Produced: Jun 16, 2025, 10:59 PM UTC - By Jose Hernandez
Details
Assessment
Metrics: CAEP Barriers & Metrics
Consortium Level Metric Targets
In this section, Consortium Level Actuals data from DataVista for the previous three years, including areas to input data for Consortium Level Targets are shown below.
The first row shows the required metric of Number of Adults Served. The following rows show metrics previously selected in the CAEP Barriers and Metrics workflow section.
Input Consortium Level Targets as whole numbers for the upcoming three years for all of the rows of metrics shown below
The 2023-24 data in DataVista will be made available in Spring 2025 and the 2024-25 data will be made available in Spring 2026.
Metric Set | Metric Description | Consortium Level Metric Actuals | Consortium Level Metric Targets | ||||
---|---|---|---|---|---|---|---|
2022-23 | 2023-24 | 2024-25 | 2025-26 | 2026-27 | 2027-28 | ||
All | Reportable Individuals (200AE) | 14,361 | 15,732 | 15,691 | 15,872 | 16,081 | |
Student Barriers | English 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 Set | Metric Description | Member Level Metric Actuals | Member Level Metric Targets | ||||
---|---|---|---|---|---|---|---|
2022-23 | 2023-24 | 2024-25 | 2025-26 | 2026-27 | 2027-28 | ||
All | Participants (202AE) | 496 | 502 | 514 | 519 | 524 | |
Progress | Completed Educational Functioning Level Gain (400AE) | 192 | 196 | 200 | 202 | 204 | |
Success | Diploma, GED or High School Equivalency (633AE) | 0 | 0 | 0 | |||
Success | Postsecondary Credential (624AE) | 28 | 17 | 23 | 23 | 24 | |
Transition | Transitioned to ASE (500AE) | 0 | 0 | 0 | |||
Transition | Transitioned to Non-Developmental Credit College Course (637AE) | 17 | 18 | 18 | 18 | ||
Transition | Transitioned to CTE (636AE) | 19 | 20 | 20 | 20 |
* Mandatory for all members
Antioch Unified (Reported by Antioch Unified School District (AUSD))
Metric Set | Metric Description | Member Level Metric Actuals | Member Level Metric Targets | ||||
---|---|---|---|---|---|---|---|
2022-23 | 2023-24 | 2024-25 | 2025-26 | 2026-27 | 2027-28 | ||
All | Participants (202AE) | 342 | 344 | 353 | 357 | 360 | |
Progress | Completed Educational Functioning Level Gain (400AE) | 169 | 186 | 183 | 185 | 186 | |
Success | Diploma, GED or High School Equivalency (633AE) | 41 | 32 | 38 | 38 | 39 | |
Success | Postsecondary Credential (624AE) | 17 | 9 | 9 | 9 | ||
Transition | Transitioned to ASE (500AE) | 60 | 62 | 62 | 63 | ||
Transition | Transitioned to Non-Developmental Credit College Course (637AE) | 12 | 12 | 12 | 13 | ||
Transition | Transitioned to CTE (636AE) | 28 | 29 | 29 | 29 |
* Mandatory for all members
Contra Costa CCD (Reported by Contra Costa)
Metric Set | Metric Description | Member Level Metric Actuals | Member Level Metric Targets | ||||
---|---|---|---|---|---|---|---|
2022-23 | 2023-24 | 2024-25 | 2025-26 | 2026-27 | 2027-28 | ||
All | Participants (202AE) | 1,145 | 1,863 | 660 | 660 | 660 | |
Progress | Completed Educational Functioning Level Gain (400AE) | 175 | 313 | 60 | 60 | 60 | |
Success | Diploma, GED or High School Equivalency (633AE) | 17 | 16 | 25 | 25 | 25 | |
Success | Postsecondary Credential (624AE) | 116 | 48 | 0 | 0 | 0 | |
Transition | Transitioned to ASE (500AE) | 39 | 0 | 0 | 0 | ||
Transition | Transitioned to Non-Developmental Credit College Course (637AE) | 210 | 0 | 0 | 0 | ||
Transition | Transitioned 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 Set | Metric Description | Member Level Metric Actuals | Member Level Metric Targets | ||||
---|---|---|---|---|---|---|---|
2022-23 | 2023-24 | 2024-25 | 2025-26 | 2026-27 | 2027-28 | ||
All | Participants (202AE) | 697 | 657 | 1,225 | 1,225 | 1,225 | |
Progress | Completed Educational Functioning Level Gain (400AE) | 63 | 57 | 180 | 180 | 180 | |
Success | Diploma, GED or High School Equivalency (633AE) | 38 | 24 | 0 | 0 | 0 | |
Success | Postsecondary Credential (624AE) | 73 | 43 | 0 | 0 | 0 | |
Transition | Transitioned to ASE (500AE) | 19 | 0 | 0 | 0 | ||
Transition | Transitioned to Non-Developmental Credit College Course (637AE) | 16 | 0 | 0 | 0 | ||
Transition | Transitioned to CTE (636AE) | 185 | 0 | 0 | 0 |
* Mandatory for all members
Liberty Union High (Reported by Liberty Union Adult School District)
Metric Set | Metric Description | Member Level Metric Actuals | Member Level Metric Targets | ||||
---|---|---|---|---|---|---|---|
2022-23 | 2023-24 | 2024-25 | 2025-26 | 2026-27 | 2027-28 | ||
All | Participants (202AE) | 645 | 640 | 662 | 668 | 675 | |
Progress | Completed Educational Functioning Level Gain (400AE) | 238 | 247 | 250 | 252 | 254 | |
Success | Diploma, GED or High School Equivalency (633AE) | 41 | 22 | 32 | 33 | 34 | |
Success | Postsecondary Credential (624AE) | 194 | 129 | 166 | 168 | 171 | |
Transition | Transitioned to ASE (500AE) | 88 | 91 | 92 | 92 | ||
Transition | Transitioned to Non-Developmental Credit College Course (637AE) | 15 | 15 | 16 | 16 | ||
Transition | Transitioned to CTE (636AE) | 33 | 34 | 34 | 35 |
* Mandatory for all members
Martinez Unified (Reported by Martinez Adult School)
Metric Set | Metric Description | Member Level Metric Actuals | Member Level Metric Targets | ||||
---|---|---|---|---|---|---|---|
2022-23 | 2023-24 | 2024-25 | 2025-26 | 2026-27 | 2027-28 | ||
All | Participants (202AE) | 924 | 1,002 | 992 | 1,002 | 1,009 | |
Progress | Completed Educational Functioning Level Gain (400AE) | 125 | 211 | 173 | 175 | 174 | |
Success | Diploma, GED or High School Equivalency (633AE) | 44 | 63 | 55 | 56 | 56 | |
Success | Postsecondary Credential (624AE) | 258 | 132 | 201 | 203 | 208 | |
Transition | Transitioned to ASE (500AE) | 99 | 102 | 103 | 104 | ||
Transition | Transitioned to Non-Developmental Credit College Course (637AE) | 16 | 16 | 17 | 17 | ||
Transition | Transitioned to CTE (636AE) | 82 | 84 | 85 | 86 |
* Mandatory for all members
Mt. Diablo Unified (Reported by Mt. Diablo Unified School District (MDUSD))
Metric Set | Metric Description | Member Level Metric Actuals | Member Level Metric Targets | ||||
---|---|---|---|---|---|---|---|
2022-23 | 2023-24 | 2024-25 | 2025-26 | 2026-27 | 2027-28 | ||
All | Participants (202AE) | 2,247 | 2,416 | 2,401 | 2,425 | 2,444 | |
Progress | Completed Educational Functioning Level Gain (400AE) | 700 | 803 | 774 | 782 | 787 | |
Success | Diploma, GED or High School Equivalency (633AE) | 41 | 25 | 34 | 34 | 35 | |
Success | Postsecondary Credential (624AE) | 297 | 187 | 249 | 252 | 257 | |
Transition | Transitioned to ASE (500AE) | 111 | 114 | 115 | 117 | ||
Transition | Transitioned to Non-Developmental Credit College Course (637AE) | 71 | 73 | 74 | 75 | ||
Transition | Transitioned to CTE (636AE) | 127 | 131 | 132 | 133 |
* Mandatory for all members
Pittsburg Unified (Reported by Pittsburg Unified School District (PUSD))
Metric Set | Metric Description | Member Level Metric Actuals | Member Level Metric Targets | ||||
---|---|---|---|---|---|---|---|
2022-23 | 2023-24 | 2024-25 | 2025-26 | 2026-27 | 2027-28 | ||
All | Participants (202AE) | 1,602 | 1,797 | 1,850 | 1,924 | 2,020 | |
Progress | Completed Educational Functioning Level Gain (400AE) | 481 | 521 | 536 | 557 | 584 | |
Success | Diploma, GED or High School Equivalency (633AE) | 135 | 132 | 136 | 142 | 149 | |
Success | Postsecondary Credential (624AE) | 184 | 292 | 300 | 312 | 327 | |
Transition | Transitioned to ASE (500AE) | 168 | 173 | 180 | 189 | ||
Transition | Transitioned to Non-Developmental Credit College Course (637AE) | 64 | 66 | 69 | 73 | ||
Transition | Transitioned 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 Set | Metric Description | Member Level Metric Actuals | Member Level Metric Targets | ||||
---|---|---|---|---|---|---|---|
2022-23 | 2023-24 | 2024-25 | 2025-26 | 2026-27 | 2027-28 | ||
All | Participants (202AE) | 1,634 | 1,920 | 1,800 | 1,800 | 1,800 | |
Progress | Completed Educational Functioning Level Gain (400AE) | 547 | 703 | 650 | 650 | 650 | |
Success | Diploma, GED or High School Equivalency (633AE) | 78 | 88 | 80 | 80 | 80 | |
Success | Postsecondary Credential (624AE) | 69 | 69 | 65 | 65 | 65 | |
Transition | Transitioned to ASE (500AE) | 112 | 0 | 0 | 0 | ||
Transition | Transitioned to Non-Developmental Credit College Course (637AE) | 41 | 0 | 0 | 0 | ||
Transition | Transitioned 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.
Member | % of Available Funds Spent | Member Level Targets | ||||
---|---|---|---|---|---|---|
2022-23 | 2023-24 | 2024-25 | 2025-26 | 2026-27 | 2027-28 | |
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
Utilizing Data
Providing Professional Development
Identifying Best Practices
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
Not Entered
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.
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 Position | Responsible Member | Proposed Completion Date |
---|---|---|
Director of Adult Education | Martinez Unified | 06/30/2028 |
Executive Vice Chancellor, Education & Technology | Contra Costa CCD | 06/30/2028 |
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.
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 Position | Responsible Member | Proposed Completion Date |
---|---|---|
Director of Adult Education | Martinez Unified | 06/30/2028 |
Executive Vice Chancellor, Education & Technology | Contra Costa CCD | 06/30/2028 |
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:
- Understand what one another offers;
- Have clearly defined, industry-specific pathways that incorporate programs across sites to help students enter the workforce and advance in their careers; and
- 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.
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 Position | Responsible Member | Proposed Completion Date |
---|---|---|
Director of Adult Education | Martinez Unified | 06/30/2028 |
Executive Vice Chancellor, Education & Technology | Contra Costa CCD | 06/30/2028 |
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.
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 Position | Responsible Member | Proposed Completion Date |
---|---|---|
Director of Adult Education | Martinez Unified | 06/30/2028 |
Executive Vice Chancellor, Education & Technology | Contra Costa CCD | 06/30/2028 |
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.
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 Position | Responsible Member | Proposed Completion Date |
---|---|---|
Director of Adult Education | Martinez Unified | 06/30/2028 |
Executive Vice Chancellor, Education & Technology | Contra Costa CCD | 06/30/2028 |
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.
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 Position | Responsible Member | Proposed Completion Date |
---|---|---|
Director of Adult Education | Martinez Unified | 06/30/2028 |
Executive Vice Chancellor, Education & Technology | Contra Costa CCD | 06/30/2028 |
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.
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 Position | Responsible Member | Proposed Completion Date |
---|---|---|
Director of Adult Education | Martinez Unified | 06/30/2028 |
Executive Vice Chancellor, Education & Technology | Contra Costa CCD | 06/30/2028 |
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.
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 Position | Responsible Member | Proposed Completion Date |
---|---|---|
Director of Adult Education | Martinez Unified | 06/30/2028 |
Executive Vice Chancellor, Education & Technology | Contra Costa CCD | 06/30/2028 |
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.
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 Position | Responsible Member | Proposed Completion Date |
---|---|---|
Executive Vice Chancellor, Education & Technology | Contra Costa CCD | 06/30/2028 |
Director of Adult Education | Martinez Unified | 06/30/2028 |
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.
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 Position | Responsible Member | Proposed Completion Date |
---|---|---|
Executive Vice Chancellor, Education & Technology | Contra Costa CCD | 06/30/2028 |
Director of Adult Education | Martinez Unified | 06/30/2028 |
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.
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 Position | Responsible Member | Proposed Completion Date |
---|---|---|
Executive Vice Chancellor, Education & Technology | Contra Costa CCD | 06/30/2028 |
Director of Adult Education | Martinez Unified | 06/30/2028 |
Funds Evaluation
Member Allocations and Expenditures
Member Agency | Prior Year Total Leveraged Funds | Program Reporting Status |
---|---|---|
Acalanes Union High | $1,398,366 | Certified |
Antioch Unified | $1,555,714 | Certified |
Contra Costa CCD | $1,513,680 | Certified |
Contra Costa Co. Office of Education | $2,546,303 | Certified |
Liberty Union High | $1,964,626 | Certified |
Martinez Unified | $2,834,408 | Certified |
Mt. Diablo Unified | $6,551,993 | Certified |
Pittsburg Unified | $4,247,986 | Certified |
West Contra Costa Unified | $3,651,997 | Certified |
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
Steven France - Director, Del Valle Education Center
- sfrance@auhsdschools.org
- (925) 280-3945
Mr. Nick Carpenter - Director of Fiscal Services
- ncarpenter@auhsdschools.org
- (925) 280-3900 ext: 6611
Taimoor Agha - Director of Fiscal Services
- tagha@auhsdschools.org
- (925) 280-3900 ext: 6611
Antioch Unified - Member Representative
Cynthia Hunt - Accounting Analyst
- cynthiahunt@antiochschools.net
- (925) 779-7500 ext: 42354
Lindsay Wisely Antioch Unified School Disrict - Director, Educational Services, Secondary Support
- lindsaywisely@antiochschools.net
- (925) 779-7500 ext: 40172
Douglas Schlieter Antioch Unified School District - Manager of Accounting
- douglasschlieter@antiochschools.net
- +1 (925) 779-7500 ext: 52395
Jose Hernandez - Principal
- josehernandez@antiochschools.net
- (925) 779-7490 ext: 40866
Contra Costa CCD - Member Representative
Kelly Schelin - Executive Vice Chancellor, Education and Technology
- kschelin@4cd.edu
- (925) 229-6826
Beth Arman Ph.D. - Senior Dean of Career and Community Partnership
- barman@dvc.edu
- (925) 969-2240
Jinpa Tharchin - Fiscal Operations Specialist- Grant
- jtharchin@4cd.edu
- (925) 229-6962
Ihab Elmasry - Fiscal Operations Specialist
- ielmasry@4cd.edu
- (925) 229-6845
Evan Decker - Dean Workforce and Economic Development
- edecker@contracosta.edu
- (510) 215-3977
Arzu Smith - Director of District Finance Services
- asmith@4cd.edu
- (925) 229-6946
Manuel Mandapat - Fiscal Services Manager
- mmandapat@dvc.edu
- (925) 969-2019
Dave Belman - dbelman@losmedanos.edu
Contra Costa Co. Office of Education - Member Representative
Hilary Dito - Director, College and Career Readiness
- hdito@cccoe.k12.ca.us
- (925) 942-5357
Heidi Andrews - Program Accountant
- handrews@cccoe.k12.ca.us
- (925) 942-3402
Liberty Union High - Member Representative
Guy Rognlien - Director of community Education
- rognlien@luhsd.net
- (925) 634-2589
Sarah Steen - Coordinator of Adult Education
- steens@luhsd.net
- (925) 634-2565 ext: 1073
Martinez Unified - Member Representative
Suzanne Murphy - smurphy@martinez.k12.ca.us
- (925) 335-5803
Bruno Sablan - bsablan@martinez.k12.ca.us
Mt. Diablo Unified - Member Representative
Vittoria Abbate - Director, College & Career and Adult Education
- abbategv@mdusd.org
- (925) 685-7340 ext: 6711
Tricia Ouellette - Assistant Director
- ouellettet@mdusd.org
- (925) 685-7340 ext: 6705
Pittsburg Unified - Member Representative
Lisa Williams - Finance Coordinator
- lwilliams@pittsburgusd.net
- (925) 473-2303
Danny Lockwood - Principal
- dlockwood@pittsburgusd.net
- (925) 473-2400
Alicia Abad - Special Projects Accountant
- aabad@pittsburgusd.net
- (925) 473-2403
West Contra Costa Unified - Member Representative
Connie Pekedis - Data & Accountability
- cpekedis@wccusd.net
Margarita Romo - Coordinator
- margarita.romo@wccusd.net
- (510) 307-4530
Gregory Brooks - Principal
- gbrooks@wccusd.net
- (510) 231-1453 ext: 28004
Joann Miller - Data and Accountability
- jmiller@wccusd.net
- (510) 231-1453 ext: 28005
Maria Paez - Accounting Technician
- mpaez@wccusd.net
- (510) 591-1456