Produced: Jun 17, 2025, 05:43 PM UTC - By Ken Lippi
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) | 3,193 | 3,674 | 4,049 | 4,251 | 4,463 | |
Student Barriers | English Language Learner (149AE) | 2,512 | 3,211 | 3,540 | 3,717 | 3,902 | |
Student Barriers | Low Income (154AE) | 996 | 1,140 | 1,209 | 1,245 | 1,283 |
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.
Marin CCD (Reported by Marin)
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) | 1,709 | 2,354 | 2,798 | 3,326 | 3,954 | |
Success | Diploma, GED or High School Equivalency (633AE) | 18 | 21 | 27 | 33 | 39 | |
Success | Postsecondary Credential (624AE) | 17 | 10 | 20 | 24 | 29 | |
Transition | Transitioned to Non-Developmental Credit College Course (637AE) | 108 | 113 | 119 | 125 | ||
Transition | Transitioned to CTE (636AE) | 161 | 189 | 233 | 286 | ||
Students and Programs | Workforce Preparation (124AE) | 124 | 150 | 175 | |||
Students and Programs | Short-Term CTE Training Programs (126AE) | 168 | 193 | 218 |
* Mandatory for all members
Marin Co. Office of Education (Reported by Marin County Office of Education)
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) | 0 | 17 | 35 | 35 | 35 | |
Success | Diploma, GED or High School Equivalency (633AE) | 0 | 0 | 0 | 0 | ||
Success | Postsecondary Credential (624AE) | 0 | 0 | 0 | 0 | ||
Transition | Transitioned to Non-Developmental Credit College Course (637AE) | 0 | 0 | 0 | |||
Transition | Transitioned to CTE (636AE) | 0 | 0 | 0 | |||
Students and Programs | Workforce Preparation (124AE) | 0 | 0 | 0 | |||
Students and Programs | Short-Term CTE Training Programs (126AE) | 0 | 0 | 0 |
* Mandatory for all members
Novato Unified (Reported by Novato Unified School District (NUSD))
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) | 238 | 341 | 400 | 400 | 400 | |
Success | Diploma, GED or High School Equivalency (633AE) | 10 | 10 | 10 | |||
Success | Postsecondary Credential (624AE) | 0 | 0 | 0 | |||
Transition | Transitioned to Non-Developmental Credit College Course (637AE) | 0 | 0 | 0 | |||
Transition | Transitioned to CTE (636AE) | 14 | 0 | 0 | 0 | ||
Students and Programs | Workforce Preparation (124AE) | 0 | 0 | 0 | |||
Students and Programs | Short-Term CTE Training Programs (126AE) | 0 | 25 | 0 |
* Mandatory for all members
San Rafael City High (Reported by San Rafael City High School District)
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) | 58 | 54 | 55 | 55 | 55 | |
Success | Diploma, GED or High School Equivalency (633AE) | 13 | 0 | 10 | 10 | 10 | |
Success | Postsecondary Credential (624AE) | 0 | 0 | 0 | 0 | 0 | |
Transition | Transitioned to Non-Developmental Credit College Course (637AE) | 0 | 0 | 0 | 0 | ||
Transition | Transitioned to CTE (636AE) | 0 | 0 | 0 | |||
Students and Programs | Workforce Preparation (124AE) | 0 | 0 | 0 | |||
Students and Programs | Short-Term CTE Training Programs (126AE) | 0 | 0 | 0 |
* Mandatory for all members
Shoreline Unified (Reported by Shoreline Unified School District)
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) | 16 | 34 | 20 | 25 | 30 | |
Success | Diploma, GED or High School Equivalency (633AE) | 0 | 0 | 0 | 0 | 0 | |
Success | Postsecondary Credential (624AE) | 0 | 0 | 0 | 0 | ||
Transition | Transitioned to Non-Developmental Credit College Course (637AE) | 0 | 0 | 0 | 0 | ||
Transition | Transitioned to CTE (636AE) | 0 | 0 | 0 | 0 | ||
Students and Programs | Workforce Preparation (124AE) | 0 | 0 | 0 | |||
Students and Programs | Short-Term CTE Training Programs (126AE) | 0 | 0 | 0 |
* Mandatory for all members
Tamalpais Union High (Reported by Tamalpais Union High School District (TUHSD))
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) | 359 | 401 | 425 | 450 | 450 | |
Success | Diploma, GED or High School Equivalency (633AE) | 14 | 23 | 20 | 20 | 20 | |
Success | Postsecondary Credential (624AE) | 0 | 0 | 0 | 0 | ||
Transition | Transitioned to Non-Developmental Credit College Course (637AE) | 18 | 20 | 20 | 20 | ||
Transition | Transitioned to CTE (636AE) | 47 | 0 | 0 | 0 | ||
Students and Programs | Workforce Preparation (124AE) | 50 | 50 | 50 | |||
Students and Programs | Short-Term CTE Training Programs (126AE) | 0 | 0 | 0 |
* 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 | |
Marin CCD | 100% | 100% | 13% | Not Entered | Not Entered | Not Entered |
Marin Co. Office of Education | 100% | 81% | 0% | 100% | 100% | 100% |
Novato Unified | 100% | 100% | 50% | 100% | 100% | 100% |
San Rafael City High | 100% | 100% | 68% | 100% | 100% | 100% |
Shoreline Unified | 100% | 61% | 0% | 100% | 100% | 100% |
Tamalpais Union High | 100% | 100% | 80% | 100% | 100% | 100% |
Objectives
Objective #1: Address Educational Needs
To meet the educational needs of adult learners in Marin County, MAEP will continue to offer high-quality, flexible programs in English as a Second Language (ESL), General Educational Development (GED), K12 Success, and Career and Technical Education (CTE).
Schools will prioritize student-centered approaches by tailoring programs to reflect the diverse linguistic, academic, and life experiences of adult learners.
Instruction will be available in multiple modalities—including in-person, hybrid, HyFlex, and fully online—and offered during evenings and weekends to accommodate work and family responsibilities.
ESL classes will span from foundational to advanced levels, and GED courses will be available in both English and Spanish.
To ensure relevance and engagement, academic instruction will be contextualized with practical and workforce-related skills, including financial and digital literacy, workplace communication, and job-specific language development.
In CTE settings, schools will embed language support and offer skills-based workshops that build learners’ confidence and ability to succeed in professional environments.
MAEP will also strengthen its outreach and marketing efforts to ensure that more community members—especially English learners, immigrants, and those unfamiliar with the U.S. education system—are aware of the programs available to them.
Outreach will also be strengthened in the area of immigrant resources, ensuring all students have access to the community resources available to them.
Testimonials, regional infographics, and targeted campaigns will highlight student success stories and make clear the pathways available through adult education.
Finally, MAEP agencies will continue to prioritize inclusive and culturally responsive programming, offering safe, supportive environments for learners from all backgrounds to pursue their educational goals.
Objective #2: Improve Integration of Services & Transitions
Utilizing Data
Providing Professional Development
Identifying Best Practices
Offering Flexible Courses and Services
Not Entered
MAEP is committed to ensuring that adult learners experience seamless transitions from adult education into post-secondary education, workforce training, and thriving-wage employment. To support this objective, consortium agencies will strengthen cross-sector partnerships with key local organizations—including the Workforce Alliance of the North Bay, Canal Alliance, YWCA, Community Action Marin, and the Marin Center for Independent Living—to provide coordinated access to wraparound services that promote persistence, retention, and success.
Consortium schools will integrate academic instruction (ESL, GED, and basic skills) with workforce readiness training, embedding soft skills such as workplace communication and digital literacy. Learners will have access to multiple learning modalities—online, in-person, and hybrid—to support varied learning styles and life circumstances. MAEP will also expand career exploration and work-based learning through partnerships with local employers, offering pre-apprenticeships, internships, job shadowing, guest speakers, and site visits to employers and the College of Marin.
To further strengthen transitions, MAEP will continue to support case management and advising services, including a consortium-wide transition counselor who will facilitate warm handoffs between adult schools and College of Marin. Collaboration with workforce development agencies such as WANB and the YWCA, as well as local employers, will ensure students are equipped to understand labor market demands, apply for jobs, and access training aligned with high-growth industries especially in the construction and healthcare fields. These efforts will lead to increased employment and postsecondary transition rates, improved alignment between instruction and labor market needs, and more equitable access to pathways that lead to economic mobility.
Objective #3: Improve Effectiveness of Services
Not Entered
Not Entered
MAEP is committed to enhancing the quality, relevance, and responsiveness of services through coordinated professional development, data-informed planning, and continuous program improvement. These efforts aim to ensure that instruction, support services, and pathways are effective in helping adult learners achieve their educational and career goals.
To improve instructional quality, consortium agencies will prioritize ongoing professional development focused on instructional strategies, digital literacy, and student support. MAEP will also expand ESL instruction by hiring additional teachers and offering co-located classes in high-need communities. Digital literacy workshops will be embedded into classroom instruction through Northstar and promoted through community partnerships with agencies such as the YWCA.
To ensure instruction is aligned with labor market needs, MAEP will develop courses and pre-apprenticeship programs in high-growth sectors such as healthcare, construction, and public transit. Career pathway maps and dual enrollment options will be expanded in partnership with College of Marin, North Bay TIPs, and the Marin-Sonoma Bus Operator Apprenticeship to provide students with clear, supported transitions into postsecondary education and employment.
Operationally, MAEP will use demographic and outcomes data to guide strategic planning and program evaluation. Student exit surveys and quarterly data reports will inform improvements in instruction and support services. Consortium-wide efforts in outreach and messaging—including bus advertisements, social media, and referral platforms—will enhance visibility of adult education programs and increase student engagement and retention.
Through these coordinated strategies, MAEP aims to improve student persistence, increase transitions to college and career, and ensure that services are equitably accessible, aligned with regional workforce needs, and supportive of student success.
Activities & Outcomes
Objective #1: Address Educational Needs
Expand Flexible Scheduling for Access
This activity involves expanding co-located programs, online courses, and hybrid class offerings across the Marin Adult Education Program Consortium to improve access to adult education. The activity specifically targets underserved and barrier-impacted populations, particularly English Language Learners and low-income adults, by offering greater flexibility in course delivery and locations. Programs will be scheduled during evenings. Attendance at weekend classes will be assessed. Remote options such as Online, Hybrid, and Hyflex will be expanded, and classes will be offered at sites such as community centers, partner high schools and elementary schools. Colocation at libraries and workplaces will be explored.
Key Deliverables:
A consortium-wide course map identifying all expanded co-located, online, and hybrid class options
Increase in number of classes offered outside of traditional hours
New partnership agreements for co-located sites
Enrollment increase among English Language Learners and low-income students
Student feedback collected on accessibility and satisfaction with flexible options
Contribution to CAEP Objectives: This activity supports the CAEP objective to improve integration of services and address educational needs by reducing access barriers for adult learners. It also contributes to smoother transitions to postsecondary education and the workforce by keeping learners engaged and progressing.
Contribution to Student Barriers and Adult Education Metrics: By expanding flexible options, this activity directly addresses the English Language Learner and Low Income barriers by removing obstacles related to transportation, work schedules, and family responsibilities. It supports improvements in Workforce Preparation, Short-Term CTE Completion, Secondary School Completion, Transitions to Credit and CTE courses, and Postsecondary Credential Completion by ensuring students can stay enrolled and successfully complete their programs regardless of life circumstances.
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).
Increased enrollment and participation from students in underserved areas
Reduced attrition due to schedule conflicts
Increased student satisfaction with course availability and access
Higher completion rates for Short-Term CTE, ESL, ABE/ASE, and Workforce Preparation programs
Increased student transitions to postsecondary or employment pathways
Narrowed educational equity gaps by income and language status
Stronger regional systems for delivering accessible, adult-centered education
Adult Education Metrics and Student Barriers
- Student Barriers: English Language Learner (149AE)
- Student Barriers: Low Income (154AE)
- Students and Programs: Short-Term CTE Training Programs (126AE)
- Students and Programs: Workforce Preparation (124AE)
- Success: Diploma, GED or High School Equivalency (633AE)
- Transition: Transitioned to CTE (636AE)
- Transition: Transitioned to Non-Developmental Credit College Course (637AE)
Responsible Positions, Responsible Consortium Members, and Proposed Completion Date
Responsible Position | Responsible Member | Proposed Completion Date |
---|---|---|
Administrator | Tamalpais Union High | 06/30/2028 |
Assistant Principal | Novato Unified | 06/30/2028 |
Dean of Career Education & Workforce Development | Marin CCD | 06/30/2028 |
Increase Enrollment in ELL Health Care Programs
This activity will expand recruitment and support efforts to increase enrollment of English Language Learners (ELL) in contextualized healthcare pathways programs. These include noncredit and pre-apprenticeship healthcare courses such as Medical Front Office Assisting, Home Care Aide, Home Health Aide, and Certified Nursing Assisting classes offered by Tamalpais Adult School and College of Marin. Outreach will be targeted to low-income and multilingual communities through trusted community-based organizations and partners like Canal Alliance and CareerPoint MARIN. Program design will integrate English language instruction with health sector vocabulary, digital literacy, and career navigation support.
Key Deliverables:
Increased enrollment in healthcare-focused ELL and pre-apprenticeship programs
Marketing materials developed and distributed in Spanish and other languages
At least two new community info sessions or orientation events hosted annually
Integration of healthcare vocabulary modules into ELL instruction
Transition plan for successful students into credit-bearing College of Marin courses or employment
Contribution to CAEP Objectives: This activity directly supports the CAEP objective to address educational needs by aligning programming with regional labor market demands in the healthcare sector. It improves transitions to postsecondary education and the workforce for ELL adults and enhances integration of services through partnerships across education, workforce, and community sectors.
Contribution to Student Barriers and Adult Education Metrics:
This activity tackles the English Language Learner and Low Income student barriers by providing workforce-aligned programming in a high-growth, high-opportunity sector. It supports gains across Short-Term CTE, Workforce Preparation, Postsecondary Credential Completion, Transitions to Credit and CTE, and ultimately, employment in high-need fields.
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).
More ELL adults enrolling in healthcare training programs
Increased confidence and skill-building in English communication in professional contexts
Stronger cross-agency referral systems for program navigation and support
Improved transition rates from noncredit to credit-bearing healthcare coursework at College of Marin
Increase in healthcare-related certifications earned by ELL learners
Increased job placement into entry-level healthcare roles for program completers
Creation of a sustainable, multilingual healthcare workforce pipeline
Increased socioeconomic mobility for low-income ELL adults
Adult Education Metrics and Student Barriers
- Student Barriers: English Language Learner (149AE)
- Student Barriers: Low Income (154AE)
- Students and Programs: Short-Term CTE Training Programs (126AE)
- Students and Programs: Workforce Preparation (124AE)
- Success: Postsecondary Credential (624AE)
- Transition: Transitioned to CTE (636AE)
- Transition: Transitioned to Non-Developmental Credit College Course (637AE)
Responsible Positions, Responsible Consortium Members, and Proposed Completion Date
Responsible Position | Responsible Member | Proposed Completion Date |
---|---|---|
Dean of Career Education & Workforce Development | Marin CCD | 06/30/2028 |
Administrator | Marin Co. Office of Education | 06/30/2028 |
Administrator | Tamalpais Union High | 06/30/2028 |
Expand Career Exploration and Work-Based Learning
This activity will expand access to career exploration and work-based learning (WBL) opportunities for adult learners across Marin County, with a focus on English Language Learners and low-income students. The initiative will include sector-specific guest speakers, especially in the fields of healthcare, construction trades, and transportation, as well as career panels, employer site visits, job shadowing, and pre-apprenticeships coordinated in partnership with local employers. MAEP will coordinate with CareerPoint MARIN and the Workforce Alliance of the North Bay to offer career-exploration resources. It will also include the integration of career exploration modules into ELL, ABE, ASE, and short-term CTE classes at member schools, along with structured career reflection activities. We will explore funding consortium-wide transportation to career fairs.
Key Deliverables:
Career exploration curriculum modules embedded in at least four program areas across member schools
Calendar of annual WBL opportunities, including industry guest speakers, employer tours, and job shadowing
At least 100 adult learners participating in career-focused activities each year
New partnerships developed with at least 5 employers for apprenticeships or site visits
Career reflection portfolios completed by students as part of instruction
Contribution to CAEP Objectives: This activity supports all three CAEP objectives: addressing educational needs through career-aligned instruction, integrating services by coordinating across workforce and education partners, and improving transitions by exposing students to real employment settings and building professional networks.
Contribution to Student Barriers and Adult Education Metrics:
This activity directly addresses barriers faced by English Language Learners and low-income students by creating experiential, hands-on learning environments that support applied language development and workforce readiness. It contributes to progress in Short-Term CTE, Workforce Preparation, Transitions to CTE and Credit Courses, and Postsecondary Credential Completion by helping students build real-world experience, explore viable career paths, and visualize next steps in education and employment.
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).
Increased awareness of local career options and education-to-career pathways among adult learners
Improved student engagement and motivation due to relevance of learning to life goals
Strengthened employer relationships and buy-in for adult education partnerships
Increased enrollment in CTE programs and improved transitions to postsecondary education or workforce
Growth in apprenticeships, job shadowing, and employment connections for students
Enhanced student self-efficacy and clarity in career planning
Development of ongoing regional sector-based learning hubs that connect education and industry
More equitable access to in-demand career pathways for ELL and low-income communities
Adult Education Metrics and Student Barriers
- Student Barriers: English Language Learner (149AE)
- Student Barriers: Low Income (154AE)
- Students and Programs: Short-Term CTE Training Programs (126AE)
- Students and Programs: Workforce Preparation (124AE)
- Transition: Transitioned to CTE (636AE)
- Transition: Transitioned to Non-Developmental Credit College Course (637AE)
Responsible Positions, Responsible Consortium Members, and Proposed Completion Date
Responsible Position | Responsible Member | Proposed Completion Date |
---|---|---|
Dean of Career Education & Workforce Development | Marin CCD | 06/30/2028 |
Administrator | Tamalpais Union High | 06/30/2028 |
Principal | San Rafael City High | 06/30/2028 |
Objective #2: Improve Integration of Services & Transitions
Strengthen College Transition Support
This activity will expand and formalize the support systems that help adult learners transition from noncredit adult education programs into credit-bearing college coursework at College of Marin and other postsecondary institutions. The consortium will strengthen partnerships with College of Marin’s Transition Counselors, COM CTE Counselors, and Enrollment Services teams to deliver structured onboarding, application assistance, financial aid workshops, and academic pathway counseling for adult learners. The activity will prioritize services for English Language Learners and low-income students, ensuring they have the navigational tools, academic preparation, and personalized support needed to successfully access and persist in higher education.
Key Deliverables:
Formalized referral and hand-off protocols between adult schools and College of Marin Transition Counselors
Hosting at least four college transition events or workshops per year focused on application, enrollment, and financial aid processes
Creation of college transition flyer for adult learners, including checklists, key contacts, and student success tips
Increase in number of adult learners completing applications for College of Marin credit-bearing programs
Year-over-year increase in adult learner enrollment into College of Marin certificate, degree, or transfer pathways
Contribution to CAEP Objectives: This activity directly supports CAEP objectives to improve transitions to postsecondary education and workforce, and address educational needs by building a stronger bridge between adult education and college-level coursework. It also improves integration of services by formalizing pathways between agencies.
Contribution to Student Barriers and Adult Education Metrics: By providing structured transition supports, this activity directly addresses barriers experienced by English Language Learners and low-income students who may face complex procedural and financial challenges in accessing college. It advances key adult education metrics, including Transitions to Credit College Courses, Postsecondary Credential Completion, Workforce Preparation, and Short-Term CTE by ensuring students move successfully into college pathways that lead to degrees, certifications, and employment 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).
Increased adult learner awareness of college options, application processes, and financial aid resources
Higher numbers of adult students completing college applications and onboarding steps
Increased confidence among ELL and low-income students about accessing higher education
Increased enrollment of adult learners into credit-bearing courses and Career Education pathways at College of Marin
Higher rates of persistence and completion of postsecondary credentials among adult education alumni
Higher rates of transfer from College of Marin to four-year universities among former adult education students
Increased economic mobility and career advancement for English Language Learners and low-income adults in Marin County
Adult Education Metrics and Student Barriers
- Student Barriers: English Language Learner (149AE)
- Student Barriers: Low Income (154AE)
- Students and Programs: Short-Term CTE Training Programs (126AE)
- Students and Programs: Workforce Preparation (124AE)
- Success: Postsecondary Credential (624AE)
- Transition: Transitioned to CTE (636AE)
- Transition: Transitioned to Non-Developmental Credit College Course (637AE)
Responsible Positions, Responsible Consortium Members, and Proposed Completion Date
Responsible Position | Responsible Member | Proposed Completion Date |
---|---|---|
Transition Counselor | Marin CCD | 06/30/2028 |
Assistant Principal | Novato Unified | 06/30/2028 |
Dean of Career Education & Workforce Development | Marin CCD | 06/30/2028 |
Principal | San Rafael City High | 06/30/2028 |
Integrate Academic and Workforce Prep Instruction
This activity will blend academic instruction (particularly in English Language Learning, Adult Basic Education, and Adult Secondary Education) with workforce preparation skills in all adult school sites across the consortium. Instructors will integrate real-world career contexts—such as workplace communication, problem-solving, digital literacy, and employability skills—directly into ESL, ABE, ASE, and Short-Term CTE curricula. This contextualized teaching approach will be designed to make academic learning immediately relevant to students’ employment and career advancement goals, helping to accelerate transitions into the workforce or postsecondary programs.
Key Deliverables:
Redesigned course outlines for ESL, ABE, and ASE classes that embed workforce preparation competencies
Professional development workshops for instructors on contextualized and integrated instruction
Implementation of integrated instruction in at least 50% of ESL, ABE, and ASE courses within three years
Development of common formative assessments to measure academic and workforce preparation skill gains
Employer-informed curriculum enhancements in priority sectors such as healthcare, transportation, and construction
Contribution to CAEP Objectives: This activity supports all three CAEP objectives: addressing educational needs by improving academic instruction relevance, integrating services through alignment of academic and workforce development goals, and improving transitions to employment and postsecondary education.
Contribution to Student Barriers and Adult Education Metrics: By embedding workforce preparation into academic learning, this activity directly addresses the needs of English Language Learners and low-income adults who require both foundational academic skills and immediate employability gains. It supports achievement in Workforce Preparation, Short-Term CTE, Transitions to CTE and Credit Programs, Secondary School Completion, and Postsecondary Credential Completion, enabling faster and more efficient movement from education to economic opportunity.
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).
Increased student engagement and retention due to practical relevance of coursework
Improved student performance in both academic and employability skill assessments
Greater clarity among students regarding how their education connects to career opportunities
Increased student transition rates to Short-Term CTE programs, employment, or credit-bearing college coursework
Higher completion rates for secondary diplomas, postsecondary credentials, and workforce certificates
Establishment of integrated pathways where students can seamlessly earn academic and workforce certifications simultaneously
Increased earnings and employment stability among adult learners due to improved foundational and workplace skills
Adult Education Metrics and Student Barriers
- Student Barriers: English Language Learner (149AE)
- Student Barriers: Low Income (154AE)
- Students and Programs: Short-Term CTE Training Programs (126AE)
- Students and Programs: Workforce Preparation (124AE)
- Success: Postsecondary Credential (624AE)
- Transition: Transitioned to CTE (636AE)
- Transition: Transitioned to Non-Developmental Credit College Course (637AE)
Responsible Positions, Responsible Consortium Members, and Proposed Completion Date
Responsible Position | Responsible Member | Proposed Completion Date |
---|---|---|
Program Coordinator- Workforce Projects | Marin CCD | 06/30/2028 |
Administrator | Marin Co. Office of Education | 06/30/2028 |
Administrator | Tamalpais Union High | 06/30/2028 |
Principal | San Rafael City High | 06/30/2028 |
Map ESL Course Recommendations Countywide
This activity will involve a countywide collaboration across all Marin Adult Education Program Consortium members to map English as a Second Language (ESL) course offerings and create aligned recommendations for student course progression. By systematically analyzing the sequence, placement, and outcomes of ESL programs across Tamalpais Adult School, Novato Adult School, San Rafael Adult School, and College of Marin, the consortium will create a shared framework for consistent placement practices, clear pathways for learners, and easier transitions into workforce preparation and credit-bearing programs. This map will specifically address gaps in access and progression for English Language Learners, particularly low-income students, ensuring equitable and strategic access to ESL instruction throughout the county.
Key Deliverables:
A countywide ESL course sequence map identifying entry points, exit points, and aligned curriculum across agencies
Standardized placement and course recommendation guidelines for use across the consortium
Professional development for counselors and instructors on course recommendations and pathway advising
Public-facing student resource guide showing ESL course pathways and transitions to CTE and college opportunities
Data sharing agreements to support consistent tracking of student movement across programs
Contribution to CAEP Objectives:
This activity strengthens integration of services across the consortium, improves transitions to postsecondary education and workforce programs by clarifying next steps for ELL students, and directly addresses educational needs for language learners seeking academic and career advancement.
Contribution to Student Barriers and Adult Education Metrics:
This activity directly addresses the English Language Learner and Low Income barriers by ensuring equitable access to coherent, navigable ESL pathways. It contributes to progress in Workforce Preparation, Short-Term CTE Enrollment, Transitions to CTE, Transitions to Credit College Courses, Secondary School Completion, and Postsecondary Credential Completion by creating clear and consistent roadmaps for student success.
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).
Improved consistency and transparency in ESL placement and advising
Increased student confidence in navigating the ESL system and setting academic goals
Increased enrollment in aligned ESL, CTE, and transition bridge programs
Higher rates of student progression from ESL into Workforce Preparation, Short-Term CTE, and credit-bearing college coursework
Increased completion of secondary and postsecondary credentials among English Language Learners
Systemwide ESL alignment across Marin County, creating a seamless adult education-to-college continuum for ELL learners
Improved employment rates and economic advancement for multilingual adults in Marin County
Adult Education Metrics and Student Barriers
- Student Barriers: English Language Learner (149AE)
- Student Barriers: Low Income (154AE)
- Success: Diploma, GED or High School Equivalency (633AE)
- Success: Postsecondary Credential (624AE)
Responsible Positions, Responsible Consortium Members, and Proposed Completion Date
Responsible Position | Responsible Member | Proposed Completion Date |
---|---|---|
Program Coordinator- Workforce Projects | Marin CCD | 06/30/2028 |
Principal | San Rafael City High | 06/30/2028 |
Objective #3: Improve Effectiveness of Services
Strengthen MAEP Integration with COM Programs
This activity will deepen the integration between Marin Adult Education Program (MAEP) member schools and College of Marin (COM) noncredit and credit-bearing programs. The focus will be on strengthening pathways from adult education programs—including ESL, ABE, ASE, Workforce Preparation, and Short-Term CTE—into COM’s Career Education certificates, associate degree programs, and transfer pathways. Activities will include coordinated transition planning, expanded dual enrollment and bridge programs, aligned intake and referral processes, and cross-agency professional development to build understanding of College of Marin systems and resources. The goal is to ensure that English Language Learners and low-income adult learners move smoothly from adult education into college-level and career pathway programs without barriers or duplication.
Key Deliverables:
Updated intake and transition referral protocols across MAEP and COM programs
Launch of new or expanded dual enrollment and noncredit-to-credit bridge programs targeting adult learners
Co-hosted orientation sessions for adult students entering College of Marin programs
Professional development sessions for adult education and college staff on transition supports and student services
Increased number of adult education students transitioning into COM credit and noncredit Career Education programs
Contribution to CAEP Objectives: This activity supports improving transitions to postsecondary education and the workforce, integrating services between adult education and higher education providers, and addressing educational needs by offering accessible pathways to further education and better job opportunities.
Contribution to Student Barriers and Adult Education Metrics:
This activity addresses English Language Learner and Low Income barriers by formalizing accessible, supported pathways into higher education and technical careers. It will positively impact Transitions to CTE, Transitions to Credit College Courses, Workforce Preparation, Short-Term CTE Completion, Secondary School Completion, and Postsecondary Credential Completion by ensuring students receive strong guidance and minimal disruption during their transitions.
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).
Increased awareness among adult learners of College of Marin programs and services
Improved handoff process between adult schools and College of Marin counselors and enrollment teams
Higher rates of adult students enrolling in bridge and transition programs
Increased transitions from MAEP programs to COM noncredit Career Education certificates and credit programs
Higher postsecondary credential completion rates among former MAEP adult learners
More adult students completing transfer-level coursework at College of Marin
Strong, sustainable countywide system linking adult education to higher education and workforce training
Increased degree attainment and employment rates among Marin County’s English Language Learner and low-income populations
Adult Education Metrics and Student Barriers
- Student Barriers: English Language Learner (149AE)
- Student Barriers: Low Income (154AE)
- Transition: Transitioned to CTE (636AE)
- Transition: Transitioned to Non-Developmental Credit College Course (637AE)
Responsible Positions, Responsible Consortium Members, and Proposed Completion Date
Responsible Position | Responsible Member | Proposed Completion Date |
---|---|---|
Dean of Career Education & Workforce Development | Marin CCD | 06/30/2028 |
Outreach Coordinator | Tamalpais Union High | 06/30/2028 |
Principal | San Rafael City High | 06/30/2028 |
Administrator | Tamalpais Union High | 06/30/2028 |
Assistant Principal | Novato Unified | 06/30/2028 |
Improve Programming and Accountability with Data
This activity will strengthen the Marin Adult Education Program Consortium’s (MAEP) ability to use data systematically to guide decision-making, improve program effectiveness, and enhance accountability. Consortium members will implement shared data protocols, strengthen the use of CAEP’s NOVA and LaunchBoard systems, increase use of CASAS and TOPSpro Enterprise data, and utilize dashboards to monitor key adult education metrics, including enrollment, persistence, completion, transitions, and employment outcomes. Based on analysis of this data, the consortium will also develop and offer targeted professional development opportunities for instructional and support staff. These trainings will address areas identified through the data, such as improving instructional strategies, strengthening student supports, or enhancing career pathway transitions, particularly for English Language Learners and low-income adults.
Key Deliverables:
Quarterly internal dashboards monitoring enrollment, completion, transition, and employment metrics
Two annual data retreats for staff to review progress, identify needs, and adjust strategies
Development of professional development sessions each year based on key data findings
Increased accuracy and understanding of data in COMIS, NOVA, and CASAS/TOPSpro systems
Regular dissemination of student outcomes data to consortium leadership, instructors, and partners
Contribution to CAEP Objectives: This activity supports addressing educational needs by identifying and responding to service gaps, improving integration of services by creating unified data systems and practices across members, and enhancing transitions by using data to strengthen student support systems.
Contribution to Student Barriers and Adult Education Metrics:
By strengthening the consortium’s capacity to use data systematically and then developing targeted professional development based on those findings, this activity directly supports improvements for English Language Learners and low-income adults. It advances all selected adult education metrics—Short-Term CTE, Workforce Preparation, Transitions to CTE, Transitions to Credit College Courses, Secondary School Completion, and Postsecondary Credential Completion—by making programming, instruction, and supports increasingly data-driven and equity-focused.
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).
Implement quarterly data reviews
Improved data accuracy, completeness, and use across consortium members
Increased staff capacity to understand, analyze, and respond to student data
Data-informed development of professional development opportunities targeted to actual student needs
Improved student retention, transitions, and completion rates due to more responsive instructional and support practices
Enhanced student engagement and outcomes, especially for English Language Learners and low-income adults
Increased responsiveness of program design to changing labor market and community needs
A culture of continuous improvement and professional growth across the consortium
Sustainable improvements in student outcomes and consortium accountability for public investments
Adult Education Metrics and Student Barriers
- All: Reportable Individuals (200AE)
- Student Barriers: English Language Learner (149AE)
- Student Barriers: Low Income (154AE)
- Success: Diploma, GED or High School Equivalency (633AE)
- Success: Postsecondary Credential (624AE)
- Transition: Transitioned to CTE (636AE)
- Transition: Transitioned to Non-Developmental Credit College Course (637AE)
Responsible Positions, Responsible Consortium Members, and Proposed Completion Date
Responsible Position | Responsible Member | Proposed Completion Date |
---|---|---|
Outreach Coordinator | Tamalpais Union High | 06/30/2028 |
Program Coordinator- Workforce Projects | Marin CCD | 06/30/2028 |
Administrator | Tamalpais Union High | 06/30/2028 |
Assistant Principal | Novato Unified | 06/30/2028 |
Administrator | Shoreline Unified | 06/30/2028 |
Administrator | Marin Co. Office of Education | 06/30/2028 |
Funds Evaluation
Member Allocations and Expenditures
Member Agency | Prior Year Total Leveraged Funds | Program Reporting Status |
---|---|---|
Marin CCD | $3,509,904 | Certified |
Marin Co. Office of Education | $114,000 | Certified |
Novato Unified | $395,308 | Certified |
San Rafael City High | $382,821 | Certified |
Shoreline Unified | $16,768 | Certified |
Tamalpais Union High | $1,311,715 | Certified |
Totals | $5,730,516 | 6/6 Certified |
Fund Allocation and Leveraging Overview
Prior Year’s Funding
In 2023–24, MAEP members received funding to support Adult Basic Education (ABE), Adult Secondary Education (ASE), English as a Second Language (ESL), short-term Career Technical Education (CTE), K–12 Success, and Workforce Reentry programs in healthcare, construction, and transportation. ESL received the largest allocation due to high demand for language support among non-native speakers.
Allocation Over the Next Three Years
Future and carryover funds will be strategically allocated to:
- Sustain High-Impact Programs: ESL, ABE, and ASE programs with strong enrollment and outcomes will continue to be prioritized.
- Expand CTE and Workforce Reentry: Funding will grow short-term CTE and workforce programs aligned with regional job market needs.
- Use Carryover Collaboratively: Funds will fill service gaps and support new initiatives. Past carryover has funded the Outreach Coordinator, digital literacy workshops, and helped members with high enrollment shortfalls—a model that will continue.
Additional Resources
- Community Partnerships: Local business contributions, in-kind site support, and services from partners like the YWCA and CareerPoint Marin enhance programming and increase access.
- Grants and External Funding: MAEP will pursue grants to support underfunded areas such as digital literacy and healthcare pathways. Novato Adult School will explore WIOA Title II under the Adult Education and Family Literacy Act.
Leveraging CAEP and Other Funds
- Integrated Services: Funds will support models that combine education, language instruction, and workforce training.
- Collaborative Strategies: In coordination with WIOA II, CalWORKs, and healthcare pathway grants, MAEP will improve program alignment, share best practices, and address shared regional needs.
- Outcome-Driven Investment: Resources will focus on strategies that show measurable success in improving educational outcomes and employment.
Strategic use of CAEP and other funds will expand program reach and support long-term goals like economic mobility, equitable access, and sustainable, family-supporting employment for Marin County’s adult learners.
Certification
Marin CCD - Member Representative
Kathleen Antokhin - Program Coordinator- Workforce Projects
- kantokhin@marin.edu
- (415) 457-8811 ext: 8183
Alina Varona - arvarona@marin.edu
Marin Co. Office of Education - Member Representative
Ken Lippi - klippi@marinschools.org
- (415) 499-5803
Novato Unified - Member Representative
Jennifer Marsh Russell - Assistant Principal
- jmarshrussell@nusd.org
- (415) 493-4314
San Rafael City High - Member Representative
Cecilia Perez - Assistant Superintendent
- cperez@srcs.org
- (415) 492-3143
Shoreline Unified - Member Representative
Adam Jennings - Superintendent
- adam.jennings@shorelineunified.org
CBO Shoreline - cbo@shorelineunified.org
- (707) 878-2226
Katie Anderson - CBO
- katie.anderson@shorelineunified.org
- (707) 878-2226
Tamalpais Union High - Member Representative
Jaemi Naish - Director
- jnaish@tamdistrict.org
- (415) 945-1070
Sue Hall - Asst Director
- shall@tamdistrict.org
- (310) 748-8443
Monica McMillan - Secretary
- mmcmillan@tamdistrict.org
- (415) 945-1034