CAEP
Annual Plan

Produced: Aug 25, 2025, 09:33 PM UTC - By Nicole Lopez

26 Long Beach Adult Education
CONSORTIUM APPROVED

2025-26

Plans & Goals

Executive Summary

The Long Beach Adult Education Consortium (LBAEC), a collaborative partnership between Long Beach City College (LBCC) and Long Beach School for Adults (LBSA), serves one of California’s most diverse and economically vital urban centers. As a global port city and gateway for new Americans, Long Beach stands at the intersection of international commerce, innovation, and cultural exchange. This unique context shapes the consortium’s mission: to deliver high-quality adult education and workforce services that not only address the needs of the region’s multilingual and multicultural population, but also fuel the economic growth and industry innovation central to Long Beach’s role as a statewide leader in workforce development. This summary describes the consortium’s achievements during the previous year, outlines its vision and objectives for 2025–26, and provides a clear justification for how planned funding aligns with the adopted Three-Year Plan.

Achievements and Progress

During the 2024–25 program year, LBAEC made substantial progress on core objectives, building a foundation for more ambitious outcomes in the years ahead. Enrollment grew by over 10 percent in adult secondary, ESL, and CTE programs, with notable increases among older adults, immigrants, and English learners. Career pathway initiatives expanded, particularly in healthcare and business, resulting in higher rates of dual enrollment and more adults earning industry-recognized credentials or transitioning into postsecondary training. Persistent follow-up with alums allowed the consortium to track wage gains and employment outcomes, underscoring the value of these pathways.

Support services saw significant gains. LBAEC introduced interactive resource maps, launched peer ambassador programs, and deepened partnerships with community-based organizations. Investments in digital literacy and technology provided more students with access to online modules and hybrid courses, narrowing the digital divide for historically underserved populations. Professional development advanced as well, with over half of noncredit faculty participating in training on digital tools, data-informed instruction, and culturally responsive teaching. These changes contributed to higher student persistence and stronger educational functioning level (EFL) gains.

Progress monitoring was systematic and transparent, using quarterly consortium meetings, dashboards, and public reporting to CAEP. However, the consortium still faces challenges in scaling wraparound services for students with disabilities, expanding childcare, and fully meeting the needs of disconnected or justice-involved adults. These areas have been identified as priorities for the coming year.

Vision and Goals for 2025–26

The 2025–26 annual plan builds directly from LBAEC’s Three-Year Plan, focusing on equity, alignment with labor market needs, and deepening the partnership between LBSA and LBCC. Our primary goals focus on three core areas: 1) expanding access to workforce-aligned educational pathways in high-demand sectors; 2) strengthening wraparound supports and targeted outreach to close persistent equity gaps; and 3) deepening our operational collaboration to improve data use, professional development, and student transitions.

Alignment of Funding with the Three-Year Plan

All planned expenditures for 2025–26 are closely aligned with LBAEC’s Three-Year Plan. Resources will sustain and expand key programs in ESL, HSE/ASE, CTE, and digital literacy, reflecting a commitment to closing equity gaps and supporting pathways into high-demand careers. Funds will support new and existing programs, enhanced scheduling, targeted outreach, and professional development aligned with identified needs.

Additional investments will be made in wraparound services and student support, including digital access, technology upgrades, and expanded partnerships. The consortium’s collaborative fiscal strategy emphasizes transparency and shared decision-making, with quarterly reviews ensuring that all funds, including carryover, are used strategically to support CAEP objectives. Carryover funds will be targeted to scale successful pilot programs, address staffing and technology needs, and fill identified service gaps.

Conclusion

The 2025–26 annual plan reflects LBAEC’s commitment to equity, access, and workforce relevance. Grounded in its Three-Year Plan and informed by data and stakeholder input, the consortium is poised to deliver measurable improvements in student outcomes, economic mobility, and community impact. By leveraging funding strategically and aligning programs with real regional needs, LBAEC is building a stronger, more inclusive adult education system for Long Beach.

Plans & Goals

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

Goals have changed or new goals have emerged for the upcoming year

Why have the consortium’s goals changed for the upcoming year?

Annual and Three-Year Goals: Continuity, Change, and Rationale

The Long Beach Adult Education Consortium (LBAEC) enters the 2025–26 program year with goals and priorities that are clearly rooted in its recently adopted Three-Year Plan, but also reflect lessons learned and new realities from the past year of implementation. This year, LBAEC will continue to prioritize expanding access to foundational skills, workforce preparation, and college transition opportunities for adults in Long Beach, with a strong focus on equity and responsiveness to regional labor market needs.

Compared to the prior program year, the current goals have evolved in several important ways. Over the past year, the consortium achieved significant gains in enrollment and transition outcomes, launched pilot programs in career pathways, and expanded professional development opportunities for faculty and staff. Building on this foundation, the 2025–26 goals place greater emphasis on scaling up what works, closing service gaps, and accelerating progress in the sectors where local labor market data shows the strongest demand: healthcare, business, logistics, public service, and skilled trades. The annual plan also raises the bar for equity, setting specific targets to increase participation and completion rates for Black, Hispanic, Filipino, and older adult learners, as well as for English learners, immigrants, and refugees.

The rationale for these changes is clear. Regular analysis of student outcome data, along with continuous feedback from staff, partners, and community stakeholders, reveals that persistent inequities in access, persistence, and credential attainment persist for key populations. Disaggregated data from LaunchBoard, TOPSPro, and DataVista highlights gaps in transition to college, completion of industry-recognized credentials, and digital literacy for students from historically underrepresented backgrounds. In response, LBAEC’s current goals include expanding outreach campaigns, enhancing wraparound supports, and introducing new initiatives in digital access and skills development.

Additionally, the annual plan reflects deeper integration with local workforce and economic development partners. The Three-Year Plan made it clear that alignment with in-demand career pathways and short-term credentialing programs is crucial for helping adult learners move into living-wage jobs. The 2025–26 goals now include building and mapping more seamless pathways in partnership with employers, LBCC, and community-based organizations, while also improving on-ramps such as adult dual enrollment and bridge courses.

Another area where the annual plan’s goals have shifted is in the use of technology and data for continuous improvement. Over the past year, LBAEC invested in dashboards and tools that enable real-time monitoring of student progress, participation, and outcomes. The current plan leverages these tools to identify emerging challenges, respond quickly to changing student and employer needs, and foster a culture of data-informed decision-making at every level of the consortium.

Finally, the goals for this year put stronger emphasis on student support and holistic services. Insights from the Three-Year Plan and ongoing needs assessment demonstrate that non-academic barriers, such as transportation, childcare, food insecurity, and mental health challenges, remain significant obstacles for adult learners. The annual plan calls for expanding the network of community partners, creating resource maps, and enhancing referral and case management systems to ensure that all students can persist and achieve their educational goals.

In summary, the current program year’s goals build directly on the foundation set in the Three-Year Plan, while adapting to the real-world experiences and lessons learned from the previous year. LBAEC is committed to continuous improvement, increased alignment with labor market needs, and a deeper focus on equity and student support. This approach will ensure that the consortium not only maintains momentum but accelerates progress toward a more inclusive, effective, and student-centered adult education system in Long Beach.

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

A good deal of progress - most goals were met

Progress Toward Previous Year’s Goals

During the 2024–25 program year, the Long Beach Adult Education Consortium achieved measurable gains in advancing its strategic objectives, reflecting both continuity with the Three-Year Plan and responsiveness to emerging needs. Across adult secondary education, ESL, and short-term CTE programs, enrollment increased by more than 10 percent, driven by a robust outreach campaign and new course offerings aligned with local workforce demand. Participation notably increased among adults over 50, foreign-born learners, and other populations that have been historically underrepresented in adult education.

A key accomplishment was the expansion of career pathway initiatives, particularly in healthcare and business, through collaboration between LBSA and LBCC. Dual enrollment experienced significant growth, accompanied by a notable increase in the number of students earning industry-recognized credentials or transitioning to postsecondary education. Efforts to follow up with program alums provided valuable data on employment and wage outcomes, demonstrating real impact beyond classroom instruction.

Student support services were strengthened over the past year. LBAEC launched a comprehensive system of on-campus and online counseling, developed interactive resource maps, and increased peer ambassador engagement. Connections to community-based support services became more seamless, helping to reduce non-academic barriers such as transportation and childcare. The expansion of digital literacy training and access to technology enabled more students to complete online learning modules and participate in hybrid courses, contributing to a narrowing of digital divides within targeted subgroups.

Faculty and staff professional development has also advanced. More than half of noncredit instructors completed training on integrating digital tools, data-driven instructional practices, and equity-centered approaches. This investment in staff capacity has led to greater student persistence and improved gains in educational functioning levels. Progress was monitored through quarterly consortium meetings, dashboard reviews, and compliance reporting to CAEP and other stakeholders. Where progress lagged, such as in scaling up wraparound services for students with disabilities or expanding childcare, these gaps were documented and prioritized for future action.

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

Barriers to Progress

Despite notable gains in 2024–25, the consortium faced persistent barriers that impacted expansion and student success; staffing shortages, particularly among CTE and ESL instructors, limited growth in high-demand courses and support services. Digital inequities also continued to impact participation, as some students struggled with access to devices, internet connectivity, or the skills needed for online learning. The consortium responded by expanding device loan programs, providing additional digital skills workshops, and working to simplify access to hybrid and online learning.

Challenges in community partnership development and information sharing were addressed by introducing new data-sharing protocols and more frequent cross-agency meetings, helping streamline referrals and improve coordination of support services. Navigational barriers for students, such as unclear pathways or complex enrollment processes, are being tackled through new digital navigation tools, outreach by peer ambassadors, and updated enrollment materials. Finally, persistent external barriers such as housing, childcare, and transportation are being addressed through deepened partnerships with community-based organizations and advocacy for increased wraparound service funding.

Persistent external factors, including housing instability, transportation barriers, and the ongoing lack of affordable childcare, continued to affect the region’s most vulnerable adult learners disproportionately. These challenges underscored the importance of establishing a robust network of support services and maintaining strong connections to community partners.

Recognizing these challenges, the consortium’s 2025–26 plan prioritizes targeted recruitment campaigns and expanded professional development to attract and retain qualified staff. These new strategies will build on the groundwork laid in the previous year, ensuring that LBAEC is better positioned to address ongoing barriers and advance progress in the coming program year.

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

Goals for the Current Program Year

For the 2025–26 program year, the consortium’s goals directly reflect the priorities and objectives outlined in the Three-Year Plan, while setting specific, actionable targets for measurable progress:

  • Expand and align program offerings in foundational skills, CTE, ESL, and workforce readiness, with particular emphasis on pathways that match regional labor market needs in sectors such as healthcare, business, logistics, and skilled trades.
  • Increase opportunities for dual enrollment and smooth transitions from LBSA to LBCC through new articulation agreements, contextualized bridge courses, and the expansion of adult on-ramps.
  • Strengthen student support and wraparound services by leveraging a growing network of community partners to address non-academic barriers, including childcare, transportation, and digital access.
  • Close equity gaps in access, persistence, and credential attainment by focusing outreach, instruction, and supports on historically underserved populations, including English learners, immigrants, and adults with disabilities.
  • Enhance faculty and staff professional development, prioritizing digital literacy, culturally responsive teaching, and data-informed instructional strategies.
  • Grow and institutionalize partnerships with employers, workforce boards, and community-based organizations to provide clear, supported pathways to living-wage employment.
  • Enhance data-driven decision-making by expanding the use of dashboards and continuous improvement cycles to monitor and adapt programs and services.
  • Increase outreach and public awareness by employing culturally and linguistically relevant marketing strategies to effectively engage disconnected youth, immigrants, and adults from low-income backgrounds.
  • Deepen operational collaboration between LBSA and LBCC through shared governance practices, coordinated resource allocation, and clear communication protocols.

Each of these goals is rooted in the strategic direction of the Three-Year Plan and will be tracked through defined metrics and milestones.

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

Measuring Progress Toward Goals

The consortium will employ a comprehensive approach to measuring progress toward its goals:

  • Key performance indicators, including enrollment, persistence, completion, educational functioning level gains, and transition rates, will be tracked quarterly for all student groups using LaunchBoard, DataVista, and internal dashboards.
  • Annual reviews will include an analysis of CAEP and local metrics, such as industry credential attainment, dual enrollment participation, and job placement, all of which will be presented at public consortium meetings.
  • Regular surveys of students, faculty, and partners will gather qualitative feedback on program quality, accessibility, and impact.
  • Ongoing program assessment and improvement cycles will use data to identify bottlenecks, refine interventions, and enhance instructional and support strategies.
  • Equity and outreach will be monitored through demographic analysis, application and enrollment tracking, and evaluation of outcome data.
  • The effectiveness of partnerships will be assessed by examining the scope and quality of service delivery, student referrals, and co-enrollment rates.

By integrating these measurement practices, LBAEC will ensure both accountability and adaptability, supporting continuous improvement throughout the year.

Assessment

Regional Needs Assessment

Please identify the categories of needs in your region.

Please identify resources used to identify these gaps.

LBAEC will use both state-mandated and locally developed metrics to track its progress in addressing these identified needs:

Key Metrics Include:

  • Enrollment, persistence, and completion rates in ESL, ABE, ASE, CTE, and workforce readiness programs
  • Educational functioning level gains for students in LBSA, as measured by CASAS TE
  • Rates of transition from noncredit to credit, from adult education to postsecondary education, and employment
  • Credential attainment, including high school diplomas, GED/HiSET, and industry certificates
  • Job placement and wage progression for program completers
  • Participation in dual enrollment, articulation, bridge, and on-ramp programs
  • Equity and access measures, including participation and success rates for English learners, students with disabilities, and historically underrepresented groups
  • Utilization of support services, such as navigation, counseling, and access to digital resources and childcare
  • Local indicators, such as participation in digital literacy courses, the number and quality of new partnerships, student and faculty survey feedback, and annual review of program schedules for alignment with labor market demand

These metrics will be monitored through quarterly reviews using LaunchBoard, DataVista, and internal dashboards. Annual reviews at public consortium meetings will provide opportunities to report progress, address gaps, and adjust strategies as needed.

LBAEC’s needs assessment was designed to be both thorough and inclusive. The process included regular partner meetings, comprehensive surveys of students and staff, targeted outreach to employers, and collaboration with community-based organizations. Both internal and external data analysts helped synthesize performance, demographic, and labor market data, providing a detailed understanding of service gaps and opportunities.

The assessment process focused strongly on equity by disaggregating data to reveal persistent barriers among specific populations, including English language learners, older adults, disconnected youth, foreign-born residents, and others facing unique obstacles. Focus groups and interviews provided additional insight into access barriers, such as limited childcare, transportation issues, and complicated enrollment procedures.

Long Beach’s regional context, including its position as a port city and its significant immigrant population, creates a landscape with unique challenges and opportunities. Rapid shifts in labor market demands mean that adult learners require accelerated and flexible pathways into high-demand careers, along with opportunities for upskilling throughout their educational journeys. The region also requires an integrated network of supportive services that can adapt quickly to changing student and community needs.

To address these realities, LBAEC’s annual plan will focus on building strong community partnerships, expanding access to digital and workforce-aligned programming, strengthening support for student navigation and transitions, and committing to ongoing, data-informed evaluation and improvement. This approach will help ensure that all adult learners in the region, especially those most at risk, have access to the education and support needed for long-term success.

Activities & Outcomes

Objective #1: Address Educational Needs

Faculty & Staff PD to Strengthen Instruction

THREE-YEAR PLAN 2025-28

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.

Adult Education Metrics and Student Barriers

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

Responsible Positions, Responsible Consortium Members, and Proposed Completion Date

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

Pathway Development & Alignment w/ Workforce Needs

THREE-YEAR PLAN 2025-28

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

Education Attainment along w/ Employment Training

THREE-YEAR PLAN 2025-28

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 PositionResponsible MemberProposed Completion Date
PrincipalLong Beach Unified06/30/2028

Objective #2: Improve Integration of Services & Transitions

Equity and Access through Adult Dual Enrollment

THREE-YEAR PLAN 2025-28

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

Enhanced Outreach to Underserved Populations

THREE-YEAR PLAN 2025-28

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

Foundational Education Programs & Embedded Support

THREE-YEAR PLAN 2025-28

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 PositionResponsible MemberProposed Completion Date
PrincipalLong Beach Unified06/30/2028

Objective #3: Improve Effectiveness of Services

Governance, Planning, and Consortium Operations

THREE-YEAR PLAN 2025-28

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

Integrated Career Pathways and Bridge Programs

THREE-YEAR PLAN 2025-28

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

Structured Pathways and Integrated Support Systems

THREE-YEAR PLAN 2025-28

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

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

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

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

= consortium has included this activity in an Annual Plan from the 2025-28 Three-Year Plan
= consortium has NOT selected this activity in an Annual Plan from the 2025-28 Three-Year Plan
ActivityOriginIncluded in Annual Plan
Objective #1: Address Educational Needs
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

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

08/25/2025 10:21 AM PDT

Long Beach Unified - Member Representative

Approved by Nicole Lopez

08/25/2025 02:32 PM PDT