Produced: Aug 14, 2025, 04:07 PM UTC - By Jim Sherman
2025-26
Plans & Goals
Assessment
Activities & Outcomes
Objective #1: Address Educational Needs
#1.1A: Collaborate with Local WIB & Stakeholders
#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..
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 |
#1.1C: 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.
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.
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.
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.
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.
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.
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.
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).
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
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 |
Fiscal Management
Alignment & Carryover
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.
As of 2024-25 academic year, all NSCCC members are in compliance with the 20% carryover compliance; therefore, spending down of carryover is a non issue for our consortium.
Usage
Consortium Objectives & Activities Overview
Objectives & Activities
Activity | Origin | Included in Annual Plan |
---|---|---|
Objective #1: Address Educational Needs | ||
#1.1A: Collaborate with Local WIB & Stakeholders | THREE-YEAR PLAN 2025-28 | |
#1.1B: Inclusion Based Support for Consortium | THREE-YEAR PLAN 2025-28 | |
#1.1C: Consortium Member Handbook | THREE-YEAR PLAN 2025-28 | |
#1.2A: Adult School & College Data Input Alignment | THREE-YEAR PLAN 2025-28 | |
#1.2C: Track Transition Data to Support Student Tr | THREE-YEAR PLAN 2025-28 | |
1.2D: Track ELL ELL Grant Employment | THREE-YEAR PLAN 2025-28 | |
Objective #2: Improve Integration of Services & Transitions | ||
#2.1A Pathway Projects: CTE & ESL | THREE-YEAR PLAN 2025-28 | |
#2.1B Increase Student Targeted Academic Support | THREE-YEAR PLAN 2025-28 | |
Objective #3: Improve Effectiveness of Services | ||
#3.1A: Alignment Projects | THREE-YEAR PLAN 2025-28 | |
#3.1C Increase Students Access & Participation i | THREE-YEAR PLAN 2025-28 | |
#3.2A Transition Services and Onboarding Support | THREE-YEAR PLAN 2025-28 |
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 - Director
- julie.vo@mvla.net
- (650) 940-1333 ext: 4012
Palo Alto Unified - Member Representative
Jim Sherman - Principal
- jsherman@pausd.org
- (650) 329-3754