Produced: Jun 20, 2025, 07:31 PM UTC - By Valerie Fong
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) | 9,008 | 9,511 | 9,895 | 10,093 | 10,295 | |
Student Barriers | English Language Learner (149AE) | 3,867 | 4,290 | 4,464 | 4,553 | 4,644 |
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.
De Anza College (Reported by De Anza College)
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) | 1,294 | 1,644 | 1,711 | 1,745 | 1,780 | |
Employment & Earnings | Employed Two Quarters After Exit (505AE) | 238 | 253 | 258 | 263 | ||
Progress | Completed Educational Functioning Level Gain (400AE) | 345 | 438 | 456 | 465 | 474 | |
Success | Postsecondary Credential (624AE) | 295 | 238 | 248 | 253 | 258 | |
Transition | Transitioned to Non-Developmental Credit College Course (637AE) | 251 | 266 | 271 | 276 | ||
Transition | Transitioned to CTE (636AE) | 260 | 275 | 281 | 287 | ||
Students and Programs | English as a Secondary Language (1002) | 668 | 885 | 921 | 939 | 958 | |
Students and Programs | Career Technical Education (1003) | 668 | 839 | 873 | 890 | 908 |
* Mandatory for all members
Foothill College (Reported by Foothill College)
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) | 3,897 | 3,625 | 3,772 | 3,847 | 3,924 | |
Employment & Earnings | Employed Two Quarters After Exit (505AE) | 296 | 314 | 320 | 326 | ||
Progress | Completed Educational Functioning Level Gain (400AE) | 129 | 156 | 162 | 165 | 168 | |
Success | Postsecondary Credential (624AE) | 588 | 310 | 322 | 328 | 334 | |
Transition | Transitioned to Non-Developmental Credit College Course (637AE) | 632 | 671 | 684 | 698 | ||
Transition | Transitioned to CTE (636AE) | 800 | 849 | 866 | 883 | ||
Students and Programs | English as a Secondary Language (1002) | 427 | 387 | 403 | 411 | 419 | |
Students and Programs | Career Technical Education (1003) | 588 | 553 | 576 | 588 | 598 |
* Mandatory for all members
Fremont Union High (Reported by Fremont Union High School District (FUHSD))
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) | 1,178 | 1,442 | 1,500 | 1,530 | 1,561 | |
Employment & Earnings | Employed Two Quarters After Exit (505AE) | 79 | 85 | 87 | 89 | ||
Progress | Completed Educational Functioning Level Gain (400AE) | 367 | 490 | 510 | 520 | 530 | |
Success | Postsecondary Credential (624AE) | 168 | 135 | 141 | 144 | 147 | |
Transition | Transitioned to Non-Developmental Credit College Course (637AE) | 52 | 55 | 56 | 57 | ||
Transition | Transitioned to CTE (636AE) | 54 | 57 | 58 | 59 | ||
Students and Programs | English as a Secondary Language (1002) | 643 | 930 | 968 | 987 | 1,007 | |
Students and Programs | Career Technical Education (1003) | 136 | 149 | 155 | 158 | 161 |
* Mandatory for all members
Mountain View-Los Altos Union High (Reported by Mtn. View-Los Altos 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) | 1,273 | 1,215 | 1,264 | 1,289 | 1,315 | |
Employment & Earnings | Employed Two Quarters After Exit (505AE) | 87 | 93 | 95 | 97 | ||
Progress | Completed Educational Functioning Level Gain (400AE) | 348 | 441 | 459 | 468 | 477 | |
Success | Postsecondary Credential (624AE) | 54 | 40 | 42 | 43 | 44 | |
Transition | Transitioned to Non-Developmental Credit College Course (637AE) | 36 | 39 | 40 | 41 | ||
Transition | Transitioned to CTE (636AE) | 93 | 99 | 101 | 103 | ||
Students and Programs | English as a Secondary Language (1002) | 889 | 847 | 881 | 899 | 917 | |
Students and Programs | Career Technical Education (1003) | 342 | 420 | 437 | 446 | 455 |
* Mandatory for all members
Palo Alto Unified (Reported by Palo Alto 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) | 577 | 677 | 705 | 719 | 733 | |
Employment & Earnings | Employed Two Quarters After Exit (505AE) | 16 | 16 | 16 | 16 | ||
Progress | Completed Educational Functioning Level Gain (400AE) | 249 | 311 | 323 | 329 | 336 | |
Success | Postsecondary Credential (624AE) | 85 | 46 | 48 | 49 | 50 | |
Transition | Transitioned to Non-Developmental Credit College Course (637AE) | 30 | 33 | 34 | 35 | ||
Transition | Transitioned to CTE (636AE) | 60 | 63 | 64 | 65 | ||
Students and Programs | English as a Secondary Language (1002) | 577 | 677 | 705 | 719 | 733 | |
Students and Programs | Career Technical Education (1003) | 0 | 0 | 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 | |
De Anza College | 100% | 100% | 64% | 100% | 100% | 80% |
Foothill College | 100% | 100% | 51% | 100% | 100% | 80% |
Fremont Union High | 100% | 100% | 75% | 100% | 100% | 100% |
Mountain View-Los Altos Union High | 100% | 100% | 65% | 100% | 100% | 100% |
Palo Alto Unified | 100% | 100% | 57% | 100% | 100% | 80% |
Objectives
Objective #1: Address Educational Needs
Strategy 1.1: The consortium continues to develop partnerships with its consortium members, NOVAworks, and other community providers to support our students.
- #1.1A: Collaborate with Local WIB & Stakeholders (Leadership Board)
- #1.1B: Inclusion Based Support for Consortium (Director)
- #1.1C: Consortium Member Handbook (Director)
Strategy 1.2: The consortium will continue to align data processes and practices to set, review, and analyze performance targets and student achievement on a regular basis.
- #1.2A: Adult School & College Data Input Alignment
- #1.2C: Track Transition Data to Support Seamless Student Transitions
- #1.2D: Tracking ELL Grant Employment
Objective #2: Improve Integration of Services & Transitions
Utilizing Data
Providing Professional Development
Identifying Best Practices
Offering Flexible Courses and Services
Not Entered
Strategy 2.1: The consortium will expand focused pathway programs (ESL & CTE) and wrap-around support services to improve student persistence and completion.
- #2.1A Pathway Projects: CTE & ESL
- #2.1B Increase Student Targeted Academic Support
Objective #3: Improve Effectiveness of Services
Not Entered
Not Entered
Strategy 3.1: The consortium promotes accurate placement and seamless transitions to post-secondary through aligned pathways & programs.
- #3.1A: Alignment Projects
- #3.1C Increase Students Access & Participation in CTE Pathways
Strategy #3.2: The consortium will continue to improve its transition services in order to remove barriers for students and foster seamless transitions to post-secondary and employment.
- #3.2A Transition Services & Onboarding Support
Activities & Outcomes
Objective #1: Address Educational Needs
#1.1A: Collaborate with Local WIB & Stakeholders
Description:
- Work with NOVAworks & strengthen our relationship with community providers and local workforce (State Focus)
- Hold an Annual NSCCC Stakeholders Meeting
Objective:
- To create stronger regional workforce partnerships in order to better serve our students.
Rationale:
- The NOVAworks Stakeholder group provides access to NSCCC regional partners and CBO and should be used as a resource to help support the work being done in the region.
- The Annual NSCCC Regional Networking Event will engage the community with the work the consortium is doing, allow the consortium to better understand the region's needs, and potentially build partnerships that will help better serve our 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).
- Have full representation at the majority of NOVAworks quarterly stakeholder meetings.
- Continue working and building relationships with NOVAworks and its stakeholders in the 2025 thru 2028 academic years.
- Plan & hold a NSCCC Advisory Stakeholder meetings in the fall.
- Plan & hold a NSCCC Member Summit in the spring.
- Continue to aave full representation at the majority of NOVAworks quarterly stakeholder meetings.
- Continue working and building relationships with NOVAworks and its stakeholders in the 2025 thru 2028 academic years.
- Plan & hold a NSCCC Advisory Stakeholder meetings in the fall.
- Plan & hold a NSCCC Member Summit in the spring.
- Continue to aave full representation at the majority of NOVAworks quarterly stakeholder meetings.
- Continue working and building relationships with NOVAworks and its stakeholders in the 2028 thru 2032 academic years.
- Plan & hold a NSCCC Advisory Stakeholder meetings in the fall.
- Plan & hold a NSCCC Member Summit in the spring.
Adult Education Metrics and Student Barriers
- All: Reportable Individuals (200AE)
Responsible Positions, Responsible Consortium Members, and Proposed Completion Date
Responsible Position | Responsible Member | Proposed Completion Date |
---|---|---|
Director | Foothill College | 06/30/2028 |
#1.1C: Consortium Member Handbook
Description:
Help onboard new hires (or any consortium member) by providing resources and information explaining the whole CAEP system, our regional partners, and the internal workings of the North Santa Clara County Consortium. (The name of this activity has been changed from #1.1C: Consortium User Manual to #1.1C: Consortium Member Handbook)
Objective:
Keep handbooks updated to help onboard new consortium members.
Rationale:
Institutional knowledge is not located in one location and is lost when members leave 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).
- Handbook compleated– update as needed
- Director starts work on a Director Specific Handbook
- Update Member Handbook as needed
- Director works on a Director Specific Handbook
- Update Member Handbook as needed
- Director finishes a Director Specific Handbook
Adult Education Metrics and Student Barriers
- All: Reportable Individuals (200AE)
Responsible Positions, Responsible Consortium Members, and Proposed Completion Date
Responsible Position | Responsible Member | Proposed Completion Date |
---|---|---|
Director | De Anza College | 06/30/2028 |
#1.1B: Inclusion Based Support for Consortium
Description:
- Provide inclusion-based supports for the consortium
- Director send out quarterly Newsletter
- Director sends out biannual State of the Consortium letter
Objective:
- To continually off inclusion based support that fits the changing needs of the consortium.
- To help the consortium as a whole feel connected to the work we are doing, sending out Newsletters and State of the Consortium reports will help create a sense of inclusion across the wider consortium team.
Rationale:
- All consortia need to have a focus on inclusion in their work to best serve students and staff
- Helping the consortium as a whole feel connected to the work we are doing will build a network of stakeholders that feel connected to the goals and mission of the consortium, which will help create opportunities for coordination, cooperation, and collaboration..
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).
- Continue finding inclusion based resources and supports for our consortium and its members.
- Send out Quarterly NSCCC Newsletter to Members and CBOs
- Continue finding inclusion based resources and supports for our consortium and its members.
- Send out Quarterly NSCCC Newsletter to Members and CBOs
- Continue finding inclusion based resources and supports for our consortium and its members.
- Send out Quarterly NSCCC Newsletter to Members and CBOs
Adult Education Metrics and Student Barriers
- All: Reportable Individuals (200AE)
Responsible Positions, Responsible Consortium Members, and Proposed Completion Date
Responsible Position | Responsible Member | Proposed Completion Date |
---|---|---|
Director | De Anza College | 06/30/2028 |
#1.2A: Adult School & College Data Input Alignment
Description:
Align collection of student demographic data, goals, barriers and outcomes across the adult schools. Understand how courses are coded for adult ed (CAEP) in the colleges COMIS data system.
Objective:
Produce consortium wide reports that reflect systemic approach to collection and interpretation of student data: Launchboard Pipeline, TE, CAEP, NRS, and Precision Campus.
Rationale:
In order for the consortium to interpret and act upon the student data in Launchboard Pipeline, TE reports, CAEP reports, NRS reports, ASAP and Precision Campus, the consortium needs to make sure that the schools align data collection and reporting practices.
Use the space provided to identify the Outcomes that the activity will accomplish in the next year (Short-Term), in one to three years (Intermediate), and in three to five years (Long-Term). The brief description of each of these three types of outcomes should include one or more outcomes that are specific, measurable, achievable, relevant, and time-bound (SMART).
Adult Schools
- Maintain alignment we have already worked on
- Yearly review of TE Updates for needed revisions
- Look into other opportunities for TE Update alignment of outcomes
- Continue Alignment data reporting on tracking ELL HCPW Grant participants
Colleges
- As of now, we don't have the resources to work on looking into how college courses are coded in MIS. However, we will focus on tracking students through the CC and understand what programs they go into. we hope this can build momentum to show that having college data resources provided for these students is a worthy endeavor
Adult Schools
- Maintain alignment we have already worked on
- Yearly review up TE Updates for needed revisions
- Look into other opportunities for The Update alignment of outcomes
- Continue Alignment data reporting on tracking ELL HCPW Grant participants
Colleges
- Continuen tracking students through the CC and understand what programs they go into. we hope this can build momentum to show that having college data resources provided for these students is a worthy endeavor
Adult Schools
- Maintain alignment we have already worked on
- Yearly review up TE Updates for needed revisions
- Look into other opportunities for The Update alignment of outcomes
- Continue Alignment data reporting on tracking ELL HCPW Grant participants
Colleges
- Continuen tracking students through the CC and understand what programs they go into. We hope this has built momentum to show that having college data resources provided for these students is a worthy endeavor.
- Potentially have resources/personnel in place to be able to work on college course/program coding.
Adult Education Metrics and Student Barriers
- All: Reportable Individuals (200AE)
Responsible Positions, Responsible Consortium Members, and Proposed Completion Date
Responsible Position | Responsible Member | Proposed Completion Date |
---|---|---|
Data Team | Mountain View-Los Altos Union High | 06/30/2028 |
Data Team | De Anza College | 06/30/2028 |
Data Team | Foothill College | 06/30/2028 |
Data Team | Fremont Union High | 06/30/2028 |
Data Team | Palo Alto Unified | 06/30/2028 |
#1.2C: Track Transition Data to Support Student Tr
Description: (#1.2C: Track Transition Data to Support Seamless Student Transitions)
Track ASE/ ESL/ CTE students who began at one of the consortium’s adult schools and ask the following data questions: Where do they succeed: program level and employment? At what transition point do they stop out?
Objective:
By answering these questions, our Transition Support Team will have the data to identify additional supports needed to increase student success.
Rationale:
By tracking student data our consortium will be able to better serve student’s transition goals.
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).
- ELL HCPW Grant: Alignment data reporting on tracking participants
- Review Persistence Data: IET (bi-annually)
- Track IET students into post secondary (Adult Ed Certificate Programs and CC Pathways)
- This will inform: Focus of Regular CC monthly Meetings & Timeframe for Quarterly or Biannual full team meeting
- College: Frequency & Data Source:
- Review Data Vision Data Goals and agree Frequency & Data Source for gaining the data needed
- Start effectively tracking adult school students transitioning into the colleges.
- Dual Enrolled Students (Utilize internal cohort trackers to track students utilizing District PC)
- Iterative process: assess the work done in year one and make necessary adjustments
- Continue to effectively track adult school students transitioning into the colleges.
- Dual Enrolled Students: Continue to refine this process:
- General Students (non-DE)
- Track them in District PC
- Identify what data is actionable and when? This will help identify when the college data team meets and when the full team meets.
- Effectively track non-credit CAEP college students through college courses/programs
- Iterative process: assess the work done / goals met in years 1-3 one and make necessary adjustments
Adult Education Metrics and Student Barriers
- 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 |
---|---|---|
Administration | De Anza College | 06/30/2028 |
Administration | Foothill College | 06/30/2028 |
Administration | Mountain View-Los Altos Union High | 06/30/2028 |
Administration | Fremont Union High | 06/30/2028 |
Administration | Palo Alto Unified | 06/30/2028 |
1.2D: Track ELL ELL Grant Employment
Description:
Track the number of ELL HCPW students who transition into employment. Assess the effectiveness of language and academic support for ELL students to successfully transition to employment.
Objective:
Increase learner success in gaining employment.
Rationale:
By tracking the number of students who transition into employment, we can evaluate the effectiveness of strategies and make adjustments as needed.
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).
- Based on the response rate of students, track number of students who transition into employment and wage increase to assess the effectiveness of plan strategies
- Make necessary adjustments to employment transitions. Ie: Assess the effectiveness of language and academic support for ELL students to successfully transition to employment.
- Assessment tools: Attendance hours and certificate completion
- Iterative process: assess the work done / goals met in years 1-3 one and make necessary adjustments
Adult Education Metrics and Student Barriers
- Employment & Earnings: Employed Two Quarters After Exit (505AE)
Responsible Positions, Responsible Consortium Members, and Proposed Completion Date
Responsible Position | Responsible Member | Proposed Completion Date |
---|---|---|
Administration | De Anza College | 06/30/2028 |
Administration | Foothill College | 06/30/2028 |
Administration | Fremont Union High | 06/30/2028 |
Administration | Mountain View-Los Altos Union High | 06/30/2028 |
Administration | Palo Alto Unified | 06/30/2028 |
Objective #2: Improve Integration of Services & Transitions
#2.1A Pathway Projects: CTE & ESL
Description:
The CTE Pathway Team will focus on developing transition activities for adult school students to move into community college CTE Pathways and earn certificates. Create IET models for new pathways such as, but not limited to advanced manufacturing, business and healthcare. This is to align programs to regional economic needs and to increase talent pipeline into growing industries.
Transition activities include but are not limited to application workshops, orientations, early introduction to support staff at both colleges, career events showcasing career pathways at both colleges, and professional development series for CTE and CAEP faculty to discuss barriers students may face in the transition (i.e., language, writing, math, financial, knowledge of pathway, etc.) and support systems students can access.
Objective:
Increase the numbers of adult school students transitioning into Community College CTE pathways and earning a living wage.
- Continue with ELL HCG Pathways; continue on ECE
- Explore additional opportunities for expanding CTE pathways
- Begin work on manufacturing → provide training equipment (SWF, Perkins, new grant) (e.g., table top training units); create IET models w/ ELA + CTE course w/ embedded tutor
- Select one FHDA B&F Certificate for alignment (e.g.Payroll, Bookkeeping, Tax Acct)
- Develop paid externships with employers leveraging partnerships with AJCC
- Offer the college bridge courses at times when students are best available.
- Increase career services and supports to facilitate employment
Rationale:
Adult School students benefit from jobs with increased wages. The consortium has created a model for transitioning students from adult school into post secondary CTE pathways that are in demand and growing industries. We intend to continue building on our initial successes to increase the number of pathways available to 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).
- Continue with ELL HCG Pathways; continue on ECE
- Identify resources in career services and support and link students to those services as appropriate.
- Assess and iterate on the current work.
- Explore additional opportunities for expanding CTE pathways. Begin work on manufacturing → provide training equipment (SWF, Perkins, new grant) (e.g., table top training units); create IET models w/ ELA + CTE course w/ embedded tutors.
- Select one FHDA B&F Certificate for alignment (e.g.Payroll, Bookkeeping, Tax Acct)
- Develop paid externships with employers leveraging partnerships with AJCC
- Pilot a cohort model for ELL Healthcare Pathways that could work for adults.
- Assess and iterate on the current work.
- Assess and iterate on the current work
Adult Education Metrics and Student Barriers
- Students and Programs: Career Technical Education (1003)
- Students and Programs: English as a Secondary Language (1002)
- Success: Postsecondary Credential (624AE)
- Transition: Transitioned to CTE (636AE)
- Transition: Transitioned to Non-Developmental Credit College Course (637AE)
Responsible Positions, Responsible Consortium Members, and Proposed Completion Date
Responsible Position | Responsible Member | Proposed Completion Date |
---|---|---|
Administration | De Anza College | 06/30/2028 |
Administration | Foothill College | 06/30/2028 |
Administration | Fremont Union High | 06/30/2028 |
Administration | Mountain View-Los Altos Union High | 06/30/2028 |
Administration | Palo Alto Unified | 06/30/2028 |
#2.1B Increase Student Targeted Academic Support
Description:
Improve student persistence and completion through student wrap-around supports
Objective:
- Understand and identify the academic supports needed in each pathway by creating an iterative process between the TST and program teachers.
- Provide wrap-around, embedded supports to adult school ELL pathway adult school students, dual enrollment students, and students transitioning to college
- Assess the efficacy of supports for ELL pathway adult school students, dual enrollment cohorts, and students transitioning to college
Rationale:
Persistence data for program pathways suggests that additional support is needed to improve persistence and completion. Focus on persistence and completion that aligns with Guided Pathways and new state funding focusing on pathway completion.
Use the space provided to identify the Outcomes that the activity will accomplish in the next year (Short-Term), in one to three years (Intermediate), and in three to five years (Long-Term). The brief description of each of these three types of outcomes should include one or more outcomes that are specific, measurable, achievable, relevant, and time-bound (SMART).
- Establish a project-based team for instructors (CTE and ESL) to understand and identify the academic supports needed in each pathway and communicate/coordinate with TST
- Provide wrap-around, embedded supports to adult school ELL pathway adult school students, dual enrollment students, and students transitioning to college
- Assess and iterate on the current work.
- Assess the efficacy of supports for ELL pathway adult school students, dual enrollment cohorts, and students transitioning to college
- Continue to provide wrap-around, embedded supports to adult school ELL pathway adult school students, dual enrollment students, and students transitioning to college
- Assess and iterate on the current work.
Adult Education Metrics and Student Barriers
- Student Barriers: English Language Learner (149AE)
Responsible Positions, Responsible Consortium Members, and Proposed Completion Date
Responsible Position | Responsible Member | Proposed Completion Date |
---|---|---|
Administration | De Anza College | 06/30/2028 |
Administration | Foothill College | 06/30/2028 |
Administration | Fremont Union High | 06/30/2028 |
Administration | Mountain View-Los Altos Union High | 06/30/2028 |
Administration | Palo Alto Unified | 06/30/2028 |
Objective #3: Improve Effectiveness of Services
#3.1A: Alignment Projects
Description:
Clarify and increase alignment of CTE Pathways. In order for the consortium to be more focused & effective in the work that we do, we have moved to project based teams to identify and align pathways/programs.
Objective:
Align adult school courses/programs w/ FHDA to reduce barriers for students entering the colleges.
- Determine other industry sectors based on regional need. (Business & Finance, Manufacturing, etc.)
Rationale: Two barriers adult school students face in reaching their academic and career goals are lack of time and money. Aligning courses/programs helps to reduce both of those barriers for 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).
- Identify and pursue strategies for pathway alignment and access and completion to Healthcare programs.
- Professional development series for faculty to share curriculum and pathway opportunities to help students overcome language and academic barriers.
- Assess and iterate on the current work.
- Align Adult School CTE Healthcare Programs to FHDA CTE pathways.
- Determine other industry sectors based on regional need. (Business & Finance, Manufacturing, etc.)
- Assess and iterate on the current work.
- Continue to align Adult School CTE Healthcare Programs to FHDA CTE pathways. Determine other industry sectors based on regional need. (Business & Finance, Manufacturing, etc.)
- Common course numbering at CCCs will support this effort.
- Assess and iterate on the current work.
Adult Education Metrics and Student Barriers
- Success: Postsecondary Credential (624AE)
- Transition: Transitioned to CTE (636AE)
Responsible Positions, Responsible Consortium Members, and Proposed Completion Date
Responsible Position | Responsible Member | Proposed Completion Date |
---|---|---|
Administration | De Anza College | 06/30/2028 |
Administration | Foothill College | 06/30/2028 |
Administration | Fremont Union High | 06/30/2028 |
Administration | Mountain View-Los Altos Union High | 06/30/2028 |
Administration | Palo Alto Unified | 06/30/2028 |
#3.1C Increase Students Access & Participation i
#3.1C Increase Students Access & Participation in CTE Pathways
Description:
At AS & Colleges, increase students’ access to and participation in CTE pathways by offering bridge classes and foundation classes to students. Students in these classes discover and prepare for CTE pathway opportunities and receive support to access them.
Objective:
- Gather CTE & Transition Interests for ESL & ASE Students. Understand where they are on the “on-ramp”
- Increase enrollment in Bridge and Foundation classes
- Increase enrollment into CTE pathways
- Track and monitor Adult School student enrollment into entry-level courses of CTE pathways. (CC Data team working on this now)
Rationale:
Research shows that students have a higher chance of completion when they are guided toward an appropriate pathway and provided the necessary onramps and foundation courses (Guided Pathways Find the Path, Enter the Path).
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).
- Transition Team continues to refine effective practices for transition readiness
- Establish a professional development series for faculty to understand curriculum and pathway opportunities to support student transitionsSupport enrollment into CTE pathways (continue doing so)
- Inreach to Bridge and Foundation students about CTE pathways; Provide career information that supports pathway selection for AS students.
- Assess and iterate on the current work.
- Data team supports tracking of a cohort in FHDA Precision Campus
- Assess and iterate on the current work.
- Assess and iterate on the current work.
Adult Education Metrics and Student Barriers
- Student Barriers: English Language Learner (149AE)
- Students and Programs: Career Technical Education (1003)
- Transition: Transitioned to CTE (636AE)
Responsible Positions, Responsible Consortium Members, and Proposed Completion Date
Responsible Position | Responsible Member | Proposed Completion Date |
---|---|---|
Administration | De Anza College | 06/30/2028 |
Administration | Foothill College | 06/30/2028 |
Administration | Fremont Union High | 06/30/2028 |
Administration | Mountain View-Los Altos Union High | 06/30/2028 |
Administration | Palo Alto Unified | 06/30/2028 |
#3.2A Transition Services and Onboarding Support
Description:.
In order to increase students’ efficacious transition to post-secondary and employment, the consortium will continue to improve the coordination between transition services at the adult schools and onboarding support at the community colleges.
Objective:
- Identify and document timeframes for transition activities
- Schedule transition activities in alignment with college and adult school dates/deadlines
- Provide a diverse array of transition and onboarding activities to meet the needs of students at various stages of transition readiness framework (see 3.1C)
- Monitor transitions and implement process for continuous improvement
Rationale:
Students are more likely to enter the pathway from transition if we remove barriers through coordinated and collaborative inter-agency transition and onboarding services between CC & AS transition teams
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).
- Refine the transition activity calendar and communicate more broadly to instructors
- Schedule transition activities in alignment with college and adult school dates/deadlines
- Provide a diverse array of transition and onboarding activities to meet the needs of students at various stages of transition readiness framework
- Assess and iterate on the current work.
- Continue to provide a diverse array of transition and onboarding activities to meet the needs of students at various stages of transition readiness framework
- Monitor transitions and implement process for continuous improvement
- Assess and iterate on the current work.
- Continue to provide a diverse array of transition and onboarding activities to meet the needs of students at various stages of transition readiness framework
- Assess and iterate on the current work.
Adult Education Metrics and Student Barriers
- 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 |
---|---|---|
Administration | De Anza College | 06/30/2028 |
Administration | Foothill College | 06/30/2028 |
Administration | Fremont Union High | 06/30/2028 |
Administration | Mountain View-Los Altos Union High | 06/30/2028 |
Administration | Palo Alto Unified | 06/30/2028 |
Funds Evaluation
Member Allocations and Expenditures
Member Agency | Prior Year Total Leveraged Funds | Program Reporting Status |
---|---|---|
De Anza College | $1,129,841 | Certified |
Foothill College | $809,943 | Certified |
Fremont Union High | $4,975,803 | Certified |
Mountain View-Los Altos Union High | $4,813,556 | Certified |
Palo Alto Unified | $2,168,383 | Certified |
Totals | $13,897,526 | 5/5 Certified |
Our consortium expends funds to a) provide adult education services in the CAEP approved areas; b) improve student learning; c) improve teaching and needed resources and staff development; d) provide needed support to students. In addition, we are working on articulating programs and building career pathways with the two community colleges in order to continue increasing the ease of transition for our adult ed students. Furthermore, funds are budgeted and spent according to the CAEP guidelines as outlined in state legislation and dispersed based on the agreed upon percentages: MVLA (42.05%), FUHSD (34.5%), PAAS (18.37%), Foothill (2.54%), De Anza (2.54%).
The Leadership Board voted in favor to cap each agency's annual carryover at 20% of yearly allocations and past carryover combined. The Leadership Board will continue to evaluate how to best use carryover funds from prior years with the goal of identifying how members will incorporate these funds to support the consortium work through 2028. The Board will follow the same guidance and protocol the State has implemented at the consortium level for members who do not meet the 20% cap for two consecutive academic years.
CalWORKs: $186,672
Fees: $438,320
WIOA II: $1,009,580
Perkins: $11,753
Strong Workforce Program (K12 or College): $528,627
Comm. College Supportive Services: $189,166
NonCredit: $412,238
Other State Grants: $3,432
In-kind Contributions: $79,560
Donations: $9,197
We are utilizing the funds for the ELL Healthcare Grant to help support our students meet their academic and career goals.
Certification
De Anza College - Member Representative
Randy Bryant - Dean of CTE and Workforce Education
- bryantrandy@deanza.edu
- (408) 864-8840
Foothill College - Member Representative
Valerie Fong - Dean, Language Arts
- fongvalerie@fhda.edu
Fremont Union High - Member Representative
Lori Riehl - Principal
- lori_riehl@fuhsd.org
Mountain View-Los Altos Union High - Member Representative
Julie Vo MVLAHSD - Director
- julie.vo@mvla.net
- (650) 940-1333 ext: 4012
Palo Alto Unified - Member Representative
Jim Sherman - Principal
- jsherman@pausd.org
- (650) 329-3754