Produced: Jun 18, 2025, 12:56 AM UTC - By Nicole Lopez
Details
Assessment
Metrics: CAEP Barriers & Metrics
Consortium Level Metric Targets
In this section, Consortium Level Actuals data from DataVista for the previous three years, including areas to input data for Consortium Level Targets are shown below.
The first row shows the required metric of Number of Adults Served. The following rows show metrics previously selected in the CAEP Barriers and Metrics workflow section.
Input Consortium Level Targets as whole numbers for the upcoming three years for all of the rows of metrics shown below
The 2023-24 data in DataVista will be made available in Spring 2025 and the 2024-25 data will be made available in Spring 2026.
Metric Set | Metric Description | Consortium Level Metric Actuals | Consortium Level Metric Targets | ||||
---|---|---|---|---|---|---|---|
2022-23 | 2023-24 | 2024-25 | 2025-26 | 2026-27 | 2027-28 | ||
All | Reportable Individuals (200AE) | 5,662 | 6,655 | 6,000 | 6,500 | 7,000 | |
Student Barriers | English Language Learner (149AE) | 2,653 | 2,964 | 2,500 | 2,500 | 2,500 | |
Student Barriers | Low Literacy (155AE) | 4,849 | 5,706 | 5,000 | 5,500 | 6,000 | |
Student Barriers | Low Income (154AE) | 3,220 | 3,980 | 3,800 | 4,200 | 4,500 | |
Student Barriers | Long Term Unemployed (153AE) | 425 | 450 | 450 | 500 | 550 | |
Student Barriers | Reported Cultural Barriers (147AE) | 132 | 229 | 200 | 250 | 300 | |
Student Barriers | Displaced Homemaker (148AE) | 62 | 73 | 70 | 70 | 70 | |
Student Barriers | Ex-Offender (150AE) | 54 | 60 | 50 | 50 | 50 | |
Student Barriers | Foster Youth (151AE) | 66 | 84 | 75 | 75 | 75 | |
Student Barriers | Homeless (152AE) | 38 | 39 | 30 | 30 | 30 | |
Student Barriers | Single 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 Set | Metric Description | Member Level Metric Actuals | Member Level Metric Targets | ||||
---|---|---|---|---|---|---|---|
2022-23 | 2023-24 | 2024-25 | 2025-26 | 2026-27 | 2027-28 | ||
All | Participants (202AE) | 3,894 | 4,869 | 5,000 | 5,500 | 6,000 | |
Employment & Earnings | Employed Two Quarters After Exit (505AE) | 556 | 0 | 0 | 0 | ||
Progress | Completed Educational Functioning Level Gain (400AE) | 428 | 644 | 0 | 0 | 0 | |
Progress | Immigration Integration Milestone (411AE) | 50 | 48 | 50 | 50 | 50 | |
Success | Diploma, GED or High School Equivalency (633AE) | 400 | 623 | 650 | 700 | 750 | |
Students and Programs | Adult Secondary Education (1000) | 14 | 31 | 35 | 35 | 35 | |
Students and Programs | Adult Basic Education (1001) | 531 | 472 | 500 | 550 | 600 | |
Students and Programs | English as a Secondary Language (1002) | 1,941 | 2,187 | 2,200 | 2,500 | 3,000 | |
Students and Programs | Career Technical Education (1003) | 1,571 | 2,362 | 2,500 | 3,000 | 3,500 | |
Students and Programs | Child School Success (1005) | 112 | 368 | 350 | 400 | 450 | |
Students and Programs | Workforce Preparation (124AE) | 20 | 25 | 30 | |||
Students and Programs | Short-Term CTE Training Programs (126AE) | 400 | 450 | 500 |
* Mandatory for all members
Long Beach Unified (Reported by Long Beach Unified School District (LBUSD))
Metric Set | Metric Description | Member Level Metric Actuals | Member Level Metric Targets | ||||
---|---|---|---|---|---|---|---|
2022-23 | 2023-24 | 2024-25 | 2025-26 | 2026-27 | 2027-28 | ||
All | Participants (202AE) | 982 | 1,024 | 975 | 1,000 | 1,025 | |
Employment & Earnings | Employed Two Quarters After Exit (505AE) | 111 | 275 | 300 | 325 | ||
Progress | Completed Educational Functioning Level Gain (400AE) | 282 | 432 | 500 | 500 | 500 | |
Progress | Immigration Integration Milestone (411AE) | 315 | 270 | 300 | 325 | 350 | |
Success | Diploma, GED or High School Equivalency (633AE) | 167 | 182 | 165 | 165 | 165 | |
Students and Programs | Adult Secondary Education (1000) | 437 | 571 | 300 | 300 | 300 | |
Students and Programs | Adult Basic Education (1001) | 168 | 114 | 90 | 90 | 90 | |
Students and Programs | English as a Secondary Language (1002) | 496 | 526 | 475 | 475 | 475 | |
Students and Programs | Career Technical Education (1003) | 58 | 99 | 20 | 25 | 25 | |
Students and Programs | Child School Success (1005) | 0 | 0 | 0 | 0 | 0 | |
Students and Programs | Workforce Preparation (124AE) | 0 | 0 | 0 | |||
Students and Programs | Short-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.
Member | % of Available Funds Spent | Member Level Targets | ||||
---|---|---|---|---|---|---|
2022-23 | 2023-24 | 2024-25 | 2025-26 | 2026-27 | 2027-28 | |
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
Utilizing Data
Providing Professional Development
Identifying Best Practices
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
Prioritize Local Needs in Course Design and Scheduling
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.
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 Position | Responsible Member | Proposed Completion Date |
---|---|---|
Principal | Long Beach Unified | 06/30/2028 |
Vice President of Workforce & Economic Development | Long Beach CCD | 06/30/2028 |
Director of Adult Ed and Community Learning | Long Beach CCD | 06/30/2028 |
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.
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 Position | Responsible Member | Proposed Completion Date |
---|---|---|
Principal | Long Beach Unified | 06/30/2028 |
Vice President of Workforce & Economic Development | Long Beach CCD | 06/30/2028 |
Director of Adult Ed and Community Learning | Long Beach CCD | 06/30/2028 |
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.
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 Position | Responsible Member | Proposed Completion Date |
---|---|---|
Principal | Long Beach Unified | 06/30/2028 |
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.
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 Position | Responsible Member | Proposed Completion Date |
---|---|---|
Principal | Long Beach Unified | 06/30/2028 |
Vice President of Workforce & Economic Development | Long Beach CCD | 06/30/2028 |
Director of Adult Ed and Community Learning | Long Beach CCD | 06/30/2028 |
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.
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 Position | Responsible Member | Proposed Completion Date |
---|---|---|
Vice President of Workforce & Economic Development | Long Beach CCD | 06/30/2028 |
Director of Adult Ed and Community Learning | Long Beach CCD | 06/30/2028 |
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)
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 Position | Responsible Member | Proposed Completion Date |
---|---|---|
Principal | Long Beach Unified | 06/30/2028 |
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.
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 Position | Responsible Member | Proposed Completion Date |
---|---|---|
Principal | Long Beach Unified | 06/30/2028 |
Vice President of Workforce Development | Long Beach CCD | 06/30/2028 |
Director of Adult Education | Long Beach CCD | 06/30/2028 |
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.
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 Position | Responsible Member | Proposed Completion Date |
---|---|---|
Principal | Long Beach Unified | 06/30/2028 |
Vice President of Workforce Development | Long Beach CCD | 06/30/2028 |
Director of Adult Education | Long Beach CCD | 06/30/2028 |
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.
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 Position | Responsible Member | Proposed Completion Date |
---|---|---|
Principal | Long Beach Unified | 06/30/2028 |
Vice President of Workforce Development | Long Beach CCD | 06/30/2028 |
Director of Adult Education | Long Beach CCD | 06/30/2028 |
Funds Evaluation
Member Allocations and Expenditures
Member Agency | Prior Year Total Leveraged Funds | Program Reporting Status |
---|---|---|
Long Beach CCD | $8,758,693 | Certified |
Long Beach Unified | $2,748,592 | Certified |
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
John Thompson - Director, Fiscal Services
- jthompson@lbcc.edu
- (562) 938-4102
Kendra Madrid - Vice President, Workforce and Economic Development
- kmadrid@lbcc.edu
- (562) 938-4417
Chingmin Wu - Accountant
- cwu@lbcc.edu
- (562) 938-4515
Suman Mudunuri - Director, Adult and Continuing Education
- smudunuri@lbcc.edu
- (562) 938-4175
Long Beach Unified - Member Representative
Nicole Lopez - Principal
- nmlopez@lbschools.net
Elsa Baul - Fiscal Services Analyst
- ebaul@lbschools.net
- (562) 997-8000 ext: 8404