CAEP
Annual Plan

Produced: Aug 14, 2025, 09:52 PM UTC - By Kathleen Antokhin

29 Marin Adult Education Program Consortium
CONSORTIUM APPROVED

2025-26

Plans & Goals

Executive Summary

The Marin Adult Education Program Consortium (MAEP) is entering the first year of its 2025–2028 Three-Year Plan with a strong foundation, built on substantial achievements and lessons from the 2024–2025 program year. The consortium made significant strides last year in expanding ESL access, building CTE pathways, and deepening partnerships with local workforce and community organizations. These accomplishments laid the groundwork for a more strategic, coordinated, and equity-focused agenda in 2025–2026.

MAEP’s vision centers on building equitable, flexible, and workforce-aligned educational opportunities for adults across Marin County. The region's stark economic and geographic divides—including high concentrations of English language learners in the Canal neighborhood, rural isolation in West Marin, and persistent opportunity gaps for newcomers and low-income residents—make this work especially urgent.

During the 2024–2025 program year, the consortium:

  • Expanded ESL offerings and added teaching staff at key sites, including Archie Williams High School and Canal Alliance;
  • Piloted flexible scheduling models across member agencies (HyFlex and evening);
  • Deepened CTE offerings through healthcare and construction pathways supported by the ELL Healthcare Pathways Grant and industry partners;
  • Partnered with workforce and government agencies, including CareerPoint MARIN, Kaiser, and the Workforce Alliance of the North Bay, to strengthen employer connections;
  • Held a well-attended partner convening and strengthened referral networks across sectors;
  • Expanded access to high school diploma, GED, and citizenship programs.

These accomplishments reflect meaningful progress toward the previous year’s goals and align directly with the strategic objectives of the new Three-Year Plan. However, challenges such as teacher shortages, part-time staffing constraints, and student attrition in diploma programs underscored the need for deeper systems coordination and targeted outreach—goals that have shaped the consortium’s current year priorities.

In 2025–2026, MAEP will focus on:

  • Expanding flexible scheduling and co-location of classes to increase access for working adults and families;
  • Growing enrollment in contextualized ESL-supported healthcare courses across Tamalpais Adult School, Marin County Office of Education, and College of Marin;
  • Launching countywide ESL pathway alignment to improve consistency in placement and course progression;
  • Strengthening transition systems, including student-onboarding support and a countywide bilingual Transition Counselor;
  • Embedding workforce readiness into academic instruction through contextualized ABE, ASE, and ESL programming;
  • Scaling bridge and dual enrollment programs to support seamless transition to postsecondary education and employment;
  • Improving data collection, analysis, and training through quarterly reviews, dashboards, and professional development.

All planned allocations directly support these goals and align with the consortium’s three strategic priorities: addressing educational needs, improving integration of services and transitions, and enhancing the effectiveness of services. MAEP’s funding strategy includes support for instructional expansion, staffing, outreach, and data capacity-building. Additionally, the consortium maintains a collaborative, low-carryover approach to budgeting, with members reallocating unused funds to meet emerging needs—demonstrating fiscal responsibility and adaptability.

MAEP’s approach is grounded in evidence, shaped by ongoing community input, and focused on creating equitable opportunities for Marin County’s adult learners. The work underway in 2025–2026 reflects both a commitment to long-term system change and a responsiveness to the immediate needs of students, families, and employers across the region.

Plans & Goals

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

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

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

The goals for the 2025–26 school year reflect a natural evolution from the previous year’s priorities, informed by the development and adoption of the 2025–2028 Three-Year Plan. Unlike 2024–25, which focused on recovery from pandemic-era disruptions and stabilizing program delivery, the current year’s goals are more strategic, integrated, and data-informed. They aim to deepen impact, scale proven practices, and build the systems needed to meet long-term regional needs.

The Three-Year Plan process involved a comprehensive self-study by all consortium members, extensive stakeholder engagement—including with employers, community organizations, and students—and detailed analysis of regional demographic and labor market data. This process surfaced not only emerging needs (such as increasing digital and workforce literacy) but also reinforced the urgency of expanding flexible scheduling, strengthening transition systems, and improving cross-agency alignment. As a result, new goals in 2025–26 are more focused on long-term student pathways, equity of access, and systemic coordination.

While the 2024–25 goals laid critical groundwork—particularly around ESL expansion, staff hiring, and foundational CTE offerings—the current goals build upon those efforts by targeting structural changes. These include formalizing transition protocols, mapping ESL offerings countywide, strengthening data-sharing systems, and embedding workforce preparation into core academic instruction.

Overall, the shift in goals represents a move from foundational expansion to strategic refinement—anchored in rigorous planning, community voice, and a shared vision for equity and access across Marin County.

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

A good deal of progress - most goals were met

Progress Report on 2024-2025 Annual Goals

1. Increased Access to Adult Education Programs

  • Successfully expanded ESL access by hiring additional instructional staff, directly addressing waitlists.
  • Co-located ESL courses at Archie Williams High School, Public Authority Marin, and Canal Alliance, thereby enhancing geographic accessibility and enrollment capacity.
  • Improved multi-agency Orientation programs in order to facilitate ease of access and increased attendance
  • Novato Adult School offered county-wide citizenship class

2. Enrollment Expansion in ESL Programs

  • Achieved expanded enrollment through flexible delivery models (distance, in-person, HyFlex).
  • Novato Adult School offered a county-wide summer basic math skills course
  • Additional ESL staffing allowed MAEP to more effectively manage high demand in ESL programs.
  • Expanded rolling enrollment options throughout the consortium

3. Improved Access to Diploma / Equivalency Programs and ESL/ABE for SIFE Students

  • Continued tailored ESL and ABE programming for Students with Interrupted Formal Education (SIFE), particularly through San Rafael Adult School.
  • Novato Adult School expanded its Spanish GED program
  • Eased access to Diploma and GED programs through increased flexible delivery models (distance, in-person, HyFlex)

4. Enhanced Professional Partnerships (Healthcare and Construction)

  • Successfully expanded healthcare pathways through the implementation of the ELL Healthcare Pathways Grant at College of Marin, Marin County Office of Education, and Tamalpais Adult School.
  • Tam Adult School launched the new Medical Front Office Assistant course, addressing regional healthcare workforce gaps.

5. Strengthened Workforce Relationships

  • Fostered relationships with the Workforce Alliance of the North Bay, focusing on clearer career pathways and employment support. 
  • Increased collaboration in healthcare industry via strengthened partnerships with Kaiser, Marin Health, Marin Center for Independent Living, and Public Authority Marin. Marin County Office of Education has been working with all districts in the area as employers for their Paraeducator Training.

6. Expansion of CTE Offerings (Healthcare and Construction)

  • Implemented additional ELL-supported healthcare CTE courses, specifically through the ELL healthcare pathways grant.
  • Leveraged partnerships with the Workforce Alliance and community organizations to enhance vocational opportunities.
  • Novato Adult School successfully hosted a cohort of the North Bay Trades Introductory Program and graduated 23 students.

7. Staffing and Site Expansion

  • Successfully added instructional staff and expanded teaching locations to meet growing student demand, notably at Archie Williams High School and through increased ESL course offerings.

8. Strengthened Community Partnerships

  • Facilitated a highly attended partner meeting with community partners, including nonprofits and government organizations, reinforcing cross-sector collaborations aimed at serving adult learners comprehensively.
  • Attended monthly Resource Opportunities Service Market meetings at the Multicultural Center of Marin to strengthen ties with local nonprofit and governmental agencies.
  • Hosted tables at Clean Slate events organized by the Public Defender’s Office and at several job fairs in the county

This progress clearly aligns with and advances the strategic objectives outlined in the 2025-2028 Three-Year Plan, notably addressing identified needs such as ESL expansion, workforce-aligned programming, and strengthened regional partnerships.

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

Barriers Faced Toward Achieving Previous Year Goals:

  1. Insufficient Capacity for ESL Instruction: Despite expanded ESL offerings, the Marin Adult Education Program Consortium (MAEP) faced significant challenges in meeting the high demand for ESL courses countywide. Limited funding prevented hiring sufficient numbers of ESL instructors to accommodate the growing number of students requiring services.
  2. Shortage of Qualified ESL Teachers: When funding was available, MAEP struggled to find enough certificated ESL teachers who were willing to accept part-time roles. This staffing challenge significantly limited the Consortium’s ability to expand and sustain ESL programming adequately.
  3. Limited Time for Outreach Initiatives: The MAEP Outreach Coordinator faced constraints in dedicating sufficient time to fully develop the planned social media presence. As a result, targeted outreach via channels such as Instagram could not be effectively pursued.
  4. Under-enrollment in Diploma and GED Programs: Diploma and GED programs continue to experience lower enrollment rates than expected. This appears connected to limited community awareness of the availability and benefits of these educational pathways. Without robust marketing and outreach, community members may remain unaware or hesitant about engaging with these programs.

These barriers highlight the areas where MAEP needs targeted strategic adjustments—particularly in funding allocation, staffing incentives, and strengthened community outreach—to effectively meet the educational and workforce needs of Marin County residents.

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

In alignment with the 2025–2028 Three-Year Plan, the Marin Adult Education Program Consortium (MAEP) is prioritizing strategic, equity-focused goals that target both immediate community needs and systemic improvements in service delivery. The current program year builds on foundational work completed in 2024–2025 and focuses on deepening access, improving transitions, and enhancing effectiveness across the county.

  1. Expand Flexible Scheduling for Access: To meet the needs of working adults and families, MAEP will expand online, hybrid, and HyFlex offerings, particularly in ESL and GED/ABE programs. Co-location efforts will grow through new partnerships with community centers and schools, especially in underserved areas.
  2. Increase Enrollment in ELL Healthcare Programs: Building on the momentum of the ELL Healthcare Pathways grant, Tamalpais Adult School and College of Marin will continue to recruit English learners into pre-apprenticeship and healthcare courses like Medical Front Office Assistant, CNA, and Home Health Aide. Outreach efforts will target multilingual and low-income communities through trusted partners such as Canal Alliance.
  3. Expand Career Exploration and Work-Based Learning: MAEP aims to reach over 100 students with experiential learning opportunities this year, including guest speakers, site visits, and pre-apprenticeships. Career exploration modules will be embedded in core ESL, ABE, ASE, and CTE curricula. These activities support student engagement and clearer career planning.
  4. Strengthen College Transition Support: The consortium will expand its partnership with College of Marin’s counselors and enrollment teams, offering at least four structured college transition events and creating clear handoff protocols. This work will help adult learners—especially ELL and low-income students—confidently move into credit-bearing and certificate programs.
  5. Integrate Academic and Workforce Prep Instruction: Consortium instructors will embed digital literacy and workplace readiness skills directly into academic instruction. At least 50% of ESL, ABE, and ASE courses will be redesigned to include contextualized, career-relevant learning objectives. This supports stronger alignment between education and workforce outcomes.
  6. Map ESL Course Recommendations Countywide: A major goal this year is to complete and launch a countywide ESL course sequence map. This includes standardizing placement practices, offering clear guidance to students, and facilitating transitions between member agencies and the College of Marin. This will significantly improve the student experience and reduce duplication or confusion.
  7. Strengthen MAEP Integration with College of Marin Programs: Dual enrollment and bridge programs will be expanded, and orientation sessions will be co-hosted for adult learners entering COM. The goal is to create seamless, supported pipelines from adult education into COM’s Career Education, degree, and transfer programs.
  8. Improve Programming and Accountability with Data: MAEP will hold quarterly data reviews and two annual data retreats. This will inform the development of targeted professional development and help consortium members refine instruction and services in real time. Data dashboards will track progress in enrollment, transitions, and credential attainment.

These goals reflect MAEP’s commitment to increasing equitable access, improving coordination between systems, and delivering high-quality, responsive services across Marin County.

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

The Marin Adult Education Program Consortium (MAEP) will use a combination of quantitative data analysis, regular review processes, and qualitative feedback to measure progress toward its 2025–2026 goals. These methods are aligned with the short-term outcomes identified in the 2025–2028 Three-Year Plan and ensure data-driven decision-making across all member agencies.

  1. Quarterly Data Reviews and Dashboards: MAEP will conduct quarterly reviews of key performance indicators using data reviews that monitor metrics such as enrollment, persistence, completion, transition rates, and employment outcomes. These reports will disaggregate data by site and student subgroup (e.g., ELL, low-income) to support equity-focused improvements.
  2. CASAS and TOPSpro Enterprise Assessments: Student learning gains in ESL, ABE, and ASE will be tracked using CASAS pre- and post-tests. These assessments will help evaluate student progress and instructional effectiveness, particularly in programs that embed workforce preparation content.
  3. LaunchBoard Metrics: Consortium members will monitor adult education metrics available through LaunchBoard, including transitions to credit college courses, postsecondary credential attainment, and short-term CTE completion. These state-aligned indicators ensure consistency with CAEP priorities.
  4. Course and Program Participation Tracking: MAEP will track the number of students enrolled in newly launched or expanded programs, such as ELL healthcare courses, dual enrollment bridge programs, and contextualized career exploration modules.
  5. Student and Partner Feedback Focus groups, informal interviews, and surveys with students and partners (e.g., Canal Alliance, CareerPoint MARIN) will provide qualitative insight into student satisfaction, program relevance, and barriers to success. This feedback loop supports continuous improvement.
  6. Event and Activity Documentation: Consortium-wide tracking of key deliverables—such as college transition events, co-located courses, work-based learning activities, and professional development sessions—will be maintained to ensure implementation fidelity and goal alignment.
  7. Annual Data Reviews: Quarterly consortium-wide data reviews will bring members together to reflect on progress, share best practices, and adjust implementation strategies based on evidence and outcomes.

Together, these tools and practices will allow MAEP to monitor both short-term outputs and long-term impact, enabling responsive adjustments and accountability to the goals set for the 2025–2026 program year.

Assessment

Regional Needs Assessment

Please identify the categories of needs in your region.

Please identify resources used to identify these gaps.

Measuring Effectiveness and Progress Toward Meeting Identified Needs

To effectively respond to the wide-ranging educational and workforce needs in Marin County, the Marin Adult Education Program Consortium (MAEP) will use a combination of statewide accountability tools and locally defined indicators. These measures will assess not only participation and completion, but also student learning, transition outcomes, and access to wraparound supports.

1. Student Progress Indicators:

  • CASAS Pre/Post Testing (ESL, ABE, ASE): Gains in language, literacy, and math will be tracked across member agencies to monitor individual academic growth and basic skills attainment.
  • TOPSpro Enterprise Reports: Used to track level completions, hours of instruction, and progress in ESL, HSD/HSE, and workforce readiness programs.
  • College Transition Rates: Local tracking of students who enroll in College of Marin noncredit or credit-bearing coursework after completing adult school programs, especially through dual enrollment initiatives. Core Performance Follow-Up Survey results show student success in transitions to secondary education and increased earnings.

2. Program Participation and Equity Metrics:

  • Enrollment and Retention by Demographic Group: Regular review of disaggregated enrollment data (race/ethnicity, income status, age, and geographic location) will help ensure programs are equitably reaching English learners, rural residents, immigrants/refugees, and low-income adults.
  • Program Completion Rates: Measured through HSD/HSE attainment, postsecondary credential completion, and certificates earned in short-term CTE.

3. Career and Workforce Readiness Outcomes:

  • Employment Tracking: Using the CASAS employment follow-up survey, and coordination with workforce partners (e.g., CareerPoint MARIN), MAEP will assess job placement in healthcare, construction, education, and transportation sectors.
  • CTE Participation and Placement: Number of students who complete short-term CTE programs and secure employment or transition into advanced career pathways at College of Marin or with regional employers.

4. Digital Literacy and Technology Access:

  • Digital Skills Assessments: Implementation of Northstar Digital Literacy Pilot assessments will track growth in computer and internet proficiency for some students at Tamalpais Adult School.
  • Technology Survey: Students will participate in an annual technology survey in order to assess broadband access, digital literacy skills, and device access of students

5. System-Level Improvements:

  • Course and Site Expansion Logs: Number of new or expanded classes, co-located sites (e.g., at high schools, libraries, or community centers), and increased HyFlex options will be recorded and evaluated.
  • Community and Partner Engagement: MAEP will document partner participation in events, referrals, and collaborative programs to assess the strength and reach of community partnerships. MAEP Coordinator will continue sharing local resources via the Flyer Wednesday email.
  • Transition and Onboarding Support: Number of students utilizing college transition services, attending orientation events, or receiving one-on-one advising will be tracked consortium-wide.

6. Qualitative Feedback and Continuous Improvement:

  • Student and Partner Surveys: Distributed annually to collect feedback on satisfaction, accessibility, barriers, and perceived impact of programs and services.
  • Data Reviews: Quarterly reviews of quantitative and qualitative data with all consortium members to reflect, realign, and adapt programs as needed.

By combining these local and statewide indicators, MAEP will ensure that all planning and resource allocation are grounded in measurable progress toward addressing the region’s most pressing adult education and workforce needs.

Marin County presents a complex landscape for adult education—marked by economic disparities, geographic barriers, and linguistic diversity. While the county is often viewed as affluent, significant equity gaps persist, especially in the Canal neighborhood of San Rafael, Marin City, and rural West Marin. These communities face structural barriers to education, including limited transportation, childcare, digital access, and clear employment pathways. The Marin Adult Education Program Consortium (MAEP) uses a multi-pronged, equity-focused approach to assess and respond to these needs.

Unique Regional Need Gaps

High ESL Demand with Limited Capacity: A large share of Marin’s adult learners are English Language Learners, many of them Spanish-speaking or recent immigrants. Demand for ESL continues to exceed capacity due to funding limitations, teacher shortages, and the challenges of recruiting part-time instructors.

Access Barriers in Rural Communities: West Marin and parts of Novato have limited public transportation and long travel distances. Though distance learning has helped, Wi-Fi and device access remain significant hurdles.

Underutilized Diploma and HSE Programs: Despite ongoing investment, high school diploma and GED programs are under-enrolled—likely due to low community awareness or competing responsibilities such as work and caregiving.

Labor Shortages and Training Gaps: Marin continues to face workforce shortages in healthcare, transportation, and construction. However, many adults lack access to the short-term, accessible training required for these livable-wage jobs.

Immigrant and Refugee Support Needs: Many adult learners are foreign-born and require integrated services in ESL, digital literacy, career navigation, and citizenship preparation to fully participate in the local economy and community.

Data Collection Methods

To understand and respond to these needs, MAEP employs both quantitative and qualitative data tools:

  • DataVista, LaunchBoard, and CAEP Fact Sheets provide district- and consortium-level data on enrollment, persistence, completions, and demographics.
  • CASAS and TOPSpro Assessments monitor student progress in ESL, ABE, ASE, and CTE programs.
  • Census Data helps identify community needs related to income, language, and education.
  • Labor Market Information (EDD, Lightcast) guides alignment of CTE offerings with regional employment demands.
  • Consortium-Wide Surveys and Voice Tracker Tools gather student feedback on program effectiveness, accessibility, and areas for improvement.
  • Stakeholder Input is collected through meetings and focus groups with workforce boards, employers, nonprofits, and public agencies.
  • Partner Collaboration with College of Marin, Canal Alliance, CareerPoint MARIN, and the Workforce Alliance of the North Bay ensures regional alignment and referral coordination.

Meeting the Needs – Current and Future Strategies

MAEP has made meaningful progress and will expand efforts in 2025–2026:

ESL Program Expansion: MAEP is hiring additional ESL instructors, aligning ESL curriculum across agencies, and co-locating classes at schools, libraries, and community centers.

Flexible Instruction Models: Members will offer more HyFlex and hybrid classes, as well as explore increased weekend and evening options to support working adults and parents.

Integrated Career Pathways: Contextualized ESL and short-term CTE programs in healthcare, construction, and other high-demand sectors are being scaled up, with support from the ELL Healthcare Pathways grant.

Bridge and Dual Enrollment Programs: New and existing partnerships with College of Marin are being strengthened to support smooth transitions into credit-bearing coursework and certificate programs.

Increased Data Capacity: MAEP holds quarterly data reviews and two annual retreats, with professional development focused on using data for program improvement and student success.

Outreach Coordination: The Outreach Coordinator continues to connect learners to non-profit and public services—including job training, mental health supports, and immigration services—and promotes enrollment in underutilized programs.

Transition Support: The bilingual Transition Counselor provides direct, hands-on support to help adult learners transition to College of Marin, including help with applications, onboarding, and course registration. This role ensures warm hand-offs and improved student retention.

Member Coordination: Members meet regularly to align programming, avoid duplication—especially in CTE—and maximize resources. Cross-agency collaboration ensures consistent services across all regions of the county.

By combining data-driven planning with responsive partnerships, MAEP is building a more equitable, accessible adult education system that meets the complex and evolving needs of Marin County’s diverse adult learners.

Activities & Outcomes

Objective #1: Address Educational Needs

Expand Flexible Scheduling for Access

THREE-YEAR PLAN 2025-28

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.

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 High06/30/2026
Assistant PrincipalNovato Unified06/30/2026
Dean of Career Education & Workforce DevelopmentMarin CCD06/30/2026

Increase Enrollment in ELL Health Care Programs

THREE-YEAR PLAN 2025-28

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 PositionResponsible MemberProposed Completion Date
Dean of Career Education & Workforce DevelopmentMarin CCD06/30/2026
AdministratorMarin Co. Office of Education06/30/2026
AdministratorTamalpais Union High06/30/2026

Expand Career Exploration and Work-Based Learning

THREE-YEAR PLAN 2025-28

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 PositionResponsible MemberProposed Completion Date
Dean of Career Education & Workforce DevelopmentMarin CCD06/30/2026
AdministratorTamalpais Union High06/30/2026
PrincipalSan Rafael City High06/30/2026

Objective #2: Improve Integration of Services & Transitions

Strengthen College Transition Support

THREE-YEAR PLAN 2025-28

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 PositionResponsible MemberProposed Completion Date
Transition CounselorMarin CCD06/30/2026
Assistant PrincipalNovato Unified06/30/2026
Dean of Career Education & Workforce DevelopmentMarin CCD06/30/2026
PrincipalSan Rafael City High06/30/2026

Map ESL Course Recommendations Countywide

THREE-YEAR PLAN 2025-28

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 PositionResponsible MemberProposed Completion Date
Program Coordinator- Workforce ProjectsMarin CCD06/30/2026
PrincipalSan Rafael City High06/30/2026

Integrate Academic and Workforce Prep Instruction

THREE-YEAR PLAN 2025-28

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 PositionResponsible MemberProposed Completion Date
Program Coordinator- Workforce ProjectsMarin CCD06/30/2026
AdministratorMarin Co. Office of Education06/30/2026
AdministratorTamalpais Union High06/30/2026
PrincipalSan Rafael City High06/30/2026

Objective #3: Improve Effectiveness of Services

Strengthen MAEP Integration with COM Programs

THREE-YEAR PLAN 2025-28

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 PositionResponsible MemberProposed Completion Date
Dean of Career Education & Workforce DevelopmentMarin CCD06/30/2026
Outreach CoordinatorTamalpais Union High06/30/2026
PrincipalSan Rafael City High06/30/2026
AdministratorTamalpais Union High06/30/2026
Assistant PrincipalNovato Unified06/30/2026

Improve Programming and Accountability with Data

THREE-YEAR PLAN 2025-28

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 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

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

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

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.

  1. 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.
  2. 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.
  3. 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.
  4. 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.
  5. 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.
  6. 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

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

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

08/14/2025 02:52 PM PDT

Marin Co. Office of Education - Member Representative

Approved by Ken Lippi

08/13/2025 06:55 PM PDT

Novato Unified - Member Representative

Approved by Jennifer Marsh Russell

08/14/2025 10:50 AM PDT

San Rafael City High - Member Representative

Approved by Don Drake

08/14/2025 01:43 PM PDT

Shoreline Unified - Member Representative

Approved by Katie Anderson

08/14/2025 09:22 AM PDT

Tamalpais Union High - Member Representative

Approved by Monica McMillan

08/14/2025 02:06 PM PDT