CAEP
Three-Year Plan

Produced: Jun 17, 2025, 05:43 PM UTC - By Ken Lippi

Details

Consortium Information

In this section, information about the consortium, its primary and fiscal contacts, and CAEP funds received is auto-populated in NOVA.

As this information is auto-populated from your consortium's landing page in NOVA, make sure the information there is up-to-date, especially the Primary and Fiscal Contacts. This will ensure the correct information is auto-populated properly into the three-year plan.

Consortium Name:
29 Marin Adult Education Program Consortium
Address:
835 College Ave. | Kentfield, CA | 94904
Website:
https://marinadulteducation.com/
Funding Channel 2025-26:
Fiscal Agent
CAEP Funds 2025-26:
$0
CAEP Funds 2024-25:
$0
CAEP Funds 2023-24:
$0

Consortium Contacts

Auto-populated

ResponsibilityNameEmailTitlePhone
Fiscal Contactepuch@marin.eduAssistant Vice President of Administrative Services(415) 884-3101
Primary ContactJEldridge@marin.edu
Primary Contactkantokhin@marin.eduProgram Coordinator- Workforce Projects(415) 457-8811 ext: 8183
Primary Contactarvarona@marin.edu
Primary Contactrnowlen@tamdistrict.orgOutreach Coordinator / Data Analyst(415) 945-1054

Members

Auto-populated

Member AgencyMember TypeContactPhone
Marin CCDDistrictKathleen Antokhin(415) 457-8811 ext: 8183
Marin Co. Office of EducationCounty Office of Education (COE)Ken Lippi(415) 499-5803
Novato UnifiedUnified School DistrictJennifer Marsh Russell(415) 493-4314
San Rafael City HighHigh School DistrictCecilia Perez(415) 492-3143
Shoreline UnifiedUnified School DistrictAdam Jennings
Tamalpais Union HighHigh School DistrictJaemi Naish(415) 945-1070

Executive Summary

Consortium Overview and Planning Process

The Marin Adult Education Program Consortium (MAEP) consists of six primary members: College of Marin, Novato Unified School District, San Rafael City Schools, Shoreline Unified School District, Tamalpais Union High School District, and Marin County Office of Education. These institutions work closely with community partners such as the Workforce Alliance of the North Bay, Canal Alliance, YWCA, Community Action Marin, and Marin Center for Independent Living to provide high-quality educational and workforce services to adult learners across Marin County.

The 2025-2028 Three-Year Plan was developed through an inclusive, data-driven process involving all consortium members and community partners. The process included a comprehensive needs assessment that analyzed demographic, economic, and educational data from sources such as the U.S. Census Bureau, CAEP, TopsPro, LaunchBoard, and DataVista. Stakeholder input was gathered through surveys and focus groups with community agencies, local employers, and adult learners, ensuring that the plan reflects the needs and perspectives of those served.

Needs Identified in the Needs Assessment

The needs assessment identified key challenges and opportunities that have shaped MAEP’s strategic direction:

  • English Language Learning (ELL): 81% of adult learners are English learners who require expanded ESL programs, including contextualized, workplace-specific language instruction.
  • Skills Gaps in High-Growth Industries: Workforce gaps exist in healthcare, construction, and transportation. MAEP will address these gaps through career pathways, pre-apprenticeships, and apprenticeship programs.
  • Economic Barriers: Almost 9% of Marin County residents live below the poverty line. Wrap-around services, including transportation, childcare, and financial aid, are critical to improving access and success.
  • Digital Literacy and Access: The digital divide continues to be a barrier for many adult learners, emphasizing the need for greater access to digital literacy programs and technology resources.

Consortium Goals and Strategies

To address these identified needs, MAEP has established three core objectives aligned with CAEP’s priorities:

Objective 1: Address Educational Needs

  • Expand flexible learning options (in-person, hybrid, and HyFlex) to accommodate varied schedules.
  • Offer contextualized ESL and GED programs integrated with workforce skills.
  • Strengthen CTE pathways and pre-apprenticeships in healthcare, construction, and transportation.

Objective 2: Improve Integration of Services and Transitions

  • Strengthen partnerships with community organizations and employers to provide wraparound services.
  • Develop and expand pathways between adult schools and College of Marin, including dual enrollment and guided onramps to postsecondary education.
  • Continue providing transition counseling and academic support to help learners achieve their career and educational goals.

Objective 3: Improve Effectiveness of Services

  • Expand professional development to improve instructional practices and integrate digital literacy.
  • Leverage data analytics to evaluate program effectiveness and respond to emerging trends.
  • Enhance marketing and outreach efforts to increase enrollment, especially among immigrants and underserved populations.

Metrics and Outcomes

MAEP has identified measurable goals to track progress over the three-year period:

  • Increase enrollment and persistence rates, particularly in ESL and CTE programs.
  • Raise postsecondary transition rates by 20% through expanded pathways and transition support.
  • Improve digital literacy and employment outcomes, with a target of placing 30% of CTE completers in related fields.

Funding and Resource Allocation

CAEP funds will be allocated strategically to sustain and expand high-impact programs, with a focus on ESL, GED, CTE, and workforce reentry. MAEP will also leverage additional resources from grants, community partnerships, and other funding sources to ensure program sustainability and growth.

  • Instructional Programs: Resources will support expanded ESL, GED, and CTE offerings.
  • Student Support Services: Funding will enhance transition counseling, digital literacy programs, and wraparound services.
  • Professional Development: Investment in faculty training will ensure high-quality instruction aligned with consortium priorities.

Conclusion

The 2025-2028 MAEP Three-Year Plan reflects a collaborative, data-driven approach to addressing the educational and workforce needs of Marin County’s adult learners. By strengthening partnerships, expanding program offerings, and improving service delivery, MAEP aims to empower adult learners to achieve their educational and career goals, contributing to greater economic mobility and community resilience.

Assessment

The Marin Adult Education Program Consortium (MAEP) conducted a comprehensive needs assessment to accurately identify and address the educational requirements, regional alignment, and the current provision levels of education and workforce services for adults within Marin County. This assessment was fundamental to understanding the gaps and aligning our services with the regional economic and educational goals.

Assessment Process Overview:

The assessment was orchestrated by the MAEP Governance Committee, which includes representatives from College of Marin, Novato Unified School District /, San Rafael City Schools, Shoreline Unified School District, Tamalpais Union High School District, and the Marin Office of Education, as well as consortium partners. The approach was multifaceted, involving data collection, stakeholder consultations, and comparative analysis to ensure a holistic view of the needs and resources.

  1. Data Collection: The consortium utilized a range of data sources to form a robust foundation for the assessment. This included demographic and labor market data sourced from the U.S. Census Bureau and the California Employment Development Department, Lightcast LMI data,  as well as educational performance data from Data Vista, CAEP, and DataQuest. This quantitative data helped to outline the regional characteristics and the economic landscape impacting adult learners.
  2. Stakeholder Engagement: To garner qualitative insights, MAEP facilitated discussions and meetings with a diverse group of stakeholders, including representatives from the departments of Health and Human Resources, the Public Defenders Office, the Workforce Alliance of the North Bay, and several local non-profit organizations that serve our community, including but not limited to, Canal Alliance, Community Action Marin, and the Multicultural Center of Marin. These engagements were crucial for understanding the real-world challenges and expectations of adult education services from multiple perspectives.
  3. Surveys and Feedback Instruments: The consortium reviewed surveys including Technology Surveys and Needs Surveys to both current and former adult learners, focusing on gathering direct feedback on their experiences with the accessibility, relevance, and effectiveness of the education services provided. This feedback was instrumental in identifying unmet needs and areas requiring enhancement.
  4. Comparative Analysis: To ensure regional alignment, the consortium reviewed and compared its findings against existing education and workforce development plans, including those required under the Workforce Innovation and Opportunity Act (WIOA). This step was essential to ensure that MAEP’s efforts were complementary and not duplicative, filling in gaps rather than overlapping with existing provisions.

Approach to Conducting the Assessment:

The consortium's approach was collaborative and data-driven, emphasizing the importance of actionable insights that could directly influence programming and policy decisions. We held stakeholder meetings and included the planning documents of service providers in our region. The process was iterative, allowing for continuous refinement of strategies based on stakeholder input and emerging data trends. This method ensured that the assessment not only captured a snapshot of current needs but also established a framework for ongoing evaluation and response to the dynamic educational landscape in Marin County.

Through this comprehensive assessment, MAEP has laid a strong foundation for targeted and effective planning, ensuring that educational services are finely tuned to meet the evolving needs of Marin County and the immediately surrounding area.


What type of representatives make up your assessment planning board members?

Which of the following data sources were referenced and contributed to the consortium's understanding of needs, current levels and types of services, and gaps?

In conducting our comprehensive assessment to identify and assess the needs of adults served by the Marin Adult Education Program Consortium (MAEP), we employed a methodical approach to data collection, utilizing multiple data sources to ensure a thorough understanding of the educational landscape and labor market demands within Marin County.

Data Sources Used:

The consortium utilized a variety of quantitative data sources to provide a foundational understanding of the region's demographic, educational, and economic conditions. These included:

  • Lightcast LMI Data: Provided detailed insights into local labor market trends and employment projections, crucial for aligning our educational services with job market demands.
  • American Community Survey (ACS) Data: Offered comprehensive demographic information that helped in understanding the socio-economic backgrounds of our adult learners.
  • CAEP Data and LaunchBoard / DataVista: These platforms provided specific adult education performance metrics and outcomes, such as enrollment numbers, learning gains, transitions to secondary education institutions such as College of Marin, graduation rates. From this source we were also able to review and analyse specific demographic data of our students, including race and ethnicity, city of residence, and employment status.  This aided in the evaluation of current program effectiveness and enabled us to review detailed student performance and progress data, which was instrumental in assessing the outcomes of our educational offerings.
  • College and Career Readiness Standards: These standards drive curricular development, assuring that MAEP curricula align with core skills that emphasize critical reading, writing, and mathematical skills essential for college and career readiness. Standards are integrated into existing educational programs, and instructional methods are revisited to ensure they meet or exceed the standards’ expectations.

Barriers in Data Collection:

One significant challenge encountered during the data collection phase was the lower than anticipated response rate to student surveys such as our consortium-wide student voice tracker. This limited our ability to capture a full range of student experiences and feedback from all agencies, which are crucial for evaluating the personal impact of our programs and understanding nuanced barriers faced by students.

Successes in Data Collection and Analysis:

Despite the challenges, the data collection process yielded substantial successes:

  • Richness of Data: The variety and depth of the data sources available allowed for a rich analysis of needs and service effectiveness. This wealth of data enabled the consortium to make informed decisions backed by concrete evidence.
  • Quantitative Data Availability: The availability of extensive quantitative data from reputable sources like Lightcast, ACS, and CAEP provided a comprehensive framework for understanding the broader economic and educational context in which our programs operate.
  • Insightful Analysis: The data collected facilitated a detailed analysis that highlighted critical areas for program improvement and identified emerging opportunities within the regional workforce landscape that members have been working to align with, especially in the expanding field of healthcare.
  • Partner Involvement: Creating the Three Year Plan gave us an opportunity to connect in a deep and meaningful way with our community partners, with whom we had rarely if ever formally gathered as a group. This strengthened our connections with each other and our cohesiveness as a group working to serve the same populations.

The process of collecting and analyzing data, despite certain barriers, proved highly effective in informing the consortium’s strategic planning. The insights gained from a wide array of data sources have equipped MAEP with the necessary information to tailor and enhance adult education programs, ensuring they are responsive to the evolving needs of the community and aligned with regional workforce demands.

Regional Alignment and Priorities

Provide the names and types of the regional partner organizations that your consortium works with to ensure programs offered align with regional needs. *

Click Add Partner Organization, search for the organization’s name, and select it. If the organization is not listed, click Create a new one in the modal, enter the Partner Organization Name, and select the Partner Organization Type.

Partner Organization NamePartner Organization Type
Canal AllianceCommunity Organization
YWCA San Francisco MarinCommunity Organization
Career Point MarinWorkforce Development Board
Marin Builders AssociationIndustry
Golden Gate TransitBusiness
Marin Center for Independent LivingCommunity Organization
Marin City Community Development CorporationCommunity Organization
Marin County Sheriff's OfficeCommunity Organization
Multicultural Center of MarinCommunity Organization
NextGen Trades AcademyIndustry
Workforce Alliance of the North BayWorkforce Development Board
KaiserIndustry
Marin HealthIndustry
Dominican UniversityOther
Marin Community ClinicsIndustry
Public Authority of MarinOther
Community Action MarinCommunity Organization
Marin County Free LibrariesOther
Marin County Office of EquityCommunity Organization
North Bay TIPIndustry
Fire FoundryIndustry
Marin County Office of the Public DefenderIndustry
What relevant education and workforce plans that guide services in the region were used to develop this Three-Year Plan?

Labor Force and Industry Employment Summary / County LCAP Goals

What are the top priorities in relation to regional alignment?

The Marin Adult Education Program Consortium (MAEP) strategically aligns its adult education and workforce services with several key local and regional education and workforce development plans. This alignment ensures that our programs are not only responsive to local needs but also integrated with broader economic and educational initiatives.

Relevant Plans and Participation:

  1. Strong Workforce Plans from College of Marin: These plans focus on enhancing career technical education and workforce readiness. The College of Marin plays a pivotal role in developing these plans, aiming to address skill gaps in high-demand sectors.
  2. Workforce Alliance of the North Bay (WANB) Local Strategic Plan: This plan outlines strategies to strengthen workforce development across Marin County and neighboring regions, with a focus on aligning educational programs with emerging job market demands.
  3. North Bay WIOA Regional Strategic Plan: Developed in collaboration with local workforce development boards, this plan under the Workforce Innovation and Opportunity Act (WIOA) emphasizes enhancing career pathways and increasing access to training and employment services across multiple sectors.
  4. Marin County Office of Education LCAP Goals: These goals are designed to improve educational outcomes as part of the Local Control and Accountability Plan (LCAP), focusing on student performance, school improvement, and parent engagement.
  5. Tam Adult School Continuous Improvement Plan (CIP): This plan focuses on ongoing educational improvements and program evaluations to enhance adult learning and integration into higher education or the workforce.
  6. Tam Adult School WASC Accreditation Self Study: This comprehensive self-study contributes to the accreditation process, ensuring that educational services meet the quality standards necessary for advancing adult education.
  7. ELL Healthcare Pathways 3-Year Grant Plan: This plan aims to expand healthcare training and contextualized ESL instruction across Marin County to increase English Language Learners’ access to healthcare credentials, postsecondary education, and employment. 
  8.  WIOA Title II plan/TUHSD:  Tamalpais Adult School/TUHSD receives WIOA Title II funding to provide ESL, IELCE, GED/Diploma classes in Marin County.  They will receive WIOA Title II funding between July 1, 2023 - June 30, 2027. 

Alignment of Services:

The services provided by MAEP are closely aligned with these plans by:

  • Enhancing Career Pathways: By integrating training programs that are responsive to the needs identified in the Strong Workforce and WIOA Title II AEFLA (Adult Education & Family Literacy Act) plans, particularly in sectors such as healthcare, technology, and green jobs.
  • Improving Workforce Readiness: Coordinating with WANB and local employers to align skills training with job market demands, ensuring that adults are prepared for employment opportunities.
  • Fostering Educational Progression: Aligning with the LCAP goals and WASC standards to support adult learners in achieving educational success and transition to postsecondary education.

Gaps in Alignment:

Despite robust alignments, some gaps remain, particularly in:

  • Comprehensive Support Services: While plans aim to enhance educational and workforce outcomes, there is a need for more integrated support services, such as counseling, childcare, and transportation, which are critical for adult learners to fully engage in education and training. Students also need support in both in digital access- to wifi and devices, as well as training in basic literacy skills.
  • Data Integration and Sharing: Improving the mechanisms for data sharing between educational institutions and workforce agencies could enhance the tracking of student progress and the effectiveness of workforce programs.

By addressing these gaps, MAEP can further enhance the coherence and efficacy of adult education and workforce development efforts across Marin County, ensuring that programs not only meet current needs but are also adaptive to future economic and educational landscapes.

The Marin Adult Education Program Consortium (MAEP) has conducted a thorough evaluation of the educational needs of adults in the region, leveraging a combination of local demographic data, employment trends, and direct feedback from stakeholders to identify and prioritize educational services. This evaluation is critical in guiding the consortium's strategic decisions and resource allocation to effectively address the identified needs.

Summary of Key Data Points:

  1. Language and Literacy Needs: CAEP and DataVista data reveal that a substantial number of adults in the region are English language learners (ELLs), comprising about 25% of the adult education populace, who require specialized ESL programs to improve their language skills and enhance employability.
  2. Employment and Skill Gaps: Lightcast labor market information (LMI) highlights growing demand in sectors like healthcare, technology, and green jobs. Marin’s higher than average population of older adults necessitates the training of great numbers of workers in the healthcare pathways. However, there is a noticeable skills mismatch, as many adults do not possess the qualifications or training required for these high-demand areas.
  3. Economic Disparities: Despite the overall affluence of Marin County, there are pockets of poverty where adults face economic barriers to accessing education and training. Nearly 9% of adults live below the poverty line, impacting their ability to engage in lifelong learning or career advancement programs. This portion of the population is greatly affected by the high cost of living in Marin County
  4. Demographic Trends: Data from the American Community Survey (ACS) indicates a significant portion of the adult population in Marin County lacks postsecondary education credentials. Approximately 14% of adults over the age of 18 have only a high school diploma, and another 8% have less than a high school education.

Implications for Consortium’s Prioritization:

These key data points have significant implications for the consortium’s strategic planning and resource allocation:

  1. Expansion of Vocational Training: The skills gap identified through labor market analysis necessitates the expansion of vocational training programs, particularly in high-growth sectors especially in the healthcare fields. Investing in short-term career technical education programs such as healthcare pathways, construction trades, and bus operation can quickly equip adults with the skills needed to transition into these roles.
  2. Enhanced ESL and Literacy Programs: Marin County’s population includes 9.2% of people who speak English less than “very well.” This high percentage of ELLs and those with limited literacy underscores the need for robust ESL and adult basic education programs. These programs are crucial in ensuring that all adults, regardless of language proficiency, have access to educational opportunities that can lead to economic self-sufficiency.
  3. Support Services: To address economic barriers, the consortium must prioritize the integration of support services such as transportation, childcare, and financial aid counseling into adult education programs. Programs must be offered in accessible distance-learning and hyflex platforms. These supports are essential to increase accessibility for underserved and economically disadvantaged adults.
  4. Data-Driven Decision Making: Continual monitoring and analysis of regional data will be vital. Adapting programs to meet the evolving educational needs and responding to economic shifts will help the consortium stay aligned with both current and future demands.

By focusing on these areas, the Marin Adult Education Program Consortium can better align its resources to meet the complex and diverse needs of the adult learner population in Marin County, enhancing their educational outcomes and workforce readiness.

Please identify the categories of needs of your region.

Marin County, while known for its affluence, presents a contrasting landscape where significant disparities exist, particularly affecting the educational and workforce opportunities available to adults. These disparities are not only economic but also cultural and geographic, influencing the design and implementation of adult education programs.These disparities are compounded by the county’s high cost of living.

Economic Diversity and Inequality: Marin County's economic landscape is marked by stark contrasts—wealthy communities juxtaposed with segregated areas of significant poverty such as the Canal District of San Rafael, Marin City, and rural West Marin. It also has one of the highest rates of newcomers in the state. This economic diversity means that while some adults may seek skills enhancement or career transitioning programs, others struggle with basic educational needs or entry-level job training. The consortium must, therefore, balance resources to cater both to those seeking to advance in trades and those needing foundational education.

Cultural and Linguistic Diversity: The region is culturally rich, with almost 20% of residents originating in foreign countries and over 25% of residents speaking a language other than English at home. This diversity enriches the community but also introduces challenges in educational service provision. Language barriers are a prominent issue, necessitating a robust network of ESL programs tailored to various proficiency levels. Additionally, cultural sensitivity is crucial in designing programs that are not only accessible but also respectful and inviting to all community members.

Geographic Accessibility: Marin County’s geography, characterized by both urban and more remote rural areas, affects access to education and training services. Residents in less densely populated or remote areas face challenges such as limited transportation, fewer nearby educational facilities, and limited access to wifi, which can deter participation in adult education programs. Addressing these geographic barriers involves strategic placement of services and enhanced transportation support, ensuring that all residents, regardless of location, have equitable access to education opportunities.

Technological Access and Literacy: While Marin County is proximate to major technology hubs, there remains a digital divide. Access to technology and the internet varies significantly, with some adults lacking basic digital literacy skills necessary for both educational success and workplace competence. The consortium's focus on increasing digital literacy and ensuring that all adults have access to the necessary technology is critical for full participation in the modern economy.

Aging Population: With a notably higher median age compared to national averages, the educational programs must also cater to the needs of older adults who may be seeking to re-enter the workforce, change careers, or simply engage in lifelong learning to enhance their quality of life. This high proportion of aging adults also exacerbates the need for healthcare aide workers, who must earn a higher-than-average wage for this industry, considering the high cost of living in Marin County.

Response to Regional Needs: The MAEP has tailored its offerings to these unique regional characteristics by providing a diverse array of programs, from basic literacy and high school equivalency to career technical education. The consortium actively works to secure funding and partnerships that enable the provision of comprehensive support services, such as career counseling, job placement assistance, and wrap-around supports.

By understanding and responding to these distinct regional needs, the Marin Adult Education Program Consortium ensures that its programs are not only comprehensive but also deeply integrated into the fabric of the community, providing meaningful and accessible educational opportunities to all adults in the region.

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

Challenges in Marin County:

The Marin Adult Education Program Consortium faces several unique challenges that reflect the particular socio-economic, geographic, and demographic features of Marin County. Addressing these challenges requires tailored strategies that consider the specific characteristics of the local population and the regional infrastructure.

  1. Economic Disparity: Marin County is characterized by significant economic disparities that manifest in unequal access to education and workforce opportunities. While some areas are among the wealthiest in the nation, others face economic hardship, with residents struggling with low income and limited job opportunities. This disparity poses a challenge in designing programs that can effectively ensure equitable access to education and workforce development.
  2. High Cost of Living: The high cost of living in Marin County affects both students and educational institutions. For students, especially those from low-income backgrounds, the costs associated with education—such as transportation, childcare, and other supplies—can be prohibitive. For institutions, operating costs are higher, which can limit the ability to expand programs or hire and retain qualified staff. This economic climate necessitates increased financial support and innovative solutions to reduce the burden on students.
  3. Geographic and Transportation Barriers: Marin County's diverse geography, which includes both urban and rural areas, presents significant challenges in terms of accessibility to educational facilities. Residents in remote areas may have limited access to transportation, making it difficult to reach educational centers. The consortium offers flexible learning models such as online classes or satellite campuses to improve accessibility.
  4. Diverse Population with Specific Needs: The demographic diversity of Marin County, including a substantial immigrant population and a higher-than-average proportion of older adults, introduces specific educational needs. Language barriers, cultural differences, and age-related preferences necessitate tailored educational programs. This diversity requires the consortium to offer language support, culturally sensitive course content, and digital literacy programs designed for different age groups and varying socio-economic levels.
  5. Digital Divide: Marin County experiences a digital divide that impacts adult education. Not all residents have equal access to digital resources, which are increasingly crucial for both learning and accessing job opportunities. Enhancing digital literacy and ensuring that all community members have access to necessary technology are priorities for the consortium.
  6. Coordination Among Diverse Stakeholders: The consortium involves various stakeholders, including educational institutions, local businesses, community organizations, and government agencies. Effective coordination among these entities is challenging but essential for aligning goals, pooling resources, and implementing comprehensive education and workforce strategies as well as providing essential wrap-around services.
  7. Regulatory and Funding Constraints: Navigating the complex landscape of educational regulations and securing adequate funding remain constant challenges. The consortium must stay updated with changes in laws and seek diverse funding sources to sustain and expand its programs.
Which populations are currently being served by your programs?

Contributions by Entities*

NameRoleThree-Year Plan Contribution
Rebecca Nowlen Administrator Designed proposed strategies
Jaemi Naish Administrator Designed proposed strategies
Jen Russell Administrator Designed proposed strategies
Alina Varona Administrator Designed proposed strategies
Ken Lippi Administrator Participated in planning meetings
James Sarria Director of Education and Career at Canal Alliance Participated in planning meetings
Sita Williams Community & Business Partnerships Officer at Workforce Alliance of the North Bay Provided data
Kathleen Antokhin Classified staff Designed proposed strategies
Shante McDonald Workforce Development and Entrepreneurship Program Manager at the YWCA Silicon Valley Participated in planning meetings
Sue Hall Administrator Participated in planning meetings
Don Drake Principal Participated in planning meetings

Regional Service Providers

For each Consortium Member service provider, enter the number of Participants in each program area.

Provider NameProvider TypeNumber of Participants in Program AreaTotal Participants
ABEASEAWDCSSCTEESLPre-ApprenticeshipShort Term CTEWorkforce Reentry
*Marin CCDMember Representative

0

0

112

0

208

2,169

0

0

0

2489
*Marin Co. Office of EducationMember Representative

0

0

1

20

0

0

0

0

0

21
*Novato UnifiedMember Representative

0

130

0

0

0

395

0

0

0

525
*San Rafael City HighMember Representative

0

60

0

0

0

24

0

0

1

85
*Shoreline UnifiedMember Representative

0

0

0

0

0

33

0

0

0

33
*Tamalpais Union HighMember Representative

0

252

0

0

19

308

0

0

63

642
Total Participants 0 442 113 20 227 2929 0 0 64 3795
* Consortium Member required to input number of Participants

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

Provider NameProvider TypeProgram Area Where Services Are Provided
ABEASEAWDCSSCTEESLPre-ApprenticeshipShort Term CTEWorkforce Reentry
Canal Alliance Community Organization

E2C Construction Skills Industry

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

The Marin Adult Education Program Consortium (MAEP) aligns its educational programs with key economic sectors in Marin County, addressing workforce needs and providing pathways to sustainable, well-paying jobs. The focus industries include healthcare, construction, education, transportation, and finance/banking.

Healthcare Pathways:

  • Challenges: Marin County has a “higher than national average” number of residents of retirement age. This, combined with a consistent shortage of healthcare professionals exacerbated by high living costs, hinders workforce stability in Marin County.
  • Opportunities: MAEP offers training in nursing, certified nursing assistant, medical front office assistance, and home health care, quickly equipping students with the skills needed for immediate employment in local medical facilities. Strong partnerships and aligned programs between K-12 programs and College of Marin enhance these opportunities.

Construction:

  • Challenges: The industry requires a steady influx of skilled labor to manage new developments and infrastructure projects, yet attracting new workers is difficult due to industry misconceptions. Some programs require a high school diploma or GED to begin, which can be a barrier to some students
  • Opportunities: Apprenticeship programs in MAEP highlight the benefits of construction careers, helping to replenish the workforce with skilled labor.

Education:

  • Challenges: Competitive regional salaries and high living expenses pose significant challenges in recruiting and retaining educational professionals.
  • Opportunities: Entry-level programs offered by the Marin County Office of Education prepare participants for roles in education, alleviating local shortages.

Transportation:

  • Challenges: Growing public and commercial transportation demands heighten the need for qualified professionals.
  • Opportunities: The Bus-Operator apprenticeship program offers extensive training, leading to stable and well-compensated positions in the transportation sector.

Finance/Banking:

  • Challenges: There is a need for greater diversity and representation in the financial sector, particularly among Latinx communities.
  • Opportunities: In partnership with Canal Alliance, College of Marin offers the "Latinos in Finance" program, which equips participants with essential skills for careers in finance and banking, fostering greater inclusivity and opening pathways to financial careers.

The Marin Adult Education Program Consortium (MAEP) offers a comprehensive range of educational and workforce services designed to meet the diverse needs of adults in Marin County. These services are structured across various levels of instruction and program areas, aiming to facilitate seamless transitions into the workforce or higher education and to support community integration and personal development.

Levels of Education and Workforce Services:

MAEP provides varying levels of instruction tailored to the needs of adult learners, ranging from foundational skills to advanced career-specific training:

  • Basic Education: Includes Adult Basic Education (ABE), Adult Secondary Education (ASE) and High School Equivalency (HSE) programs that offer fundamental skills in reading, writing, and math.
  • English Language Learning: Programs designed for non-native speakers to improve English language skills, facilitating better integration into the community and the local workforce.
  • Career Technical Education (CTE): Short-term, skill-specific courses that prepare adults for high-demand employment areas, aligned with regional economic needs.
  • Vocational Training: Includes specialized training in industries such as healthcare, construction, and transportation, providing certifications and credentials that lead directly to employment.
  • Distance Learning: Online courses and hybrid models that offer flexibility for adults balancing education with work and family responsibilities.
  • Workforce Preparation: Services that include resume building, interview preparation, and job placement assistance to help adults transition into new careers or re-enter the job market.

Evaluation of Services:

Upon reviewing the current levels and types of services against the educational needs identified in Section 2: Assessment, several alignments and gaps have been noted:

  • Alignments: There is a strong alignment in providing basic education, English language learning, and career technical education. These programs are well-received and meet the needs of a significant portion of the adult population in Marin County, particularly in high-demand sectors like healthcare and construction.
  • Gaps: Despite these strengths, gaps remain in services for adults needing basic literacy instruction. Also, there is such a high need for English language instruction in the county that it seems insurmountable to find the space, teachers, and funding needed to meet that need.. Additionally, while workforce preparation services are offered, ongoing feedback suggests a need for more robust job placement services and follow-up support to ensure sustainable employment.
  • Technology Integration: The increased need for digital literacy across all program areas indicates a gap in current offerings, particularly for older adults and those in lower-income brackets who may not have regular access to technology.

Conclusion:

While MAEP effectively addresses many of the educational and workforce needs of the region, continuous evaluation and adaptation of services are necessary to close existing gaps. Enhancing technology integration, expanding ESL programs, and bolstering apprenticeship programs will be critical in ensuring that all adults in Marin County have access to the education and support they need to succeed.


Metrics: CAEP Barriers & Metrics

Goals & Metrics

Metrics

Adult Ed Metrics

  • English Language Learner (149AE)
  • Low Income (154AE)

Metrics

Adult Ed Metrics

  • Short-Term CTE Training Programs (126AE)
  • Workforce Preparation (124AE)

Metrics

Adult Ed Metrics

  • Transitioned to CTE (636AE)
  • Transitioned to Non-Developmental Credit College Course (637AE)

Metrics

Adult Ed Metrics

  • Diploma, GED or High School Equivalency (633AE)
  • Postsecondary Credential (624AE)

Consortium Level Metric Targets

In this section, Consortium Level Actuals data from DataVista for the previous three years, including areas to input data for Consortium Level Targets are shown below.

The first row shows the required metric of Number of Adults Served. The following rows show metrics previously selected in the CAEP Barriers and Metrics workflow section.

Input Consortium Level Targets as whole numbers for the upcoming three years for all of the rows of metrics shown below

The 2023-24 data in DataVista will be made available in Spring 2025 and the 2024-25 data will be made available in Spring 2026.

Metric SetMetric DescriptionConsortium Level Metric Actuals Consortium Level Metric Targets
2022-23 2023-24 2024-25 2025-26 2026-27 2027-28
AllReportable Individuals (200AE) 3,193 3,674

4,049

4,251

4,463

Student BarriersEnglish Language Learner (149AE) 2,512 3,211

3,540

3,717

3,902

Student BarriersLow 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 SetMetric DescriptionMember Level Metric Actuals Member Level Metric Targets
2022-23 2023-24 2024-25 2025-26 2026-27 2027-28
AllParticipants (202AE) 1,709 2,354

2,798

3,326

3,954

SuccessDiploma, GED or High School Equivalency (633AE) 18 21

27

33

39

SuccessPostsecondary Credential (624AE) 17 10

20

24

29

TransitionTransitioned to Non-Developmental Credit College Course (637AE) 108

113

119

125

TransitionTransitioned to CTE (636AE) 161

189

233

286

Students and ProgramsWorkforce Preparation (124AE)

124

150

175

Students and ProgramsShort-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 SetMetric DescriptionMember Level Metric Actuals Member Level Metric Targets
2022-23 2023-24 2024-25 2025-26 2026-27 2027-28
AllParticipants (202AE) 0 17

35

35

35

SuccessDiploma, GED or High School Equivalency (633AE) 0

0

0

0

SuccessPostsecondary Credential (624AE) 0

0

0

0

TransitionTransitioned to Non-Developmental Credit College Course (637AE)

0

0

0

TransitionTransitioned to CTE (636AE)

0

0

0

Students and ProgramsWorkforce Preparation (124AE)

0

0

0

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

0

0

0

* Mandatory for all members


Novato Unified (Reported by Novato Unified School District (NUSD))

Metric SetMetric DescriptionMember Level Metric Actuals Member Level Metric Targets
2022-23 2023-24 2024-25 2025-26 2026-27 2027-28
AllParticipants (202AE) 238 341

400

400

400

SuccessDiploma, GED or High School Equivalency (633AE)

10

10

10

SuccessPostsecondary Credential (624AE)

0

0

0

TransitionTransitioned to Non-Developmental Credit College Course (637AE)

0

0

0

TransitionTransitioned to CTE (636AE) 14

0

0

0

Students and ProgramsWorkforce Preparation (124AE)

0

0

0

Students and ProgramsShort-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 SetMetric DescriptionMember Level Metric Actuals Member Level Metric Targets
2022-23 2023-24 2024-25 2025-26 2026-27 2027-28
AllParticipants (202AE) 58 54

55

55

55

SuccessDiploma, GED or High School Equivalency (633AE) 13 0

10

10

10

SuccessPostsecondary Credential (624AE) 0 0

0

0

0

TransitionTransitioned to Non-Developmental Credit College Course (637AE) 0

0

0

0

TransitionTransitioned to CTE (636AE)

0

0

0

Students and ProgramsWorkforce Preparation (124AE)

0

0

0

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

0

0

0

* Mandatory for all members


Shoreline Unified (Reported by Shoreline Unified School District)

Metric SetMetric DescriptionMember Level Metric Actuals Member Level Metric Targets
2022-23 2023-24 2024-25 2025-26 2026-27 2027-28
AllParticipants (202AE) 16 34

20

25

30

SuccessDiploma, GED or High School Equivalency (633AE) 0 0

0

0

0

SuccessPostsecondary Credential (624AE) 0

0

0

0

TransitionTransitioned to Non-Developmental Credit College Course (637AE) 0

0

0

0

TransitionTransitioned to CTE (636AE) 0

0

0

0

Students and ProgramsWorkforce Preparation (124AE)

0

0

0

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

0

0

0

* Mandatory for all members


Tamalpais Union High (Reported by Tamalpais Union High School District (TUHSD))

Metric SetMetric DescriptionMember Level Metric Actuals Member Level Metric Targets
2022-23 2023-24 2024-25 2025-26 2026-27 2027-28
AllParticipants (202AE) 359 401

425

450

450

SuccessDiploma, GED or High School Equivalency (633AE) 14 23

20

20

20

SuccessPostsecondary Credential (624AE) 0

0

0

0

TransitionTransitioned to Non-Developmental Credit College Course (637AE) 18

20

20

20

TransitionTransitioned to CTE (636AE) 47

0

0

0

Students and ProgramsWorkforce Preparation (124AE)

50

50

50

Students and ProgramsShort-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.

Enter each of the Percent of Available Funds Spent as percentages for each year
Member% of Available Funds SpentMember Level Targets
2022-232023-242024-252025-262026-272027-28
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

Select the strategies that your consortium is using to improve 1) integration of services and 2) transitions to post-secondary education and the workforce
  1. Utilizing Data

  2. Providing Professional Development

  3. Identifying Best Practices

  4. Offering Flexible Courses and Services

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

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

Not Entered

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

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.

Outcomes

Use the space provided to identify the Outcomes that the activity will accomplish in the next year (Short-Term), in one to three years (Intermediate), and in three to five years (Long-Term). The brief description of each of these three types of outcomes should include one or more outcomes that are specific, measurable, achievable, relevant, and time-bound (SMART).

  • 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 PositionResponsible MemberProposed Completion Date
AdministratorTamalpais Union High06/30/2028
Assistant PrincipalNovato Unified06/30/2028
Dean of Career Education & Workforce DevelopmentMarin CCD06/30/2028

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. 

Outcomes

Use the space provided to identify the Outcomes that the activity will accomplish in the next year (Short-Term), in one to three years (Intermediate), and in three to five years (Long-Term). The brief description of each of these three types of outcomes should include one or more outcomes that are specific, measurable, achievable, relevant, and time-bound (SMART).

  • 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 PositionResponsible MemberProposed Completion Date
Dean of Career Education & Workforce DevelopmentMarin CCD06/30/2028
AdministratorMarin Co. Office of Education06/30/2028
AdministratorTamalpais Union High06/30/2028

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. 

Outcomes

Use the space provided to identify the Outcomes that the activity will accomplish in the next year (Short-Term), in one to three years (Intermediate), and in three to five years (Long-Term). The brief description of each of these three types of outcomes should include one or more outcomes that are specific, measurable, achievable, relevant, and time-bound (SMART).

  • 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 PositionResponsible MemberProposed Completion Date
Dean of Career Education & Workforce DevelopmentMarin CCD06/30/2028
AdministratorTamalpais Union High06/30/2028
PrincipalSan Rafael City High06/30/2028

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.

Outcomes

Use the space provided to identify the Outcomes that the activity will accomplish in the next year (Short-Term), in one to three years (Intermediate), and in three to five years (Long-Term). The brief description of each of these three types of outcomes should include one or more outcomes that are specific, measurable, achievable, relevant, and time-bound (SMART).

  • 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 PositionResponsible MemberProposed Completion Date
Transition CounselorMarin CCD06/30/2028
Assistant PrincipalNovato Unified06/30/2028
Dean of Career Education & Workforce DevelopmentMarin CCD06/30/2028
PrincipalSan Rafael City High06/30/2028

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.

Outcomes

Use the space provided to identify the Outcomes that the activity will accomplish in the next year (Short-Term), in one to three years (Intermediate), and in three to five years (Long-Term). The brief description of each of these three types of outcomes should include one or more outcomes that are specific, measurable, achievable, relevant, and time-bound (SMART).

  • 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 PositionResponsible MemberProposed Completion Date
Program Coordinator- Workforce ProjectsMarin CCD06/30/2028
AdministratorMarin Co. Office of Education06/30/2028
AdministratorTamalpais Union High06/30/2028
PrincipalSan Rafael City High06/30/2028

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. 

Outcomes

Use the space provided to identify the Outcomes that the activity will accomplish in the next year (Short-Term), in one to three years (Intermediate), and in three to five years (Long-Term). The brief description of each of these three types of outcomes should include one or more outcomes that are specific, measurable, achievable, relevant, and time-bound (SMART).

  • 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 PositionResponsible MemberProposed Completion Date
Program Coordinator- Workforce ProjectsMarin CCD06/30/2028
PrincipalSan Rafael City High06/30/2028

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. 

Outcomes

Use the space provided to identify the Outcomes that the activity will accomplish in the next year (Short-Term), in one to three years (Intermediate), and in three to five years (Long-Term). The brief description of each of these three types of outcomes should include one or more outcomes that are specific, measurable, achievable, relevant, and time-bound (SMART).

  • 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 PositionResponsible MemberProposed Completion Date
Dean of Career Education & Workforce DevelopmentMarin CCD06/30/2028
Outreach CoordinatorTamalpais Union High06/30/2028
PrincipalSan Rafael City High06/30/2028
AdministratorTamalpais Union High06/30/2028
Assistant PrincipalNovato Unified06/30/2028

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. 

Outcomes

Use the space provided to identify the Outcomes that the activity will accomplish in the next year (Short-Term), in one to three years (Intermediate), and in three to five years (Long-Term). The brief description of each of these three types of outcomes should include one or more outcomes that are specific, measurable, achievable, relevant, and time-bound (SMART).

  • 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 PositionResponsible MemberProposed Completion Date
Outreach CoordinatorTamalpais Union High06/30/2028
Program Coordinator- Workforce ProjectsMarin CCD06/30/2028
AdministratorTamalpais Union High06/30/2028
Assistant PrincipalNovato Unified06/30/2028
AdministratorShoreline Unified06/30/2028
AdministratorMarin Co. Office of Education06/30/2028

Funds Evaluation

Member Allocations and Expenditures

Member AgencyPrior Year Total Leveraged FundsProgram Reporting Status
Marin CCD $3,509,904Certified
Marin Co. Office of Education $114,000Certified
Novato Unified $395,308Certified
San Rafael City High $382,821Certified
Shoreline Unified $16,768Certified
Tamalpais Union High $1,311,715Certified
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

  • Program Coordinator- Workforce Projects
  • kantokhin@marin.edu
  • (415) 457-8811 ext: 8183
Approved by Alina Varona

06/09/2025 11:43 AM PDT

Marin Co. Office of Education - Member Representative

Approved by Ken Lippi

06/17/2025 10:42 AM PDT

Novato Unified - Member Representative

Approved by Jennifer Marsh Russell

06/09/2025 04:23 PM PDT

San Rafael City High - Member Representative

Approved by Cecilia Perez

06/11/2025 11:11 AM PDT

Shoreline Unified - Member Representative

Approved by Katie Anderson

06/11/2025 12:20 PM PDT

Tamalpais Union High - Member Representative

Approved by Jaemi Naish

06/09/2025 12:07 PM PDT