CAEP
Three-Year Plan

Produced: Jun 16, 2025, 10:59 PM UTC - By Jose Hernandez

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:
12 Contra Costa Adult Education Consortium
Address:
c/o Mt. Diablo Adult Ed. 1266 San Carlos Avenue | Concord, CA | 94518
Website:
https://www.cccaec.us/
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 Contactjcervetto@rdaconsulting.comConsortium Manager(510) 200-0396
Fiscal Contactkschelin@4cd.eduExecutive Vice Chancellor, Education and Technology(925) 229-6826
Fiscal Contactsmurphy@martinez.k12.ca.us(925) 335-5803
Primary Contactjfranklin@rdaconsulting.com

Members

Auto-populated

Member AgencyMember TypeContactPhone
Acalanes Union HighHigh School DistrictSteven France(925) 280-3945
Antioch UnifiedUnified School DistrictCynthia Hunt(925) 779-7500 ext: 42354
Contra Costa CCDDistrictKelly Schelin(925) 229-6826
Contra Costa Co. Office of EducationCounty Office of Education (COE)Hilary Dito(925) 942-5357
Liberty Union HighHigh School DistrictGuy Rognlien(925) 634-2589
Martinez UnifiedUnified School DistrictSuzanne Murphy(925) 335-5803
Mt. Diablo UnifiedUnified School DistrictVittoria Abbate(925) 685-7340 ext: 6711
Pittsburg UnifiedUnified School DistrictLisa Williams(925) 473-2303
West Contra Costa UnifiedUnified School DistrictConnie Pekedis

Executive Summary

Overview

The Contra Costa County Adult Education Consortium (CCCAEC) has developed its Three-year Plan to guide adult education services during the 2025-2028 period. This plan will serve as a road map to guide initiatives and activities that serve to advance the consortium’s mission to provide a seamless county-wide system that serves the educational and career needs of the region’s diverse community of adult learners. Activities detailed in the plan were developed to enhance the CCCAEC’s capacity to identify and address gaps in services and support students in achieving their academic and career goals.

Consortium

The CCCAEC is made up of 12 members, including seven K-12 adult education centers, three community colleges, one representative from the Contra Costa Community College District, and one representative from the Contra Costa Office of Education. Please see below.

K-12 Adult Education

  • Acalanes Adult Education
  • Antioch Adult Education
  • Liberty Adult Education
  • Martinez Adult Education
  • Mt Diablo Adult Education
  • Pittsburg Adult Education
  • West Contra Costa Adult Education

Contra Costa Community College District

  • Contra Costa College
  • Contra Costa Community College District
  • Diablo Valley College
  • Los Medanos College

Contra Costa Office of Education

  • Contra Costa Adult School

A Steering Committee made up of board appointed voting members representing each member agency leads the CCCAEC. All CCCAEC members actively participated in the development of the plan and agree to adhere to the implementation goals included.

Needs Assessment

The consortium management team conducted a needs assessment in Fall 2024 using primary and secondary, as well as both quantitative and qualitative, data. The assessment investigated both the landscape in Contra Costa County for adult learners, as well as the functioning of the CCCAEC and its Steering Committee.

Contra Costa County, despite its strong regional economy and proximity to major industry hubs, faces persistent educational and economic disparities across demographic groups and regions, particularly affecting English Language Learners, Black residents, younger adults, and communities in East and West County. While the county has seen post-pandemic job growth, especially in the healthcare and transportation sectors, some industries like retail and manufacturing continue to struggle, disproportionately impacting high-priority communities. Educational attainment is high overall but varies significantly by race and geography, with Hispanic, Native American, and Pacific Islander populations having lower high school completion rates. These disparities were magnified during the pandemic, which led to enrollment declines. The CCCAEC has since worked to increase community awareness, improve outreach, and support adult learners through clearer pathways to post-secondary education and employment. Despite improved collaboration and support services, barriers such as mental health needs, childcare, transportation, and access to technology remain.

Objectives, Strategies, and Activities

The members of the Steering Committee validated the findings of the needs assessment and used them to inform their strategies and activities for this Three-year Plan. These are listed below:

Objective 1: Address Educational Needs

Strategy 1.A: Increase access and completion by providing holistic support for students.

  • Activity 1.A.1: Reduce barriers by supporting basic and academic needs
  • Activity 1.A.2: Integrate emerging technology that supports teaching and learning

Strategy 1.B: Optimize learning and clarify career pathways to support student success.

  • Activity 1.B.1: Integrate training programs among consortium members
  • Activity 1.B.2: Develop inter-agency pathways addressing students’ goals

Objective 2: Improve Integration of Services and Transitions

Strategy 2A: Invest in activities to support sharing practices between consortium members

  • Activity 2.A.1: Support staff training and professional development
  • Activity 2.A.2: Share consortium resources

Strategy 2B: Enhance capacity to support seamless transitions

  • Activity 2.B.1: Develop processes for regular resource-sharing
  • Activity 2.B.2: Better link pathways between Adult Ed and Colleges

Objective 3: Improve Effectiveness of Services

Strategy 3A: Continue to align data reporting across consortium to identify successes and areas for improvement in serving students

  • Activity 3.A.1: Improve data systems and sharing among consortium members

Strategy 3B: Strengthen Internal and External Partnerships

  • Activity 3.B.1: Strengthen internal and external communication
  • Activity 3.B.2: Develop resource-sharing frameworks

Summary of Funds Evaluation

CCCAEC distributes planned allocations to members based on pre-approved percentages to implement its three-year plan. Annually, members develop and approve allocation budgets through an established budget process. The allocations are recorded in the CFAD and approved at a public Steering Committee meeting. The Budget and Fiscal Workgroup monitors fund usage for accountability

Assessment

The CCCAEC undertook a pre-planning process that engaged member agencies in a comprehensive needs and self-evaluation assessment. The consortium management team facilitated the assessment phase and proposed assessment and planning frameworks to the CCCAEC Steering Committee for review and approval. Key assessment activities are listed below and detailed in the Data Collection Process section:

  • Development of Outreach and Analytic Framework Proposal
  • Consortium Program Quality Self-Assessment Survey
  • CCCAEC Site Visits and Interviews
  • Secondary Data Collection and Analysis

Following the completion of data collection activities and preliminary needs assessment findings development, the CCCAEC embarked on the planning phase that included the following activities:

Planning Workshop #1: Steering Committee members reviewed preliminary needs assessment findings to validate findings, identify additional needs and/or gaps, and identify high-level strategic priorities for the three-year planning period aligned to the three CAEP mandated objective domains: Educational Needs, Service Integration and Transitions, and Service Effectiveness.

Planning Workshop #2: Steering Committee members convened for a half-day workshop to identify strategies and brainstorm activities by CAEP-mandated Objective areas.

Strategy Refinement and Adoption: The consortium management team consolidated and refined high-level strategies based on discussion held in the previous planning workshop. The strategies were then presented at the next Planning workshop.

Planning Workshop #3: Steering Committee members convened for a final, two-hour workshop to confirm Strategies, refine Activities and brainstorm short, medium and long-term outcomes.

Metric Selection: RDA refined activities and developed recommendations to the Steering Committee for activity performance metrics. The recommendations were then presented, discussed, and agreed upon by the Steering Committee.

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 consortium management team undertook a mixed-methods data collection process in Fall 2024. This process included both primary and secondary data sources, as well as quantitative and qualitative data. The methods included are listed below:

  • Development of Outreach and Analytic Framework Proposal: The consortium management team, in collaboration with the Steering Committee Co-chairs, developed a needs assessment data collection plan and analytic framework. 
  • Consortium Program Quality Self-Assessment Survey: The consortium management team used this tool, which was created by CAEP to help consortia evaluate their effectiveness in the following key areas: Capacity, Connection, Entry, Progress, and Completion/Transition. The Management team analyzed the results and brought them back to the Steering Committee, and compared them to the last time the self-assessment was administered, in 2022.
  • CCCAEC Site Visits and Interviews: This activity leveraged the existing practice of conducting annual site interviews to engage with key informants from each CCCAEC member site and elicit perspectives on current consortium strengths, challenges, gaps, student barriers, and emerging needs.
  • Secondary Data Collection and Analysis: The consortium management team utilized CAEP Fact sheets, US census data, local Workforce Board Development plans, and regional labor market data to understand regional educational, workforce, and economic needs experienced across Contra Costa County’s communities. The planning team also reviewed CCCAEC student enrollment, success, and transition data from DataVista and TOPSpro to identify gaps in service and relevant trends and compare against regional data to identify gaps in populations served.

The consortium management team prepared findings from the preliminary data collection and brought the findings to the Steering Committee to validate findings and identify gaps in the current data findings which need to be addressed in the three-year plan.


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
Contra Costa County Workforce Development BoardIndustry
Workforce Development Board for Contra Costa County Business
EastBay WorksWorkforce Development Board
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 CCCAEC and its member agencies remain an integral part of the regional education and workforce services ecosystem in Contra Costa County.  During the 2022-2025 implementation period, members of the Steering Committee strengthened the consortium’s partnerships through membership on the Workforce Development Board of Contra Costa County (WBDCCC), as well as the Contra Costa Workforce Collaborative (CCWC). This allows for continued input into planning, implementation, and coordination as well as information exchanges amongst and between entities. The CCCAEC continues to align with workforce and economic development entities in Contra Costa County in the following ways:

  • Contra Costa Workforce Collaborative (CCWC): Among the 12 community-based organizations that form the CCWC public-nonprofit partnership, several are members of the CCCAEC, including: Mt. Diablo Adult Education, Liberty Adult Education, Martinez Adult Education, Pittsburg Adult Education, and Contra Costa Community College District. Representation of consortium membership in the CCWC allows member institutions to leverage relationships with CCWC participant organizations and the network of America’s Job Center of California (AJCC) locations. The WIOA AJCC funding also allows participant organizations to pool resources and streamline service provision across the county, ultimately providing more responsive, tailored services for clients. Such outcomes support the consortium’s broader efforts to increase its focus on subregional services.
  • EastBay Works: A core initiative of EastBay Works is the 14 AJCCs located in the East Bay region. Through its participation in the CCWC and co-located AJCC services at member agency locations, the CCCAEC has been working collaboratively with EastBay Works to align and expand career services for AEP adult learners. EastBay Works is also a member of the East Bay Regional Planning Unit (EBRPU), which is composed of the four East Bay Workforce Development Boards serving Alameda and Contra Costa Counties and the Cities of Oakland and Richmond. Per State requirements, the EBRPU develops a regional plan every four years to coordinate services. Points of current (and potential) alignment with CCCAEC include:
      • Work/Wage-Based Training Models connecting East Bay Workforce Boards, K-12 schools, and Community Colleges with work-based learning opportunities
      • East Bay Health Workforce Partnership with CCs, School Districts, and WDBs

Workforce Development Board of Contra Costa County (WDBCCC): The CCCAEC and its member agencies maintain a close working relationship with the WDBCCC, a key body supporting the coordination of workforce and adult education initiatives. CCCAEC has direct representation of three members on the board of the WDBCCC, which enhances information-sharing and alignment of planning efforts. CCCAEC member agencies are also active participants in a number of collaboratives and service networks coordinated by the WDBCCC including the Contra Costa Workforce Collaborative (CCWC), Workforce Integrated Networks (WINs), Earn and Learn East Bay (E&LEB), and East Bay Works. The WDBCCC’s Local Plan 2025-28 outlines multiple examples of current collaboration with the CCCAEC and its members and aligns the CCCAEC’s vision for the next step years including a focus on:

  • In-service trainings to expand partner capacity
  • Co-enrollment and Common Case Management Strategies
  • Continued coordination of Workforce, Education, and Supportive Services

Introduction

Contra Costa County is the third-largest county in the Bay Area with a population of approximately 1.16 million residents. The strength of the regional economy is bolstered by its proximity to major technology and industry hubs, creating economic and workforce benefits for much of the County. However, Contra Costa County’s economic gains have not reached all corners of the community.  Economic and educational disparities are seen across different demographic groups and geographic locales within the region. For instance, unemployment is disproportionally represented in the Black population (20.3%) though that demographic makes up only 8.4% of the region’s population. Individuals 25-44 make up roughly a quarter of the region’s population, but this age group accounts for nearly half of unemployed adults (48.9%). Geographically, the central region is where most of the jobs are located; Concord, Walnut Creek, and Pleasant Hill are the only zip codes that see a net positive of commuters.

Economic Forecast/Context

Since the COVID-19 pandemic, the regional economy has steadily recovered. Contra Costa County’s total employment rose by 1.9% in 2024, outpacing the state average of 1.6%. The county has seen substantial gains in the Healthcare industry, as well as the Transportation, Warehousing, and Utilities sectors. However, some industries have not recovered from the impact of the pandemic. Year over year, the county has seen job losses in Administrative Support, Retail Trade, and Manufacturing.

Educational Attainment

Contra Costa County has relatively high levels of educational attainment and low levels of poverty compared to State averages. However, County-level data do not reflect the challenges of accessing educational opportunities among high-need communities in West and East County. Educational attainment outcomes also reflect demographic disparities.  The percentage of individuals with less than a high school diploma is much higher in among individuals who identify as Hispanic (28.7%), Native American (19.5%), or Native Hawaiian or Pacific Islanders (16.7%), compared to those who identify as White (2.9%), Black (6.9%), or Asian (8.9%).

The existing disparities in educational attainment were thrown into sharp relief by the decline in enrollment during the height of the pandemic. Consortium members have been working to return enrollment to pre-pandemic levels by increasing awareness of educational services and resources in the community. However, many site visit interviewees mentioned that the consortium needs to improve marketing, especially around interagency pathways.Points scored

Student Transitions

For many adult learners, accessible and effective transitional supports are a vital component to successfully meeting their career and educational goals. While consortium members report improved collaboration in proactive counseling and support services to promote long-term student success, there is room for growth. The majority of self-assessment respondents (61%) reported that students complete individualized educational plans that reflect an informed understanding of their educational and career options. Many site visit interviewees shared that a personally tailored outreach approach was successful with students. 

The assessment found that there are still barriers to education completion among adult learners which may impact enrollment and program completion. Site visit interviewees shared that they have noticed an increase in students’ struggles with mental health, while others noted that students need linkages to supportive services, transportation, and on-site child care. In addition to supporting basic needs, the needs assessment highlighted additional academic support needs, including access to technology, access to IET for English language learners, and help navigating educational pathways. Site visit interviewees shared that these needs are especially salient for those students who are or have been part of the Contra Costa Adult School’s services inside the jails, as they often have trouble connecting to services after leaving jail. 

Staff Capacity And Professional Development 

Like community college and adult education systems across the country, the CCCAEC struggles to recruit and retain teaching staff. This is due to a variety of factors including a talent shortage, increased competition from 4-year colleges, and comparatively higher wages for technical professions in other industries. 

As the consortium tries to attract teachers, it is increasing its investment in professional development. Self-assessment results show improved alignment of professional development across agencies, but highlighted areas for improvement. Site visit interviewees highlighted the Multilingual Learner Summit as a successful professional development and opportunity to connect with other educators, noting it as a positive model for future events. 

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
Steven France Administrator Participated in planning meetings
G. Vittoria Abbate Administrator Participated in planning meetings
Beth Arman Administrator Participated in planning meetings
Jose Hernandez Administrator Participated in planning meetings
Lindsay Wisely Administrator Participated in planning meetings
Mariah Bruce Administrator Participated in planning meetings
Jason Berner Administrator Participated in planning meetings
Evan Decker Administrator Participated in planning meetings
Kelly Schelin Administrator Participated in planning meetings
Hilary Dito Administrator Participated in planning meetings
Rhuepell Stroud Administrator Participated in planning meetings
Heidi Andrews Administrator Participated in planning meetings
Carla Molina Administrator Participated in planning meetings
Sara Proctor Administrator Participated in planning meetings
James Noel Administrator Participated in planning meetings
Sarah Steen Administrator Participated in planning meetings
David Belman Administrator Participated in planning meetings
Virginia Richards Administrator Participated in planning meetings
Bill Bankhead Administrator Participated in planning meetings
Nicole Almassey Administrator Participated in planning meetings
Suzanne Murphy Administrator Participated in planning meetings
Tricia Oulette Administrator Participated in planning meetings
Danny Lockwood Administrator Participated in planning meetings
Anthony Molina Administrator Participated in planning meetings
Gregory Brooks Administrator Participated in planning meetings
Kelsey Corrales 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
*Acalanes Union HighMember Representative

0

0

0

0

45

460

0

45

0

550
*Antioch UnifiedMember Representative

136

132

0

0

20

227

0

0

19

534
*Contra Costa CCDMember Representative

0

421

63

0

230

1,228

33

112

120

2207
*Contra Costa Co. Office of EducationMember Representative

84

151

0

192

571

113

361

147

113

1732
*Liberty Union HighMember Representative

152

188

0

0

183

305

0

29

154

1011
*Martinez UnifiedMember Representative

53

147

0

0

666

309

69

528

90

1862
*Mt. Diablo UnifiedMember Representative

330

230

100

156

318

1,817

0

242

76

3269
*Pittsburg UnifiedMember Representative

497

652

0

33

519

956

69

331

119

3176
*West Contra Costa UnifiedMember Representative

97

354

70

0

150

1,533

0

124

26

2354
Total Participants 1349 2275 233 381 2702 6948 532 1558 717 16695
* 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

CCCAEC provides an array of services and instruction to meet the needs of its adult learners. In 2023-24, the CCCAEC provided over 1.3 million hours of instructional hours supported by $26,265,073 leveraged total funds.

 

Currently, the majority of the CCCAEC instruction hours are dedicated to ESL/EL Civics, followed by Short Term CTE, and ABE/ASE programs. ESL/EL Civics, Short Term CTE, and ABE/ASE also account for 87% of total leveraged funds. This distribution of instructional hours is expected based on the educational and English language needs of Contra Costa County residents. Given the number of adults without a high school degree and non-English language speakers, the current level of services and distribution of funding is in alignment with regional needs. The levels of instructional hours and funds are much lower in AWD, Workforce Re-entry, Pre-Apprenticeship and K12 Success services. For AWD, adult education providers do see a need in this area.

Short-term CTE and transitions into credit CTE pathways that serve regional workforce needs continue to be a priority for CCCAEC. Current CTE Pathways in the region are regularly assessed and vetted for alignment to regional industry needs, sector pathways, and projected job growth. The CCCAEC looks at the larger pool of programs to ensure local program levels align with the needs and gaps of the larger regional workforce.

CCCAEC has career pathways in Business, healthcare/allied health, public safety, information computer technology (ICT), trades, and education and social services. Healthcare and allied health is the most robust career pathway and the CCCAEC is leveraging the recently awarded ELL Healthcare Pathways Grant funds to expand these options. Adult schools offer 10 non-credit courses at seven adult school locations. All three colleges offer a range of certificate courses and associate degrees. Similarly, businesses and trades programs include a wide range of credit and non-credit courses that offer career options to adult learners including 13 apprenticeship programs among CCCAEC members. Lastly, career pathways in public safety, ICT, and education and social services offer a range of associate degree and credit certificate and skills programs, however, have very few non-credit offerings. While this does offer a challenge transitioning from non-credit course work, the CCCAEC will continue to explore new pathways to support adult learners interested in careers in these areas.

Metrics: CAEP Barriers & Metrics

Goals & Metrics

Metrics

Adult Ed Metrics

  • English Language Learner (149AE)

Metrics

Adult Ed Metrics

  • Completed Educational Functioning Level Gain (400AE)

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)

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) 14,361 15,732

15,691

15,872

16,081

Student BarriersEnglish Language Learner (149AE) 8,301 9,510

10,497

10,610

10,740

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.

Acalanes Union High (Reported by Acalanes District 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) 496 502

514

519

524

ProgressCompleted Educational Functioning Level Gain (400AE) 192 196

200

202

204

SuccessDiploma, GED or High School Equivalency (633AE)

0

0

0

SuccessPostsecondary Credential (624AE) 28 17

23

23

24

TransitionTransitioned to ASE (500AE)

0

0

0

TransitionTransitioned to Non-Developmental Credit College Course (637AE) 17

18

18

18

TransitionTransitioned to CTE (636AE) 19

20

20

20

* Mandatory for all members


Antioch Unified (Reported by Antioch Unified School District (AUSD))

Metric SetMetric DescriptionMember Level Metric Actuals Member Level Metric Targets
2022-23 2023-24 2024-25 2025-26 2026-27 2027-28
AllParticipants (202AE) 342 344

353

357

360

ProgressCompleted Educational Functioning Level Gain (400AE) 169 186

183

185

186

SuccessDiploma, GED or High School Equivalency (633AE) 41 32

38

38

39

SuccessPostsecondary Credential (624AE) 17

9

9

9

TransitionTransitioned to ASE (500AE) 60

62

62

63

TransitionTransitioned to Non-Developmental Credit College Course (637AE) 12

12

12

13

TransitionTransitioned to CTE (636AE) 28

29

29

29

* Mandatory for all members


Contra Costa CCD (Reported by Contra Costa)

Metric SetMetric DescriptionMember Level Metric Actuals Member Level Metric Targets
2022-23 2023-24 2024-25 2025-26 2026-27 2027-28
AllParticipants (202AE) 1,145 1,863

660

660

660

ProgressCompleted Educational Functioning Level Gain (400AE) 175 313

60

60

60

SuccessDiploma, GED or High School Equivalency (633AE) 17 16

25

25

25

SuccessPostsecondary Credential (624AE) 116 48

0

0

0

TransitionTransitioned to ASE (500AE) 39

0

0

0

TransitionTransitioned to Non-Developmental Credit College Course (637AE) 210

0

0

0

TransitionTransitioned to CTE (636AE) 164

0

0

0

* Mandatory for all members


Contra Costa Co. Office of Education (Reported by Contra Costa County Office of 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) 697 657

1,225

1,225

1,225

ProgressCompleted Educational Functioning Level Gain (400AE) 63 57

180

180

180

SuccessDiploma, GED or High School Equivalency (633AE) 38 24

0

0

0

SuccessPostsecondary Credential (624AE) 73 43

0

0

0

TransitionTransitioned to ASE (500AE) 19

0

0

0

TransitionTransitioned to Non-Developmental Credit College Course (637AE) 16

0

0

0

TransitionTransitioned to CTE (636AE) 185

0

0

0

* Mandatory for all members


Liberty Union High (Reported by Liberty Union Adult School District)

Metric SetMetric DescriptionMember Level Metric Actuals Member Level Metric Targets
2022-23 2023-24 2024-25 2025-26 2026-27 2027-28
AllParticipants (202AE) 645 640

662

668

675

ProgressCompleted Educational Functioning Level Gain (400AE) 238 247

250

252

254

SuccessDiploma, GED or High School Equivalency (633AE) 41 22

32

33

34

SuccessPostsecondary Credential (624AE) 194 129

166

168

171

TransitionTransitioned to ASE (500AE) 88

91

92

92

TransitionTransitioned to Non-Developmental Credit College Course (637AE) 15

15

16

16

TransitionTransitioned to CTE (636AE) 33

34

34

35

* Mandatory for all members


Martinez Unified (Reported by Martinez 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) 924 1,002

992

1,002

1,009

ProgressCompleted Educational Functioning Level Gain (400AE) 125 211

173

175

174

SuccessDiploma, GED or High School Equivalency (633AE) 44 63

55

56

56

SuccessPostsecondary Credential (624AE) 258 132

201

203

208

TransitionTransitioned to ASE (500AE) 99

102

103

104

TransitionTransitioned to Non-Developmental Credit College Course (637AE) 16

16

17

17

TransitionTransitioned to CTE (636AE) 82

84

85

86

* Mandatory for all members


Mt. Diablo Unified (Reported by Mt. Diablo Unified School District (MDUSD))

Metric SetMetric DescriptionMember Level Metric Actuals Member Level Metric Targets
2022-23 2023-24 2024-25 2025-26 2026-27 2027-28
AllParticipants (202AE) 2,247 2,416

2,401

2,425

2,444

ProgressCompleted Educational Functioning Level Gain (400AE) 700 803

774

782

787

SuccessDiploma, GED or High School Equivalency (633AE) 41 25

34

34

35

SuccessPostsecondary Credential (624AE) 297 187

249

252

257

TransitionTransitioned to ASE (500AE) 111

114

115

117

TransitionTransitioned to Non-Developmental Credit College Course (637AE) 71

73

74

75

TransitionTransitioned to CTE (636AE) 127

131

132

133

* Mandatory for all members


Pittsburg Unified (Reported by Pittsburg Unified School District (PUSD))

Metric SetMetric DescriptionMember Level Metric Actuals Member Level Metric Targets
2022-23 2023-24 2024-25 2025-26 2026-27 2027-28
AllParticipants (202AE) 1,602 1,797

1,850

1,924

2,020

ProgressCompleted Educational Functioning Level Gain (400AE) 481 521

536

557

584

SuccessDiploma, GED or High School Equivalency (633AE) 135 132

136

142

149

SuccessPostsecondary Credential (624AE) 184 292

300

312

327

TransitionTransitioned to ASE (500AE) 168

173

180

189

TransitionTransitioned to Non-Developmental Credit College Course (637AE) 64

66

69

73

TransitionTransitioned to CTE (636AE) 229

236

245

257

* Mandatory for all members


West Contra Costa Unified (Reported by West Contra Costa Unified School District (WCCUSD))

Metric SetMetric DescriptionMember Level Metric Actuals Member Level Metric Targets
2022-23 2023-24 2024-25 2025-26 2026-27 2027-28
AllParticipants (202AE) 1,634 1,920

1,800

1,800

1,800

ProgressCompleted Educational Functioning Level Gain (400AE) 547 703

650

650

650

SuccessDiploma, GED or High School Equivalency (633AE) 78 88

80

80

80

SuccessPostsecondary Credential (624AE) 69 69

65

65

65

TransitionTransitioned to ASE (500AE) 112

0

0

0

TransitionTransitioned to Non-Developmental Credit College Course (637AE) 41

0

0

0

TransitionTransitioned to CTE (636AE) 64

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
Acalanes Union High 100% 100% 61%

100%

100%

100%

Antioch Unified 100% 100% 52%

100%

100%

100%

Contra Costa CCD 100% 100% 51%

100%

100%

100%

Contra Costa Co. Office of Education 100% 100% 63%

89%

89%

89%

Liberty Union High 100% 100% 40%

100%

100%

100%

Martinez Unified 100% 100% 66%

100%

100%

100%

Mt. Diablo Unified 100% 100% 76%

100%

100%

100%

Pittsburg Unified 100% 100% 66%

95%

100%

100%

West Contra Costa Unified 100% 100% 58%

100%

100%

100%

Objectives

Objective #1: Address Educational Needs

Contra Costa County is a fairly well-resourced area and has bounced back well from the economic and workforce implications of the COVID-19 pandemic, but there continues to be a great amount of need for basic direct and ancillary educational supports. This need is especially visible among the populations with less education attainment, Black, Indigenous, and People of Color (BIPOC) communities, people who do not speak English as their first language, and those who are or have been involved with the justice system. The CCCAEC acknowledges that people are not able to fully engage in learning until their basic needs have been met and therefore has a focus on holistic support for all members of the community, both those who are currently students and those who may be students in the future. In order to do this, the CCCAEC has developed the following high-level strategies for its three-year plan:

  • Strategy 1.A: Increase access and completion by providing holistic support for students.

The CCCAEC will identify resources for basic needs support at all institutions to sustain students in all areas of their lives. This will include but not be limited to mental health support, transportation support, and childcare. To support students throughout their learning journey, the CCCEAC will also identify resources to support them in their academics, including but not limited to disability services, multi-language options, and increased articulated options for targeted populations, including incarcerated students. The CCCEAC will integrate emerging technology that supports teaching and learning to enhance digital literacy among both students and staff.

  • Strategy 1.B: Optimize learning and clarify career pathways to support student success.

The CCCAEC will continue to create and define training programs with a focus on integration among consortium members. This will include providing career pathway options and training “road maps” for consortium pathways to support student planning. They will clearly define postsecondary pathways and career options and focus on strengthening communications to students about the available pathways and how they can access them. This will include but not be limited to visual pathway maps, sharing of employer partners, and coordination of work-based learning opportunities. The CCCEAC will also bolster Integrated Education and Training (IET) programs to be offered at select sites, including adult education pathways which can be continued at community colleges. To address student goals, the CCAEC will develop and communicate interagency pathways and track progress data as a consortium.

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

Through the consortium needs assessment process, the CCCAEC identified that supporting student transitions continues as a key need. The members of the consortium experienced high staff and faculty turnover during and following the COVID-19 pandemic. Though most of these positions have been filled by now, there is an ongoing need for preservation of institutional knowledge and continuation of refining best practices. CCCAEC intends to revisit and refine modes of tracking and support for those pre- and post-transitions into post-secondary education, training, and/or employment. To this end, the CCCAEC has selected two high-level strategies that will continue during the 2022-2025 implementation period:

  • Strategy 2A: Invest in activities to support sharing practices between consortium members

The CCCAEC understands the renewed need for continuous support of professional development and staff training, especially for those staff whose work supports students’ transitions into postsecondary or career paths. Building upon the two county-wide summits that consortium members organized in 2023 and 2024, the members will aim to support more forums for cross-consortium resource-sharing amongst staff and faculty, with a focus on administrators who work on transition support. Through these gatherings and other opportunities for connection, the CCCAEC will support resource-sharing and alignment of terminology, processes, and systems consortium-wide.


  • Strategy 2B: Enhance capacity to support seamless transitions

Building upon its collective approach to professional development and mutual support for transition personnel throughout, the CCCAEC will explore the reconvening of the consortium-wide Transition Specialists workgroup. The CCCAEC now intends to build upon and refine previous efforts as it introduces updated capacity-building initiatives among transition support staff and data personnel. The CCCAEC will explore the development of community learning spaces for data and transition personnel across the consortia and by sub-region to share findings, processes, and best practices in supporting smooth adult learner transitions.

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

During the previous implementation period, the CCCAEC Steering Committee benefitted from all the work that had been done previously to support it running smoothly. To expand upon these solid working relationships between member institutions, the Steering Committee hopes to expand sharing and communications beyond the Steering Committee into all staff and students countywide. To further strengthen the relationships between member institutions to serve students more effectively, the CCCAEC came up with the following high-level strategies:

  • Strategy 3A: Continue to align data reporting across consortium to identify successes and areas for improvement in serving students

To better serve students throughout the consortium continuum, the CCCAEC will focus efforts on improved data sharing between member institutions. These efforts may include identifying existing shared data practices, standardized data tracking, and implementation of data sharing protocols and processes.

  • Strategy 3B: Strengthen Internal and External Partnerships

To grow the existing partnerships amongst member institutions, the CCCAEC will examine opportunities to share the work of the Steering Committee beyond its bimonthly meetings to more staff members at school sites. The CCCAEC will additionally support input from teachers and the broader community on its work. For effective use of resources, the CCCAEC will explore resource-sharing opportunities, such as information-sharing, collaborative partnership development, or sharing of facilities and staff.

Activities & Outcomes

Objective #1: Address Educational Needs

Reduce barriers; supporting basic & academic needs

The CCCAEC hopes to reduce barriers by supporting basic and academic needs to improve access to CCCAEC’s members’ services. Meeting these basic needs will improve access for all communities in Contra Costa County and improve student retention once they have accessed services. To support basic needs, they will identify resources for basic needs support, such as transportation, childcare, and mental health support. They will further explore increases to class time offerings to make them more accessible to students who work full time. They will also identify existing academic support services, such as multi-language, learning disability, and institutional methods support. They also will explore articulated opportunities for targeted populations, including those who are or have been incarcerated, that lead to transitions or pathways. The CCCAEC will also explore effective communication systems to support co-enrolled students with learning or behavioral 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).

Existing resources are identified and catalogued at all member sites

Gaps in supportive services are identified, with a focus on target populations.

Addition and/or expansion of supportive services are implemented at one or more member institutions

Adult Education Metrics and Student Barriers

  • All: Participants (202AE)
  • All: Reportable Individuals (200AE)

Responsible Positions, Responsible Consortium Members, and Proposed Completion Date

Responsible PositionResponsible MemberProposed Completion Date
Director of Adult EducationMartinez Unified06/30/2028
Executive Vice Chancellor, Education & TechnologyContra Costa CCD06/30/2028

Integrate new tech to support teaching & learning

CCCEAC recognizes the need to be agile and responsive to emerging technology, especially Artificial Intelligence (AI), both for the use of teachers in the classrooms at member sites, and for students to be comfortable using new technologies as they emerge. There is a need for level-setting of basic digital literacy, among both students and staff. There is also a need for equitable access to modern technology, both among student populations and at some member institutions.

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).

Surveys are conducted to identify skill gaps among both students and staff

Existing technological resources are identified and catalogued at all member sites

Students and staff are prepared to navigate the workforce using new and emerging technology

Adult Education Metrics and Student Barriers

  • All: Participants (202AE)

Responsible Positions, Responsible Consortium Members, and Proposed Completion Date

Responsible PositionResponsible MemberProposed Completion Date
Director of Adult EducationMartinez Unified06/30/2028
Executive Vice Chancellor, Education & TechnologyContra Costa CCD06/30/2028

Integrate training programs among the consortium

To clarify career pathways, the CCCAEC will seek to define, create, and integrate training programs among and between consortium members. This will include clear definitions of career and postsecondary pathways within and throughout the consortium, and strengthening communication to students of educational and career pathways. The goals for this will be for all consortium members to:

  1. Understand what one another offers;
  2. Have clearly defined, industry-specific pathways that incorporate programs across sites to help students enter the workforce and advance in their careers; and
  3. Have clear referral protocols supported by meaningful transition supports to help students navigate the spaces between their organizations.

This will include Integrated Education and Training (IET) programs which can be offered at select sites, for all students to access, including ABE and ESL learners, as well as work-based learning 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).

Explore an audit of existing pathways at all member institutions

Clarify all pathways available throughout consortium member sites

Expansion of pathways programming

Adult Education Metrics and Student Barriers

  • Progress: Completed Educational Functioning Level Gain (400AE)
  • Transition: Transitioned to ASE (500AE)
  • Transition: Transitioned to CTE (636AE)

Responsible Positions, Responsible Consortium Members, and Proposed Completion Date

Responsible PositionResponsible MemberProposed Completion Date
Director of Adult EducationMartinez Unified06/30/2028
Executive Vice Chancellor, Education & TechnologyContra Costa CCD06/30/2028

Build inter-agency paths to address student goals

The CCCAEC will develop and communicate inter-agency pathways to address students’ defined goals. Beyond the current pathways which exist among the consortium members, there is a need for communication of those pathways, both between member institutions and to prospective and existing students. Once the pathways have been clarified, according to Activity 1.B.2, member institutions will work with students to identify their goals and see how they may fit into any existing inter-agency pathway. In order to strengthen the communication of those pathways, the CCCAEC will explore the creation of a map or maps which can be shared between agencies and students.  

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).

Explore methods to share existing pathways within and between member institutions

Assess responsiveness of existing pathways to students’ defined goals

Students are able to navigate throughout the consortium in their desired pathways

Adult Education Metrics and Student Barriers

  • Progress: Completed Educational Functioning Level Gain (400AE)
  • 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
Director of Adult EducationMartinez Unified06/30/2028
Executive Vice Chancellor, Education & TechnologyContra Costa CCD06/30/2028

Objective #2: Improve Integration of Services & Transitions

Support Staff Training & Professional Development

The CCCAEC understands the need for staff training and professional development to support sharing practices between consortium members. Building upon the two county-wide summits that consortium members organized in 2023 and 2024, the members will aim to support more professional development opportunities that facilitate cross-consortium resource-sharing amongst staff and faculty, with a focus on administrators who work on transition support. This may include assessments of professional development needs, annual summits, shared resources, and alignment of academic standards and curriculum.

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).

Conduct an assessment of professional development needs for staff in consortium

Hold annual summits for consortium staff, based on topics or roles

Staff benefit from ongoing communication throughout consortium

Adult Education Metrics and Student Barriers

  • All: Participants (202AE)
  • Progress: Completed Educational Functioning Level Gain (400AE)

Responsible Positions, Responsible Consortium Members, and Proposed Completion Date

Responsible PositionResponsible MemberProposed Completion Date
Director of Adult EducationMartinez Unified06/30/2028
Executive Vice Chancellor, Education & TechnologyContra Costa CCD06/30/2028

Share Consortium Resources

The CCCAEC is committed to fostering a culture of collaboration through the intentional sharing of resources across member institutions that enhances coordination and improves communication among members of the consortium. This initiative aims to create greater consistency and alignment in how consortium staff work together, ultimately benefiting students through a more unified approach. Shared resources may include, but are not limited to, standardized terminology to ensure clear and consistent messaging, streamlined processes that reduce duplication of effort and increase efficiency, and common processes that support data collection, reporting, and student support services. By promoting these shared practices, the CCCAEC seeks to break down silos, encourage innovation, and build a more cohesive network of support that enhances the educational experience and outcomes for all students served by the consortium.

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).

Explore an assessment of processes and resources currently in use among consortium members.

Assess gaps and overlaps between resources and processes.

Systems and processes, where applicable, are standardized across all consortium members.

Adult Education Metrics and Student Barriers

  • All: Participants (202AE)
  • Progress: Completed Educational Functioning Level Gain (400AE)

Responsible Positions, Responsible Consortium Members, and Proposed Completion Date

Responsible PositionResponsible MemberProposed Completion Date
Director of Adult EducationMartinez Unified06/30/2028
Executive Vice Chancellor, Education & TechnologyContra Costa CCD06/30/2028

Develop processes for regular resource- sharing

The CCCAEC will explore how best to support resource sharing among and between member institutions to enhance the consortium’s capacity to support seamless transitions. This may include developing processes to track student plans across the consortium, as well as reconvening a workgroup for transitions personnel. The CCCAEC will explore the development of community learning spaces for data and transition personnel across the consortia and by sub-region to share findings, processes, and best practices in supporting smooth adult learner transitions.

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).

Conduct survey of transition personnel

Re-convene transition personnel workgroup

Transition personnel feel more connected throughout the consortium

Adult Education Metrics and Student Barriers

  • All: Participants (202AE)
  • Progress: Completed Educational Functioning Level Gain (400AE)

Responsible Positions, Responsible Consortium Members, and Proposed Completion Date

Responsible PositionResponsible MemberProposed Completion Date
Director of Adult EducationMartinez Unified06/30/2028
Executive Vice Chancellor, Education & TechnologyContra Costa CCD06/30/2028

Better link Pathways between Adult Ed and Colleges

It is essential that transitions between adult schools and community colleges are seamless and well-coordinated to fully support the goals and success of all adult learners. Many adult learners face barriers when moving from one educational setting to another, including differences in curriculum, enrollment processes, and available support services. To address these challenges, the CCCAEC is committed to strengthening the alignment between adult education programs and community college pathways. This includes expanding the number of articulated courses that allow students to earn credit at both institutions, as well as increasing dual enrollment opportunities that enable learners to simultaneously take classes at both the adult school and community college. By building clearer and more accessible pathways, the CCCAEC aims to empower adult learners to achieve their educational and career goals with greater confidence and continuity.

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).

Conduct audit of existing articulated and dual enrollment class offerings and their connections to pathways

Existing articulated and dual enrollment classes are aligned with existing pathways

Expansion of articulated and dual enrollment class offerings throughout consortium

Adult Education Metrics and Student Barriers

  • Progress: Completed Educational Functioning Level Gain (400AE)
  • 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
Director of Adult EducationMartinez Unified06/30/2028
Executive Vice Chancellor, Education & TechnologyContra Costa CCD06/30/2028

Objective #3: Improve Effectiveness of Services

Improve data systems & sharing among consortium

The CCCAEC recognizes the need to better align data reporting across the consortium to have great capacity to identify and understand student successes and areas for improvement in serving students. This need is especially pronounced in the need for improved systems for data sharing between the adult education schools and the community colleges within the consortium. The CCCAEC plans to first identify which data is already tracked to share. After this, it will plan to standardize data tracking processes across the consortium, via data sharing protocols and processes. This activity will aim to build better data sharing especially for the priority population which is currently served by Contra Costa Adult School, inside the jails in 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).

Conduct audit of existing data tracking practices within adult schools and colleges

Identify opportunities for shared protocols and processes

Data sharing protocols and practices are shared across consortium

Adult Education Metrics and Student Barriers

  • 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
Executive Vice Chancellor, Education & TechnologyContra Costa CCD06/30/2028
Director of Adult EducationMartinez Unified06/30/2028

Strengthen Internal and External Communication

To strengthen both internal and external communication, the CCCAEC recognizes the importance of consistently reporting on the activities and decisions of the Steering Committee. This includes fostering avenues for community reporting and gathering input from both the broader consortium and the Steering Committee itself. Internally, efforts will be made to involve more teachers in the work of the consortium, fostering greater collaboration and ensuring that their voices are included in decision-making 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).

Regular sharing out of steering committee agendas and minutes to a wider audience

A broader representation of staff from consortium members will be informed of the consortium’s work

A broader representation of staff from consortium members will be consulted on the consortium’s work

Adult Education Metrics and Student Barriers

  • All: Participants (202AE)
  • All: Reportable Individuals (200AE)

Responsible Positions, Responsible Consortium Members, and Proposed Completion Date

Responsible PositionResponsible MemberProposed Completion Date
Executive Vice Chancellor, Education & TechnologyContra Costa CCD06/30/2028
Director of Adult EducationMartinez Unified06/30/2028

Develop resource-sharing frameworks

To strengthen community collaboration and better support all students, especially those in ESL, ABE, and ASE programs, it is important to develop resource-sharing frameworks, such as sharing information on community-based organization (CBO) partners and local resources. Building partnerships with CBOs can enhance support networks and service delivery. Collaborative partnership development should focus on identifying both resource gaps and existing assets, including facilities, students, faculty, markets, and opportunities for co-location for more effective, equitable resource allocation. Additionally, sharing instructional staff, such as ESL and ABE/ASE teachers, across adult education and college systems can help ensure more consistent, high-quality instruction for students across institutions.

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).

Audit conducted of existing gaps and resources

Identified opportunities for resource sharing across consortium members

Developed protocols for how to share resources across consortium members

Adult Education Metrics and Student Barriers

  • All: Participants (202AE)
  • All: Reportable Individuals (200AE)

Responsible Positions, Responsible Consortium Members, and Proposed Completion Date

Responsible PositionResponsible MemberProposed Completion Date
Executive Vice Chancellor, Education & TechnologyContra Costa CCD06/30/2028
Director of Adult EducationMartinez Unified06/30/2028

Funds Evaluation

Member Allocations and Expenditures

Member AgencyPrior Year Total Leveraged FundsProgram Reporting Status
Acalanes Union High $1,398,366Certified
Antioch Unified $1,555,714Certified
Contra Costa CCD $1,513,680Certified
Contra Costa Co. Office of Education $2,546,303Certified
Liberty Union High $1,964,626Certified
Martinez Unified $2,834,408Certified
Mt. Diablo Unified $6,551,993Certified
Pittsburg Unified $4,247,986Certified
West Contra Costa Unified $3,651,997Certified
Totals$26,265,073 9/9 Certified

The planned allocations will be distributed to member agencies based on the originally approved percentages. Each member will utilize these funds to support existing Adult Education programs, grow and strengthen existing activities as indicated by increased targets, and implement the activities detailed within the CCCAEC three-year plan. The CCCAEC will continue to augment CAEP funding with a variety of local and federal funding sources over the next years including the following sources:

State / Federal Funding

  • CalWORKs
  • CCD Apportionment
  • Jail Funding
  • LCFF/District Funds
  • Perkins V
  • WIOAII

Other Funds

  • Fees / Contracted Services
  • Strong Workforce
  • In-kind resources

On an annual basis, CCCAEC members develop and approve member allocation budgets through the annual budget development process outlined in the CCCAEC’s governance document. The final allocation budget is entered into the current year’s Consortium Fiscal Administration Declaration. This document is reviewed and approved at the CCCAEC Steering Committee meeting, a public meeting, by board-designated, voting members. On an ongoing basis, the Budget and Fiscal Workgroup ensures accountability of the usage of funds by members and provides recommendations to the Steering Committee as needed. Lastly, the CCCAEC utilizes the annual planning process as a mechanism to review consortium goals and strategies and ensure funding allocations are aligned.

Certification

Acalanes Union High - Member Representative

Approved by Steven France

05/27/2025 06:04 AM PDT

Antioch Unified - Member Representative

Approved by Jose Hernandez

06/16/2025 03:59 PM PDT

Contra Costa CCD - Member Representative

  • Executive Vice Chancellor, Education and Technology
  • kschelin@4cd.edu
  • (925) 229-6826
  • Senior Dean of Career and Community Partnership
  • barman@dvc.edu
  • (925) 969-2240
  • Director of District Finance Services
  • asmith@4cd.edu
  • (925) 229-6946
Approved by Kelly Schelin

05/27/2025 08:03 AM PDT

Contra Costa Co. Office of Education - Member Representative

Approved by Hilary Dito

05/23/2025 05:58 PM PDT

Liberty Union High - Member Representative

  • Coordinator of Adult Education
  • steens@luhsd.net
  • (925) 634-2565 ext: 1073
Approved by Sarah Steen

05/27/2025 08:01 AM PDT

Martinez Unified - Member Representative

Approved by Suzanne Murphy

06/10/2025 11:49 AM PDT

Mt. Diablo Unified - Member Representative

  • Director, College & Career and Adult Education
  • abbategv@mdusd.org
  • (925) 685-7340 ext: 6711
Approved by Vittoria Abbate

05/23/2025 06:26 PM PDT

Pittsburg Unified - Member Representative

Approved by Danny Lockwood

05/23/2025 05:58 PM PDT

West Contra Costa Unified - Member Representative

Approved by Gregory Brooks

05/30/2025 08:50 AM PDT