2025-28 Plan will provide a roadmap for the MACC to continue to expand its capacity to serve adult learners and build the regional infrastructure to support pathways to education, seamless transitions and individual education and career goals. The 2025-28 allocations and any carry forward amounts will be used to support the development of new programs and services outlined in the Three-Year Plan. Following implementation, the plan will be viewed as a living document to be modified as needs emerge or indicators require adjustment. 

The Plan will address the following six overarching goals: 

 A) Address gaps in services to better meet the educational needs of the region;

  1. Develop diverse short-term career technical education programs to address the educational gaps in our region and meet the needs of high-demand industries

  2. Enhance outreach efforts to better serve adult learners in the region who could benefit from the consortium's support services and programs.

 B) Ensure seamless transitions to post-secondary education and/or the workforce;

  1. Partner with Eden AJCC and Tri-Valley Career Center to increase WIOA co-enrollment opportunities.

  2. Implement adult education dual enrollment model to increase student transition opportunities as well as support/accelerate student completions of high school diploma programs.

 C) Leverage member and community resources;

  1. Identify consortium-wide or inter-organizational professional development opportunities to promote cross-referrals, share resources, standardize procedures where appropriate and identify best practices.

  2. Focus collaborative work to better align MACC with workforce service partners to meet employment demands for the region.


Assessment

To inform the Consortium’s strategic planning efforts for the 2025-28 Three-Year Plan, Mid-Alameda County Consortium (MACC) adopted a two-pronged approach involving a regional analysis and a consortium self-assessment. 

  • BW Research Partnership Inc., an independent research firm, was commissioned by the MACC in May 2024 to conduct research to assess regional alignment between adult education and workforce services. Member schools prepared data sets of their current students and provided lists of current course offerings and services. The regional analysis set out to examine the economy and demand-side employment profile to identify the region’s opportunities for training, education, and career pathways. Another objective of the report was to create a comprehensive profile of the region’s current and potential adult education students to better understand the educational program needs of the region and how well the region’s current education programs align with the region’s growing industries. 
  • The Consortium Program Quality Self-Assessment Tool was designed to provide consortia with a way to begin important conversations about the quality of their collaboration and the impact within their communities. The tool utilizes and expands upon concepts introduced by Completion by Design’s Loss-Momentum Framework and developed under the aegis of the California Adult Education Program and Member Effectiveness Field Team. MACC followed the recommended quality improvement process to administer the assessment, wherein consortium administrators could work collaboratively to assess their strengths and weaknesses to develop strategies to enhance consortium policies, procedures and practices accordingly. The tool measures effectiveness in five key areas; Capacity, Connection, Entry, Progress, and Completion/Transition. In December 2024, consortium leadership completed the assessment activity, answering general questions about the Consortium with specific questions about their respective schools, to identify potential gaps and opportunities for improvements by evaluating current levels and types of education and workforce services currently available through MACC.  

In February 2025, the Consortium held a Three-Year planning retreat for member agencies' administrators, staff, and community partners to come together for a presentation from BW Research on the regional analysis findings from their research and to also hear from the local workforce development board and WIOA career center providers about highlights from their own regional planning efforts. Following the guest presentations, the Consortium leadership team engaged in an afternoon of activities to begin planning for 2025-28, including a review of the outcomes of the recent self-assessment and a comparison with results from a 2021 self-assessment. Reflecting on the consortium assessment and regional findings together, the consortium leaders then developed recommendations for priority goals. The goals were incorporated into a S.W.O.T. analysis activity and ultimately finalized overarching goals and supporting activities with progress indicators defined by short-term (12 mos), intermediate (1-3 ys) and long-term (3-5 ys) strategies. 

A project goal from the 2022-25 Three-Year Plan involved creating sub-workgroup teams strategically focused on the areas of Career Technical Education, Adult Basic Education/Adult Secondary Education, Adults With Disabilities, English as a Second Language, Data and Accountability, and Seamless Transitions. These Consortium sub-workgroup teams will each be responsible for creating project S.M.A.R.T. goals based on annual plan strategies to ensure that the Consortium executes on the 2025-28 overarching goals over the course of the next three years. The MACC Official Representatives team will monitor progress throughout each year and provide guidance to support goal attainment.  

* Link to planning materials from 2025-28 MACC Retreat: https://docs.google.com/document/d/124YidDVv-uOAm26Yc9fuBEg06I__iZfgB-W9DDgHhG0/edit?usp=sharing

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?

BW Research Inc., and independent research firm

Regional Analysis:

Anonymized data on current students in the MACC region was provided to BW Research Inc using current student data from TOPSPro Enterprise Software. Student names and other personally identifiable data was omitted from the datafiles, and data was only utilized in aggregate. To understand the regional labor market and population demographics, secondary data for the report was collected from JobsEQ, the Census Bureau’s American Community Survey (ACS), the State of California’s Economic Development Department, and the U.S. Bureau of Labor Statistics (BLS).  Employment, population, workforce, income, and educational attainment data for the MACC region was defined by zip codes. Industry clusters for the research were defined using North American Industry Classification System (NAICS) codes. Regional living wage data was obtained from MIT’s Living Wage Calculator. Population and workforce statistics were compiled from the Census Bureau’s American Community Survey (ACS), 2022 5-year estimate. 

The regional analysis report was organized into three sections: 

  1. Regional Economic and Workforce Profile: This section of the report provides information on the region’s economic and workforce environment, including overall employment, industry cluster employment, income levels, job availability, and educational attainment rates. 
  2. Regional Job Quality Analysis: This section of the report summarizes job quality in the region. Occupations were classified into three tiers based on wages and skill level, and residents were classified by occupation, providing insights into how many residents in the region were employed in "quality" occupations. 
  3. MACC Adult Education Student Analysis: This section of the report provides a mapping of current and potential adult education students and includes two gap analyses. The first gap analysis compares the number of current students to the number of potential students to identify the most underserved adult populations within the region. The second gap analysis explores the quantity and geographic proximity of education opportunities existing within the region related to key industry clusters identified in the "Regional Economic and Workforce Profile" section. The gap analyses provide insights into the strengths of adult education program offerings in the region and identify areas where additional supports or program locations could increase accessibility and uptake of adult education programs.

Self-Assessment:

The Consortium Program Quality Self-Assessment Tool assessed the Consortium on indicator areas of focus (Capacity, Connection, Entry, Progress, and Completion/Transition). Of the five indicators, the MACC leadership team determined through planning discussion that the top three priorities for the 2025-28 Plan would be as follows: 

  1. Capacity: Refers to the Consortium and Individual members’ ability to support each other and build capacity to deliver high quality adult education to meet community needs. During discussions about capacity improvements, members felt that although the Consortium was well-organized, a documented onboarding tool would be useful for maintaining consistency during staff and administrator transitions.  
  2. Connection: Refers to the Consortium members’ ability to provide coordinated, proactive engagement to potential students on educational and training options and choices. In 2024-25, MACC explored the implementation of adult dual enrollment linkages between the adult schools and colleges. Members would like to continue formalizing partnerships between schools in the new plan, with a focus on increasing the number of students taking advantage of this resource to further economic mobility through short-term trainings with higher earning potential. Additionally, members identified the need to strategically strengthen the partnership with the local workforce development board to better align strategic plans and increase opportunities for students.   
  3. Completion/Transition: Refers to the Consortium members’ ability to facilitate timely program completion and successful transition into postsecondary education, training, and/or employment. Expanding partnerships with WIOA career service providers in the MACC subregions was identified as a priority for completion/transition. A successful outcome would be increased co-enrollment with WIOA Title I programs and services, resulting in increased employment outcomes. 
  • Retreat Planning & Activities Notes: https://docs.google.com/document/d/124YidDVv-uOAm26Yc9fuBEg06I__iZfgB-W9DDgHhG0/edit?usp=sharing
  • 2025-28 Overarching Goals: https://docs.google.com/document/d/1OFzYu8f6gLm633xB0vmEjMrqr1gtfenaHOHICb8CoKg/edit?usp=sharing

In addition, the consortium reviewed data from TopsPro (CAEP- Summary Tables; Outcomes Reports; Enrollees by Hours; Demographics), CAEP FACT Sheets, and DataVista

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
Alameda County Workforce Development BoardWorkforce Development Board
Rubicon ProgramsCommunity Organization
Tri-Valley One Stop Career Center, Alameda County WIBWorkforce Development Board
EastBay WorksWorkforce Development Board
Bay Area Community College ConsortiumOther
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?

In addition to the California Adult Education Program, MACC leadership participates in a variety of local and state-level initiatives and is involved with professional industry groups such as the Association of Adult School Administrators, California Adult Education Administrators Association, California Council for Adult Education, Coalition on Adult Basic Education, and the California Association of Teachers of English to Speakers of Other Languages. While the Consortium collaborates internally on program implementation and the development of career pathways, MACC coordinates externally on industry sector strategies with valued workforce partners including the Bay Region Centers of Excellence, Bay Area Community College Consortium, the Workforce Development Regional Planning Unit (EASTBAYWorks), and the Alameda County Workforce Development Board. 

MACC's longstanding partnership with the Alameda County Workforce Development Board (ACWDB) is the result of a shared interest in helping the community access essential training and employment services in the region's workforce development system. As MACC began developing the 2025-28 Three-Year Plan this year, it was important to align priorities with ACWDB's development of their own 2025-28 Plan. ACWDB identified the following priorities: Engage directly with business leaders on workforce development strategies and career education, Collaborate strategically with business and industry associations, Address employee retention as a business service and in career planning with job seekers, Build pipelines of workers and support preparation of young people for careers, Emphasize digital literacy and access, Approach job readiness holistically, Make greater use of work-based learning models, Support assets-based recruitment and hiring, Develop job seekers’ financial literacy, Build job candidates’ core skills, Facilitate information sharing across a broad range of organizations and programs, and Be prepared to respond to a dynamic, evolving labor market. MACC is already represented on the workforce development board, which involves subcommittee participation for workforce service oversight. MACC intends to strengthen these connections through strategic goals in the 2025-28 plan. 

As a required WIOA Title II Adult Education and Literacy partner in the WIOA workforce system, MACC is an important resource for WIOA participants aged 18 years and older seeking instruction in adult basic education skills, high school equivalency test preparation and classes leading to a high school diploma, English as a Second Language and citizenship classes, as well as specialized Career Technical Education programs. Additionally, MACC has a strong partnership with Rubicon Programs, the operator of the region's comprehensive career center, the America's Job Center of America (AJCC). As an MOU partner, responsibilities include participation in joint planning to remain responsive to local and economic conditions, including employer needs. MACC currently participates in AJCC partner meetings and events. Likewise, the AJCC career services staff participate in the MACC sub-workgroup team meetings for Seamless Transitions. MACC Transition Specialists engage with WIOA Title I staff to share information and resources to support student transitions to employment. MACC partners with AJCC to coordinate community resource and hiring events at MACC schools. In 2025-26, MACC will collaborate with the AJCC to host an employment and training resource event at the AJCC to showcase adult education opportunities to WIOA job seekers. MACC intends to build on the existing AJCC partnership through additional strategic goals in the 2025-28 plan, including an expansion of the WIOA collaboration to the Tri-Valley subregion through collaboration with the Tri-Valley Career Center. 

In addition, the following resources were also reviewed to ensure alignment of adult education and workforce services:



The U.S. Census Bureau (2023) Census Reporter Profile reports that Alameda County has 1.6 million residents. According to the BW Research Inc., the MACC region has a total population of more than 753,000. Between 2018 and 2022, the population grew by nearly two percent representing roughly 14,400 additional residents. The region’s population has grown faster than the population of California (0.5 percent) but slower than the nation (2.5 percent). Of those in the service area, 331,500 were in the labor force as of 2024. 

Educational attainment in the MACC region is significantly higher than in the state and country. Within the region, 45 percent of the population between the ages of 25 and 64 have earned a bachelor's degree or higher compared to California’s 36 percent and the nation’s 34 percent, however the region has considerably lower rates of people with no high school diploma and people with only a high school diploma or equivalent. Educational attainment rates among the other categories are similar to those of California and the U.S. According to the latest CAEP Scorecard in DataVista, only 12 percent of participants earned a post-secondary award in 2022. Among all participants enrolled in English as a Second Language, Adult Basic Education and Adult Secondary Education programs for the same year, 15 percent transitioned to post-secondary by enrolling in either a K12 adult education program or a community college CTE course at any institution. CTE represents the second-largest share of current MACC enrollments but has the second-highest gap ratio among MACC programs. There are opportunities to expand outreach amongst potential adult learners within the Consortium. 

During the prior Three-Year Plan period, the MACC Seamless Transitions sub-workgroup team consisting of adult school Transition Specialists, college representatives and community partners, focused efforts to create a referral and communication system to support "seamless transitions" for students moving from adult schools to the community colleges. The colleges each developed process maps to promote and support the transitions, which resulted in an effective consortium tool for tracking referrals and monitoring transitions to completion. In 2024-25, MACC built upon this system by piloting strategies to implement Adult Dual Enrollment (ADE). Expanding ADE within the Consortium will be a priority for 2025-28, with the goal of increasing the number of students transition opportunities and accelerate completions of high school diploma programs. 

The California Adult Education Program Technical Assistance Project supports the expansion of ADE as a learner transition strategy, one of the California Adult Education state priorities aligned with the California Community Colleges Chancellor’s Office's Vision for Success goals and the California Department of Education’s priorities, as well as the Workforce Innovation and Opportunity Act (WIOA) Adult Education and Family Literacy, Title II State Plan. Learner transition involves guiding students’ progress from adult education along pathways to achieve their college and career goals.  ADE is one of a menu of transition strategies, which also include bridge and pre-apprenticeship programs, integrated education and training, and transition support services. 

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?

Not Entered
Which populations are currently being served by your programs?

Contributions by Entities*

NameRoleThree-Year Plan Contribution
Beth Cutter Administrator Participated in planning meetings
Bill Branca Administrator Participated in planning meetings
Brad Frazier Administrator Participated in planning meetings
Craig Lang Administrator Participated in planning meetings
Crystal Korbas Administrator Participated in planning meetings
Eric Barron Administrator Participated in planning meetings
Kwasi Reed Administrator Participated in planning meetings
Sara Walke Administrator Participated in planning meetings
Sergio Saenz Administrator Participated in planning meetings
Traci Peterson Administrator Participated in planning meetings
Kai Dwyer Administrator 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
*Castro Valley UnifiedMember Representative

88

132

76

106

237

565

0

237

0

1441
*Chabot-Las Positas CCDMember Representative

0

0

0

0

0

0

0

0

0

0
*Dublin UnifiedMember Representative

0

0

0

0

0

322

0

0

0

322
*Eden Area ROPMember Representative

0

0

0

0

0

0

0

0

0

0
*Hayward UnifiedMember Representative

106

478

0

0

32

1,510

0

49

0

2175
*Livermore Valley Joint UnifiedMember Representative

45

60

0

0

12

374

0

0

0

491
*New Haven UnifiedMember Representative

54

152

0

0

101

635

0

70

0

1012
*Pleasanton UnifiedMember Representative

30

51

19

0

0

403

0

0

0

503
*San Leandro UnifiedMember Representative

226

295

0

44

304

909

0

35

0

1813
*San Lorenzo UnifiedMember Representative

301

172

0

43

97

474

0

0

0

1087
*Tri-Valley ROPMember Representative

0

0

0

0

0

0

0

0

0

0
Total Participants 850 1340 95 193 783 5192 0 391 0 8844
* Consortium Member required to input number of Participants

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

Provider NameProvider TypeProgram Area Where Services Are Provided
ABEASEAWDCSSCTEESLPre-ApprenticeshipShort Term CTEWorkforce Reentry
AJCC Workforce Development Board

Tri-Valley One Stop Career Center, Alameda County WIB Workforce Development Board

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

Not Entered

The seven CAEP approved program areas are currently in-demand and well-represented across the Mid-Alameda County Consortium: Basic and Secondary Skills; English Language Learner educational services in citizenship, English as a second language, and workforce preparation; Workforce preparation; Parenting; Adults with Disabilities; Short-term career technical educational programs with high employment potential, including pre-apprenticeship and apprenticeship programs. According to data from the most recent DataVista CAEP Score Card, MACC continues to maintain steady year-over-year growth in all program areas. In 2023-24, MACC had 9,838 reportable individuals, with 8,093 of those individuals having had twelve or more hours of instruction or positive attendance hours across all enrollments in an adult education program. The CAEP Time Trend table shows that MACC successfully rebounded from the enrollment lows experienced as a result of the pandemic, with a current record high in adult education program enrollments. Immigration integration milestones and completed functioning level gains both continue to experience the highest numbers of enrollments and year-over-year growth. 

Based on findings from the BW Research Inc. regional analysis report, English as a Second Language (ESL) and secondary basic skills programs have the highest level of coverage in the MACC region. These types of programs have the lowest gap ratios of all adult education profiles analyzed for the MACC region, with less than 30 potential students for every current student enrolled for each of these program types. Programming that supports adults with (overall) disabilities could be further developed or expanded throughout the MACC region. There are 939 potential students (adults with disabilities) for every current student in the MACC region, and eight of the region’s 17 zip codes have gap ratios of 1,000 or more potential students for every current student. Programming that supports parent training to support K-12 child school success could also be developed or expanded throughout the MACC region. There are 258 potential students for every current student enrolled in parent training programs to support K-12 child school success. 

In assessing the MACC region’s educational alignment to employer needs, the research team developed a profile of key industry clusters in the region and inventoried existing training offerings within the Eden and Tri-Valley areas to assess adequacy of coverage. Only seven of the 17 industry clusters in the MACC region added jobs between 2019 and 2024. Of these, only four paid wages at or above the economywide average. The four clusters were: Biotechnology and Biomedical Devices; Defense, Aerospace, and Transportation Manufacturing; Education and Knowledge Creation; and Public Services and Infrastructure. These industry clusters account for approximately 18.5 percent of the local economy within the MACC region and have average wages that range from $104,900 to $155,600. The Public Services & Infrastructure and Education & Knowledge Creation industry clusters represent high priorities for the MACC region. Both industry clusters have added jobs over the last five years and offer above-average wages. The Public Services & Infrastructure industry cluster is served by fewer CTE programs than other growing industry clusters in the MACC region: training opportunities are concentrated at Chabot College, and seven of ten MACC schools lack relevant training programs. 

Because the region has higher levels of educational attainment and a higher share of better-paying jobs as compared to the respective statewide and national averages, this translates to higher average annual wages in the MACC region. However, there is still a considerable portion of the population that could benefit from access to adult education programs that lead to high quality employment opportunities. Career and Technical Education (CTE) is a high priority for the MACC region. According to the BW Research Inc. analysis, there are 153 potential CTE students for every current student enrolled in the MACC region. The greatest need for CTE programs is in the Tri-Valley subregion, which has the highest gap ratios within the MACC region, indicating that there are significant opportunities to expand or develop CTE offerings and/or to increase marketing efforts to attract potential CTE students there.

Metrics: CAEP Barriers & Metrics

Goals & Metrics

Metrics

Adult Ed Metrics

  • English Language Learner (149AE)

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) 8,959 9,838

10,000

10,200

10,500

Student BarriersEnglish Language Learner (149AE) 6,386 7,151

7,500

7,600

7,700

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.

Castro Valley Unified (Reported by Castro Valley Unified School District (CVUSD))

Metric SetMetric DescriptionMember Level Metric Actuals Member Level Metric Targets
2022-23 2023-24 2024-25 2025-26 2026-27 2027-28
AllParticipants (202AE) 1,057 1,023

1,200

1,250

1,300

* Mandatory for all members


Chabot-Las Positas CCD (Reported by Chabot-Las Positas)

Metric SetMetric DescriptionMember Level Metric Actuals Member Level Metric Targets
2022-23 2023-24 2024-25 2025-26 2026-27 2027-28
AllParticipants (202AE) 994 1,452

1,452

1,452

1,452

* Mandatory for all members


Dublin Unified (Reported by Dublin Unified School District (DUSD))

Metric SetMetric DescriptionMember Level Metric Actuals Member Level Metric Targets
2022-23 2023-24 2024-25 2025-26 2026-27 2027-28
AllParticipants (202AE) 292 322

354

389

428

* Mandatory for all members


Eden Area ROP (Reported by Eden Area ROP JPA)

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

* Mandatory for all members


Hayward Unified (Reported by The Hayward Center for Education and Careers (HCEC))

Metric SetMetric DescriptionMember Level Metric Actuals Member Level Metric Targets
2022-23 2023-24 2024-25 2025-26 2026-27 2027-28
AllParticipants (202AE) 1,589 1,897

1,650

1,675

1,700

* Mandatory for all members


Livermore Valley Joint Unified (Reported by Livermore 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) 396 408

420

433

446

* Mandatory for all members


New Haven Unified (Reported by New Haven Unified School District (NHUSD))

Metric SetMetric DescriptionMember Level Metric Actuals Member Level Metric Targets
2022-23 2023-24 2024-25 2025-26 2026-27 2027-28
AllParticipants (202AE) 709 803

855

927

992

* Mandatory for all members


Pleasanton Unified (Reported by Pleasanton USD)

Metric SetMetric DescriptionMember Level Metric Actuals Member Level Metric Targets
2022-23 2023-24 2024-25 2025-26 2026-27 2027-28
AllParticipants (202AE) 397 471

520

570

620

* Mandatory for all members


San Leandro Unified (Reported by San Leandro 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) 1,486 1,394

1,200

1,250

1,275

* Mandatory for all members


San Lorenzo Unified (Reported by San Lorenzo Adult School (SLAS))

Metric SetMetric DescriptionMember Level Metric Actuals Member Level Metric Targets
2022-23 2023-24 2024-25 2025-26 2026-27 2027-28
AllParticipants (202AE) 372 532

380

400

450

* Mandatory for all members


Tri-Valley ROP (Reported by Tri-Valley Regional Occupational Program)

Metric SetMetric DescriptionMember Level Metric Actuals Member Level Metric Targets
2022-23 2023-24 2024-25 2025-26 2026-27 2027-28
AllParticipants (202AE) 262

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
Castro Valley Unified 100% 100% 59%

100%

100%

100%

Chabot-Las Positas CCD 100% 100% 54%

100%

100%

100%

Dublin Unified 100% 100% 61%

100%

100%

100%

Hayward Unified 100% 100% 85%

100%

100%

100%

Livermore Valley Joint Unified 100% 100% 73%

100%

100%

100%

New Haven Unified 100% 100% 87%

100%

100%

100%

Pleasanton Unified 100% 100% 73%

100%

100%

100%

San Leandro Unified 100% 100% 69%

100%

100%

100%

San Lorenzo Unified 100% 100% 51%

100%

100%

100%

Tri-Valley ROP 100% 100% 75%

100%

100%

100%

Objectives

Objective #1: Address Educational Needs

To address educational needs, MACC will consider recommendations outlined in the 2025 regional analysis. The analysis assessed alignment between MACC programs and the needs of employers in growing industries to identify education gaps. ESL & Citizenship students were identified as the best-served adult learner population in the MACC region, while Adults with Disabilities were the most underserved, followed by Career & Technical Education students. 

Activities:

1. Develop diverse short-term career technical education programs to address the educational gaps in our region and meet the needs of high-demand industries.

2. Enhance outreach efforts to better serve adult learners in the region who could benefit from the consortium's support services and programs.


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

Not Entered

To improve upon the integration of services and transitions, MACC members will build systems and strengthen support for student transitions by identifying career pathways that align with high-demand markets and labor needs in the region to ensure seamless transitions to post-secondary education and/or the workforce.

Activities:

3. Strengthen partnership with the Alameda County Workforce Development Board to provide a more seamless pipeline into local employment opportunities

4. Implement adult education dual enrollment model to increase student transition opportunities (ESL/ABE to ASE)

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

To improve the effectiveness of services, MACC members will participate in professional development to support the consortium’s regional priorities and strategies. 

Activities:

5. Identify professional development opportunities to promote cross-referrals, share resources, standardize procedures where appropriate and identify best        practices

6. Partner with ACWDB and EBW to better align education and workforce services to meet the needs of the region

Activities & Outcomes

Objective #1: Address Educational Needs

Developing CTE Programs

To address educational needs, MACC will develop diverse short-term career technical education programs to address the educational gaps in our region and meet the needs of high-demand industries.

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 a career pathways workgroup dedicated to curricula evaluation, program alignment, and the development of career pathways. The work group efforts will help limit duplication, diversify offerings, and promote acceleration strategies.

Increase support for high-level English learners to transition to secondary programs and future academic and career training pathways. 

  • ESL college events

  • ELL Healthcare Pathways Program

In collaboration with industry partners, design adult education programs that prepare learners for apprenticeships and beyond.   

Adult Education Metrics and Student Barriers

  • All: Reportable Individuals (200AE)

Responsible Positions, Responsible Consortium Members, and Proposed Completion Date

Responsible PositionResponsible MemberProposed Completion Date
Beth CutterCastro Valley Unified05/31/2028
Bill BrancaDublin Unified05/31/2028
Brad FrazierSan Leandro Unified05/31/2028
Crystal KorbasPleasanton Unified05/31/2028
Eric BarronNew Haven Unified05/31/2028
Kwasi ReedHayward Unified05/31/2028
Sara WalkeLivermore Valley Joint Unified05/31/2028
Sergio SaenzChabot-Las Positas CCD05/31/2028
Suzanne SmithTri-Valley ROP05/31/2028
Traci PetersonChabot-Las Positas CCD05/31/2028
Sharita WilliamsSan Lorenzo Unified05/31/2028

Enhancing Outreach Efforts

To address educational needs, MACC will enhance outreach efforts to better serve adult learners in the region who could benefit from the consortium's support services and programs.

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).

Develop marketing strategies to promote programs and engage potential participants, support career advancement and economic growth in the community.

Develop and conduct outreach to the community to increase regional opportunities for adults with disabilities.

With the goal of engaging prospective students from high-need communities, the consortium will develop deeper relationships with regional partner agencies serving these communities.

Adult Education Metrics and Student Barriers

  • All: Participants (202AE)

Responsible Positions, Responsible Consortium Members, and Proposed Completion Date

Responsible PositionResponsible MemberProposed Completion Date
Official RepresentativeCastro Valley Unified05/31/2028
Official RepresentativeChabot-Las Positas CCD05/31/2028
Official RepresentativeDublin Unified05/31/2028
Official RepresentativeHayward Unified05/31/2028
Official RepresentativeLivermore Valley Joint Unified05/31/2028
Official RepresentativeNew Haven Unified05/31/2028
Official RepresentativePleasanton Unified05/31/2028
Official RepresentativeSan Leandro Unified05/31/2028
Official RepresentativeSan Lorenzo Unified05/31/2028
Official RepresentativeTri-Valley ROP05/31/2028

Objective #2: Improve Integration of Services & Transitions

Strengthening WDB Partnership

To improve upon integration of services and transitions, MACC will strengthen partnership with the Alameda County Workforce Development Board to provide a more seamless pipeline into local employment opportunities

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).

Members will collaborate to strengthen regional partnerships to increase funding and leverage existing structures and expertise to benefit adult learners in the region, including collaborating with workforce partners (Eden AJCC and Tri Valley Career Center) to increase WIOA co-enrollment opportunities. 

Examples:  

  • Regular info sessions to promote WIOA services and activities

  • Collab on employment and training resource events

  • Replicate AJCC partnership in Tri Valley sub-region through partnership with TV Career Center (collaboration with meetings, events and activities)


Increase the number of MACC programs on WIOA Eligible Training provider List (ETPL). 

Partner with Workforce Development Board/AJCC to offer an ESL job readiness course to assist ESL students in need of job assistance while enrolled in ESL courses

Adult Education Metrics and Student Barriers

  • All: Participants (202AE)

Responsible Positions, Responsible Consortium Members, and Proposed Completion Date

Responsible PositionResponsible MemberProposed Completion Date
Official RepresentativeCastro Valley Unified05/31/2028
Official RepresentativeChabot-Las Positas CCD05/31/2028
Official RepresentativeDublin Unified05/31/2028
Official RepresentativeHayward Unified05/31/2028
Official RepresentativeLivermore Valley Joint Unified05/31/2028
Official RepresentativeNew Haven Unified05/31/2028
Official RepresentativePleasanton Unified05/31/2028
Official RepresentativeSan Leandro Unified05/31/2028
Official RepresentativeSan Lorenzo Unified05/31/2028
Official RepresentativeTri-Valley ROP05/31/2028

Implementing Dual Enrollment

To improve upon integration of services and transitions, MACC will Implement adult education dual enrollment model and expand student transition opportunities (ESL/ABE to ASE)

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).

Adult schools will develop a marketing strategy to promote Adult Dual Enrollment (ADE) benefits to students, while Colleges will schedule quarterly meetings with adult schools to present SB554 / ADE 

  • Utilize college resources to conduct outreach at adult schools to increase transitions and/or dual-enrollments

Increase the number of staff supported transitions through the Seamless Transitions work group for year over year and systematically share best practices to improve outcomes across all agencies 

By 2028, MACC will have established an Adult Dual Enrollment program at each adult school, evident by a 5% increase in the number of adult school to college transitions. 

Adult Education Metrics and Student Barriers

  • All: Reportable Individuals (200AE)

Responsible Positions, Responsible Consortium Members, and Proposed Completion Date

Responsible PositionResponsible MemberProposed Completion Date
Official RepresentativeCastro Valley Unified05/31/2028
Official RepresentativeChabot-Las Positas CCD05/31/2028
Official RepresentativeDublin Unified05/31/2028
Official RepresentativeHayward Unified05/31/2028
Official RepresentativeLivermore Valley Joint Unified05/31/2028
Official RepresentativeNew Haven Unified05/31/2028
Official RepresentativePleasanton Unified05/31/2028
Official RepresentativeSan Leandro Unified05/31/2028
Official RepresentativeSan Lorenzo Unified05/31/2028
Official RepresentativeTri-Valley ROP05/31/2028

Objective #3: Improve Effectiveness of Services

Identifying Professional Development

To improve upon the effectiveness of services, MACC members will identify professional development opportunities to promote cross-referrals, share resources, standardize procedures where appropriate and identify best practices.


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).

Identify data/reporting processes across MACC to better engage in data-informed quality improvement efforts to improve consortium-wide outcomes.

Implement professional development to address topics that align with the goals outlined in this three-year plan and in collaboration with the state’s adult education resources; CASAS, OTAN, and CALPRO. 

Examples

  • Present a process/referral visual representation for a student roadmap for transition from one AE program to another, and from one agency to another

  • Continue to develop an Official Representatives Handbook/Onboarding resource to document responsibilities, procedures, points of contact and timelines/deliverables 

  • Improve upon consortium communications for collaboration (establish personal relationships on campuses)

  • Incorporate “Featured Spotlight” on programs that we are doing well to make meetings and work groups more engaging. “How to” topics to benefit by learning from each other's successes.

Evaluate the effectiveness of the professional development implemented over the three-year plan and make recommendations for ongoing best-practices.

Adult Education Metrics and Student Barriers

  • All: Participants (202AE)

Responsible Positions, Responsible Consortium Members, and Proposed Completion Date

Responsible PositionResponsible MemberProposed Completion Date
Official RepresentativeCastro Valley Unified05/31/2028
Official RepresentativeChabot-Las Positas CCD05/31/2028
Official RepresentativeDublin Unified05/31/2028
Official RepresentativeHayward Unified05/31/2028
Official RepresentativeLivermore Valley Joint Unified05/31/2028
Official RepresentativeNew Haven Unified05/31/2028
Official RepresentativePleasanton Unified05/31/2028
Official RepresentativeSan Leandro Unified05/31/2028
Official RepresentativeSan Lorenzo Unified05/31/2028
Official RepresentativeTri-Valley ROP05/31/2028

Aligning Education and Workforce Services

To improve upon the effectiveness of services, MACC members will partner with ACWDB and EBW to better align education and workforce services to meet the needs of the region


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).

MACC Member participation in quarterly AJCC Partner Meetings

Engage with EASTBAY Works and the Regional Planning Unit to align adult education with workforce services and initiatives.

Increased alignment with ACWDB (through AE board member), including participation in WDB committees and activities

Adult Education Metrics and Student Barriers

  • All: Participants (202AE)

Responsible Positions, Responsible Consortium Members, and Proposed Completion Date

Responsible PositionResponsible MemberProposed Completion Date
Official RepresentativeCastro Valley Unified05/31/2028
Official RepresentativeChabot-Las Positas CCD05/31/2028
Official RepresentativeDublin Unified05/31/2028
Official RepresentativeHayward Unified05/31/2028
Official RepresentativeNew Haven Unified05/31/2028
Official RepresentativeLivermore Valley Joint Unified05/31/2028
Official RepresentativePleasanton Unified05/31/2028
Official RepresentativeSan Leandro Unified05/31/2028
Official RepresentativeSan Lorenzo Unified05/31/2028
Official RepresentativeTri-Valley ROP05/31/2028

Funds Evaluation

Member Allocations and Expenditures

Member AgencyPrior Year Total Leveraged FundsProgram Reporting Status
Castro Valley Unified $5,014,367Certified
Chabot-Las Positas CCD $846,977Certified
Dublin Unified $815,221Certified
Eden Area ROP $0Certified
Hayward Unified $3,145,089Certified
Livermore Valley Joint Unified $1,069,345Certified
New Haven Unified $476,794Certified
Pleasanton Unified $1,530,695Certified
San Leandro Unified $2,559,091Certified
San Lorenzo Unified $1,122,469Certified
Tri-Valley ROP $9,880Certified
Totals$16,589,928 11/11 Certified

The Mid Alameda County Consortium (MACC) determines allocations in March-April of each year in accordance with the prior Three-Year Plan approved by the MACC Official Representatives. A budget allocation inquiry survey is distributed to the Consortium voting members along with available information about an anticipated COLA when appropriate. The survey is intended to capture member requests and suggested special projects for the coming year. The MACC Official Representatives then vote to proceed with allocation percentages.

The MACC Official Representatives regularly review CAEP guidance regarding member effectiveness, budget planning and carry forward amounts. The 2025-28 member allocations will support development of new programs and services for adult learners within the region, while also maintaining current staffing levels, facilities costs, and existing programs and services. Member approaches to incorporating remaining carry-over funds from prior years into planned strategies are discussed during annual budget planning meetings. Members will use any carryover funds to meet their agency’s responsibilities for the provision of consortium supported programs and services pertaining to the MACC Three-Year Plan. As part of the 25-28 Three-Year Planning process, members also shared their leveraged non-CAEP funding for Adult Education programs and services. 


Certification

Castro Valley Unified - Member Representative

Approved by Beth Cutter

06/06/2025 07:39 AM PDT

Chabot-Las Positas CCD - Member Representative

Approved by Safiyyah Forbes

06/06/2025 02:22 PM PDT

Dublin Unified - Member Representative

Approved by Bill Branca

06/06/2025 01:52 PM PDT

Eden Area ROP - Member Representative

Approved by Craig Lang

06/06/2025 08:02 AM PDT

Hayward Unified - Member Representative

Approved by Kwasi Reed

06/06/2025 03:43 PM PDT

Livermore Valley Joint Unified - Member Representative

Approved by Sara Walke MAT

06/05/2025 09:01 PM PDT

New Haven Unified - Member Representative

Approved by Eric Barron

06/09/2025 08:11 AM PDT

Pleasanton Unified - Member Representative

Approved by Crystal Korbas

06/09/2025 08:40 AM PDT

San Leandro Unified - Member Representative

Approved by Bradley Frazier

06/06/2025 09:36 AM PDT

San Lorenzo Unified - Member Representative

  • Superintendent
  • dcamp@slzusd.org
  • (510) 317-4690
  • Assistant Superintendent, Ed Services
  • llama@slzusd.org
  • (510) 317-4758
Approved by Kai Dwyer

06/06/2025 09:29 AM PDT

Tri-Valley ROP - Member Representative

  • Coordinator of Program Services
  • ssmith@tvrop.org
  • (925) 455-4800 ext: 103
Approved by Suzanne Smith

06/06/2025 10:47 AM PDT