Produced: Aug 25, 2025, 09:33 PM UTC - By Nicole Lopez
2025-26
Plans & Goals
Assessment
Activities & Outcomes
Objective #1: Address Educational Needs
Faculty & Staff PD to Strengthen Instruction
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.
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.
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.
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.
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)
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.
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.
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.
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 |
---|---|---|
Vice President of Workforce Development | Long Beach CCD | 06/30/2028 |
Director of Adult Education | Long Beach CCD | 06/30/2028 |
Fiscal Management
Alignment & Carryover
Alignment with Three-Year Plan
The planned allocation of funds for the 2025–26 program year is closely aligned with the Long Beach Adult Education Consortium’s Three-Year Plan. All expenditures and activities outlined in this annual plan directly support the consortium’s objectives to address educational needs, improve service integration and student transitions, and enhance the effectiveness of services across the region.
Resources will be prioritized to sustain and expand foundational programs in ESL, high school diploma/equivalency, short-term CTE, and digital literacy, reflecting the consortium’s commitment to labor market alignment and closing equity gaps identified in the Three-Year Plan. Funding will support both existing and new programs that respond to shifting community needs, such as industry-aligned career pathways, contextualized bridge courses, and adult dual enrollment. In addition, resources are allocated to increase student access through expanded course scheduling, evening and weekend offerings, and targeted outreach to underrepresented groups.
A key element of alignment is the emphasis on professional development for faculty and staff, with investments supporting training in digital tools, instructional technology, data-informed practice, and culturally responsive teaching. The consortium will also direct funds to enhance student support and wraparound services, leveraging partnerships with employers and community-based organizations to address barriers such as childcare, transportation, and access to technology.
Ongoing collaboration between LBSA and LBCC is reflected in the funding plan, with shared investments in program mapping, onboarding systems, resource navigation tools, and the purchasing of computers and technology equipment for continuous improvement. This comprehensive, student-centered approach ensures that every expenditure supports the priorities and goals of the Three-Year Plan, with accountability built into quarterly fiscal and program reviews.
Approach to Carryover Funds
The consortium employs a transparent and collaborative approach to monitoring and utilizing carryover funds from previous program years. Regular fiscal reviews ensure that all carryover balances are identified early and incorporated into planning for upcoming activities. In accordance with Education Code §84914, any member with a carryover balance exceeding 20% is required to submit a formal spend-down plan detailing how the funds will be directed toward activities supporting the three CAEP objectives.
Carryover funds will be strategically used to address areas of highest need and to pilot innovative solutions that may not be feasible with ongoing allocation alone. For the 2025–26 program year, carryover will support scaling up successful pilot projects in career pathway development, digital literacy, and wraparound services. Funds may also be used to invest in equipment, technology upgrades, or to fill gaps in staffing and outreach efforts. All carryover expenditures are reviewed and approved by the consortium in public meetings, ensuring alignment with annual and three-year priorities and full compliance with legislative intent.
Usage
Usage of Allocated Funds
The consortium plans to use allocated funds in the upcoming year to:
- Fund new adult education programs and support existing offerings in ESL, ABE/ASE, CTE, and workforce readiness
- Fund staff and teaching salaries
- Improve student learning through technology enhancements and new instructional materials
- Increase marketing and outreach to reach disconnected and underserved populations
- Provide additional wraparound services, including counseling, childcare, transportation, and technology/device loans
- Provide staff professional development, especially in digital literacy, instructional technology, and culturally responsive pedagogy
- Purchase equipment, program materials, and software needed for both in-person and distance learning
- Strengthen existing activities and maintain/improve facilities
Further Context: Funds will be distributed in accordance with the CFAD and monitored quarterly through dashboards and public meetings. The approach is to utilize all available resources efficiently, investing in programs and services with proven impact and scaling innovation where it aligns with student and regional workforce needs. Priority will be given to removing barriers to enrollment and persistence, aligning instruction with labor market demand, and creating measurable, equitable improvements in student outcomes. The consortium’s fiscal strategy is based on transparency, shared decision-making, and continuous alignment with the strategic goals outlined in the Three-Year Plan.
Consortium Objectives & Activities Overview
Objectives & Activities
Activity | Origin | Included in Annual Plan |
---|---|---|
Objective #1: Address Educational Needs | ||
Education Attainment along w/ Employment Training | THREE-YEAR PLAN 2025-28 | |
Faculty & Staff PD to Strengthen Instruction | THREE-YEAR PLAN 2025-28 | |
Pathway Development & Alignment w/ Workforce Needs | THREE-YEAR PLAN 2025-28 | |
Objective #2: Improve Integration of Services & Transitions | ||
Enhanced Outreach to Underserved Populations | THREE-YEAR PLAN 2025-28 | |
Equity and Access through Adult Dual Enrollment | THREE-YEAR PLAN 2025-28 | |
Foundational Education Programs & Embedded Support | THREE-YEAR PLAN 2025-28 | |
Objective #3: Improve Effectiveness of Services | ||
Governance, Planning, and Consortium Operations | THREE-YEAR PLAN 2025-28 | |
Integrated Career Pathways and Bridge Programs | THREE-YEAR PLAN 2025-28 | |
Structured Pathways and Integrated Support Systems | THREE-YEAR PLAN 2025-28 |
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