Produced: Aug 14, 2025, 09:52 PM UTC - By Kathleen Antokhin
2025-26
Plans & Goals
Assessment
Activities & Outcomes
Objective #1: Address Educational Needs
Expand Flexible Scheduling for Access
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.
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 | 06/30/2026 |
Administrator | Marin Co. Office of Education | 06/30/2026 |
Administrator | Tamalpais Union High | 06/30/2026 |
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.
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 | 06/30/2026 |
Administrator | Tamalpais Union High | 06/30/2026 |
Principal | San Rafael City High | 06/30/2026 |
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.
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 | 06/30/2026 |
Assistant Principal | Novato Unified | 06/30/2026 |
Dean of Career Education & Workforce Development | Marin CCD | 06/30/2026 |
Principal | San Rafael City High | 06/30/2026 |
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.
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 | 06/30/2026 |
Principal | San Rafael City High | 06/30/2026 |
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.
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 | 06/30/2026 |
Administrator | Marin Co. Office of Education | 06/30/2026 |
Administrator | Tamalpais Union High | 06/30/2026 |
Principal | San Rafael City High | 06/30/2026 |
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.
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 | 06/30/2026 |
Outreach Coordinator | Tamalpais Union High | 06/30/2026 |
Principal | San Rafael City High | 06/30/2026 |
Administrator | Tamalpais Union High | 06/30/2026 |
Assistant Principal | Novato Unified | 06/30/2026 |
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.
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 |
Fiscal Management
Alignment & Carryover
The Marin Adult Education Program Consortium’s planned usage of CAEP funds for the 2025–2026 program year is directly aligned with the strategic priorities outlined in the 2025–2028 Three-Year Plan. All funding decisions are grounded in the plan’s three core objectives: addressing educational needs, improving integration of services and transitions, and improving effectiveness of services.
Addressing Educational Needs: A significant portion of this year’s allocations will support the continued expansion of ESL, HSD/HSE, and contextualized CTE programming. In alignment with our short-term goals, funds are being directed to hire additional ESL instructors, and co-locate instruction at accessible community sites. Resources will also be used to support instruction for Students with Interrupted Formal Education (SIFE), and to sustain GED preparation programs, especially for aged-out newcomer students in San Rafael.
Improving Integration of Services and Transitions: Funds are allocated to support a dedicated consortium-wide part-time/hourly bilingual Transition Counselor and a part-time Outreach Coordinator, both of whom play key roles in building seamless pathways from adult education to College of Marin and the workforce. These positions help operationalize the consortium’s goal to formalize referrals, improve dual enrollment efforts, and guide students through college and career transitions. Funds will also support coordination between MAEP agencies and local partners such as CareerPoint MARIN, Canal Alliance, and the Workforce Alliance of the North Bay.
Improving Effectiveness of Services: To improve data-driven decision-making and accountability, MAEP will use funds to support quarterly data reviews, regional data retreats, and training for staff on using CASAS, TOPSpro, and NOVA dashboards. The Outreach/Data Analyst role will also be funded to help analyze student trends, develop partner-facing materials, and expand public awareness efforts. In addition, allocations will support professional development aimed at integrating workforce preparation into academic instruction.
Across all objectives, MAEP’s funding approach supports equity and regional alignment by targeting high-need populations, leveraging community partnerships, and prioritizing strategies that lead to measurable improvements in student outcomes. These allocations are not only consistent with the Three-Year Plan—they are a critical mechanism for delivering on its vision.
The Marin Adult Education Program Consortium (MAEP) takes a strategic, collaborative, and equity-minded approach to incorporating carryover funds into annual program planning. In alignment with Education Code §84914, MAEP is committed to maintaining carryover levels below 20% and using all available funds to advance its strategic plans.
A defining strength of MAEP is the spirit of collegiality and mutual support among its members. When carryover funds do occur, they are not left idle. Instead, members with unspent funds actively reallocate those resources to support other member agencies with high student demand or emerging programmatic needs. This cooperative approach allows the consortium to maximize the collective impact of its funding across Marin County. Because of this practice, MAEP maintains low carryover funds.
Usage
In the 2025–2026 program year, MAEP will use CAEP funds to directly support the implementation of high-impact activities outlined in the Three-Year Plan, with an emphasis on improving access, equity, and transition outcomes for adult learners across Marin County. Funding will be distributed across all member agencies to support instruction, staffing, student services, and infrastructure aligned with CAEP’s three legislative objectives.
- Expanding and Sustaining Instructional Programs: Funds will be used to hire additional ESL instructors and expand course offerings in high-demand areas, particularly in ESL, ABE, ASE, and contextualized short-term CTE such as healthcare pathways. These courses will be offered in in-person, hybrid, HyFlex, and co-located formats to meet the needs of working adults, parents, and rural learners.
- Supporting Student Transitions and Counseling Services: MAEP will continue to fund an hourly part time consortium-wide bilingual Transition Counselor who facilitates warm handoffs between adult schools and College of Marin. This role is key in improving student transitions into credit-bearing college programs and certificate pathways. Additional resources will support onboarding events, financial aid workshops, and career planning services.
- Advancing Equity through Wraparound Supports and Outreach: Allocations will support outreach and navigation services through the MAEP Outreach and Data Analyst, who builds partnerships, maintains communications with local agencies, and supports member agencies with compliance. This role is critical to enabling all members to access and understand consortium-wide data.
- Improving Data Use and Program Accountability: Funds will be invested in professional development to strengthen data literacy and implement quarterly data reviews. These efforts will help member agencies use CASAS, TOPSpro, and LaunchBoard data to inform programming, close equity gaps, and demonstrate measurable outcomes.
- Building Bridges to Postsecondary and Career: MAEP will use funds to expand dual enrollment and noncredit-to-credit bridge programs with College of Marin, especially in healthcare and construction fields. Career exploration activities—such as guest speakers, employer site visits, and pre-apprenticeships—will also be supported through consortium resources and partner collaboration.
- Meeting Emergent Needs Through Reallocation and Braided Funding: As part of MAEP’s collegial approach, members with excess carryover will reallocate funds to members facing capacity constraints, allowing for the scaling of high-demand programs and services where most needed. Additional funds such College of Marin’s Strong Workforce Grants, Tamalpais Adult School’s WIOA II Fund, and the ELL HCP grant support these emergent needs.
In summary, all funds will be purposefully used to increase student access, strengthen instruction, and create clearer transitions to postsecondary education and employment, with a focus on closing opportunity gaps for Marin County’s adult learners.
Consortium Objectives & Activities Overview
Objectives & Activities
Activity | Origin | Included in Annual Plan |
---|---|---|
Objective #1: Address Educational Needs | ||
Expand Career Exploration and Work-Based Learning | THREE-YEAR PLAN 2025-28 | |
Expand Flexible Scheduling for Access | THREE-YEAR PLAN 2025-28 | |
Increase Enrollment in ELL Health Care Programs | THREE-YEAR PLAN 2025-28 | |
Objective #2: Improve Integration of Services & Transitions | ||
Integrate Academic and Workforce Prep Instruction | THREE-YEAR PLAN 2025-28 | |
Map ESL Course Recommendations Countywide | THREE-YEAR PLAN 2025-28 | |
Strengthen College Transition Support | THREE-YEAR PLAN 2025-28 | |
Objective #3: Improve Effectiveness of Services | ||
Improve Programming and Accountability with Data | THREE-YEAR PLAN 2025-28 | |
Strengthen MAEP Integration with COM Programs | THREE-YEAR PLAN 2025-28 |
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
Kessa Early - kearly@nusd.org
San Rafael City High - Member Representative
Don Drake - Principal
- ddrake@srcs.org
- (415) 485-2437
Shoreline Unified - Member Representative
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