CAEP
Three-Year Plan

Produced: Jun 20, 2025, 07:31 PM UTC - By Valerie Fong

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:
17 Foothill De Anza / NSCCC
Address:
12345 El Monte Road | Los Altos Hills, CA | 94022
Website:
https://www.nscadulted.com
Funding Channel 2025-26:
Direct Funded
CAEP Funds 2025-26:
$10,835,960
CAEP Funds 2024-25:
$10,578,896
CAEP Funds 2023-24:
$10,466,894

Consortium Contacts

Auto-populated

ResponsibilityNameEmailTitlePhone
Primary Contactnscccdirector@gmail.comDirector NSCCC

Members

Auto-populated

Member AgencyMember TypeContactPhone
De Anza CollegeCollegeRandy Bryant(408) 864-8840
Foothill CollegeCollegeValerie Fong
Foothill-DeAnza CCDDistrictn/a
Fremont Union HighHigh School DistrictLori Riehl
Mountain View-Los Altos Union HighHigh School DistrictJulie Vo MVLAHSD(650) 940-1333 ext: 4012
Palo Alto UnifiedUnified School DistrictJim Sherman(650) 329-3754

Executive Summary

The North Santa Clara County Consortium (NSCCC) comprises five member institutions: FUHSD Adult School, Mountain View Los Altos Adult School, Palo Alto Adult School, Foothill College, and De Anza College. Our main goal is to help consortium members cooperate, coordinate, and collaborate to build, guide, and support students through education and career pathways. With this focus, NSCCC remains a key partner in advancing education and economic opportunity in the region.

Progress & Success

Over the past three years, NSCCC has made progress in three key areas: CAEP data, 2022–25 three-year plan activities, and transitions to college through dual enrollment.

As of Q3 2024-25, CAEP Summary data shows that we have or are close to surpassing our 2023-24 numbers in student enrollment, persistence, and performance: 

  • 4,170 students were served in adult schools (surpassed 4,163 in 2023–24 & 3,693 in 2022-23)
  • 3,072 students earned 12 or more instructional hours (on track to surpass 3,233 in 2023–24 & surpassed 2,952 in 2022-23)
  • 2,811 ESL students served (on track to surpass 2,843 in 2023–24 & surpassed 2,478 in 2022-23). Of these ESL students:
    • 2,303 students had 12+ instructional hours (on track to surpass 2,399 in 2023–24 & surpassed 2,045 in 2022-23)
    • 2,160 students completed student outcome data sets (SODS) (on track to surpass 2,200 in 2023–24 & surpassed 1,870 in 2022-23)
    • 1,580 students completed valid pre- and post-tests (on track to surpass 1,652 in 2023–24 & surpassed 1,434 in 2022-23)
    • 983 students achieved Educational Functioning Level Gain (EFL) (on track to surpass 1,034 in 2023–24 & surpassed 849 in 2022-23)

NSCCC has also made progress in its 2022-25 Three Year Plan activities. Highlights include: exceeded 2% target gains across all 2022–25 metrics; hosted an External Stakeholder Event and NSCCC Member Summit to gain regional and consortium level insights & feedback from partners; presented on dual enrollment twice at the State level; provided stipends to support teachers obtaining credentials; aligned ESL, CTE, and ASE TE updates; created a consortium-wide Data Vision; launched a Healthcare Pathway to increase CTE participation; and developed a Consortium Member Handbook for onboarding support.

Additionally, the numbers of students and courses taking dual enrollment course has steadily increased over the past three years, and 2025 summer data shows strong engagement:

  • 2022–23: 56 students took 108 courses
  • 2023–24: 93 students took 169 courses
  • 2024–25: 98 students took 238 courses
  • 2025–26 (Summer only): 53 students are taking 60 courses

Current Needs Assessment & Key Findings

The 2025–2028 Three-Year Plan was collaboratively developed with external and internal stakeholders through events to gather input, reviewing goals with various teams, and aligning with labor market and student needs using CAEP Fact Sheets, DataVista, LaunchBoard, local labor data, and community surveys to analyze trends.

Key findings show an urgent need to support English learners, underemployed adults, and those without high school diplomas. With an aging, largely foreign-born population, there's a clear need for ESL, career training, and accessible student support services.

Therefore, the 2025–28 Plan will focus on English language support, workforce alignment, service awareness, and stronger partnerships.

Objectives & Consortium Goals

Addressing Educational Needs: Expand regional partnerships with workforce boards and CBOs, and enhance data systems to set goals and track student progress consortium-wide.

Improving Integration of Services and Transitions: Continue aligning CTE and ESL pathways through IET, dual enrollment, and bridge programs; expand tutoring, mentoring, and career events to support student transitions.

Improving Effectiveness of Services: Strengthen adult school–college alignment, expand dual enrollment and work-based learning tied to labor market needs, and invest in professional development.

Outcomes & Key Strategies

By 2028, the consortium aims to: 

  • Expand targeted programs and partnerships to support underserved populations; 
  • Improve service alignment and wraparound supports for smoother transitions; 
  • Enhance staff development and data use to boost retention, career pathways, and equity.

Funds Evaluation

NSCCC’s CAEP funding will grow from $10.5M in 2024–25 to $10.8M in 2025–26, with full use expected in future years. The consortium is working to combine funding sources to support pathways and student services. The plan targets 2% annual growth in college transitions, employment, and credential attainment, reflecting a strong commitment to equity, alignment, and data-driven decisions. 

Conclusion

NSCCC’s 2025–2028 Plan focuses on equity, alignment, and student success through a collaborative, data-driven approach. It aims to close educational gaps, strengthen transitions, and improve service effectiveness by building pathways, boosting workforce readiness, and supporting lifelong learning to better serve the region’s adult learners.

Assessment

October 2024: NSCCC held an External Stakeholders event with the goal of bringing together our regions CBO’s and NSCCC members to facilitate conversations around regional student need.

November 2025: Started working on the plan’s assessment tool. Focuses on sections: Regional Alignment and Priorities, Evaluate the Educational Needs of Adults in the Region, Evaluate the Current Levels and Types of Education and Workforce Services for Adults in the Region.

December 2024: Leadership Board finalized the assessment process utilizing data from CAEP FactSheets, DataVista, CAEP Summary (TE), and agency specific LMI data curated by NOVAworks for each city in our consortium. 

January 2025: Utilizing the information gained from December’s assessment, the Leadership Board started working on updating CTE and Student Support-focused Activities.

March 2025: NSCCC held a Member Summit focused to facilitate discussions between faculty, teachers, staff, and administration from all five agencies. The information from the Summit has informed the 3-year plan.

April 2025: Reviewed feedback from Summit and the Leadership Board to revise activities for the plan. The Data Team and Transition Support Team also worked on plan activities that fall under their purview.

May 2025: Leadership Board and Data Team continued to work on activities for the plan.

June 2025: LB finalized the plan and sent it for review by NSCCC members, Novaworks (WIB), and CBOs in our region.

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?

NSCCC Member Questionnaire

Demographic & Economic: CAEP Factsheets

  • Cost of living in Silicon Valley: ~$175K is the salary for survival in SV
  • Employment / Poverty" English Language Learners, 58% not in labor force, with 2% unemployed
  • ELL Education Level:  37% speak Eng less than well; 46.4% have at least some college or higher; 32.7% below HS level; No HSD/GED = 4.5% of reg’l population
  • Language Acquisition: of ELLs, Top languages: Spanish, Chinese (Mandarin and/or Cantonese)
  • Race: of ELLs, 55.8% Asian; 29.9% Hispanic; 10.4
  • Age: 52.5% of ELLs over 50
  • Foreign Born: Consider half the population are foreign born, implications for cultural barriers/challenges.

LMI - target industries that are offered now and on the horizon

  • There continues to be increased demand for Healthcare workers

O*NET - CTE career pathway outlook, indicators of growth and job availability

  • Currently bright outlook for Accountants, Community Healthcare workers, Healthcare support workers (CNA, HHA, MA, MRS, nurses)

Input from Industry

  • NOVA: businesses are looking for office skills, accounting, healthcare

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
FUHSD AdultAdult School
Mountain View Los Altos Adult SchoolAdult School
Palo Alto Adult EducationAdult School
Foothill CollegeCommunity Organization
De Anza CollegeCommunity Organization
NOVAworks Job CenterWorkforce Development Board
SourcewiseCommunity Organization
Rotary Club of CupertinoPhilanthropic Organization
Cupertino HighHigh School
In-Home Supportive Services (IHSS) | San JoseCommunity Organization
Cupertino LibraryCommunity Organization
Sunnyvale Post AcuteBusiness
Sunnyvale RotaryPhilanthropic Organization
Hyatt House San Jose / CupertinoBusiness
Webster HouseBusiness
CalWorksCommunity Organization
Sunnyvale Community ServicesCommunity Organization
South Bay Consortium for Adult EducationOther
ACCELOther
Work2FutureWorkforce Development Board
Villa SiennaBusiness
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?

Relevant education and workforce plans guiding services in the region and the consortium members that participated in developing these plans:

  • WIOA II CIP / Adult Schools 
  • Strong Workforce /  Colleges
  • Perkins  /  Colleges
  • ELL Healthcare Pathways Grant / All our agencies

Summary of the adult education and workforce services described in each of these plans.

ELL Healthcare Pathways Grant Plan 

  • Expansion & alignment of programs in AS & CC in healthcare pathways (including CNA, Med Interpreter, Phlebotomy, Med Asst, etc.), including: accelerated EL support (Med English, Med Communications, Med Terminology, and creating bridge programs, etc.

WIOA II CIP

  • In general aligns to student transitions and pathway persistence 

SWP 

  • Focused on credit and non-credit healthcare pathways

Perkins

  • Re-focus on non-credit pathways for CTE pathways

How adult education and workforce services supported by CAEP are currently aligned with priorities and services described in each of these plans:

We are directing students to transition to workforce pathways or further education based on their goals

  • ESL bridge programs
  • Career and Transition Services
  • Core academic instruction in ESL, ABE, ASE, CTE, K-12 Success
  • ELL HCPG: targeted approach to transitions based on the region’s needs for healthcare workers in a variety of jobs

Identified gaps in alignment of adult education and workforce services across CAEP and these other plans:

WIOA/CIP, SWF, Perkins, CAEP: We do not see gaps in alignment of our plans. 

Services that could be funded that are not: 

  • Funds for paid internships
  • Immigration services & transcript evaluations: Fast-track to jobs for which folks are educated outside of this country with degrees
  • Authorization to work support
  • Credential support for teachers with workforce background and/or equivalent certification requirements for AS that CC have (E.g., MA TESOL is “enough” for Adult School ESL teachers.

LMI: NOVAworks

  • Target industries that are offered now and on the horizon. Shows us the demographic breakdown similar to CAEP Fact Sheets, current labor market trends, cost of living per city in our consortium.  We need to know more about AI and how it will affect the industry.  We do know that Healthcare is and will be in demand in the future for the data. 

O*NET

  • CTE career pathway outlook, indicators of growth and job availability → Steering students toward pathways that will have jobs for them; developing pathways in the areas that need workers Healthcare continues to be an in-demand industry.

Demographic: CAEP Fact Sheets 

  • Shows us the demographic breakdown by population, age, race, gender, foreign born status, language skills, poverty, unemployment, disability, gives us an indication that our services are supporting the demographics of the region, informs program improvement
  • Half of the population of our consortium are foreign born. 9% of the population identified as an adult with a disability. 60% of adults with limited English identified as unemployed or not in the labor force. How many of this population has no intention of getting into the workforce? (ie: retired and not seeking employment, 37.8% of limited English population are 65+)

DataVista

  • Look at our own transition data to look at trends, including plateaus, & industry needs to set our own goals / targets based on our students’ goals. Does each school have clean data on transition? We know that the data team is working on this. 

TE Data Adult Schools/ CAEP Summary:

  • Barriers: correlated with launchboard - trends in enrollments, learning gains, persistence, barriers, and student goals used to assess the need for expansion of support services
  • Enrollments:  trends to gauge demand.
  • Outcomes: determines the efficacy of existing services and activities. Get the lists of referred AS Students, cross reference with CCC and FH applications, create PC cohorts to assess what they took. 

Stakeholder input:

  • External: External Stakeholder Event in October 2024 to illicite feeback/input from CBOs.
  • Consortium members:
    • March Member Summit: Consortium members, especially teachers, are looking to become more engaged in consortium work.
    • Member Questionnaire: Members are looking to become more engaged in consortium work.

Students Input:

  • IET career interests survey results
  • Leverage input from ELL HCPG students
  • Testimonials / success stories
  • Student panel at the October stakeholders' event
Please identify the categories of needs of your region.

Although there are many areas of need in the Santa Clara region, the main area we will focus on in th 2025-28 plan are as follows: 

  • Alignment of education and workforce needs
  • English language needs
  • Improving accessibility of programming
  • Increasing awareness of services
  • Strengthening partnerships
What challenges does your region face that impact the programs you have previously or are currently offering?

Although there are many challenges our region face, we will focus on the following in the three yr plan:

  • High cost of living/housing/healthcare
  • Labor market issues (e.g., teacher shortages, etc.)
  • Waiting list for students / not enough program capacity for number of qualified applicant
Which populations are currently being served by your programs?

Contributions by Entities*

NameRoleThree-Year Plan Contribution
Julie Vo Administrator Designed proposed strategies
Valerie Fong Administrator Designed proposed strategies
Lori Riehl Principal Designed proposed strategies
Randy Bryant Administrator Designed proposed strategies
Jim Sherman Principal Designed proposed strategies
Jon Fu Administrator Designed proposed strategies
Teresa Ong Administrator Designed proposed strategies
Thomas Ray Administrator Designed proposed strategies
Lynn Tanner Classified staff Designed proposed strategies
Connor Smith Administrator Designed proposed strategies
Adult School Teachers Teacher employed by local educational agencies Participated in planning meetings
College Faculty Community college faculty Participated in planning meetings
Transition Team Members from Adult Schools Classified staff Participated in planning meetings
Transition Team Members from Colleges Classified staff Participated in planning meetings
Sharadon Smith NovaWorks Participated in planning meetings
Terry Sturtevant Cupertino Rotary Participated in planning meetings
HuaiRong S h a o I H S S Participated in planning meetings
Lelan Anders NovaWorks Participated in planning meetings
Classic Cauley Sourcewise Participated in planning meetings
Sandy Madneile Cupertino Union School District Participated in planning meetings
Adult School Students Student Participated in planning meetings
Data Team Members Classified staff Designed proposed strategies
Desirie Torres Transition Counselor FUHSD Participated in planning meetings
Sripriya Kannan Transition Counselor PAAS Participated in planning meetings
Gina Riccitelli Transition Advisor MVLA Participated in planning meetings
Tiffany Tran Rodriguez Classified staff Participated in planning meetings
Nury Akylbekova ADult Ed STUDENT SUCCESS SPECIALIST Participated in planning meetings
Felisa Vilaubi Academic Counselor Adult School Transition De Anza Participated in planning meetings
Tiffany Rodriguez-Tran ADult Ed STUDENT SUCCESS SPECIALIST De Anza Participated in planning meetings
Janie Garcia Adult Education Program Coordinator Foothill Participated in planning meetings
Florence Liu Classified staff Participated in planning meetings
Liz Ambra Administrator Designed proposed strategies
Chris Bernhardt NovaWorks Provided data
College and Adult School Teachers Teacher employed by local educational agencies Proposed staff collaboration
Jenée Crayne Director of NSCCC Consortium 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
*De Anza CollegeMember Representative

0

0

29

0

839

885

0

34

832

2619
*Foothill CollegeMember Representative

0

2,293

994

330

553

387

0

531

36

5124
*Fremont Union HighMember Representative

68

186

6

197

130

913

0

149

26

1675
*Mountain View-Los Altos Union HighMember Representative

35

102

0

0

404

816

0

354

65

1776
*Palo Alto UnifiedMember Representative

6

0

0

0

0

670

0

0

19

695
Total Participants 109 2581 1029 527 1926 3671 0 1068 978 11889
* 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?

Although there are many industries in our region, our main  focus will be on the following:

  • Business
  • Education
  • Healthcare
  • Manufacturing 

The levels of education and workforce services currently offered by the consortium (hours of instruction)

  • Education services: 
    • AS: ELL beginning to advance / College Beginning to advance
      • These are not the same
      • Gaps- not fully understanding how the 2 systems align
    • CTE: Into, Concentrator, & Capstone (IET)
      • WIOA is designating med term/interpreter as intro, which does not receive IET funding
        • MVLA & FUHSD have fought this
      • Workforce services: CTE, IET, Counseling Career Exploration, 
    • Hours of Instruction by Program:
      • ESL: 381,331
      • CTE: 74,047
      • Work Force Prep: 257,226
      • ASE: 16,276
      • ABE:Hours of Instruction: 4,520
      • K-12 Success: 15,027
      • AWD: 1,617

The types of education and workforce services currently offered by the consortium (seven program areas).

  • Education: ESL, CTE, Workforce Prep, ASE, ABE, K-12 Success, AWD
  • Workforce Services: CTE, IET, Counseling Career Exploration,  Skill Development, On-the-Job training, Job Placement and Internship, Apprenticeship (DA ECE first 5) 

An evaluation of whether the existing levels and types of services address the educational needs identified in Section 2: Assessment, or where there are gaps.

  • Fill the need to our capacity
    • Teacher shortage: Lack funding to pay teachers
    • Classroom space is at capacity at AS
    • Leverage CC relationships, but AS students need the extra warm handoff to make that leap to CC
      • One way to help this is the co-location options:AS on CC / CC on AS
      • AS & CC Crosswalk of CASAS scores with skills at CC ESL/Into CTE courses
      • CC Crosswalk between ESL levels and CTE programs

Where we meet the needs identified in Section 2: Assessment:

  • On ramping- getting student info on workforce option, 
  • after bridge section of the onramp– if students don’t have immediate counseling, they fall off and don’t make into the pathway
  • Follow-up; how do we know if and where the students fall off.
  • How to flag AS students in the college system?
  • DA- create/add an ELL bridge course 
  • Having FH & DA have the same ESL assessment
  • Scheduling and AS & College terms are not aligned
  • Most AS like in person course

Metrics: CAEP Barriers & Metrics

Goals & Metrics

Metrics

Adult Ed Metrics

  • English Language Learner (149AE)

Metrics

Adult Ed Metrics

  • Career Technical Education (1003)
  • English as a Secondary Language (1002)

Metrics

Adult Ed Metrics

  • Completed Educational Functioning Level Gain (400AE)

Metrics

Adult Ed Metrics

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

Metrics

Adult Ed Metrics

  • Postsecondary Credential (624AE)

Metrics

Adult Ed Metrics

  • Employed Two Quarters After Exit (505AE)

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) 9,008 9,511

9,895

10,093

10,295

Student BarriersEnglish 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 SetMetric DescriptionMember Level Metric Actuals Member Level Metric Targets
2022-23 2023-24 2024-25 2025-26 2026-27 2027-28
AllParticipants (202AE) 1,294 1,644

1,711

1,745

1,780

Employment & EarningsEmployed Two Quarters After Exit (505AE) 238

253

258

263

ProgressCompleted Educational Functioning Level Gain (400AE) 345 438

456

465

474

SuccessPostsecondary Credential (624AE) 295 238

248

253

258

TransitionTransitioned to Non-Developmental Credit College Course (637AE) 251

266

271

276

TransitionTransitioned to CTE (636AE) 260

275

281

287

Students and ProgramsEnglish as a Secondary Language (1002) 668 885

921

939

958

Students and ProgramsCareer Technical Education (1003) 668 839

873

890

908

* Mandatory for all members


Foothill College (Reported by Foothill College)

Metric SetMetric DescriptionMember Level Metric Actuals Member Level Metric Targets
2022-23 2023-24 2024-25 2025-26 2026-27 2027-28
AllParticipants (202AE) 3,897 3,625

3,772

3,847

3,924

Employment & EarningsEmployed Two Quarters After Exit (505AE) 296

314

320

326

ProgressCompleted Educational Functioning Level Gain (400AE) 129 156

162

165

168

SuccessPostsecondary Credential (624AE) 588 310

322

328

334

TransitionTransitioned to Non-Developmental Credit College Course (637AE) 632

671

684

698

TransitionTransitioned to CTE (636AE) 800

849

866

883

Students and ProgramsEnglish as a Secondary Language (1002) 427 387

403

411

419

Students and ProgramsCareer Technical Education (1003) 588 553

576

588

598

* Mandatory for all members


Fremont Union High (Reported by Fremont Union High School District (FUHSD))

Metric SetMetric DescriptionMember Level Metric Actuals Member Level Metric Targets
2022-23 2023-24 2024-25 2025-26 2026-27 2027-28
AllParticipants (202AE) 1,178 1,442

1,500

1,530

1,561

Employment & EarningsEmployed Two Quarters After Exit (505AE) 79

85

87

89

ProgressCompleted Educational Functioning Level Gain (400AE) 367 490

510

520

530

SuccessPostsecondary Credential (624AE) 168 135

141

144

147

TransitionTransitioned to Non-Developmental Credit College Course (637AE) 52

55

56

57

TransitionTransitioned to CTE (636AE) 54

57

58

59

Students and ProgramsEnglish as a Secondary Language (1002) 643 930

968

987

1,007

Students and ProgramsCareer 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 SetMetric DescriptionMember Level Metric Actuals Member Level Metric Targets
2022-23 2023-24 2024-25 2025-26 2026-27 2027-28
AllParticipants (202AE) 1,273 1,215

1,264

1,289

1,315

Employment & EarningsEmployed Two Quarters After Exit (505AE) 87

93

95

97

ProgressCompleted Educational Functioning Level Gain (400AE) 348 441

459

468

477

SuccessPostsecondary Credential (624AE) 54 40

42

43

44

TransitionTransitioned to Non-Developmental Credit College Course (637AE) 36

39

40

41

TransitionTransitioned to CTE (636AE) 93

99

101

103

Students and ProgramsEnglish as a Secondary Language (1002) 889 847

881

899

917

Students and ProgramsCareer Technical Education (1003) 342 420

437

446

455

* Mandatory for all members


Palo Alto Unified (Reported by Palo Alto 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) 577 677

705

719

733

Employment & EarningsEmployed Two Quarters After Exit (505AE) 16

16

16

16

ProgressCompleted Educational Functioning Level Gain (400AE) 249 311

323

329

336

SuccessPostsecondary Credential (624AE) 85 46

48

49

50

TransitionTransitioned to Non-Developmental Credit College Course (637AE) 30

33

34

35

TransitionTransitioned to CTE (636AE) 60

63

64

65

Students and ProgramsEnglish as a Secondary Language (1002) 577 677

705

719

733

Students and ProgramsCareer 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.

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
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

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

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

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

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.
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).

  1. Have full representation at the majority of NOVAworks quarterly stakeholder meetings.
  2. Continue working and building relationships with NOVAworks and its stakeholders in the 2025 thru 2028 academic years.
  3. Plan & hold a NSCCC Advisory Stakeholder meetings in the fall.
  4. Plan & hold a NSCCC Member Summit in the spring.


  1. Continue to aave full representation at the majority of NOVAworks quarterly stakeholder meetings.
  2. Continue working and building relationships with NOVAworks and its stakeholders in the 2025 thru 2028 academic years.
  3. Plan & hold a NSCCC Advisory Stakeholder meetings in the fall.
  4. Plan & hold a NSCCC Member Summit in the spring.
  1. Continue to aave full representation at the majority of NOVAworks quarterly stakeholder meetings.
  2. Continue working and building relationships with NOVAworks and its stakeholders in the 2028 thru 2032 academic years.
  3. Plan & hold a NSCCC Advisory Stakeholder meetings in the fall.
  4. 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 PositionResponsible MemberProposed Completion Date
DirectorFoothill College06/30/2028

#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.

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).

  1. Handbook compleated– update as needed
  2. Director starts work on a Director Specific Handbook
  1. Update Member Handbook as needed
  2. Director works on a Director Specific Handbook
  1. Update Member Handbook as needed
  2. 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 PositionResponsible MemberProposed Completion Date
DirectorDe Anza College06/30/2028

#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..
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).

  1. Continue finding inclusion based resources and supports for our consortium and its members. 
  2. Send out Quarterly NSCCC Newsletter to Members and CBOs
  1. Continue finding inclusion based resources and supports for our consortium and its members. 
  2. Send out Quarterly NSCCC Newsletter to Members and CBOs
  1. Continue finding inclusion based resources and supports for our consortium and its members. 
  2. 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 PositionResponsible MemberProposed Completion Date
DirectorDe Anza College06/30/2028

#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. 

Outcomes

Use the space provided to identify the Outcomes that the activity will accomplish in the next year (Short-Term), in one to three years (Intermediate), and in three to five years (Long-Term). The brief description of each of these three types of outcomes should include one or more outcomes that are specific, measurable, achievable, relevant, and time-bound (SMART).

Adult Schools 

  1. Maintain alignment we have already worked on
  2. Yearly review of TE Updates for needed revisions
  3. Look into other opportunities for TE Update alignment of outcomes 
  4. Continue Alignment data reporting on tracking ELL HCPW Grant participants

Colleges

  1. 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 

  1. Maintain alignment we have already worked on
  2. Yearly review up TE Updates for needed revisions
  3. Look into other opportunities for The Update alignment of outcomes 
  4. Continue Alignment data reporting on tracking ELL HCPW Grant participants

Colleges

  1. 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 

  1. Maintain alignment we have already worked on
  2. Yearly review up TE Updates for needed revisions
  3. Look into other opportunities for The Update alignment of outcomes 
  4. Continue Alignment data reporting on tracking ELL HCPW Grant participants

Colleges

  1. 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.
  2. 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 PositionResponsible MemberProposed Completion Date
Data TeamMountain View-Los Altos Union High06/30/2028
Data TeamDe Anza College06/30/2028
Data TeamFoothill College06/30/2028
Data TeamFremont Union High06/30/2028
Data TeamPalo Alto Unified06/30/2028

#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.

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).

  1. ELL HCPW Grant: Alignment data reporting on tracking participants
    1. Review Persistence Data: IET (bi-annually)
    2. Track IET students into post secondary  (Adult Ed Certificate Programs and CC Pathways)
    3. This will inform: Focus of Regular CC monthly Meetings & Timeframe for Quarterly or Biannual full team meeting
  2. College: Frequency & Data Source:
    1. Review Data Vision Data Goals and agree Frequency & Data Source for gaining the data needed
  3. Start effectively tracking adult school students transitioning into the colleges.
    1. Dual Enrolled Students (Utilize internal cohort trackers to track students utilizing District PC)
  1. Iterative process: assess the work done in year one and make necessary adjustments
  2. Continue to effectively track adult school students transitioning into the colleges.
  3. Dual Enrolled Students: Continue to refine this process: 
  4. 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.
  5. Effectively track non-credit CAEP college students through college courses/programs
  1. 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 PositionResponsible MemberProposed Completion Date
AdministrationDe Anza College06/30/2028
AdministrationFoothill College06/30/2028
AdministrationMountain View-Los Altos Union High06/30/2028
AdministrationFremont Union High06/30/2028
AdministrationPalo Alto Unified06/30/2028

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. 

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).

  1. 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
  1. Make necessary adjustments to employment transitions. Ie: Assess the effectiveness of language and academic support for ELL students to successfully transition to employment.
  2. Assessment tools: Attendance hours and certificate completion
  1. 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 PositionResponsible MemberProposed Completion Date
AdministrationDe Anza College06/30/2028
AdministrationFoothill College06/30/2028
AdministrationFremont Union High06/30/2028
AdministrationMountain View-Los Altos Union High06/30/2028
AdministrationPalo Alto Unified06/30/2028

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.

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).

  1. Continue with ELL HCG Pathways; continue on ECE
  2. Identify resources in career services and support and link students to those services as appropriate.
  3. Assess and iterate on the current work.
  1. 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.
  2. Select one FHDA B&F Certificate for alignment (e.g.Payroll, Bookkeeping, Tax Acct)
  3. Develop paid externships with employers leveraging partnerships with AJCC
  4. Pilot a cohort model for ELL Healthcare Pathways that could work for adults.
  5. Assess and iterate on the current work.
  1. 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 PositionResponsible MemberProposed Completion Date
AdministrationDe Anza College06/30/2028
AdministrationFoothill College06/30/2028
AdministrationFremont Union High06/30/2028
AdministrationMountain View-Los Altos Union High06/30/2028
AdministrationPalo Alto Unified06/30/2028

#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.


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).

  1. 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
  2. Provide wrap-around, embedded supports to adult school ELL pathway adult school students, dual enrollment students, and students transitioning to college
    1. Assess and iterate on the current work.
  1. Assess the efficacy of supports for ELL pathway adult school students, dual enrollment cohorts, and students transitioning to college
  2. Continue to provide wrap-around, embedded supports to adult school ELL pathway adult school students, dual enrollment students, and students transitioning to college
  1. 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 PositionResponsible MemberProposed Completion Date
AdministrationDe Anza College06/30/2028
AdministrationFoothill College06/30/2028
AdministrationFremont Union High06/30/2028
AdministrationMountain View-Los Altos Union High06/30/2028
AdministrationPalo Alto Unified06/30/2028

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.


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).

  1. Identify and pursue strategies for pathway alignment and access and completion  to Healthcare programs.
  2. Professional development series for faculty to share curriculum and pathway opportunities to help students overcome language and academic barriers.
  3. Assess and iterate on the current work.
  1. Align Adult School CTE Healthcare Programs to FHDA CTE pathways.
  2. Determine other industry sectors based on regional need. (Business & Finance, Manufacturing, etc.)
  3. Assess and iterate on the current work.
  1. Continue to align Adult School CTE Healthcare Programs to FHDA CTE pathways. Determine other industry sectors based on regional need. (Business & Finance, Manufacturing, etc.)
  2. Common course numbering at CCCs will support this effort.
  3. 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 PositionResponsible MemberProposed Completion Date
AdministrationDe Anza College06/30/2028
AdministrationFoothill College06/30/2028
AdministrationFremont Union High06/30/2028
AdministrationMountain View-Los Altos Union High06/30/2028
AdministrationPalo Alto Unified06/30/2028

#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). 


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).

  1. Transition Team continues to refine effective practices for transition readiness 
  2. Establish a professional development series for faculty to understand curriculum and pathway opportunities to support student transitionsSupport enrollment into CTE pathways (continue doing so)
  3. Inreach to Bridge and Foundation students about CTE pathways; Provide career information that supports pathway selection for AS students.
  4. Assess and iterate on the current work.
  1. Data team supports tracking of a cohort in FHDA Precision Campus
  2. Assess and iterate on the current work.
  1. 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 PositionResponsible MemberProposed Completion Date
AdministrationDe Anza College06/30/2028
AdministrationFoothill College06/30/2028
AdministrationFremont Union High06/30/2028
AdministrationMountain View-Los Altos Union High06/30/2028
AdministrationPalo Alto Unified06/30/2028

#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


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).

  1. Refine the transition activity calendar and communicate more broadly to instructors 
  2. Schedule transition activities in alignment with college and adult school dates/deadlines
  3. Provide a diverse array of transition and onboarding activities to meet the needs of students at various stages of transition readiness framework
  4. Assess and iterate on the current work.
  1. Continue to provide a diverse array of transition and onboarding activities to meet the needs of students at various stages of transition readiness framework
  2. Monitor transitions and implement process for continuous improvement
  3. Assess and iterate on the current work.
  1. Continue to provide a diverse array of transition and onboarding activities to meet the needs of students at various stages of transition readiness framework
  2. 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 PositionResponsible MemberProposed Completion Date
AdministrationDe Anza College06/30/2028
AdministrationFoothill College06/30/2028
AdministrationFremont Union High06/30/2028
AdministrationMountain View-Los Altos Union High06/30/2028
AdministrationPalo Alto Unified06/30/2028

Funds Evaluation

Member Allocations and Expenditures

Member AgencyPrior Year Total Leveraged FundsProgram Reporting Status
De Anza College $1,129,841Certified
Foothill College $809,943Certified
Fremont Union High $4,975,803Certified
Mountain View-Los Altos Union High $4,813,556Certified
Palo Alto Unified $2,168,383Certified
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

Approved by Randy Bryant

06/18/2025 12:53 PM PDT

Foothill College - Member Representative

Approved by Valerie Fong

06/20/2025 12:31 PM PDT

Fremont Union High - Member Representative

Approved by Lori Riehl

06/18/2025 01:38 PM PDT

Mountain View-Los Altos Union High - Member Representative

Approved by Julie Vo MVLAHSD

06/18/2025 12:50 PM PDT

Palo Alto Unified - Member Representative

Approved by Jim Sherman

06/18/2025 12:31 PM PDT