CAEP
Annual Plan

Produced: Aug 14, 2025, 04:07 PM UTC - By Jim Sherman

17 Foothill De Anza / NSCCC
CONSORTIUM APPROVED

2025-26

Plans & Goals

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 advanced in three areas: CAEP data, 22–25 plan activities, and transitions to college via dual enrollment.

2024–25 CAEP Summary data shows we continue to meet outcomes in adult school student enrollment, persistence, and performance:

  • 4,183 students were served (vs 4,163 in 23–24; 3,693 in 22-23)

  • 3,341 students earned 12 or more instructional hours (vs 3,233 in 23–24; 2,952 in 22-23)

  • 2,690 ESL students were served [less than 2,843 in 23–24 (due to reclassification of ESL to Workforce Prep) but surpassing 2,478 in 22-23]. Of these ESL students:

    • 2,391 earned 12+ instructional hours (just below 2,399 in 23–24 (see above reason for dip) but surpassing 2,045 in 22-23)

    • 2,247 completed student outcome data sets (SODS) (vs 2,200 in 23–24; 1,870 in 22-23)

    • 1,725 completed valid pre- and post-tests (vs 1,652 in 23–24; 1,434 in 22-23)

    • 1,122 achieved Educational Functioning Level Gain (EFL) (vs 1,034 in 23–24 & 849 in 22-23)

2022-25 Plan activity highlights include: exceeded 2% target gains across all metrics; hosted External Stakeholder Event and Member Summit; presented twice at the State level on dual enrollment; funded teacher credential stipends; aligned ESL, CTE, and ASE TE updates; created a consortium-wide Data Vision; launched a Healthcare Pathway to boost CTE participation; and developed a Member Handbook for onboarding.

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

  • 22–23: 56 students took 108 courses

  • 23–24: 93 students took 169 courses

  • 24–25: 98 students took 238 courses

  • 25–26 (Summer only): 53 students are taking 60 courses

Current Challenges

Although NSCCC continues to make progress with goals, challenges still remain: lack of classroom/facility space, staff turnover and burnout, lack of teachers with CTE credentials to expand programming at the adult schools, and adult school waitlisted students due to not enough program capacity for the number of qualified applicants.

Current Needs Assessment & Key Findings

The 25–26 Annual Plan was collaboratively developed with external and internal stakeholders through events to gather input, reviewing goals with various teams, and aligning with the 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 plan will focus on English language support, workforce alignment, service awareness, and stronger regional partnerships.

Consortium Goals & Objectives

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

CAEP funding will grow from $10.5M in 24–25 to $10.8M in 25–26, 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 25–26 Annual 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.

Plans & Goals

How (if at all) do the consortium’s previous program year goals differ from the current year’s goals?

Goals remain the same

How much progress did the consortium make towards its previous program year goals?

A good deal of progress - most goals were met

NSCCC has made progress in both its 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  number of students taking dual enrollment courses and the number of courses taken 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

What barriers did the consortium face in making progress towards its previous program year goals?

Lack of physical/facility access, Staff turnover and burnout, Lack of CTE credentials to expand

Lack of physical/facility access,  Staff turnover and burnout, Lack of CTE credentials to expand programming ( AS), Waiting list for students / not enough program capacity for number of qualified applicants

What are the goals for the consortium for the current program year?

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 plan will focus on English language support, workforce alignment, service awareness, and stronger regional partnerships.

Consortium Goals & Objectives

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.

How will the consortium measure progress towards the goals set for the current program year?

Please see "How will you measure effectiveness/progress toward meeting this need?" optiona section for more information on "how will you measure effectiveness/progress toward meeting this need."

Assessment

Regional Needs Assessment

Please identify the categories of needs in your region.

Labor shortages/ Quality jobs that include OJT, healthcare benefits, fixed schedules, retirement ben

Please identify resources used to identify these gaps.

Previous 3 yr/annual plans

The Data Team is responsible for collecting and analyzing data in order to help the consortium measure effectiveness, keep on target with the metrics identified in the three year plan, and keep on track with tracking and reviewing the added data points in the consortium's Data Vision.

  • Enrollment Data

    • Reportable Individuals (# of Adults Served) 

  • All Non Credit CAEP Students (ESL, CTE, AwD, ASE) w/ at least 1 positive attendance hour

  • Consortium Metric 3 Yr Plan Metric: Number of Adults Served (AE 200 - Overall) 1+ hrs. of instruction or received services

  • We also disaggregate into ESL (1002) (Optional 3 Yr Plan Metric), CTE (Optional 3 Yr Plan Metric), & ASE

  • English Language Learners Reportable Individuals

  • All Non Credit CAEP (ELL) Reportable Individuals with an English Learner Barrier  (149AE) (Consortium Metric 3 Yr Plan Metric)

  • ELL Grant: # participants enrolled in the healthcare pathway Grant

  • MVLA: IET Medical Terminology, MA, & CNA

  • FUHSD: IET Medical Interpreter & CNA

  • PAAS: VESL Intro to Health

  • De Anza: COUN5, HTEC 50, Phlebotomy

  • Foothill: NCEL 403A&B, Intro Health, CHW, EMT

  • COURSE SUCCESS / GENERAL PERSISTENCE DATA

    • Adults who Became Participants (AE 202 - Overall) (Member 3 Yr Plan Metric)

      • We also disaggregate into ESL, CTE, & ASE

    • College students who have returned the subsequent quarter

  • All CAEP (non-credit ESL, CTE, ASE, AwD) students who have returned a subsequent quarter regardless of pathway or sequence

  • ELL Pathway Course Completion

  • CAEP ELL Healthcare Pathway Students (credit/non credit) within a cohort who pass a specific course

  • PATHWAY PROGRESS DATA

    • Participants who completed an Educational Functioning Level Gain (400AE) (Member 3 Yr Plan Metric)

    • College students who move up levels in particular pathways (ESL)

      • CAEP Non-credit ESL students who move up one level within ESL sequence

    • College participants who move up levels in particular pathways (CTE)

      • CAEP CTE students who successfully complete course within non-credit CTE pathway

    • ELL Pathway Progress

      • CAEP ELL Healthcare Students completing a course and moving to the next course in ELL pathway)

  • TRANSITIONS DATA

    • Participants in ESL, ABE and ASE who Transitioned to a Non-developmental Credit College Course (e (637AE)) (Member 3 Yr Plan Metric)

      • All Non Credit CAEP Students (ESL, CTE, AwD, ASE) who transition to CC credit

    • College: Non-credit ESL to Non-credit CTE (ELL Pathway) or Non-credit to credit CTE (636AE) (Member 3 Yr Plan Metric)

    • Participants who earn a Postsecondary Credential (624AE) (Member 3 Yr Plan Metric)

    • ELL Pathway Transition

      • Adult School students who have transitioned to ELL Pathway at Community Colleges credit and non-credit

  • PATHWAY COMPLETIONS / SUCCESS DATA

    • CC Career Pathway Certificates

      • CAEP Students in who complete certificates in ECE, (Potentially other courses in the Healthcare Pathway)

    • ELL Pathway Completion

      • CAEP ELL Healthcare Students completing a healthcare pathway CTE certificate

  • EMPLOYMENT DATA

    • ELL Pathway Employment

      • Employment information for CAEP students who complete an ELL Grant HC Pathway

      • Employed Two Quarters After Exit (505AE)  (Member 3 Yr Plan Metric)

Reports and databases Utilized for Tracking Effectiveness

  1. CAEP Summary

    1. Number served: 

    2. Overall (M)

    3. ESL/ELL students with 12+hrs (column E) 

    4. ESL/ELL students with complete student outcome data sets (SODS) (B) 

    5. ESL/ELL students took both a valid pre & post test ©

    6. ESL Persistence Rate (C/B)

    7. ESL Performance Rate (D/B)

    8. ESL/ELL students who achieved an EFL Gain (D)

    9. HSD/HSE Achieved 

    10. CTE outcomes

  1. CAEP Barriers to Employment

    1. English Skills, Cultural Barriers, & Low Literacy 

  1. CAEP Fact Sheets

    1. Demographic data

  1. CAEP DIR

    1. Demographic data & Student info

  1. DataVista

    1. Demographic data & Student Progress

  1. NRS (table 4/4b & NRS DIR)- just for adult schools

  2. Labor market data from our local WIB (NOVAworks & Work2Future)

In Northern Santa Clara County, one of our largest populations in need still includes those who speak English “less than well.” According to the 2024 CAEP Fact Sheets for our consortium’s region, this number has increased to 18,089 from 15,049 in the 2022 Fact Sheets. However, when you look at the larger Santa Clara County region, that number jumps to 145,530 up from (129,258 in the 2022 Fact Sheets). In addition, we know that the number of those in need is actually higher as we serve a number of individuals who work in our region but do not live in our region; the cost of living has pushed many to live outside of the boundaries of our consortium, so there are many more potential students in our workforce. 

In order to understand the needs of our community members, we utilized the assessment tool that was provided in the 2025-28 Three Year Plan. We analyzed LMI that NOVAworks compiled for each of the cities that make up our region. Utilized information from O*NET for developing our career pathways. Looked into Demographic via the 2025 CAEP Factsheets. Utilized the 2024-25 CAEP Summary and DataVista tools to look into our consortium's student outcomes. Utilized the 2024-25 CAEP Barriers to Employment Report Report to confirm the barriers that our students face. We also gathered input from our Community Based Organizations, faculty, and staff in order to guide the planning process. 

In order to close our regions gaps and help students reach their career and educational goals, our plan has activities focused on data gathering and analyzing, aligning programs, and supporting students throughout their education journey:

  • 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

  • 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) 

Activities & Outcomes

Objective #1: Address Educational Needs

#1.1A: Collaborate with Local WIB & Stakeholders

THREE-YEAR PLAN 2025-28

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.

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

#1.1B: Inclusion Based Support for Consortium

THREE-YEAR PLAN 2025-28

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 PositionResponsible MemberProposed Completion Date
DirectorDe Anza College06/30/2028

#1.1C: Consortium Member Handbook

THREE-YEAR PLAN 2025-28

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 PositionResponsible MemberProposed Completion Date
DirectorDe Anza College06/30/2028

#1.2A: Adult School & College Data Input Alignment

THREE-YEAR PLAN 2025-28

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 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

THREE-YEAR PLAN 2025-28

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 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

THREE-YEAR PLAN 2025-28

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 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

THREE-YEAR PLAN 2025-28

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 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

THREE-YEAR PLAN 2025-28

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 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

THREE-YEAR PLAN 2025-28

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 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

THREE-YEAR PLAN 2025-28

 #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 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

THREE-YEAR PLAN 2025-28

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 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

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

How does the consortium plan to use allocated funds in the upcoming year?

Not Entered

Consortium Objectives & Activities Overview

Objectives & Activities

= consortium has included this activity in an Annual Plan from the 2025-28 Three-Year Plan
= consortium has NOT selected this activity in an Annual Plan from the 2025-28 Three-Year Plan
ActivityOriginIncluded 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

Approved by Randy Bryant

08/13/2025 05:44 PM PDT

Foothill College - Member Representative

Approved by Valerie Fong

08/13/2025 05:48 PM PDT

Fremont Union High - Member Representative

Approved by Lori Riehl

08/14/2025 09:01 AM PDT

Mountain View-Los Altos Union High - Member Representative

Approved by Julie Vo MVLAHSD

08/14/2025 08:25 AM PDT

Palo Alto Unified - Member Representative

Approved by Jim Sherman

08/14/2025 09:07 AM PDT