CAEP
Three-Year Plan

Produced: Jun 18, 2025, 12:56 AM UTC - By Nicole Lopez

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:
26 Long Beach Adult Education
Address:
1305 East Pacific Coast Highway | Long Beach, CA | 90806
Website:
https://lbadulteducation.com/
Funding Channel 2025-26:
Direct Funded
CAEP Funds 2025-26:
$0
CAEP Funds 2024-25:
$0
CAEP Funds 2023-24:
$0

Consortium Contacts

Auto-populated

ResponsibilityNameEmailTitlePhone
Fiscal Contactjthompson@lbcc.eduDirector, Fiscal Services(562) 938-4102
Primary Contactkmadrid@lbcc.eduVice President, Workforce and Economic Development(562) 938-4417
Primary Contactcwu@lbcc.eduAccountant(562) 938-4515
Fiscal Contactenuguid@lbcc.eduSenior Accountant(562) 938-4103
Fiscal Contactsginder@lbschools.net
Primary Contactnmlopez@lbschools.netPrincipal
Fiscal Contactebaul@lbschools.netFiscal Services Analyst(562) 997-8000 ext: 8404
Primary Contactsmudunuri@lbcc.eduDirector, Adult and Continuing Education(562) 938-4175
Primary Contactjhayes@sagesandiego.com

Members

Auto-populated

Member AgencyMember TypeContactPhone
Long Beach CCDDistrictJohn Thompson(562) 938-4102
Long Beach UnifiedUnified School DistrictNicole Lopez

Executive Summary

The Long Beach Adult Education Consortium (LBAEC), comprised of Long Beach City College (LBCC) and Long Beach School for Adults (LBSA), delivers a comprehensive suite of noncredit and adult education programs serving over 4,000 adult learners annually. Programs include English as a Second Language (ESL), Adult Basic Education (ABE), High School Diploma (HSD), High School Equivalency (HiSET), and Career Technical Education (CTE) in high-growth sectors such as healthcare, business, and skilled trades. Flexible scheduling, supportive onboarding, and a range of student services ensure broad access and support for diverse learner populations.

 LBAEC’s 2025–2028 plan was shaped through a robust, data-driven, and participatory process. Consortium leadership, faculty, and staff from both LBCC and LBSA, alongside community partners, participated in strategy development. The planning team analyzed demographic and labor market data, institutional reports, and conducted extensive surveys with students, faculty, employers, and local agencies to identify urgent barriers and regional priorities. External partners, including workforce boards, social service organizations, and local businesses, contributed insights, and an internal self-assessment provided a clear lens on operational gaps and opportunities for growth.

Needs Assessment & Priorities 

The needs assessment surfaced nine priority areas for action:

1. Expand training aligned with local labor demand (especially in healthcare, hospitality, logistics, and energy/utilities).

2. Strengthen pathways and transitions from adult education to CTE and college, targeting underserved students.

3. Increase equity in dual enrollment and articulation for Hispanic, Black, Filipino, and non-traditional learners.

4. Improve digital literacy instruction and access to technology.

5. Expand flexible course scheduling, including evenings and weekends.

6. Increase professional development in digital tools and culturally responsive teaching.

7. Enhance consortium-wide collaboration, communication, and resource sharing.

8. Improve outreach to underserved populations (immigrants, older adults, disconnected youth).

9. Integrate formal career planning and transition support, including pathway maps and workforce alignment.

Metrics & Objectives 

Selected metrics include the number of adults served, educational functioning level gains, transitions to postsecondary and CTE, credential attainment, and employment outcomes. The plan sets ambitious targets for expanding enrollment, increasing completion rates, improving transitions, and closing equity gaps.

Three main objectives drive the plan:

1. Address Educational Needs: Expand workforce-aligned programs, embed digital literacy, and offer responsive scheduling.

2. Improve Integration of Services & Transitions: Use data to drive decisions, align practices across institutions, standardize referrals, and create seamless pathways from noncredit to credit programs.

3. Improve Effectiveness of Services: Deliver ongoing professional development, strengthen partnerships, increase access to wraparound services, and embed continuous improvement practices.

Key Strategies & Outcomes 

The plan’s core strategies include:

● Launching coordinated professional development for faculty in data-driven instruction, digital tools, and equity practices.

● Building clear, stackable career pathways with dual enrollment, bridge programs, and work-based learning.

● Expanding counseling, case management, and transition supports.

● Increasing digital access through device loans, hotspots, and campus labs.

● Strengthening community partnerships to leverage wraparound services such as childcare, mental health, and transportation.

● Implementing targeted outreach and communications to reach high-need and underrepresented groups.

Short-term outcomes (within 12 months) include increased PD participation, launch of career pathway maps, and expanded wraparound supports. 

Intermediate outcomes (1–3 years) focus on higher transition rates, sustained use of data-driven instructional practices, increased credential attainment, and documented improvements in employment and postsecondary transitions.

Funds Evaluation & Resource Leveraging

LBAEC will allocate CAEP funds, including carryover, through a transparent, consensus-driven process. Expenditures are monitored quarterly, and any carryover above 20% triggers required spend-down plans. In addition to CAEP resources, members leverage federal and state grants (e.g., WIOA Title II, Perkins), institutional support, and in-kind contributions from its partners. Joint planning, professional development, and shared data infrastructure support coordinated, efficient use of funds. The plan calls for formalized bylaws to strengthen governance, regular data reviews, and ongoing accountability to ensure resources drive measurable improvements in student success.

The LBAEC 3- year plan is poised to support the educational and economic advancement of its diverse adult learners.

Assessment

To guide the development of the Long Beach Adult Education Consortium’s (LBAEC) 2025–2028 CAEP Three-Year Plan, the consortium conducted a comprehensive needs assessment to examine adult learner barriers, labor market alignment, and systemic gaps in program delivery. The goal was to develop a targeted, evidence-based roadmap for adult education that reflects the economic, social, and instructional realities of the Long Beach region. The assessment, described in detail in the LBAEC Needs Assessment for CAEP Three-Year Plan, used a layered and collaborative approach to synthesize quantitative data, institutional insights, and direct community feedback.

Approach and Process

The assessment process was intentionally designed to center both data and lived experience. LBAEC gathered and triangulated data from multiple sources to ensure a complete understanding of the challenges and opportunities within the region. Regional and demographic data were reviewed using sources such as the U.S. Census Bureau, SAIPE, CAEP Fact Sheets, DataVista, and labor market intelligence from the Centers of Excellence (COE). These datasets helped quantify the scale and nature of adult education needs in Long Beach, including educational attainment, employment trends, digital access, and equity gaps across subpopulations.

Simultaneously, the consortium analyzed internal documents such as the WIOA Title II Continuous Improvement Plan (CIP), Perkins V Comprehensive Local Needs Assessment (CLNA), Strong Workforce Program (SWP) plans, LBSA’s WASC Self-Study, and the LBCC Strategic Plan. These institutional reports highlighted alignment and disconnects between existing programming and the region’s economic and workforce priorities. They also revealed challenges related to program capacity, staffing, articulation, and the availability of adult dual enrollment.

To ensure that strategies reflect community and practitioner insight, the consortium administered surveys to students, faculty, staff, employers, and community partners. These surveys surfaced critical barriers to access and persistence, including unreliable internet, cost of attendance, limited awareness of offerings, scheduling confl icts, and gaps in support services like counseling and childcare. Community stakeholders emphasized the need for better outreach to populations such as immigrants, older adults, and disconnected youth, along with a call for expanded vocational and digital literacy training.

A consortium-wide self-assessment tool added an internal lens, allowing LBAEC to reflect on operations, collaboration, and alignment. This tool revealed strengths, such as strong curriculum design and effective learning environments, as well as areas for growth, including the need for shared processes, expanded communication, and consistent professional development.

Confirmed Needs Driving Plan Development

While the assessment surfaced a wide range of possible focus areas, LBAEC used a structured vetting and planning process to identify a refined list of confirmed needs that form the backbone of its three-year strategy. These nine core needs are:

1. Expanded training aligned with regional labor demands in healthcare, hospitality, public sector, logistics, retail, manufacturing, and energy/utilities.

2. Strengthened career pathways from adult education to CTE programs, college courses, and employment, especially for underrepresented students.

3. Increased equity in adult dual enrollment and articulation, with a focus on Hispanic, Black, Filipino, and non-traditional student populations.

4. Improved digital literacy instruction embedded across programs and accessible to learners at different skill levels.

5. Expanded course availability at flexible times, including evenings and weekends, especially for computer skills, vocational training, ESL, and basic education.

6. Increased professional development for faculty and staff, particularly in digital tools, culturally responsive instruction, and alignment with labor market trends.

7. Improved internal collaboration around consortium-wide communication, resource sharing, meeting frequency, and shared process documentation.

8. Enhanced community outreach and engagement, with targeted strategies for underserved populations, including foreign-born individuals, unemployed adults, refugees, disconnected youth, and older learners.

9. Integrated and formalized career planning and transition support, including curricular alignment with workforce expectations and student-facing tools such as pathway maps.

These needs were validated through cross-consortium planning discussions, a review of survey and focus group results, and alignment checks with external partners and strategic plans. The intent is to direct consortium resources toward efforts that will improve transitions, increase access, and promote workforce readiness in measurable and sustainable ways.

This comprehensive assessment guides LBAEC's plan, centering, equity, mobility, and urgent learner needs.


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?

Surveys from students, staff, faculty, employers, and community partners

To inform the development of its 2025–2028 CAEP Three-Year Plan, the Long Beach Adult Education Consortium (LBAEC) implemented a multi-layered, collaborative data collection process. The consortium intentionally gathered data from a wide range of sources to ensure a comprehensive understanding of the adult education landscape, current service levels, gaps, and emerging needs across its region.

The data collection process integrated both quantitative and qualitative inputs. Quantitative sources included student-level data from TOPSPro (CASAS TE), enrollment and performance data from the MIS, regional labor market intelligence from the Centers of Excellence, DataVista, and CAEP Fact Sheets, as well as demographic data from the U.S. Census and SAIPE. These sources helped establish a clear picture of who is being served, who remains underserved, and where labor demand is projected to grow.

Program-level insights were drawn from existing planning documents, including the WIOA II Continuous Improvement Plan (CIP), Strong Workforce Program (SWP) regional plans, the 2024–2026 Perkins Comprehensive Local Needs Assessment (CLNA), LBSA’s WASC Self-Study, and the LBCC Strategic Plan. These documents provided alignment points across systems and highlighted internal capacity gaps within member institutions.

To capture local and community-informed perspectives, the consortium conducted surveys of students, faculty, and staff and gathered feedback from community partners and stakeholders. These surveys yielded essential insights into barriers such as cost, access to technology, and transportation challenges, especially among disproportionately affected populations. Specific attention was given to students with disabilities, English language learners, and those facing financial hardship.

A significant strength of the process was LBAEC’s ability to collect and synthesize data across multiple levels: regional, institutional, and community-based. The use of DataVista dashboards and TOPSpro Enterprise CASAS reports allowed for real-time access to actionable metrics.

Furthermore, the inclusion of community-based and frontline educator feedback helped ground the findings in lived experience, not just system-level data.

However, challenges did arise. One limitation was inconsistent access to disaggregated data across member institutions, particularly for tracking student transitions and post-program outcomes. Additionally, there were gaps in employer participation and labor market advisory input, which the consortium aims to strengthen through future engagement efforts. Language and digital barriers continue to limit access for many learners, which underscores the importance of expanding ESL and digital skills instruction.

Despite these barriers, the consortium's collaborative approach and commitment to inclusive planning led to a robust and well-rounded needs assessment. The result is a foundation of evidence that will inform goals and strategies to expand access, align with regional workforce needs, and improve educational and economic outcomes for adult learners in Long Beach.

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
Goodwill IndustriesOther
Long Beach Public LibraryCommunity Organization
JobCorpsCommunity Organization
LA Skills AcademyBusiness
Cal State Long BeachOther
Primary Care Animal HospitalBusiness
Society for the Prevention of Cruelty to Animals Los Angeles (spcaLA)Community Organization
Long Beach Animal Care ServicesBusiness
LA County Department of Mental HealthOther
Bank of AmericaBusiness
Disabled Resource CenterCommunity Organization
Long Beach Workforce Investment Network (LBWIN)Workforce Development Board
What relevant education and workforce plans that guide services in the region were used to develop this Three-Year Plan?

LBCC Strategic Plan, WASC Self-Study, and Community Needs Surveys

What are the top priorities in relation to regional alignment?

Expanding digital literacy and access to technology to meet regional workforce demands

The Long Beach Adult Education Consortium (LBAEC) has strategically aligned its adult education and workforce services with multiple education and labor-related plans guiding service delivery in the region. These plans reflect both federal and state priorities, including those required by the Workforce Innovation and Opportunity Act (WIOA), as well as local strategic initiatives focused on career pathways, equity, and high-demand sector training.

Relevant Plans and Participating Entities

LBAEC reviewed and utilized the following plans to guide the development of its CAEP Three-Year Plan:

● WIOA Title II Continuous Improvement Plan (CIP) – developed by Long Beach School for Adults (LBSA) as a WIOA Title II grantee.

● Carl D. Perkins V Comprehensive Local Needs Assessment (CLNA) – developed by Long Beach City College (LBCC) and the K12 partner district, in alignment with regional CTE priorities.

● WIOA Title I Local and Regional Plans – led by Long Beach Workforce Investment Network (LBWIN), the local workforce development board.

● California Strong Workforce Program (SWP) Local and Regional Plans – including both Community College and K12 SWP plans, with input from LBCC and regional education and industry partners.

● LBSA WASC Self-Study – The WASC Self-Study emphasizes quality core instruction, expanding partnerships, and using data to inform instruction and site initiatives.

● LBCC Strategic Plan – developed by Long Beach City College, outlining its goals for workforce development, equity, and student success.

Summary of Adult Education and Workforce Services in Each Plan

● The CIP emphasizes expanding transitions from ESL and ABE to CTE, increasing student support services (e.g., counseling and advising), and addressing equity in digital access and persistence.

● The CLNA highlights the need for better-aligned pathways, employer-informed curriculum, expanded work-based learning, and improved outreach to underrepresented groups.

● The WIOA Title I Plans prioritize sector-based strategies in healthcare, logistics, construction, and public services, and call for strong co-enrollment systems, integrated case management, and supportive services for high-barrier populations.

● The WIOA Title II emphasizes digital literacy, building partnerships, and using data to drive instruction and site programs.

● The SWP Plans (K-12 and community college) focus on developing career pathways in priority sectors, improving CTE transitions, and building stronger K-12 to Postsecondary alignment.

● The LBCC Strategic Plan supports enhanced adult dual enrollment, increased digital infrastructure, and initiatives that improve career readiness and economic mobility for diverse student populations.

Alignment of CAEP-Supported Services with These Plans

CAEP-funded adult education programs within LBAEC align closely with the priorities described in the above plans. Specifically:

● LBAEC is actively expanding career education programs in healthcare, logistics, and public service, in line with regional sector strategies identified in SWP and WIOA plans.

● The consortium is building and mapping dual enrollment and career pathways from LBSA to LBCC, including noncredit-to-credit transitions that support CTE and workforce reentry, addressing priorities in both the Perkins CLNA and LBCC Strategic Plan.

● Support services such as childcare, transportation, and digital access are increasingly prioritized in CAEP programming, matching needs identified in the CIP and echoed in WIOA Title I plans.

● Through joint outreach, data sharing, and co-hosted PD, LBAEC has begun to improve operational alignment and resource efficiency across systems.

Gaps in Alignment

Despite these areas of alignment, several gaps remain:

● Work-based learning and employer engagement efforts across CAEP programs are inconsistent, and deeper collaboration with LBWIN and local industries is needed to ensure students are job-ready and connected to real employment opportunities.

● Credit articulation and recognition of prior learning are still limited for adult learners moving from CAEP programs into credit-bearing pathways, creating barriers to accelerated completion.

● Co-enrollment and shared case management systems between WIOA Title I and Title II providers are not fully implemented, limiting service integration for high-need students.

● Data-sharing protocols between workforce, K12, and postsecondary systems need to be formalized to support smoother transitions and long-term tracking of outcomes

As LBAEC advances its three-year strategy, bridging alignment gaps is key. Continued collaboration with Perkins, SWP, WIOA, and adult ed partners will help ensure adult learners receive not only basic education but also workforce preparation. Data-sharing protocols within the consortium will enhance coordinated support, enabling smoother transitions, informed service delivery, and effective tracking of learner outcomes. 

The Long Beach Adult Education Consortium (LBAEC) conducted a comprehensive needs assessment to evaluate the current and emerging educational needs of adult learners in the region. Drawing from quantitative and qualitative data sources, including CAEP Fact Sheets, CASAS TE data, Census and SAIPE data, labor market reports, and surveys of students, faculty, and community partners, the consortium identifi ed a series of critical data points and patterns that reveal where services must expand, adapt, or improve to better serve the local population.

Key Data Points Identifi ed

1. Low Educational Attainment and High Need for Foundational Skills:

● 25% of the regional adult population lacks a high school diploma.

● 30.1% of adults have less than a high school diploma; among the foreign-born population, that number rises to 39.2%.

● Top educational needs include high school equivalency, ESL, and basic literacy/numeracy.

2. Limited Transitions to Postsecondary and Career Pathways:

● Only 9% of adult education students transition to CTE programs.

● Just 6% transition to non-developmental credit college courses.

● Transition rates to college and career pathways remain low for adult learners, reinforcing the need to build seamless, supported on-ramps through adult dual enrollment and pathway mapping.

3. English Language and Communication Barriers:

● The region has a large LEP population, especially among Hispanic and Asian communities.

● 100% of Limited English Profi cient residents report speaking English “less than well.”

● Language barriers affect access to information, services, employment, and participation in education.

4. Digital Literacy and Technology Access:

● 6.8% of surveyed students lack reliable internet, and 8.1% report it as too expensive.

● 30.4% of faculty reported students' limited digital skills as a barrier to learning.

● There is high demand for digital skills training and affordable access to devices and connectivity.

5. Scheduling and Availability Constraints:

● Student feedback emphasized the importance of offering courses with fl exible scheduling, including morning, evening, and hybrid/HyFlex options, to better accommodate working adults.

● Strong preference for morning (54.8%) and evening (42.6%) classes suggests the need for expanded fl exible course scheduling, including hybrid and HyFlex formats.

6. Workforce Misalignment and Sector Gaps:

● Key sectors, healthcare, hospitality, logistics, public service, and manufacturing, have strong projected growth but are underserved by existing programs.

● Energy and utilities, in particular, represent a high-wage fi eld with limited program offerings in the region.

Implications for Prioritization and Resource Allocation

These data points clearly indicate that foundational education, digital literacy, transition support, and wraparound services must be prioritized in LBAEC’s three-year strategy. The consortium will dedicate resources to:

● Expanding ESL, HSE, and basic skills programs with contextualized instruction aligned to career and college transitions.

● Improving access to digital tools and training, especially for low-income students, to ensure equitable participation, which may include online and hybrid learning environments.

● Scaling fl exible scheduling and hybrid/HyFlex modalities to accommodate working adults and caregivers.

● Building seamless pathways to credit-bearing programs at LBCC through adult dual enrollment, articulation agreements, and guided transition support.

● Investing in wraparound services, including childcare, transportation, counseling, and academic advising, to remove participation barriers, and building a network of community partners to leverage for these support services.

● Developing or expanding career education programs in alignment with the region’s highest-demand sectors, especially healthcare, logistics, and public sector roles.

Additionally, the consortium will use data disaggregation and continuous feedback loops to ensure services are equitably reaching disproportionately impacted populations, including older adults, LEP learners, and Black, Hispanic, and Filipino students who remain underrepresented in transition data.

By prioritizing these needs, LBAEC will strengthen the pipeline from adult education to sustainable employment and postsecondary opportunities, ensuring its services are responsive to both learner needs and regional economic demands

Please identify the categories of needs of your region.

Navigation support and onboarding processes for adult learners

The Long Beach Adult Education Consortium (LBAEC) serves a diverse, densely populated urban region with unique demographic, socioeconomic, and workforce characteristics that shape the educational needs of adult learners. While many needs align with statewide trends, several factors create distinctive challenges and priorities for the region.

1. Linguistic and Cultural Diversity Long Beach is home to a highly multilingual population. Nearly 40% of the foreign-born adult population has not completed high school, and a signifi cant share reports speaking English "less than well." The linguistic diversity across the city, including large populations of Spanish, Khmer, and Tagalog speakers, requires the consortium to deliver culturally responsive ESL instruction at multiple proficiency levels and in various formats. This demand exceeds the capacity of existing ESL programs and is compounded by challenges in outreach, navigation, and registration for learners with Limited English Proficiency (LEP).

2. Economic Disparities and Barriers to Employment The region faces persistent income inequality, with large sections of the adult population living near or below the poverty line. According to SAIPE data and Census indicators, these economic conditions disproportionately affect communities of color, immigrants, and individuals without a high school diploma. Many adults are working multiple low-wage jobs and still struggling to meet their basic needs, highlighting the need for accessible, short-term training programs that lead to living-wage employment in high-demand sectors such as healthcare, logistics, and public service.

3. Technological and Digital Equity Gaps Although Long Beach is an urban hub, gaps in digital access and digital literacy remain substantial. Many students lack reliable broadband internet or affordable devices. Survey responses from faculty and students indicate that limited digital skills are a significant barrier to participation, especially among older adults and English learners. The region’s high population density also masks deep disparities in digital readiness between neighborhoods and households.

4. High-Need Populations with Complex Barriers The consortium serves a large number of adults facing multiple barriers to education, including older adults returning to education, single parents, and individuals with disabilities. Transportation and childcare are persistent obstacles to attendance and retention.

5. Urban Overlap, System Fragmentation, and Navigation Challenges As an urban area, Long Beach has numerous adult education providers, nonprofit organizations, workforce programs, and postsecondary institutions. While this offers potential for collaboration, it also creates confusion and service fragmentation for students. Surveys and feedback from community partners emphasized that adults struggle to navigate available services, understand program sequences, or access coordinated transition support. Creating seamless on-ramps, adult dual enrollment pathways, and unified referral systems is a priority uniquely suited to this regional context.

6. Post-Pandemic Rebuilding and Shifting Workforce Demands Like many regions, LBAEC is still rebuilding program capacity after pandemic-related enrollment drops and staffing shortages. However, regional labor market data also shows accelerating shifts in employer needs, including rising demand for digital skills, customer service, and industry-specific certifications. Rapidly aligning programs with changing workforce needs is critical for the region’s economic recovery and long-term resilience.

These regional characteristics require the consortium to be remarkably agile, equity-focused, and student-centered in how it prioritizes services, schedules offerings, and collaborates with workforce partners. The LBAEC Needs Assessment for CAEP Three-Year Plan provides detailed data to guide these efforts, ensuring that resources are allocated where they will have the greatest impact on student success and community well-being.

What challenges does your region face that impact the programs you have previously or are currently offering?

Student navigation challenges due to fragmented services and unclear program pathways

The Long Beach Adult Education Consortium (LBAEC) faces a unique set of challenges that impact both the scope and delivery of adult education and workforce services in the region. As a diverse, urban area with complex socioeconomic dynamics, Long Beach presents opportunities for broad impact, but also significant structural, operational, and equity-related hurdles that must be navigated to serve adult learners effectively.

1. High Cost of Living and Widening Economic Inequities

Long Beach has one of the highest costs of living in the state, and many adult learners struggle with housing insecurity, low wages, and limited access to affordable healthcare. These financial pressures create constant instability, making long-term planning for education difficult. Students often prioritize immediate employment over training or education, which can impact their persistence and transitions. Economic disparities are particularly pronounced among immigrant communities and disproportionately affect populations in North and Central Long Beach. (Needs Assessment, pp. 10, 13)

2. Digital and Infrastructure Barriers

Despite being located in an urban hub, many students report unreliable or unaffordable internet, as well as limited access to devices. The digital divide continues to affect participation in online and hybrid learning, particularly among older adults and English learners. Instructors also noted significant gaps in digital literacy, limiting both instructional effectiveness and student outcomes. These challenges are compounded by inconsistent access to device loan programs, computer labs, and Wi-Fi hotspot availability across consortium member sites. (Needs Assessment, pp. 8, 11, 12)

3. Staff Shortages, Burnout, and Limited Capacity to Scale

Like many educational systems post-COVID, the consortium is experiencing challenges with staffing, including teacher shortages in key subject areas (especially ESL and CTE), staff burnout, and difficulty recruiting qualified faculty to support new programs. Support staff are stretched thin, which limits the ability to scale up services or pilot new student support models. These internal limitations were cited as a major barrier in the consortium’s self-assessment and stakeholder surveys. (Needs Assessment, pp. 14, 19)

4. Navigational Challenges and Fragmented Services

In a region with many overlapping service providers, students often struggle to understand their options or how to transition between programs. The lack of standardized referral systems and clearly communicated pathways between non-credit and credit education, such as adult dual enrollment, creates confusion and leads to high attrition during transitions. Navigation is complicated for students with limited English proficiency, those new to the U.S. education system, or those juggling multiple responsibilities. (Needs Assessment, pp. 9, 10, 13)

5. Underdeveloped Career Education Capacity

While labor market data clearly indicates demand in healthcare, logistics, public safety, and energy/utilities, the consortium lacks sufficient credentialed instructors and program infrastructure to rapidly expand CTE offerings. Many students interested in high-growth fi elds are placed on waitlists or directed to unrelated programs due to a lack of available seats, instructors, or alignment with industry certifications. This gap is especially critical given the urgency of regional labor shortages

6. Gaps in Support Services

Persistent barriers such as limited digital access, unclear transitions, and limited staffing capacity continue to impact student persistence and program scalability. (Needs Assessment, pp. 11, 12, 14)

7. Post-Pandemic Rebuilding and Enrollment Recovery

Both LBSA and LBCC have made strong recoveries in enrollment since the height of the COVID-19 pandemic. With foundational stability reestablished, the focus has shifted to increasing program visibility, building stronger community awareness, and being agile in responding to the evolving educational and workforce needs of the Long Beach region. Staff and faculty recognize the importance of adapting quickly to changing learner demographics, workforce shifts, and community priorities. LBAEC aims to remain nimble by offering flexible program formats, refining service delivery based on real-time feedback, and strengthening the public presence of adult education across the city. The consortium is committed to staying connected to community partners, industry stakeholders, and adult learners in order to ensure programs remain relevant, accessible, and impactful.

These challenges highlight the need for an adaptive, equity-driven approach to service delivery. Long Beach’s demographics and labor market demand flexibility, coordination, and long-term investment in people and systems. The CAEP Three-Year Plan tackles this through expanded services, better alignment, and targeted support for students facing the greatest barriers. 

Which populations are currently being served by your programs?

Contributions by Entities*

NameRoleThree-Year Plan Contribution
Kendra Madrid Administrator Designed proposed strategies
Nicole Lopez Principal Designed proposed strategies
Suman Mudunuri Administrator Designed proposed strategies
Betzy Macchia Teacher employed by local educational agencies Designed proposed strategies
Lisa Busch Teacher employed by local educational agencies Designed proposed strategies
Karen Connolly Teacher employed by local educational agencies Designed proposed strategies
Chrysna Samel Teacher employed by local educational agencies Designed proposed strategies
Sara Nickles Teacher employed by local educational agencies Designed proposed strategies
Theresa Kinder Teacher employed by local educational agencies Designed proposed strategies
James Hayes Consultant Coordinated Three-Year Plan Process

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
*Long Beach CCDMember Representative

472

31

250

368

2,362

2,187

0

407

0

6077
*Long Beach UnifiedMember Representative

88

321

0

0

12

497

0

84

0

1002
Total Participants 560 352 250 368 2374 2684 0 491 0 7079
* Consortium Member required to input number of Participants

For each service provider added, check the box in the program areas where services are provided.

Provider NameProvider TypeProgram Area Where Services Are Provided
ABEASEAWDCSSCTEESLPre-ApprenticeshipShort Term CTEWorkforce Reentry
Goodwill Industries Other

LA Skills Academy Business

Long Beach Public Library Community Organization

Learn4Life Business

JobCorps Community Organization

What industries do you currently serve/plan to serve in the future?

Aerospace/Aviation, Tourism, Public Service (security guard, police officer, etc.)

The Long Beach Adult Education Consortium (LBAEC) supports a diverse group of industries that reflect the region’s economic strengths and areas of workforce opportunity. The consortium’s programs are designed to align with both immediate job openings and long-term career growth in sectors that are essential to the regional economy.

Healthcare remains one of the fastest-growing sectors in the region. There is strong demand for entry-level and mid-level roles, including Certified Nursing Assistants (CNAs) and medical administrative professionals. One of the main challenges in this sector is ensuring that adult learners have access to stackable, industry-aligned credentials that allow for career progression.

Logistics and transportation are central to the local economy due to Long Beach’s proximity to the Port of Long Beach. These sectors offer many job opportunities, but often require specific certifications and training in areas such as inventory systems, workplace safety, and transportation technologies. LBAEC programs are positioned to provide quick, accessible training to meet these workforce needs.

Hospitality, food service, and tourism are major employment drivers in Long Beach. These industries are accessible to many adult learners, but are also known for high turnover and limited advancement. The challenge is to build pathways that help students move into supervisory or specialized roles that offer better wages and job stability.

Manufacturing and construction are growing sectors that need workers with technical and safety-related skills. These industries offer opportunities for pre-apprenticeship and short-term training programs, which the consortium can help expand in partnership with employers and local workforce boards.

Public service careers, including roles in security, law enforcement support, and emergency response, offer stable employment options. These roles typically require state credentials or certifications, so the consortium's programs must be well-aligned with entry requirements and help students prepare for exams and applications.

Technology, business, financial services, and education are fields that many adult learners aspire to enter, but they often require digital literacy and academic readiness. LBAEC can support access to these industries by offering bridge programs, foundational skills development, and transitions into credit-bearing college programs.

Environmental technology, bioscience, and aerospace or aviation are emerging industries in the Southern California region. Although LBAEC does not yet have widespread programming in these areas, they represent future opportunities for curriculum development and collaboration with regional industry partners.

Some industries offer quick entry points with minimal training, while others require a longer-term investment in skills and credentials. The consortium is focused on aligning its programs with workforce demand, expanding access to industry-recognized credentials, and helping students build clear, supported pathways to sustainable employment and further education.

The Long Beach Adult Education Consortium (LBAEC) currently offers a wide range of education and workforce services for adult learners through its primary members, Long Beach School for Adults (LBSA) and Long Beach City College (LBCC), as well as several community partners. These services span all seven California Adult Education Program (CAEP) program areas, but the levels, delivery models, and alignment vary by institution and are not yet entirely sufficient to meet the scope of regional need.

Levels of Service (Hours of Instruction)

The Long Beach Adult Education Consortium (LBAEC) provides a broad range of adult education and workforce development services through its core members, Long Beach School for Adults (LBSA) and Long Beach City College (LBCC). These services span all seven California Adult Education Program (CAEP) program areas, including English as a Second Language (ESL), Adult Basic Education (ABE), Adult Secondary Education (ASE), Career Technical Education (CTE), Pre-Apprenticeship, Workforce Preparation, and Programs for Adults with Disabilities. The levels and types of services currently offered were assessed in detail as part of the consortium’s regional needs analysis, documented in the LBAEC Needs Assessment for CAEP Three-Year Plan.

Types of Services (Seven CAEP Program Areas)

The consortium currently offers the following services across the seven CAEP program areas:

1. Adult Basic Education (ABE): Offered at LBSA and LBCC, with a focus on foundational math and literacy. Instruction is available in person and online, although capacity is limited in high-demand sections.

2. Adult Secondary Education (ASE)/High School Equivalency (HSE): High school diploma and equivalency preparation programs are active at both institutions.

3. English as a Second Language (ESL)/Civics Education: A robust ESL program exists, but its offerings are insufficient to meet the high demand in the region. Waitlists, limited class levels, and scheduling conflicts prevent some learners from enrolling.

4. Career Technical Education (CTE): LBCC offers CTE pathways in healthcare, early childhood education, and business. LBSA provides introductory workforce readiness courses and limited sector-aligned training. However, many high-opportunity sectors, such as logistics, energy, utilities, and public administration, are underrepresented.

5. Pre-Apprenticeship and Apprenticeship Programs: Limited offerings exist and are generally restricted to a small number of students. There is a significant opportunity for expansion in this area, primarily through collaboration with LBWIN and regional employers.

6. Workforce Preparation (including Digital Literacy): Basic computer skills and digital literacy workshops are offered, but they are not yet consistently integrated into all adult education courses. Demand for digital training far exceeds current capacity.

7. Programs for Adults with Disabilities: Services for adults with disabilities are available, but their scope varies. Stakeholder feedback emphasized the need for more accommodations, support personnel, and inclusive program design.

Evaluation of Gaps and Alignment with Needs

The LBAEC Needs Assessment confirms that while the consortium offers services across all required program areas, the current levels and scope of programming do not fully address the region’s educational and workforce needs. Specific gaps include:

● Insufficient instructional capacity in ESL and foundational skills, despite large LEP and low-literacy populations.

● Limited articulation between noncredit and credit-bearing CTE programs hindering transitions to college and employment.

● Low availability of short-term, stackable training programs aligned with regional labor market needs in sectors such as logistics, energy, and public administration.

● Inconsistent integration of digital literacy and workforce preparation skills into foundational education courses.

● Limited wraparound and transition services, such as career counseling, case management, and adult dual enrollment, particularly for disproportionately impacted populations, as well as the need to build a network of community partners to leverage for wraparound services.

In summary, LBAEC’s existing services provide a solid foundation, but do not yet meet the full scope of regional need, especially when it comes to access, equity, labor market alignment, and seamless transitions. Addressing these gaps will require increased investment in faculty and staff, expansion of industry-aligned programs, and stronger integration of support services across the student experience.

Metrics: CAEP Barriers & Metrics

Goals & Metrics

Metrics

Adult Ed Metrics

  • Displaced Homemaker (148AE)
  • English Language Learner (149AE)
  • Ex-Offender (150AE)
  • Foster Youth (151AE)
  • Homeless (152AE)
  • Long Term Unemployed (153AE)
  • Low Income (154AE)
  • Low Literacy (155AE)
  • Reported Cultural Barriers (147AE)
  • Single Parent (159AE)

Metrics

Adult Ed Metrics

  • Adult Basic Education (1001)
  • Adult Secondary Education (1000)
  • Career Technical Education (1003)
  • Child School Success (1005)
  • English as a Secondary Language (1002)
  • Short-Term CTE Training Programs (126AE)
  • Workforce Preparation (124AE)

Metrics

Adult Ed Metrics

  • Completed Educational Functioning Level Gain (400AE)
  • Immigration Integration Milestone (411AE)

Metrics

Adult Ed Metrics

  • Diploma, GED or High School Equivalency (633AE)

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) 5,662 6,655

6,000

6,500

7,000

Student BarriersEnglish Language Learner (149AE) 2,653 2,964

2,500

2,500

2,500

Student BarriersLow Literacy (155AE) 4,849 5,706

5,000

5,500

6,000

Student BarriersLow Income (154AE) 3,220 3,980

3,800

4,200

4,500

Student BarriersLong Term Unemployed (153AE) 425 450

450

500

550

Student BarriersReported Cultural Barriers (147AE) 132 229

200

250

300

Student BarriersDisplaced Homemaker (148AE) 62 73

70

70

70

Student BarriersEx-Offender (150AE) 54 60

50

50

50

Student BarriersFoster Youth (151AE) 66 84

75

75

75

Student BarriersHomeless (152AE) 38 39

30

30

30

Student BarriersSingle Parent (159AE) 305 288

250

300

350

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.

Long Beach CCD (Reported by Long Beach)

Metric SetMetric DescriptionMember Level Metric Actuals Member Level Metric Targets
2022-23 2023-24 2024-25 2025-26 2026-27 2027-28
AllParticipants (202AE) 3,894 4,869

5,000

5,500

6,000

Employment & EarningsEmployed Two Quarters After Exit (505AE) 556

0

0

0

ProgressCompleted Educational Functioning Level Gain (400AE) 428 644

0

0

0

ProgressImmigration Integration Milestone (411AE) 50 48

50

50

50

SuccessDiploma, GED or High School Equivalency (633AE) 400 623

650

700

750

Students and ProgramsAdult Secondary Education (1000) 14 31

35

35

35

Students and ProgramsAdult Basic Education (1001) 531 472

500

550

600

Students and ProgramsEnglish as a Secondary Language (1002) 1,941 2,187

2,200

2,500

3,000

Students and ProgramsCareer Technical Education (1003) 1,571 2,362

2,500

3,000

3,500

Students and ProgramsChild School Success (1005) 112 368

350

400

450

Students and ProgramsWorkforce Preparation (124AE)

20

25

30

Students and ProgramsShort-Term CTE Training Programs (126AE)

400

450

500

* Mandatory for all members


Long Beach Unified (Reported by Long Beach Unified School District (LBUSD))

Metric SetMetric DescriptionMember Level Metric Actuals Member Level Metric Targets
2022-23 2023-24 2024-25 2025-26 2026-27 2027-28
AllParticipants (202AE) 982 1,024

975

1,000

1,025

Employment & EarningsEmployed Two Quarters After Exit (505AE) 111

275

300

325

ProgressCompleted Educational Functioning Level Gain (400AE) 282 432

500

500

500

ProgressImmigration Integration Milestone (411AE) 315 270

300

325

350

SuccessDiploma, GED or High School Equivalency (633AE) 167 182

165

165

165

Students and ProgramsAdult Secondary Education (1000) 437 571

300

300

300

Students and ProgramsAdult Basic Education (1001) 168 114

90

90

90

Students and ProgramsEnglish as a Secondary Language (1002) 496 526

475

475

475

Students and ProgramsCareer Technical Education (1003) 58 99

20

25

25

Students and ProgramsChild School Success (1005) 0 0

0

0

0

Students and ProgramsWorkforce Preparation (124AE)

0

0

0

Students and ProgramsShort-Term CTE Training Programs (126AE)

90

110

135

* 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
Long Beach CCD 100% 57% 0%

80%

80%

80%

Long Beach Unified 100% 100% 49%

80%

80%

80%

Objectives

Objective #1: Address Educational Needs

To address the educational needs of adults in the Long Beach region, the consortium will expand workforce training programs aligned with regional labor market demands by increasing access to short-term certifications and industry-recognized credentials embedded within clearly defined career pathways.

The consortium will coordinate offerings across multiple locations and leverage the strengths of its member institutions to grow enrollment and amplify the impact of workforce training. Existing efforts, such as LBSA’s current career education courses, will serve as a foundation for broader expansion.

To reduce equity and access gaps, the consortium will develop intentional outreach strategies and culturally responsive marketing materials that effectively reach populations disproportionately affected. These materials will ensure that pathways to certificates and degrees are clearly communicated, accessible, and inclusive.

The consortium will expand digital literacy instruction through workshops, courses, certifications, and clearly defined learning pathways. This effort will ensure that adult learners gain the essential digital skills needed to navigate education, employment, and daily life. By coordinating resources and instructional strategies, the consortium will promote equitable access and support diverse learning needs, empowering students to participate fully in a digital society and pursue lifelong learning.

The consortium will develop intentional, culturally responsive outreach materials and implement joint activities to engage underserved and disproportionately impacted populations. Outreach strategies will include participating in community fairs across Long Beach and its surrounding areas, conducting field trips from the Long Beach School for Adults to Long Beach City College and local workforce training sites, and hosting guest speaker events featuring representatives from Long Beach Workforce Investment Network (LBWIN) and other regional workforce and education partners. These coordinated efforts will ensure consistent messaging, expand community awareness, and strengthen connections to education and career pathways.

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

Seamless noncredit-to-credit transitions with standardized referrals

Utilizing Data - The consortium will use student data to inform program improvements and support transitions by regularly analyzing enrollment, persistence, and outcomes. Data dashboards and visual tools will help identify trends, monitor equity gaps, and support real-time decision-making across programs.  Quarterly Reviews of Student Data - The consortium will conduct quarterly reviews of student progress and outcomes to assess program effectiveness and identify opportunities to strengthen service integration and support student transitions to postsecondary education and employment.  Data Visualization Tools and Dashboards - Interactive dashboards and data visualization tools will be used to help consortium staff and instructors better understand student needs, track performance metrics, and make data-informed decisions that improve coordination and student transitions.

Identifying Best Practices - The consortium will promote alignment by identifying and sharing effective practices that improve service integration and transitions. Members will coordinate to streamline student intake, counseling, and goal-setting processes. This includes the development of shared tools, templates, and protocols to support consistent service delivery across sites.

Alignment of Practices and Procedures Across the Consortium - The consortium will align core processes, such as orientation, goal tracking, and referrals, across institutions to ensure students experience a seamless transition between programs and services. In addition to aligning frontline practices, members will collaborate to strengthen internal systems of communication, clarify cross-agency workflows, and schedule regular coordination meetings to support implementation and continuous improvement.

Offering Flexible Courses and Services - To support diverse learners and improve access to education and transition opportunities, the consortium will offer flexible learning formats, tutoring, and student support services both online and in person.

Hybrid and HyFlex Delivery to Meet Students Where They Are - The consortium will offer hybrid and HyFlex instructional models that allow students to participate in person or remotely, based on their needs, increasing access and supporting continued engagement through life transitions.

Virtual and In-Person Tutoring and Support Centers - Tutoring and academic support centers will be available virtually and on-site to help students persist in their programs and successfully transition to postsecondary education or employment.

Seamless Noncredit-to-Credit Pathways - Members will collaborate to create seamless on-ramps for students, transitioning from non-credit courses to credit pathways across all eight sectors. There will be a targeted effort to develop pathways that lead to local and industry-recognized certifications, which will enhance students' employment opportunities. Training will be offered at multiple locations to ensure broad access and support for diverse student needs.

Standardized Student Referral and Transition Mapping - Members will establish a standard and efficient student-centered referral process between consortia members and external partners, ensuring seamless support and minimizing service duplication. This may include creating pathway maps from LBSA to LBCC, such as “adult dual enrollment,” that show the entire journey for students. In addition, the consortium will develop shared protocols for information exchange, such as referral forms, intake data, and transition checklists, to better coordinate services and leverage community resources. These efforts will strengthen partnerships with local organizations and ensure that students are connected to academic, workforce, and wraparound supports throughout their educational pathway.

Creating Seamless On-Ramps from Noncredit to Credit - The consortium will collaborate to create seamless on-ramps for students transitioning from noncredit courses to credit-bearing pathways across all eight priority sectors. There will be a targeted effort to build and expand pathways that lead to local and industry-recognized certifications, enhancing students’ employment opportunities. Training will be offered at multiple locations to maximize access and support the diverse needs of students.

Standardizing Student Referrals - The consortium will establish a consistent, student-centered referral process between member institutions and external partners to minimize duplication of services and ensure timely, coordinated support. In addition to formal referrals, the consortium will strengthen the leveraging and sharing of community partner information to help staff connect students to appropriate resources. This includes maintaining updated inventories of local services, sharing contact information, and aligning outreach efforts to maximize access to wraparound supports.

Objective #3: Improve Effectiveness of Services

Select the programmatic strategies that your consortium is using to improve effectiveness of services:

Prioritize Local Needs in Course Design and Scheduling

Select the operational strategies that your consortium is using to improve effectiveness of services:

Promote Interagency Alignment Through Shared PD and Tools

To enhance the effectiveness of adult education in Long Beach, the consortium will implement a focused set of programmatic and operational strategies to improve outcomes, streamline student transitions, and ensure programs remain responsive and community-aligned.

Programmatic Strategies

  • Professional Development: The consortium will deliver ongoing training in digital literacy, instructional technology, culturally responsive pedagogy, and transition support. “Lunch with LBAEC” and similar initiatives will promote collaboration, data-driven instruction, and use of the CASAS TE system across members.

  • Student Pathway Mapping: Clear, student-centered pathway maps will be created, including adult dual enrollment, to help learners track their journeys from entry to completion and better navigate available options.

  • Community Partnerships: Strengthened collaboration with employers, agencies, and CBOs will ensure programs align with workforce needs and leverage community resources for student support.

  • Transition and Counseling Supports: Expanded academic and career counseling will help students prepare for and succeed in postsecondary education or employment. Shared case management and transition planning will be developed across LBSA and LBCC.

  • Flexible and Distance Learning: Expanded use of hybrid, HyFlex, and asynchronous courses will increase access for working adults, parents, and others with limited availability, with modalities tailored to community needs.

  • ESL Improvement: ESL instruction will be enhanced through contextualized curriculum, digital tools, and integration with career pathways, enabling smoother transitions to further education or work.

  • Addressing Service Gaps: Regular needs assessments and analysis of disaggregated data will inform strategies to reach and support underserved populations.

  • Work-Based Learning: The consortium will partner with industry to offer internships, pre-apprenticeships, and other hands-on experiences, and seek funding to sustain these initiatives.

  • Wraparound Services: Students will have improved access to wraparound supports like childcare, transportation, mental health services, digital access, and a robust network of community partners for holistic support.

  • Dual Enrollment/On-Ramp: Clearly mapped noncredit-to-credit transitions and dual enrollment opportunities will be expanded, with coordinated support from both member institutions.

  • Guest Speakers: Students will benefit from industry and postsecondary guest speakers to inspire career exploration and reinforce the value of adult education.

  • GED and Basic Skills Programs: GED and basic skills instruction will use individualized supports, digital tools, and contextualized content to prepare students for further education and work.

  • Justice-Involved Student Services: Targeted support and career training for justice-involved adults will be expanded to improve outcomes and reduce barriers to education and employment.

  • Course Design and Scheduling: Courses will be designed and scheduled to fit local workforce and learner needs, supporting technical, academic, and language skill development.

Operational Strategies

  • Industry-Aligned Course Development: Programs will be updated using labor market data and employer feedback to ensure alignment with regional economic demands.

  • Data and Analytics: Dashboards and disaggregated data will guide ongoing evaluation, service prioritization, and performance improvement.

  • Staff Training and Collaboration: Staff development will emphasize cross-consortium collaboration, case management, and technology integration.

  • Marketing and Outreach: Enhanced marketing strategies will reach disconnected youth, English language learners, and unemployed adults, using multilingual materials and multiple communication channels.

  • Completion, Recruiting, and Retention: Systems for tracking progress, early intervention, and student follow-up will support persistence and program completion.

  • Exit Surveys: Exit surveys will provide insight into student experiences and inform continuous program improvement.

  • Operational Alignment: Consortium members will promote interagency alignment by sharing professional development opportunities, tools, and service delivery practices.

Through these coordinated efforts, LBAEC will improve service effectiveness, ensure equity, and create more seamless pathways for adult learners in Long Beach.

Activities & Outcomes

Objective #1: Address Educational Needs

Faculty & Staff PD to Strengthen Instruction

LBAEC will implement a coordinated and individual institutional professional development initiative across LBSA and LBCC that equips faculty and staff with the tools, knowledge, and strategies needed to effectively address adult learner needs. Consortium-wide trainings will include topics such as digital literacy, instructional technology, understanding labor market trends, and culturally responsive teaching practices, delivered through a mix of in-person and virtual workshops, learning communities, and shared resources.

LBSA will lead targeted professional development sessions for ESL, HSD, HiSET, and ABE instructors, with a focus on using CASAS TE data to inform instruction and supporting best practices in adult literacy. LBCC will focus on contextualized instruction, adult dual enrollment, and labor market-informed practices, emphasizing resource sharing and the establishment of faculty learning communities. Each institution will tailor professional development content to the unique needs and assessment tools of their instructional programs, while collaborating on cross-consortium initiatives that improve instructional quality and student outcomes.

Key Deliverables:

● A centralized digital repository containing instructional toolkits, lesson plans, and curriculum frameworks. The repository will include CASAS-aligned activities for LBSA, while supporting digital literacy, culturally responsive teaching, and labor market alignment resources accessible to all consortium faculty.

● Annual professional development calendar that outlines both individual and collaborative PD offerings. LBSA’s calendar will feature CASAS testing facilitation training and refresher sessions, while joint opportunities such as “Lunch with LBAEC” will be open to all, promoting shared learning and cross-institutional collaboration.

● School-wide goal setting by program, with LBSA integrating written class and individual learning goals alongside CASAS testing and retesting schedules every 40 instructional hours. LBCC will set goals aligned with their own assessment tools and institutional benchmarks.

● Pre-registration process schedules developed at each site to ensure that trained staff are available to meet student needs efficiently across instructional areas.

● Student goal-setting practices tied to relevant assessment data: for LBSA, this means CASAS scores and educational functioning level gains, while LBCC will use their own data systems to support student progress and achievement.

● PD attendance logs, feedback surveys, and an annual impact report summarizing participation, instructional shifts, and key outcomes for each member institution, with a section dedicated to cross-consortium initiatives and results.

This professional development strategy recognizes and honors the unique instructional tools, assessment systems, and program priorities of each consortium member while building a culture of ongoing collaboration and shared improvement. At LBSA, professional development will emphasize CASAS TE data analysis, goal setting, and adult literacy instructional strategies. At LBCC, professional development will focus on contextualized instruction, expanding dual enrollment, and aligning curriculum with labor market trends and college pathways. Across both institutions, joint professional development opportunities, such as workshops on digital literacy, culturally responsive teaching, and supporting student transitions, will address common challenges and encourage cross-institutional learning.

In the short term, faculty and staff at both LBSA and LBCC will participate in targeted professional development aligned to their respective institutional systems: LBSA will utilize the TE Portal and CASAS data, while LBCC will draw on its own assessment tools for credit and noncredit programs. Both members will engage in program- and class-level goal setting informed by relevant data. A shared digital resource repository and ongoing communities of practice will foster collaboration, enabling faculty to exchange effective lessons and curriculum ideas.

Over time, this structure will produce stronger, more adaptive instructional practices, increased use of data to drive teaching decisions, and more consistent collaboration across the consortium. Curriculum and lesson planning will better reflect current workforce needs and student backgrounds. As faculty and students become more engaged in tracking progress and outcomes, the result will be higher persistence rates, more educational functioning level (EFL) gains, and improved transitions for adult learners across all programs.

This activity directly supports Objective 1: Address Educational Needs by improving the quality of instruction and responsiveness to student learning needs. The activity also addresses student barriers by improving instructional delivery for low-literacy and limited-English populations and by helping instructors better align teaching with workforce and academic pathways.

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).

At least 50% of noncredit instructors attend one or more professional development sessions.

● Post-training surveys are administered to assess instructor engagement and identify improvements to instructional strategies.

● A digital instructional resource repository is launched, along with a pilot implementation of a faculty community of practice.

● All instructors achieve baseline profi ciency in accessing and navigating the CASAS TE Portal.

● Quarterly reviews of classroom and individual student CASAS data are initiated across programs.

● Instructors demonstrate foundational understanding of how to use CASAS data reports to inform instruction and support student goal-setting.

● A professional development schedule is established and shared consortium-wide to support ongoing training and collaboration.

The digital resource repository is regularly maintained, actively used by instructors, and integrated into ongoing lesson planning and instructional design.

● Faculty communities of practice are sustained across departments, fostering collaboration, peer observation, and instructional innovation.

● Instructional practices and curriculum are visibly adapted to align with labor market demands and refl ect culturally responsive pedagogy.

● Teachers consistently utilize individual student CASAS data from the TE Portal to drive lesson planning, differentiation, and instructional support.

● Students demonstrate greater understanding of their assessment scores and actively participate in goal setting, supported initially by printed reports and expanding to the Student Portal.

● Persistence and Educational Functioning Level (EFL) gains increase across programs due to improved instruction and student engagement with data.

● Repository of lessons and activities that connect to the standards for teachers to access for instruction, where defi ciencies exist

● Track CASAS gains and how students transfer from one program to the next and maintain success

Adult Education Metrics and Student Barriers

  • All: Participants (202AE)
  • Progress: Completed Educational Functioning Level Gain (400AE)
  • Progress: Immigration Integration Milestone (411AE)
  • Student Barriers: English Language Learner (149AE)
  • Student Barriers: Low Literacy (155AE)
  • Students and Programs: Adult Basic Education (1001)
  • Students and Programs: Adult Secondary Education (1000)
  • Students and Programs: English as a Secondary Language (1002)
  • Students and Programs: Short-Term CTE Training Programs (126AE)
  • Success: Diploma, GED or High School Equivalency (633AE)

Responsible Positions, Responsible Consortium Members, and Proposed Completion Date

Responsible PositionResponsible MemberProposed Completion Date
PrincipalLong Beach Unified06/30/2028
Vice President of Workforce & Economic DevelopmentLong Beach CCD06/30/2028
Director of Adult Ed and Community LearningLong Beach CCD06/30/2028

Pathway Development & Alignment w/ Workforce Needs

LBAEC will strengthen and expand adult education-to-career pathways through coordinated efforts between LBSA and LBCC. This initiative will focus on building clear, accessible pathways that integrate adult education, transition supports, and labor market-aligned career training. Key sectors include healthcare, business, and skilled trades.

LBSA will develop three new articulated pathways leading from ESL, ABE, and HSE programs into postsecondary CTE offerings at LBCC. These will include dual enrollment, bridge courses, and contextualized instruction tied to local industry needs. LBCC will enhance curriculum alignment and embed career planning supports such as credit for prior learning (CPL), noncredit-to-credit articulation, and work-based learning.

Key Deliverables:

● Published pathway maps from GED/HiSet to noncredit, credit and into priority sectors

● Career exploration curriculum and tools embedded in noncredit programs

● Employer-aligned skill frameworks developed with CTE faculty

● Transition roadmap documents and CPL opportunities

● Sector-focused events, internships, and job readiness workshops

● Data collection to monitor student participation and transitions

This activity contributes to Objective 1 by increasing access to short-term training and structured career ladders that lead to living wage jobs. In the short term, adult learners will be able to identify relevant pathways and engage in dual enrollment or bridge courses. Intermediate outcomes include higher rates of transition to postsecondary and increased attainment of industry-valued credentials. Long-term, the pathways will support economic mobility and improved employment outcomes for underserved learners.

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).

● Three career pathways published and piloted between LBSA and LBCC

● Career exploration content implemented in ABE, HSE, and ESL courses

● At least two dual enrollment or bridge opportunities have been launched

● Work-based learning events scheduled and attended by adult learners

● Employer-informed competencies integrated into noncredit curriculum

● Increased enrollment of adult learners in CTE programs at LBCC

● Stronger transition rates from adult education into postsecondary pathways

● More adult learners are earning short-term credentials aligned with regional labor market needs

● Sustained use of career pathway maps and transition tools by instructors and counselors

● Improved alignment of noncredit and credit curricula across key industries

Fully articulated pathways are adopted consortium-wide and institutionalized in program planning

● Documented increase in employment and earnings among adult learners completing pathway programs

● Career pathway system integrated into onboarding and counseling processes at both institutions

Adult Education Metrics and Student Barriers

  • All: Participants (202AE)
  • Employment & Earnings: Employed Two Quarters After Exit (505AE)
  • Students and Programs: Adult Secondary Education (1000)
  • Students and Programs: Short-Term CTE Training Programs (126AE)
  • Students and Programs: Workforce Preparation (124AE)
  • Success: Diploma, GED or High School Equivalency (633AE)

Responsible Positions, Responsible Consortium Members, and Proposed Completion Date

Responsible PositionResponsible MemberProposed Completion Date
PrincipalLong Beach Unified06/30/2028
Vice President of Workforce & Economic DevelopmentLong Beach CCD06/30/2028
Director of Adult Ed and Community LearningLong Beach CCD06/30/2028

Education Attainment along w/ Employment Training

LBSA will maintain and expand its core instructional offerings in Adult Secondary Education (ASE), High School Equivalency (HSE), English as a Second Language (ESL), and Career Technical Education (CTE). These classes will be offered across multiple time slots, including morning, evening, and weekend options, and will be supported by integrated counseling, digital literacy training, and workforce readiness instruction.

Courses will be designed to address the foundational skill needs of adult learners while aligning content with local workforce requirements. Students will have access to credential pathways such as the HiSET, job training, and career exploration activities embedded in ESL and HSE classrooms. Instructional planning will ensure that students develop both academic and employment-focused competencies.

Key Deliverables:

● A comprehensive master schedule of ESL, HSE, ASE, and CTE classes offered during morning, afternoon, evening, and weekend time blocks

● An updated instructional staffing plan with designated lead teachers for each program area to support coordination and instructional quality

● Regularly reported enrollment and attendance data disaggregated by program, time of day, and student demographics

● High School Equivalency (HiSET) preparation and completion tracking reports, including the number of students tested and credentialed

● CASAS-based reports showing Educational Functioning Level (EFL) gains across ESL, ABE, and ASE programs

● Verification and documentation of student completion of CTE certificates aligned with workforce readiness and employer needs

This activity supports Objective 1 by increasing adult access to foundational education, secondary credential opportunities, and workforce-aligned instruction. It ensures that adult learners, including English language learners and those with low literacy, have multiple on-ramps to economic mobility and further education.

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).

● A published master schedule of ESL, HSE, ASE, and CTE classes offered across varied time blocks, increasing accessibility for working adults

● A clearly communicated academic calendar outlining instructional days and class availability to support student planning and attendance

● Annual data review process established, with disaggregated analysis of enrollment, persistence, EFL gains, HSE completion, and CTE certificate attainment to evaluate program effectiveness and guide improvement

● Annual review and revision of the master schedule and program offerings based on enrollment trends, student outcomes, and identified gaps to ensure alignment with student needs and improved access

● Continuous improvement cycle established, using yearly outcome data (e.g., EFL gains, HSE completions, and CTE certificate attainment) to guide instructional and scheduling adjustments across ESL, ASE, and CTE programs

n/a

Adult Education Metrics and Student Barriers

  • All: Participants (202AE)
  • Progress: Completed Educational Functioning Level Gain (400AE)
  • Progress: Immigration Integration Milestone (411AE)
  • Student Barriers: English Language Learner (149AE)
  • Student Barriers: Low Literacy (155AE)
  • Students and Programs: Adult Basic Education (1001)
  • Students and Programs: Adult Secondary Education (1000)
  • Students and Programs: English as a Secondary Language (1002)
  • Students and Programs: Short-Term CTE Training Programs (126AE)
  • Success: Diploma, GED or High School Equivalency (633AE)

Responsible Positions, Responsible Consortium Members, and Proposed Completion Date

Responsible PositionResponsible MemberProposed Completion Date
PrincipalLong Beach Unified06/30/2028

Objective #2: Improve Integration of Services & Transitions

Equity and Access through Adult Dual Enrollment

LBAEC will expand equity-focused adult dual enrollment opportunities by building structured pathways for Latinx, Black, Filipino, and non-traditional adult learners into postsecondary education. The initiative will focus on increasing enrollment, retention, and transition of underrepresented populations into credit-bearing programs at LBCC while ensuring support services and pathway clarity.

LBSA and LBCC will collaborate to design and implement dual enrollment bridge programs that integrate contextualized instruction, GED/high school diploma attainment, and college credit accumulation. The activity will include outreach partnerships with community-based organizations, professional development for culturally responsive practices, and alignment of noncredit coursework with credit certifi cates and degrees.

Key Deliverables:

● An equity-focused outreach and recruitment plan, with targeted marketing materials for adult learners pursuing a GED or high school diploma

● At least one new dual enrollment bridge program with integrated supports and academic pathways

● Disaggregated data dashboards tracking enrollment, completion, and transition by race/ethnicity, age, and student background

● Professional development sessions for faculty and staff focused on culturally responsive teaching and support strategies

This activity supports CAEP Objective 2 by improving educational access, aligning services and transitions, and enhancing overall program effectiveness for adult learners who face systemic barriers. In the short term, adult learners will have access to targeted supports and new dual enrollment options. Intermediate outcomes will include increased participation and improved transition rates. Long term, the model will serve as a scalable, equity-driven best practice across the region.

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).

● Equity audit completed and outreach plan launched

● Initial dual enrollment bridge program piloted with integrated GED or high school diploma support

● Faculty/staff professional development sessions delivered

● Baseline dashboards established to track enrollment and transitions

● Increased enrollment of Latinx, Black, Filipino, and non-traditional students in adult dual enrollment programs

● Higher course completion and transition rates into postsecondary pathways

● Formal articulation agreements expanded or newly established

● Regular use of disaggregated data to guide equity-focused adjustments

● Fully institutionalized equity-centered dual enrollment model recognized as a regional best practice

● Documented increases in college credential attainment and employment outcomes for targeted adult learner groups

● Integration of dual enrollment pathways into onboarding and counseling processes at both institutions

Adult Education Metrics and Student Barriers

  • All: Participants (202AE)
  • Students and Programs: Adult Secondary Education (1000)
  • Students and Programs: Short-Term CTE Training Programs (126AE)
  • Success: Diploma, GED or High School Equivalency (633AE)

Responsible Positions, Responsible Consortium Members, and Proposed Completion Date

Responsible PositionResponsible MemberProposed Completion Date
PrincipalLong Beach Unified06/30/2028
Vice President of Workforce & Economic DevelopmentLong Beach CCD06/30/2028
Director of Adult Ed and Community LearningLong Beach CCD06/30/2028

Enhanced Outreach to Underserved Populations

LBCC will design and implement a strategic, equity-focused outreach initiative to connect adult education programs with underserved and hard-to-reach populations. These include foreign-born individuals, refugees, disconnected youth, the unemployed, justice-involved individuals, and older adults. The outreach strategy will be culturally responsive, community-centered, and developed in partnership with trusted organizations, service providers, and community leaders.

This activity will focus on community asset mapping, partnership development, multilingual and accessible communication, and outreach campaigns led by peer ambassadors and mobile enrollment teams. Emphasis will be placed on building trust, reducing enrollment barriers, and increasing program visibility and participation within high-need communities.

Key Deliverables:

● Partnership with a professional marketing fi rm to implement DEIA-aligned outreach strategies, including print, digital, social media, and direct outreach

● A formal outreach strategy plan with defi ned objectives tied to equity and enrollment goals

● A multilingual outreach toolkit with culturally relevant materials distributed in trusted community spaces

● A maintained community partner engagement tracker documenting outreach activities and partnerships

● An annual outreach calendar featuring pop-up events, workshops, mobile enrollment efforts, and seasonal campaigns

● A trained cohort of peer ambassadors to support community engagement and word-of-mouth promotion

● Quarterly reports disaggregated by race/ethnicity, age, and background to evaluate outreach effectiveness and inform continuous improvement

This activity supports Objective 2 by increasing access to adult education among historically marginalized communities and improving integration of services through strategic partnerships and outreach coordination.

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).

● Outreach strategy plan fi nalized with goals aligned to priority populations

● Initial marketing campaign launched with DEIA-centered fi rm

● Peer ambassador program piloted in target communities

● Mobile enrollment events are held in at least three high-need neighborhoods

● Community asset map and engagement tracker completed and in use

● Increased awareness of adult education offerings in underserved communities

● Expanded and sustained partnerships with CBOs and community leaders

● Growth in enrollment among priority populations identifi ed through disaggregated data

● Annual updates to the outreach calendar and materials based on community feedback and results

● Institutionalized, data-driven outreach model embedded in adult education planning

● Signifi cant and sustained increases in access and enrollment from underserved groups

● Established reputation for LBCC as a trusted community partner in adult education access and equity

Adult Education Metrics and Student Barriers

  • All: Participants (202AE)

Responsible Positions, Responsible Consortium Members, and Proposed Completion Date

Responsible PositionResponsible MemberProposed Completion Date
Vice President of Workforce & Economic DevelopmentLong Beach CCD06/30/2028
Director of Adult Ed and Community LearningLong Beach CCD06/30/2028

Foundational Education Programs & Embedded Support

LBAEC will maintain and expand equitable access to core adult education offerings, including High School Diploma (HSD), High School Equivalency (HiSET), Adult Basic Education (ABE), English as a Second Language (ESL), and Career Technical Education (CTE). These programs are designed to help adult learners improve literacy and academic skills, earn secondary credentials, gain job-specific competencies, and transition into postsecondary education or employment.

A key component of this activity is the integration of embedded student support services to address non-academic barriers that impede persistence and success. These supports will connect students with resources related to food security, housing, childcare, immigration, mental health, and other basic needs. The initiative emphasizes a whole-student approach to help adult learners reach educational and career milestones by ensuring their foundational and support needs are met.

The activity will be carried out through a coordinated set of strategies designed to ensure effective delivery of instructional programs and maximize student access to support services. A master schedule of class offerings, program hours, and instructional days will be maintained and regularly updated. At the same time, lead instructors will be assigned for each program area to promote strong coordination and consistent instructional quality. Enrollment, attendance, and outcome data will be systematically collected and analyzed across all programs to guide ongoing improvements.

To connect students with vital resources, LBAEC will develop and maintain an interactive community resource map in print and digital formats, ensuring it is prominently displayed on campus and the consortium website. The consortium will leverage existing partnerships and expand its network through targeted outreach, inviting community partners to participate in school events, host workshops, and provide on-site services. Clear referral processes, including warm handoffs for students needing high-touch support, will be established to streamline connections to essential services. Through these combined efforts, students will benefit from accessible programming and comprehensive wraparound support tailored to their needs.

Key Deliverables:

● Master schedule of programs and class offerings

● Staff roster identifying lead teachers for each instructional area

● Enrollment, attendance, and completion data (HiSET, EFL, CTE certifications)

● Updated list of community partnerships and services offered

● Interactive student support map (print, campus display, and online)

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).

  • Published the master schedule of courses and the school calendar

  • Initial draft of interactive student support map (print and digital)

  • Updated partner directory with services offered and referral contacts

  • Year-end analysis of program data, including EFL gains, HiSET completions, and CTE certificate attainment

  • Expanded partnerships and new partner engagement in school events and services

  • Annual review and revision of the master schedule and program offeringsCampus installation of full-scale interactive support map and digital kiosks

  • Increased outreach services delivered on campus by community partners

  • Strengthened referral processes and improved service utilization by students


  • Institutionalization of embedded support practices as a core component of adult education programming

  • Demonstrated increases in educational attainment, transitions to employment, and earnings among participating students

  • Strengthened community ties and resource coordination contribute to improved student persistence and program success

Adult Education Metrics and Student Barriers

  • All: Participants (202AE)
  • Progress: Completed Educational Functioning Level Gain (400AE)
  • Student Barriers: Low Literacy (155AE)
  • Students and Programs: Adult Basic Education (1001)
  • Students and Programs: Adult Secondary Education (1000)
  • Students and Programs: English as a Secondary Language (1002)
  • Students and Programs: Short-Term CTE Training Programs (126AE)
  • Success: Diploma, GED or High School Equivalency (633AE)

Responsible Positions, Responsible Consortium Members, and Proposed Completion Date

Responsible PositionResponsible MemberProposed Completion Date
PrincipalLong Beach Unified06/30/2028

Objective #3: Improve Effectiveness of Services

Governance, Planning, and Consortium Operations

LBAEC will strengthen its governance and operational infrastructure by updating the CFAD and Governance Plan (California Education Code §84905 a–d). This work will clarify the consortium’s decision-making processes, define member roles and responsibilities, and ensure a transparent, accountable structure that supports effective implementation of the CAEP Three-Year and Annual Plans.

The activity includes structured meetings, informal collaboration, and timely updates to LBAEC’s website and public-facing documents. These efforts will improve coordination between LBCC and LBSA, maintain compliance with state requirements, and increase the consortium’s ability to serve students through consistent and clear communication.

Key Deliverables:

  • Updated CFAD submission
  • Revised and adopted Governance Plan that defines member roles and responsibilities
  • A signed, written agreement and consortium bylaws outlining operating procedures and decision-making responsibilities
  • Published calendar of consortium meetings for each program year
  • A public-facing LBAEC website that is accessible, regularly updated, and includes key consortium documents and meeting information

This activity supports Objective 3 by improving the effectiveness and coordination of services, governance, and planning processes. A clearly defined governance structure will help streamline communication, build trust among partners, and ensure the timely implementation of initiatives that directly impact students.

Key Deliverables:

  • Updated CFAD submission
  • Revised and adopted Governance Plan that defines member roles and responsibilities
  • A signed, written agreement and consortium bylaws outlining operating procedures and decision-making responsibilities
  • Published calendar of consortium meetings for each program year
  • A public-facing LBAEC website that is accessible, regularly updated, and includes key consortium documents and meeting information

This activity supports Objective 3 by improving the effectiveness and coordination of services, governance, and planning processes. A clearly defined governance structure will help streamline communication, build trust among partners, and ensure the timely implementation of initiatives that directly impact 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).

  • Completion and submission of the CFAD and updated Governance Plan
  • Signed roles and responsibilities agreement among consortium members
  • Publication of a calendar for 2025–26 consortium meetings, finalized by May 2025
  • LBAEC website launched with essential documents and contact information
  • Ongoing adherence to the Governance Plan, with updates as needed
  • Annual calendars for consortium meetings finalized and published in advance (2026–27 and 2027–28)
  • Website content is regularly maintained to ensure timely updates and public transparency
  • Institutionalization of governance practices and scheduling routines that support continuity and responsiveness
  • Strengthened collaboration and shared accountability across member institutions
  • Demonstrated compliance with CAEP governance requirements, contributing to greater student access and improved stakeholder engagement

Adult Education Metrics and Student Barriers

  • All: Participants (202AE)
  • All: Reportable Individuals (200AE)

Responsible Positions, Responsible Consortium Members, and Proposed Completion Date

Responsible PositionResponsible MemberProposed Completion Date
PrincipalLong Beach Unified06/30/2028
Vice President of Workforce DevelopmentLong Beach CCD06/30/2028
Director of Adult EducationLong Beach CCD06/30/2028

Integrated Career Pathways and Bridge Programs

LBAEC will develop and implement structured career pathway and bridge program initiatives that support seamless transitions from adult education into credit-bearing college programs and employment. This activity will focus on aligning curriculum with regional labor market demands, integrating academic and career planning, and providing wraparound services to ensure student success from entry through transition.

LBSA and LBCC will collaborate to identify high-demand sectors, design pathway matrices that map education-to-career sequences, and embed college and career readiness supports throughout the adult education experience. The initiative will include contextualized instruction, transition counseling, articulation agreements, and dual enrollment coordination to increase access to postsecondary education and workforce opportunities.

Key Deliverables:

  • Launch of bridge programs with integrated instruction and support services (e.g., tutoring, instructional aides, career counseling)
  • Calendar of student workshops covering college readiness, digital literacy, financial aid, and job preparation
  • Career pathway maps aligned with regional industry sectors and labor market trends
  • Transition data collection tracking student movement into postsecondary education, CTE, and employment
  • Pathway matrices for priority sectors such as Healthcare, Business, and Skilled Trades
  • Established articulation agreements, including ESL-to-credit and dual enrollment pathways
  • A job description and hiring of a part-time Career Counselor
  • Formal partnerships with workforce and employer representatives for site visits, mentoring, and job placement
  • Implementation of Credit for Prior Learning (CPL) and Credit-by-Exam processes
  • On-site enrollment support and referral systems (e.g., HiSET, job services)
  • Interest surveys and career planning tools embedded in the enrollment process
  • Development of a designated Career Center space for collaborative service delivery
  • Documentation of partner site visits and workshop/event calendars

This activity supports Objectives 1, 2, and 3 by creating accessible, clearly mapped pathways to high-wage employment and postsecondary education, and by integrating student supports and career planning into the adult learner experience.

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).

  • Launch of 2–3 bridge-to-career courses in priority sectors
  • Career planning integrated into noncredit enrollment processes
  • Hire or assign a transition coordinator/counselor
  • An initial pathway matrix has been developed for at least three sectors
  • Schedules for on-site enrollment support and dual enrollment promotion finalized
  • Articulation plan for ESL coursework created
  • Career interest survey selected and deployed
  • Referrals to HiSET testing have been established
  • Partnerships and services cataloged and documented
  • Bridge programs scaled to at least five in-demand sectors
  • Credit for Prior Learning (CPL) and Credit-by-Exam options implemented with faculty and academic affairs
  • Career pathways are published and institutionalized across adult education and credit programs
  • Increased enrollment through dual enrollment and transition activities
  • Career workshops and industry site visits conducted
  • Career interest survey completion tracked and reported
  • Job description finalized, and an hourly/part-time Career Counselor hired
  • Career Center classroom/space assigned and operational
  • Fully integrated transition services supporting sustained enrollment and student progress
  • Secured partnerships and sustainable funding for ongoing bridge and transition support
  • Employer-sponsored work-based learning opportunities implemented and scaled
  • Continued alignment of pathways with evolving labor market demands and institutional planning

Adult Education Metrics and Student Barriers

  • All: Participants (202AE)
  • All: Reportable Individuals (200AE)
  • Student Barriers: English Language Learner (149AE)
  • Students and Programs: Adult Basic Education (1001)
  • Students and Programs: Adult Secondary Education (1000)
  • Students and Programs: Short-Term CTE Training Programs (126AE)
  • Success: Diploma, GED or High School Equivalency (633AE)

Responsible Positions, Responsible Consortium Members, and Proposed Completion Date

Responsible PositionResponsible MemberProposed Completion Date
PrincipalLong Beach Unified06/30/2028
Vice President of Workforce DevelopmentLong Beach CCD06/30/2028
Director of Adult EducationLong Beach CCD06/30/2028

Structured Pathways and Integrated Support Systems

LBAEC will enhance the effectiveness of adult education services by creating a coordinated system of academic and career pathways supported by integrated student services. This activity focuses on clearly mapping educational routes from adult education into postsecondary programs and employment, with an emphasis on alignment with regional labor market needs.

Through structured transition planning, career exploration, and the delivery of wraparound support services, adult learners will gain the tools, guidance, and resources necessary to progress from foundational education to living-wage careers. The initiative will also promote Credit for Prior Learning (CPL), Credit-by-Exam, and noncredit-to-credit articulation to accelerate students’ educational journeys and reduce time to completion.

This activity will be implemented through a comprehensive and collaborative process to build clear, accessible academic and career pathways for adult learners. The consortium will begin by identifying and mapping existing pathways that connect adult education programs with college offerings, ensuring students can visualize their progression from entry-level courses to postsecondary credentials and employment.

Faculty, counseling, and workforce teams will work together to align curriculum and support services with institutional goals and regional labor market demands, so that all program content is relevant and responsive to industry needs. Transition roadmaps and education planning tools will be developed and made accessible to students, faculty, and community partners, supporting informed decision-making and smooth navigation through educational options.

Career planning will be integrated into key student touchpoints, including enrollment, onboarding, and advising, to help learners clarify their goals early and stay on track. Wraparound supports such as childcare, transportation, basic needs assistance, and access to technology will be coordinated to address barriers to participation. The consortium will also establish clear mechanisms for student transitions and articulation between programs, including Credit for Prior Learning (CPL), Credit-by-Exam, and dual enrollment options, ensuring that progress is recognized and students experience seamless movement along their educational and career pathways.

Key Deliverables:

  • Transition Roadmap published for student, faculty, counselor, and community partner use
  • Educational Plan Guidance Document to support enrollment, goal-setting, and transition planning
  • Integrated framework for CPL, Credit-by-Exam, and noncredit-to-credit articulation
  • Career pathway maps for all major program areas are aligned with local industry sectors
  • Labor market alignment reports to guide ongoing curriculum refinement
  • Annual reports tracking student transitions, employment outcomes, and credential attainment
  • Wraparound support service delivery model, including access to childcare, transportation, and basic needs resources
  • Workforce collaboration model linking Counseling, Career & Job Services, and Workforce Development departments
  • Internship, mentorship, and job placement pipelines are supported by employer and industry partners

This activity supports Objective 3: Improve Effectiveness of Services by ensuring adult learners experience seamless transitions, personalized support, and a clear link between their education and workforce opportunities.

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).

  • Initial Transition Roadmap published and distributed
  • Final version of Educational Plan Guidance Document completed with faculty and staff input
  • Career planning embedded in noncredit student onboarding and advising
  • Roadmap and guidance document distributed widely across campus and community partners
  • Transition planning framework used in onboarding, counseling, and academic advising
  • Institutional adoption of pathway maps and integration of CPL and Credit-by-Exam options
  • Workshops and partner site visits aligned with pathways and industry sectors
  • Full integration of roadmap and planning tools into adult education and credit program systems (modeled on Guided Pathways)
  • Consistent use of pathway tools and planning documents across departments
  • Measurable gains in transitions, credential attainment, employment, and earnings for adult learners
  • Institutionalization of support systems that reduce barriers and promote educational and economic mobility

Adult Education Metrics and Student Barriers

  • All: Participants (202AE)
  • Employment & Earnings: Employed Two Quarters After Exit (505AE)
  • Student Barriers: English Language Learner (149AE)
  • Students and Programs: Adult Basic Education (1001)
  • Students and Programs: Adult Secondary Education (1000)
  • Students and Programs: Short-Term CTE Training Programs (126AE)
  • Success: Diploma, GED or High School Equivalency (633AE)

Responsible Positions, Responsible Consortium Members, and Proposed Completion Date

Responsible PositionResponsible MemberProposed Completion Date
PrincipalLong Beach Unified06/30/2028
Vice President of Workforce DevelopmentLong Beach CCD06/30/2028
Director of Adult EducationLong Beach CCD06/30/2028

Funds Evaluation

Member Allocations and Expenditures

Member AgencyPrior Year Total Leveraged FundsProgram Reporting Status
Long Beach CCD $8,758,693Certified
Long Beach Unified $2,748,592Certified
Totals$11,507,285 2/2 Certified

Evaluation of Funding Allocation and Resource Leveraging for the Three-Year Plan

The Long Beach Adult Education Consortium (LBAEC) will allocate California Adult Education Program (CAEP) funds, including carryover, through a transparent, collaborative process involving both member agencies, Long Beach City College (LBCC) and Long Beach School for Adults (LBSA). Funding reviews are conducted quarterly, and any carryover above 20% requires a formal spend-down plan aligned with plan outcomes. All allocation decisions, including distribution of funds and adjustments, are made by consensus during public meetings using dashboards that track both fiscal and program performance.

In addition to CAEP funds reported in NOVA, LBAEC leverages institutional resources, WIOA Title II and Perkins grants, and contributions from workforce boards, community-based organizations, and public agencies. These resources provide staffing, co-enrollment, shared space, and support services. Members also invest in professional development, technical assistance, and shared data infrastructure, including Tableau dashboards for monitoring outcomes and effectiveness.

CAEP funds are the foundation for key instructional and student support strategies, but integrating additional grants, local funds, and in-kind partner contributions strengthens the impact. Joint planning and data analysis ensure all resources are targeted to priority strategies, such as developing pathways, expanding digital literacy, and removing student barriers. Governance and funding decisions are made publicly, with member effectiveness and carryover spending monitored for accountability.

By blending CAEP, carryover, and partner resources, LBAEC will implement the strategies outlined in this Three-Year Plan, maximize impact, and remain accountable to student and community needs. Continued investment in shared governance, transparent review, and leveraging of grants and community support will ensure the consortium can adapt, sustain, and expand services to meet evolving adult education and workforce demands.


Certification

Long Beach CCD - Member Representative

  • Vice President, Workforce and Economic Development
  • kmadrid@lbcc.edu
  • (562) 938-4417
Approved by Kendra Madrid

06/16/2025 03:23 PM PDT

Long Beach Unified - Member Representative

Approved by Nicole Lopez

06/17/2025 05:55 PM PDT