CAEP
Three-Year Plan

Produced: Jun 25, 2025, 09:57 PM UTC - By Shawntel Ridgle

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:
36 Napa Valley Adult Education Consortium
Address:
Napa Valley Adult Education Consortium 1600 Lincoln Ave | Napa, CA | 94558
Website:
http://nvaec.org/
Funding Channel 2025-26:
Direct Funded
CAEP Funds 2025-26:
$3,612,982
CAEP Funds 2024-25:
$3,527,271
CAEP Funds 2023-24:
$3,489,926

Consortium Contacts

Auto-populated

ResponsibilityNameEmailTitlePhone
Primary Contactelenanvaec@gmail.comProject Manager(707) 953-7596

Members

Auto-populated

Member AgencyMember TypeContactPhone
Napa Valley CCDDistrictShawntel Ridgle
Napa Valley UnifiedUnified School DistrictColeen Petersen(530) 592-6873
Calistoga Joint UnifiedUnified School DistrictMaureen Hester(707) 942-4703 ext: 6890
Napa Co. Office of EducationCounty Office of Education (COE)Kelly Bucy Napa County Office of Education(707) 253-6833
St. Helena Unified School DistrictUnified School DistrictKay Vang(707) 967-2704

Executive Summary

Members: Napa Valley AE, Napa Valley College, St. Helena USD, Calistoga JUSD, and Napa COE

Participants: Pupils, NVAE Instructors (CTE/ESL/GED/ASE); NVC Instructors: ESL /Business; Principals; Counselors; Other Admi.: NVUSD: Dir. College/Career, Program Coor.ASE, CTE Supervisor, ESL Prog. Coor, NVAE Prin., NVC: Dir. Cont.Ed, Sr. Dean Workforce Dev, Pres., Sr. Dean Cnslng, Dir. Career Ctr, VP Acad, Dean Outreach, Mgr. Hosp/Winery/Culinary NCOE: CCR Dir., Trans. Specialist, NC Library, HHS, DOC, Career Pt, UVFC, OTM, NVV, TIPs, Meadows, Farmworker Fndt, NVEF, WFANB

Metrics:

Consortium

  • # of Adults Served 
  • Student Barriers - ELL

Members

  • # of Adults who Became Participants 
  • Percent of Available Funds Spent
  • NVAE: # of Participants with EFL Gains – ESL

Objective 1: Address Educational Needs: Provide accessible educational programs for adults to develop college-ready and work-ready skills to meet the labor demands in Napa County.

Activity: Access to Pathways and Digital Literacy 

1.1 Career and Educational Pathways 

  • Increase IET courses focused on high opp. occupations: IA, Computer Skills, CNA/Health, Ag Mechanics, Viticulture/Ag, Hospitality 
  • Increase Healthcare classes 
  • Implement non-credit career training classes at NVC with badging 
  • Promote Adult Ed concurrent enrollment; focus on HSD students 

1.2  Digital Literacy 

  • Provide basic computer skills instruction throughout County; expand to four communities: AC/Napa/SH/Cal 
  • Identify resources for students to acquire devices and internet access 

Outcomes

  • Short: Increase IET, digital literacy, concurrent enrollment protocols, 5% growth students served
  • Intermediate: 15% increase healthcare completers, 5% growth students served
  • Long: 5% increase healthcare completers annually, 5% students served/persistence growth over prior year


Objective 2: Improve Integration of Services & Transitions: Communicate efficiently within the consortium to coordinate services that support seamless educational and workforce transitions. Participate in professional development to improve student outcomes.

Activity: Alignment of Services & Professional Improvement 

2.1 Practices & Procedures Across Consortium

  • Develop collaborative partnership between NVAE Cnslr, NVC Career Ed/Adult Ed Cnslr, and NVAEC Trans. Specialist. Identify  & address barriers to post-secondary education to support transitions
  • Implement MyPro at NVC facilitated by Transition Team; track adults transitioning from NVAE to NVC 
  • Refine protocols to support ESL student transitions to:1) IET classes; 2) co-located classes 3) NVC classes
  • Increase flexible courses as feasible including online/evening/in-person/hybrid to meet students in 4 communities: Napa/AC/ SH/Cal 

2.2 Professional Improvement

  • Provide opportunities for educational providers to attend workshops, webinars, and conferences focused on best classroom practices, transitions to postsecondary and workforce 
  • Provide on-site PD for staff to improve student connections & outcomes 
  • Provide time for instructional staff to work in PLCs to evaluate student data and adjust instruction 

Outcomes

  • Short: MyPro ed plans increase 2%; 5% increase students served
  • Intermediate: MyPro ed plans increase 2%-5%; 5% increase ESL students served & ESL transitions
  • Long: MyPro ed plans increase 2%-5%; 5% increase overall students served & ESL transitions over prior year


Objective 3: Improve Effectiveness of Services: Engage regularly with regional and community partners to develop college-ready and work-ready skills in adults; use data/analytics to evaluate effectiveness.

Activity: Partnerships

3.1 Improve Partnerships

  • Leverage joint advisory meetings to engage with local employers on workforce needs 
  • Implement HSD/GED program for incarcerated adults at NC Jail 
  • Expand regional and community partnerships to increase resources, enrollment, and enhance programs 

3.2 Improve Readiness for College & Workforce

  • Develop college-readiness skills in NVAE students through Canvas and hybrid classes 
  • Implement multiple approaches for “employability skills” and workforce prep (including badging) at NVAE/NVC
  • Develop an advanced ESL class that integrates ABE skills, focusing on reading and writing

3.3 Use Data and Analytics to Evaluate Services

  • Establish regular data review aligned with state data deadlines.
  • Track outcomes

Outcomes

  • Short: Jail program 10-20 enrollment w/ 25% HSD completion; baseline data badges earned and student outcomes 
  • Intermediate: NVAE participate in four Joint Advisory groups; increase 5% badges earned and 5% growth on identified goals
  • Long Term: increase 5% badges earned and 5% growth on identified goals over prior year

Funds are allocated based on a formula. In March the Board reviews spending, adjustments, and approves budget. CFAD is submitted by 5/2. Members budget funds in Annual Plans. NVAE is the only member with other funds to educate adults in non-credit programs (Apprenticeship, WIOA Sections 225, 231, 243, and Work Place Training). These funds supplement ABE, ASE, ELA, EL Civ., & IELCE with staff, sections, & materials.


Assessment

Educational Needs & Regional Alignment

The NVAEC Management Team began planning in fall 2024 by establishing a timeline, gathering and reviewing data, and inviting community partners, staff, and students to join a Three-Year Plan Advisory Committee to provide input on needs and gather feedback on consortium effectiveness through a survey.

Data Sources: DataVista; TOPsPro; CAEP Fact Sheets; NVAE Surveys: Up Valley Student Survey & Tech Intake (2024); Interviews with NVC and NVAE; Regional reports from WFANB; Napa COC Report; Community Survey, Feb. 2025

Advisory Committee members represented Napa County social services, businesses, and educational providers. Results from member interviews provided feedback on NVAEC's status and areas for improvement of effectiveness and services. NVAEC  synthesized input and developed strategies, goals, and activities. The draft was shared with the Advisory Committee and the Governing Board with final approval on 5/13/25. The Three-Year Plan was shared with members of the Advisory Committee and posted on the consortium website.

Current Levels/Types of Education and Workforce Services

Top 10 Industries Currently in Napa County (source: 2023 CAEP Fact Sheet “Labor Market Information” in rank order): Manufacturing, Accommodations/Food Service, Health Care/Social Assistance, Agriculture, Retail, Construction, Administrative Support and Waste Management/Remediation, Other Services, Professional Scientific & Technical. 

NVAE has developed ten pathways that feed into career pathways at NVC in Business, Technology, Education/Early Child Care, Manufacturing, Viticulture/Small-Scale Farming, Human Services, Digital Media, Healthcare (CNA), Hospitality, and Construction. 

NVC offers support for Students with Disabilities, ESL, and non-credit classes. The Career Center at NVC provides career readiness services to students and alumni, including job listings, career research, apprenticeships, and internships.

Community Partners: NVAE offers a Workplace Training Institute (WTI) through the NV Farmworkers Foundation (and other employers) to provide ELL and computer training. By participating in WTI, employees gain skills for promotion and pay increases. NVAE partners with NC Library to provide literacy training for tutors who provide reading instruction 1:1 for adults. The Workforce Alliance of the North Bay (WFANB) and the Napa County COC provide industry sector data. CareerPoint offers career information, job fairs, and job support. The UpValley Family Center and On the Move market and connect learners with NVAE classes. The countywide location of classes, hybrid, and distance learning options respond to a transportation barrier that often impedes adults from participating. 

Overall Approach to the Process

The NVAEC Management Team evaluated progress on the prior Three-Year Plan, reflecting on completed activities and those in progress. Separate meetings were held with leaders from NVC and NVAE to review results and provide input on areas of need. Two community meetings were held in the Spring of 2025. Meeting #1 included prior goals and progress, barriers to education and employment, anticipated industry growth, current unmet needs of employers, and training areas NVAEC might develop. Advisors participated in a survey to gather input. Between the two Advisory Committee meetings, the Program Manager summarized the input, shared it with the Management Team, and refined activities to meet three objectives: Address Educational Needs, Improve Integration of Services & Transitions, and Improve Effectiveness of Services. Meeting #2 included the input summarized and the drafted activities and outcomes. The Advisory Committee provided further feedback that the Management Team narrowed into the activities, outcomes, and metrics for the 2025-28 Three-Year Plan.

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?

Community surveys, student surveys, interviews with NVAE and NVC administrators

Process for collecting data to identify and assess the needs of adults served by NVAEC: Data are gathered throughout the year to monitor progress including WASC reviews, student surveys, staff input, counselor input, data updates from NVAE and NVC to the NVAEC Board of Directors, and ongoing monitoring through the use of a GANNT chart that tracks objectives and strategies of the three-year plan. 

Sources: Data were gathered through: DataVista, TOPsPro, CAEP Fact Sheets, NOVA quarterly expenditure reports, student surveys (Up Valley and Technology Intake), data meetings, meetings with NVC and NVAE leadership, regional reports from The Workforce Alliance of the North Bay, and the Napa Chamber of Commerce.

Barriers faced in collecting data: MyPro is being implemented as a community communication tool. While in use at NVAE for over one year, NVC is in its initial year of implementation. (Implementation was delayed due to a data breach). It has been challenging to gather accurate transition data between NVAE and NVC. With the hiring of a new Transition Counselor at NVC, the Consortium anticipates improvement in access and reporting of data once the counselor is trained in use of MyPro. Monitoring students transitioning from NVAE to NVC has been a challenge that is anticipated to be resolved through full implementation of MyPro.

Success related to data collection and analysis: NVAE has established a data team that meets regularly to review progress, check for gaps, and prepare reports for analysis by the leadership team. Expenditures are monitored each quarter by all members and reported to the Board of Directors. Data are easily accessed through TOPsPro and MIS systems. Data from some partners was missing in TOPsPro, but has been resolved. Uploading student information data into MyPro at NVAE has resulted in reports that are easier to access. The NVAE counseling team has used MyPro to develop and upload student education plans that will assist monitoring student progress and transitions to NVC (once NVC fully implements MyPro).

NVAEC monitors progress of goals, effectiveness of programs/services, and data review as part of its normal protocol. Once the Annual Plan is approved each fall, the Program Manager creates an ‘Progress Monitoring’ (GANTT) chart identifying objectives, activities, responsible members, lead contacts, and a timeline. The chart is updated quarterly and members indicate if an activity is “Done”, “In Progress,” or “Not Yet Started.” This tool assists NVAEC to stay focused, action-oriented, and on track. The Management Team meets at least monthly with representation from NVAE, NCOE, NVC, the Transition Specialist, and the Program Manager. Agendas include Three-Year objectives and activities, review of the monitoring chart, budget, and any new business.

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
Napa County LibraryCommunity Organization
Napa Valley AdultAdult School
Workforce Alliance of the North BayWorkforce Development Board
Napa Valley Farmworkers FoundationPhilanthropic Organization
On the MoveCommunity Organization
Napa Valley CollegeOther
Napa County Office of EducationCounty Office of Education (COE)
Up Valley Family CenterCommunity Organization
Trades Introduction Program North BayIndustry
Department of RehabilitationCommunity Organization
Napa County JailOther
St. Helena Unified School DistrictUnified School District
Calistoga Joint UnifiedUnified School District
Career Point - Napa CountyBusiness
The MeadowsBusiness
What relevant education and workforce plans that guide services in the region were used to develop this Three-Year Plan?

What are the top priorities in relation to regional alignment?

  • NVAEC Three-Year Plan. Entities that participated in developing the Three-Year Plan included students, instructors, principals, counselors, administrators, transition specialist and community partners including Napa County Library, Health & Human Services, Dept. of Corrections, Career Point, Up Valley Family Center, On the Move, Napa Valley Vintners, Trades Induction Program, the Meadows, Farmworker Foundation, Napa Valley Education Foundation, and the Work Force Alliance of the North Bay. Summary of Adult Education and Workforce Services: NVAEC partners provide classes/ training to adults 18+ in Adult Basic Education/Adult Secondary Education (HSD/GED/HSE), English as a Second Language/Civics Education, Short-Term CTE, and Adults Entering or Re-Entering the Workforce.
  • Napa Valley College Guided Pathways Plan and Summary of Adult Education and Workforce Services: #9.1.2 CAEP Integration includes the “development of a Strategic Enrollment Management Plan that includes both Guided Pathways and CAEP.” Entities participating included instructional staff, counseling and administration. NVAE has CTE courses aligned to the following NVC pathways: Business & Entrepreneurship, Child & Family Studies & Education, Digital Design & Graphics Technology, Hospitality, Culinary & Tourism Management, Machine Tool Technology, Nursing, Social Work & Human Services, Viticulture & Winery Technology, and Welding.
  • The Workforce Alliance of the North Bay (WFANB) developed a two-year modification of the Regional & Local Strategic Plans for the provision of workforce development activities in Napa County. Entities included general public and advisory board members. The WFANB is developing the 2025-2028 Local Workforce Plan and gathering input from WFD Board. Summary of Adult Education and Workforce Services: job readiness workshops, career pathways (through community college), training and job fairs.
  • NVAE’s WASC plan and Continuous Improvement Plan (CIP – WIOA) are both aligned with the NVAEC Three-Year Plan to provide consistency of focus. Entities included NVAE teachers, staff, administration, and counseling team.
  • Napa County Strategic Plan development included an extensive Community Outreach Campaign through a series of general and issue-focused stakeholder meetings and through input from a survey. Summary of Adult Education and Workforce Services: Napa County, through Napa County Library, offers adult training in reading/writing, computer skills, online high school diploma, ESL, and collaborates with NVAE to train tutors.

Napa Valley Adult Education works in partnership with Napa Valley College as the main providers of adult education 

  • NVAE and NVC Workforce Development Department monitor local industry sector demands using data provided by the WFANB to consider additional pathway or bridge classes.Top 10 Growth Industries for Napa County include: Accommodation/Food Service Manufacturing, Agriculture, Health Care/Social Assistance, Transportation, Professional Scientific & Technical, Administrative Support, Educational Services, Retail, Construction, Other Services. (Sources: 2025 WFANB; 2023 CAEP Fact Sheet “Labor Market Information”).
  • Between NVAE and NVC all growth industries in Napa are addressed. NVAE offers 13 CTE pathways for nine industry sectors.   
  • NVC offers 18 Career Education programs (Accounting, Addiction Studies, Administration of Justice, Business & Entrepreneurship, Child & Family Studies & Education, Computer Science, Digital Design & Graphics Technology, EMT, Hospitality/Culinary & Tourism Management, Law Enforcement, LGBT Education, Machine Tool Technology, Nursing, Psychiatric Technician, Respiratory Care, Social Work/Human Services, Viticulture & Winery Technology, Welding Technology and Work Experience). NVC’s pre-apprenticeship training program in Transportation, Distribution, and Logistics (TDL) is an entryway to a career in commercial trucking. CAEP funds can support up to twelve different non-credit “21st Century Skills in the Workplace” classes that offer soft skills certification and badges in addition to content.
  • ESL programs are an ongoing need and both NVAE and NVC offer ESL classes. 

Gaps in alignment of adult education and workforce services across CAEP and other plans include: 

  • Lack of a HSD/GED program for incarcerated adultsI
  • Not enough healthcare courses
  • Challenges with interagency communication across Napa County and tracking of transition data
  • NVAE currently does not participate in joint advisory meetings with NVC and employers
  • Facilities to host classes throughout Napa County
  • Agriculture and Hospitality sectors do not currently have introductory courses at NVAE
  • Employability skills trainings are inconsistent
  • Ag Mechanics is not offered
  • Need to increase IET classes

Educational Needs of Adults in Napa County

Key Data Points

Implications

AE students' learning style preference (Source Intake Survey NVAE):

  • 57% hybrid
  • 24% in person
  • 19% online
  • Students require options and flexibility to access instruction including online and physical location of classes
  • Facilities to host classes throughout Napa County

Technology Access preference (Source Intake Survey NVAE):

  • 57% have access to online services at home; 43% do not
  • 58% own a laptop; 42% do not
  • Inequitable access to digital literacy (skills and devices)


DataVista (23-24) of 2,427 reportable individuals:

  • 1,666 completed 12+ hours of instruction
  • 432 made EFL gains (ESL, ABE, ASE or course progression). 
  • 17 had 48+ hours in non-credit/workforce prep
  • 41 ABE
  • 375 ASE
  • 376 CTE
  • 114 ASK12
  • 922 ESL
  • 140 AWD

While numbers have improved since 20-21, they have not returned to pre-pandemic levels as enrollment has slowed and transitions to post-secondary are not as robust. ABE, ASE, CTE, and ESL increased year to year.

Increase enrollment, improve persistence, and develop:

  • College-going skills for NVAE students
  • Expansion of CAEP-funded non-credit classes at NVC focused on workplace skills
  • HSD/GED program for incarcerated adults
  • Additional coordinated support to meet the needs of NVAE students transitioning to NVC
  • Concurrent enrollment between NVAE and NVC with a focus on HSD students
  • Employability skills training and badging/certification are inconsistent and need to be built into courses
  • 30.6% of the overall population in Napa County 18+, is Hispanic
  • 73% of NVAEC reportable students (1,832/2,508) and participants (12+ hrs; 1,131/1,540)) are Hispanic (22-23 DataVista)
  • 950 students were enrolled in ESL at NVAE in 23-24 (about half the Hispanic enrollees take ESL)
  • Additional IET (CTE+ESL) NVAE courses focused on high-opportunity occupations
  • Develop protocols and support for ESL student transitions to: IET classes, co-located classes, NVC classes

50% of the population in Napa County is 50+ and older; 25.2% are 65 and older (CAEP Fact Sheet)

  • Additional healthcare classes to meet community demands with an aging population

Napa Valley Adult Education, CareerPoint, St. Helena, Calistoga, and Camille Creek (NCOE) have fully implemented MyPro interagency communication tool; Napa Valley College had to delay implementation due to a data breach. (NVAEC input)

  • Fully implement MyPro at NVC to facilitate referrals, enrollment, and track transition data

NVAE is currently not participating in joint advisory meetings with educational and local employment partners to address workforce needs.

  • Join existing joint advisory committees that include NVAE, NVC, and workforce partners throughout Napa County
Please identify the categories of needs of your region.

Best known for its world class winemaking and hospitality, Napa County attracts millions of visitors annually. The county itself has only 133,000 residents to support the needs of employers with a workforce of roughly half the population. Many residents are immigrants with educational and language needs that present a barrier to earning a living wage in an area with high cost of living and housing. 16,000 adults (over 16%) have less than a HS diploma. 37% have a diploma and some college but no degree. These are the majority of students that enroll in the consortium’s ESL, ABE, ASE and CTE programs.

Napa Valley Adult Education (enrollment: 2,234) is the only adult K-12 program serving all four cities in Napa County: Napa, American Canyon, St. Helena, and Calistoga. While NVAE offers thirteen career pathways, courses are currently offered in only eleven pathways. NVAE partnered with the Salvation Army to offer a culinary program that recently closed. Culinary is still offered at NVC. Small-Scale Farming was relocated and is on hold with plans to reopen in the fall as a feeder to NVC’s Viticulture program. NVAE offers Levels 1-5 ESL (Beginning, Beginning Low, Beginning High, Intermediate, Advanced Low, ESL for Parents, and ESL Tech Workshops), HSD, HSE/GED, Notary/Loan Signing, Office Assistant, Certified Nursing Assistant, Computer Training, Adults Supporting K-12 (ASK12) Student Success, and electrical pre-apprenticeship. The majority of NVAE students are enrolled in ESL (~800 students) and CTE (~300 students) programs. ESL students need access to career training/certification while they are learning English. 

Napa Valley College (enrollment 6,153) offers 42 Associate Arts (AA) degrees in 58 majors including 17 Career Education fields. Most classes are in person; some hybrid/online classes are available. NVC has noted that online classes may present a barrier for some students in persisting.

Pacific Union College (enrollment: ~1000 students), an accredited private Seventh-Day Adventist liberal arts college in Angwin, is the only four-year college in Napa County. PUC offers 60 undergraduate majors (A.S., B.A., B.S.), but its location in a remote section of the county provides challenges for access.

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

High Cost of living/housing: Napa County’s median household income at $105,800 (2022) is $30,700 higher than the national median income of $75,100 making it a very expensive place to live. The average home value is approximately $926,254, with a median sale price of $898,167 making housing unaffordable to many residents, particularly the immigrant population. Almost 4,000 low-income renter households in Napa County do not have access to an affordable home. 

Areas of economic inequity: Napa County faces economic challenges, including a widening income gap, a shortage of affordable housing, and a potential shrinking workforce, which impacts the overall economy.

Poverty Rates: While the overall poverty rate is 8.9%, 10.1% of children in Napa County live in poverty.

Housing: The lack of new home production exacerbates the unaffordability of housing, forcing younger, larger households to seek affordable housing outside of Napa Valley, potentially relocating to Solano or Lake County.

Labor market issues: Napa County’s labor market is primarily driven by its agricultural sector particularly the wine industry, with employment concentrated in existing cities in the southern part of the county. Many of the jobs in the agricultural sector are low paying. The unemployment rate (Nov. 2024) in Napa County was 4.3%.The living wage for a single adult in Napa County is $30.83 per hour, while the minimum wage is $16.50 per hour. 

Internet access challenges: Regional infrastructure needs - based on the Technology Intake Survey (Fall 2024, Napa Valley Adult Education) - indicate that approximately 41% of students do not have access to a computer at home, and 43% do not have access to the internet at home.   

Waiting list for students/not enough program capacity for number of qualified applicants: There are not enough sections to accommodate the number of interested applicants for the Certified Nursing Program at Napa Valley Adult Education, and a waiting list is generated every semester. Because of limited classroom space, facilities also present a barrier.

Which populations are currently being served by your programs?

Contributions by Entities*

NameRoleThree-Year Plan Contribution
Coleen Petersen Principal, NVAE; NVAEC Board Member Designed proposed strategies
Elena Toscano Program Manager, NVAEC Designed proposed strategies
Gayle Davis Transition Specialist, NVAEC Participated in planning meetings
Grant Dinsdale Program Coordinator, NVAE Participated in planning meetings
Laurel Leonard-Brol CTE Supervisor, NVAE Participated in planning meetings
Matt Eustice Lead Counselor, NVAE Provided data
Kathryn Gooch ESL Lead Teacher NVAE Participated in planning meetings
Shawntel Ridgle Dir. Continuing Ed. NVC; NVAEC Board Member Designed proposed strategies
Nieves Ochoa Program Coordinator, NVAE Participated in planning meetings
Silvina Barna Lead Teacher GED, NVAE Participated in planning meetings
Mario Landeros Director CCR, NVUSD Participated in planning meetings
Ryan Freely Counselor, ACHS Participated in planning meetings
Kelli Watkins Counselor, VHS Participated in planning meetings
Laura Lewis Counselor, NTHS Participated in planning meetings
Ben Schinto Principal, SHHS; Board Member Participated in planning meetings
Douglas Marriott Dir. Continuing Ed. NVC; NVAEC Board Member Designed proposed strategies
Leticia Naranjo Transition Counselor, NVC Participated in planning meetings
Christine Tapia Community college faculty Participated in planning meetings
Priscilla Mora Community college faculty Participated in planning meetings
Jessica Erickson Dean Enrollment & Outreach, NVC Participated in planning meetings
Claudette Shatto Community college faculty Participated in planning meetings
Gillie Miller CCR Director, Napa County OE; NVAEC Board Member Participated in planning meetings
Lori Gonzalez Program Coor./ NCOE Pathways Participated in planning meetings
Angela Higdon VP Camille Creek, NCOE Participated in planning meetings
Torrence Powell President, NVC Participated in planning meetings
Elizabeth Gonzalez Administrator, NVUSD Participated in planning meetings
Ale Soto ESL Lead Teacher Participated in planning meetings
Robin Rafael Director, Napa County Library Participated in planning meetings
Teresa Brown Napa WIOA Manager Participated in planning meetings
Nik Inalsingh CareerPoint, Youth Talent Participated in planning meetings
Lisa Marie Benvenides CareerPoint, One-Stop Operator Participated in planning meetings
Jenny Ocon Up Valley Family Center, Exec. Director Participated in planning meetings
Susana Garcia On the Move, Program Director Participated in planning meetings
Sita Williams WFANB Community & Business Provided data
Frank Cuneo TIP, Director Participated in planning meetings
Kristi Morrow The Meadows, Administrator Participated in planning meetings
Sonya DeLuca NV Farmworker Fndtn, Executive Director 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
*Calistoga Joint UnifiedMember Representative

0

0

0

2

0

4

0

0

0

6
*Napa Co. Office of EducationMember Representative

0

3

0

0

0

27

0

1

0

31
*Napa Valley CCDMember Representative

0

0

144

0

0

0

0

0

14

158
*Napa Valley UnifiedMember Representative

27

320

0

163

0

796

89

183

0

1578
*St. Helena Unified School DistrictMember Representative

0

1

0

0

0

38

0

1

0

40
Total Participants 27 324 144 165 0 865 89 185 14 1813
* Consortium Member required to input number of Participants

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

No Service Providers for this consortium.

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

Industry Sector

Challenges

Opportunities

Agriculture

Currently no intro program at NVAE due to relocation of small-scale farming program

Possible collaboration with NVC in fall 25 to co-locate program on NVC campus

Business

Language barrier for entrepreneurs

Offer Business IET in Calistoga

Construction

Facilities

Locating qualified instructors

Establish advisory committee

Education

Low-paying sector

Offering summer concentrated course for IAs

Healthcare

Wait list for CNA program

Not enough sections


New Intro to Healthcare (IELCE) for high-level ESL students

Hospitality/Food Service

Loss of Culinary program with Salvation Army; intro program on hold at NVAE

Offered through high school CTE at Vintage, St. Helena, and NVC.

Manufacturing

Welding at NVAE offered twice annually

Manufacturing mostly for wine industry

Technology

Access to devices and internet outside of class for over 40% of students at NVAE

Participate in regional grants to access devices

1. The levels of education/workforce services offered (hours of instruction):

Hours of Instruction: 2023-24

  • CJSUD - 1,105
  • NCOE - 2,763
  • NVC - 22,249
  • NVUSD/NVAE - 154,393
  • SHUSD - 281
  • Total: 180,791

2. The types of education and workforce services (seven program areas):

  • NVAEC addresses six of the CAEP areas: ABE/ASE (GED/HSD/HSE), ESL/Citizenship/Immigration, Career Technical Education, Workforce Reentry, Training to Support Child School Success (ASK12), and Pre-apprenticeship. While there is no specific "Program for Adults with Disabilities," adults with learning disabilities are included in all programs.
  • NVAE offers ten career pathways, Levels 1-5 ESL, HSD, HSE/GED, Notary, Office Asst., CNA, Computer, and Adults Supporting K-12. 
  • NVC provides a Program for Adults with Disabilities through its Disability Support Programs and Services (DSPS) division whose mission is to provide equitable and inclusive opportunities for students with disabilities to succeed academically, personally, and professionally at Napa Valley College. 
  • SHUSD, CJUSD have MOUs in place with NVAE to offer programs (ESL, citizenship/immigration, HSD) with up valley partners who provide facilities and marketing of classes.
  • NCOE provides a full-time Transition Specialist for the consortium, enrolls students in ESL, and offers CTE classes (non-CAEP funded) for HS students that can link to programs at NVAE or NVC.

3. Evaluation of whether the existing levels and types of services address the educational needs identified in Section 2: Assessment, or where there are gaps:

Existing levels and types of services address needs identified in the prior three-year community needs assessment, align pathways between NVAE and NVC, and respond to the workforce needs in Napa County. However, the following gaps were identified in the needs assessment:

Gaps: Objective 1 - Address Educational Needs

  • ESL+IET needed in mechanic-centric program, basic computer skills, small business development, health, hospitality, and food
  • No HSD/GED for incarcerated adults
  • Not enogh healthcare offerings (sections)
  • Lack of NVAE introductory courses for agriculture and hospitality sectors 
  • Access to computers

Gaps: Objective 2 - Improve Integration of Services & Transitions

  • Lack of opportunity for NVAE and NVC counselors and NVAEC Transition Specialist to collaborate
  • Challenges with interagency communication/data collection 
  • Protocols to support ESL transitions to IET, co-located/NVC classes
  • Need to expand community partnerships

Gaps: Objective 3 - Improve Effectiveness of Services

  • Lack of a joint advisory with NVC and employers
  • Inconsistent workforce “soft skills” readiness trainings
  • Need for “college readiness skills “ trainings 
  • Adequate facilities to host classes 


Metrics: CAEP Barriers & Metrics

Goals & Metrics

Metrics

Adult Ed Metrics

  • English Language Learner (149AE)

Metrics

Adult Ed Metrics

  • Career Technical Education (1003)
  • English as a Secondary Language (1002)

Metrics

Adult Ed Metrics

  • Completed Educational Functioning Level Gain (400AE)

Metrics

Adult Ed Metrics

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

Metrics

Adult Ed Metrics

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

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) 2,522 2,427

2,600

2,650

2,700

Student BarriersEnglish Language Learner (149AE) 1,746 1,750

880

890

900

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.

Calistoga Joint Unified (Reported by Calistoga Joint 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) 11 23

15

20

25

ProgressCompleted Educational Functioning Level Gain (400AE) 0

0

0

0

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

0

0

0

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

0

0

0

Students and ProgramsEnglish as a Secondary Language (1002)

0

0

0

Students and ProgramsCareer Technical Education (1003)

0

0

0

* Mandatory for all members


Napa Co. Office of Education (Reported by Napa Valley 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) 37 53

30

30

30

ProgressCompleted Educational Functioning Level Gain (400AE) 0

15

15

15

SuccessDiploma, GED or High School Equivalency (633AE)

0

0

0

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

0

0

0

Students and ProgramsEnglish as a Secondary Language (1002) 37 50

30

30

30

Students and ProgramsCareer Technical Education (1003)

0

0

0

* Mandatory for all members


Napa Valley CCD (Reported by Napa Valley)

Metric SetMetric DescriptionMember Level Metric Actuals Member Level Metric Targets
2022-23 2023-24 2024-25 2025-26 2026-27 2027-28
AllParticipants (202AE) 202 147

140

150

160

ProgressCompleted Educational Functioning Level Gain (400AE) 0

0

0

0

SuccessDiploma, GED or High School Equivalency (633AE) 20 16

0

0

0

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

0

0

0

Students and ProgramsEnglish as a Secondary Language (1002) 34

0

0

0

Students and ProgramsCareer Technical Education (1003) 0

0

0

0

* Mandatory for all members


Napa Valley Unified (Reported by Napa Valley Unified School District (NVUSD) - Adult 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) 1,336 1,483

1,600

1,650

1,700

ProgressCompleted Educational Functioning Level Gain (400AE) 444 430

450

465

480

SuccessDiploma, GED or High School Equivalency (633AE) 95 108

85

90

95

TransitionTransitioned to Non-Developmental Credit College Course (637AE) 24

10

15

20

Students and ProgramsEnglish as a Secondary Language (1002) 835 883

880

885

890

Students and ProgramsCareer Technical Education (1003) 309 376

375

385

395

* Mandatory for all members


St. Helena Unified School District (Reported by St. Helena 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) 63 63

40

42

44

ProgressCompleted Educational Functioning Level Gain (400AE) 0

10

11

12

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

1

2

2

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

0

0

0

Students and ProgramsEnglish as a Secondary Language (1002) 57 63

45

50

55

Students and ProgramsCareer Technical Education (1003)

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
Calistoga Joint Unified 100% 100% 75%

100%

100%

100%

Napa Co. Office of Education 100% 100% 65%

80%

80%

80%

Napa Valley CCD 100% 100% 88%

80%

80%

80%

Napa Valley Unified 100% 100% 65%

80%

80%

80%

St. Helena Unified School District 100% 100% 75%

100%

100%

100%

Objectives

Objective #1: Address Educational Needs

Goal 1: Provide accessible educational programs for adults to develop college-ready and work-ready skills to meet the labor demands in Napa County.

Educational training needs to be accessible throughout Napa County. To address this need, NVAE will focus on creating onramps to (1) access pathways, and (2) access digital literacy, especially for English language learners. 

1. Providing access to pathways for English language learners (ELLs) provides benefits in critical areas:

  • Economic Mobility: Many ELLs come from immigrant or refugee backgrounds and often face economic challenges. By offering career pathways, NVAEC helps ELLs achieve financial independence, support their families, and improve their standard of living. 
  • Integration into Society: Career pathways enable ELLs to integrate into the broader society. When they have access to stable, well-paying jobs, they become more active participants in their communities, contributing to the economy, culture, and social fabric of their new country.
  • Empowerment and Confidence: Career pathways provide ELLs with a sense of direction, purpose, and accomplishment. When they feel that they can pursue their career goals, they develop a sense of empowerment and self-confidence.
  • Breaking the Cycle of Poverty: Access to career training and pathways can help break the cycle of poverty. Well-paying jobs provide financial stability, reducing the reliance on social services, and creating long-term opportunities for economic advancement.
  • Filling Labor Market Gaps in Napa County: When provided with training and support, ELLs can help fill labor gaps
  • Breaking Down Barriers: Access to career pathways helps dismantle the systemic barriers that ELLs face in education and employment. 

There is a digital divide in Napa County where people lack access to technology or the skills to use it effectively. By providing adult learners with access to digital literacy education, where to acquire devices, and how to access the internet, NVAEC hopes to reduce this gap and promote greater equality. Access to digital literacy is key to personal, professional, and societal advancement, making it essential for adult learners to have the tools and skills to thrive in a digitally-driven world

  • Workplace Readiness: In today's economy, most jobs require basic digital skills. Many employers expect workers to be able to use computers, communicate via email, and navigate the internet. Without digital literacy, adult learners may be excluded from job opportunities or struggle in the workplace.
  • Educational Opportunities: Digital literacy enables adult learners to access online courses, educational resources, and e-learning platforms. It provides them with the flexibility to learn at their own pace, which is particularly beneficial for those with family or work commitments.
  • Improved Communication: The internet and digital tools are now central to personal and professional communication. From email to social media, being digitally literate helps adults stay connected with family, friends, colleagues, and the broader community.
  • Increased Independence: Digital literacy allows adults to independently navigate the digital world. They can manage tasks such as online banking, shopping, accessing health information, or finding government services from remote locations.
  • Civic Engagement: Being digitally literate helps adult learners stay informed about local and global issues.
  • Personal Growth and Confidence: Learning digital skills can boost self-confidence and help individuals feel empowered.

To achieve this NVAEC will focus on the following strategies:

  • Increase access to pathways for English Language Learners by increasing IET classes in "high-opportunity" occupations
  • Promote co-concurrent enrollment focusing on HSD students
  • Provide basic computer skills instruction throughout Napa County
  • Identify resources for students to acquire devices and internet access 

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

Goal 2: Communicate efficiently with consortium and community partners to coordinate services that support seamless educational and workforce transitions.

Members will work in partnership to implement strategies to improve the integration of services and transitions to post-secondary education and the workforce. Within the consortium, monthly management team meetings provide the opportunity to share progress, establish next steps, problem-solve, and review results. Quarterly board meetings allow time to update progress throughout Napa County.

Utilizing Data: To monitor progress and transitions, data will be regularly reviewed and jointly accessible through MyPro. With the addition of the new Career Ed/Adult Ed Counselor at Napa Valley College, the implementation of MyPro at NVC will be a priority. Once counselors have been trained and student job/educational plans have been developed and uploaded into MyPro, partners will aggregate data and better measure the progress toward consortium goals. The review of student data will be aligned with the TOPsPro submission schedule. The review of fiscal data will align with quarterly Expenditure Reports and other fiscal reports in NOVA.

Professional Development: Professional development opportunities will enable educational providers to attend workshops, webinars, and conferences with a focus on improving skills and supports to increase transitions to postsecondary education and the workforce. On-site Professional Development will be provided to strengthen the use of data through Professional Learning Communities.

Identifying Best Practices and Procedures: To improve the efficacy of our consortium, certain practices and procedures need to be aligned across the consortium – particularly the sharing of student data. The Consortium’s interest is developing a strong, collaborative, and ongoing partnership between staff who work most closely with students on transitions: the NVAE Lead Counselor, the NVC Career Ed/Adult Ed Counselor, and the NVAEC Transition Specialist. The goal is to increase transitions from NVAE to NVC, particularly ESL students. To this end, the NVAEC transition team will develop and implement specific protocols to support ESL student transitions.

Offering Flexible Courses and Services: NVAEC will continue to offer and develop formats for access to programs, including online, in-person, and hybrid models. NVC also offers flexible courses and services but has found online classes are challenging for some students, and see higher success rates with in-class attendance. Websites include user-friendly links and resources that can be accessed 24/7. The Student Success Center at NVAE and the Welcome Center at NVC provide outreach, enrollment, and transition support. MyPro will enable student data sharing to expedite transitions once the system is fully implemented at NVC.

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

Goal 3: Engage regularly with regional and community partners to develop college-ready and work-ready skills in adult learners, and will use data and analytics to evaluate the effectiveness of services.

1. Community partnerships create a more holistic approach to education, ensuring adult learners receive the support and opportunities they need to thrive academically and professionally. NVAEC will strengthen regional and community partnerships in order to:

  • Enhance Resources: Community partnerships help NVAEC access additional resources, such as funding, materials, and support services, helping to provide a more comprehensive educational experience.
  • Meet Diverse Needs: By collaborating with local organizations, NVAEC can better understand and meet the specific needs of adult learners in Napa County by providing tailored programs or additional support such as childcare, counseling, or job placement services.
  • Improve Student Success: Partnerships with NVAEC connect adult learners with job opportunities, internships, and apprenticeships, which enhance their chances of employment and career advancement. 
  • Build a Stronger Network: Collaborating with local businesses, nonprofits, and government agencies creates a stronger support network for NVAEC students, encouraging lifelong learning and community engagement.
  • Increase Enrollment and Engagement: When NVAEC partners with local organizations, it raises awareness of our programs, which can lead to higher enrollment and more community involvement. Partnerships can build a sense of ownership and investment in the school’s success within Napa County.
  • Address Social and Economic Barriers: By working with community-based organizations, NVAEC can better address social and economic barriers that may prevent students from succeeding, such as housing instability or financial hardship.

2. Data and analytics provide the tools needed to evaluate and improve the effectiveness of adult education services, leading to better student outcomes, more efficient resource use, and enhanced educational opportunities.

  • Informed Decision-Making: Data-driven insights will help NVAEC make informed decisions about program design, curriculum development, and resource allocation. 
  • Improving Student Outcomes: Data analytics help track key performance indicators like enrollment, persistence, transitions, course completion, and skills acquisition. NVAEC can identify gaps or barriers to student success and tailor interventions to improve outcomes.
  • Resource Allocation: Data helps ensure that financial, instructional, or technological resources are allocated to maximize their impact. 
  • Personalized Learning: Analytics can identify patterns in student learning behavior, allowing educators to offer personalized support. Using data, NVAEC can offer targeted support to increase success rates.
  • Accountability and Transparency: Data provides a transparent view of the consortium's performance. Accountability shows partners how effectively NVAEC is serving students.
  • Continuous Improvement: Collecting and analyzing data allows for ongoing monitoring and improvement. 
  • Equity and Access: Data analytics can highlight disparities in outcomes based on demographic factors, such as language, gender, or age

To improve the effectiveness of services, NVAEC will focus on expanding regional and community partnerships and using data and analytics effectively by:

  • Leveraging joint advisory meetings to engage educational providers with local employers on workforce needs. 
  • Expanding programs within the county, including services to incarcerated adults
  • Developing college-readiness and workforce-readiness skills
  • Using data and analytics to evaluate services

Activities & Outcomes

Objective #1: Address Educational Needs

Access to Pathways and Digital Literacy

Contribution to CAEP Objective: Provide accessible educational programs for adults to develop college-ready and work-ready skills to meet the labor demands in Napa County.

Activities:

1.1    Access to Career and Educational Pathways 

  •  1.1.a  Increase Integrated Education and Training courses (CTE + ESL) focused on high-opportunity occupations: IA, Computer Skills,  CNA/Health, Ag Mechanics, Viticulture/Ag, Hospitality (NVAE)
  •  1.1.b. Increase Healthcare classes (NVAE)
  •  1.1.c.  Implement non-credit career training classes at NVC with badging (NVC)
  •  1.1.d.  Promote Adult Ed concurrent enrollment at NVC, focusing on High School Diploma (HSD) students (NVC, NVAE)

1.2      Access to Digital Literacy 

  • 1.2.a.  Provide basic computer skills instruction (including AI) throughout Napa County; expand access to include four communities in Napa County (American Canyon, Napa, St.  Helena, Calistoga) (NVAE/NVAEC)
  • 1.2.b.  Identify resources for students to acquire devices and internet access (NVAE) 
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).

Integrated Education and Training combines English language instruction with workforce training, preparing adult learners for in-demand careers. 

Digital literacy equips adults with skills to navigate the digital world, enabling them to access opportunities for employment, education, and civic participation. 

Dual enrollment allows high school diploma students to take college courses and earn college credit, saving time and money on education and introducing them to the college experience.

By June 2026:

  • Establish a minimum of one IET (ESL + CTE) class
  • Add a minimum of one Digital Literacy class (CTE) in three of four communities in Napa 
  • Identify resources for students to acquire devices/internet access
  • Promote Adult Ed concurrent enrollment at NVC

If these activities are accomplished:

  • a minimum of 10 ESL students enrolled in IET  
  • a minimum of 20 students enrolled in digital literacy 
  • NVAE and NVC established protocols for concurrent enrollment
  • 5% increase in overall students served NVAE




Integrated Education and Training combines English language instruction with workforce training, preparing adult learners for in-demand careers. 

Adult learners bridge critical gaps in health care education to meet the needs of an aging population in Napa County. Well-designed programs can transform adult lives and address workforce shortages.

By June 2027:

  • Establish one additional IET class for a total of two IET classes
  • Increase Healthcare program by a minimum of one additional class 

If these activities are accomplished:

  • Healthcare completers will increase by a minimum of 15%
  • 5% increase in overall enrollment NVAE over the previous year

By 2028-30:

  • Establish a minimum of one additional IET class for a total of three classes
  • Increase Healthcare program by a minimum of one additional class

If these activities are in place and sustained for three to five years:

  • Healthcare completers will increase by 5% over the previous year
  • NVAE will explore options for additional expansion
  • Students served and persistence will increase by 5% over the previous year
     

Adult Education Metrics and Student Barriers

  • All: Participants (202AE)
  • Progress: Completed Educational Functioning Level Gain (400AE)
  • Student Barriers: English Language Learner (149AE)

Responsible Positions, Responsible Consortium Members, and Proposed Completion Date

Responsible PositionResponsible MemberProposed Completion Date
Principal of Adult EducationNapa Valley Unified06/01/2028
Director of Continuing EducationNapa Valley CCD06/01/2028
Principal St. Helena High SchoolSt. Helena Unified School District06/01/2028
SuperintendentCalistoga Joint Unified06/01/2028
ESL Program CoordinatorNapa Valley Unified06/01/2028

Objective #2: Improve Integration of Services & Transitions

Alignment of Services and Professional Improvement

Contribution to CAEP Objective: Communicate efficiently within the consortium to coordinate services that support seamless educational and workforce transitions. Participate in professional development to improve student outcomes.

Activities:

2.1   Alignment of Practices and Procedures Across the Consortium

  • 2.1.a.  Develop a collaborative partnership between the NVAE Counselor, the NVC Career Ed/Adult Ed Counselor, and the NVAEC Transition Specialist. Identify and address barriers to post-secondary education to support transitions. (NVAE, NVC)
  • 2.1.b.  Implement MyPro at NVC facilitated by NVAE Counselor, NVAEC Transition Specialist, and NVC Career Ed/Adult Ed Counselor; track adults transitioning from NVAE to NVC. (NVAE, NVC)
  • 2.1.c.  Refine protocols to support ESL student transitions to 1) IET classes, 2) co-located classes, and 3) NVC classes. (NVAE, NVC)
  • 2.1.d.  Increase flexible courses and student offerings as feasible, including online, evening, in person, and hybrid classes to meet students where they reside in four locations in Napa County – Napa, American Canyon, St. Helena, Calistoga. (NVAE)

2.2 Professional Improvement

  • 2.2.a.  Provide opportunities for education providers to attend workshops, webinars, and conferences focused on best classroom practices and transitions to postsecondary/workforce. (NVAE, NCOE, NVC) 
  • 2.2.b. Provide on-site professional development for instructional staff to improve student connections and outcomes. (NVAE)
  • 2.2.c. Provide time for instructional staff to work in "Professional Learning Communities" to evaluate student data to adjust instruction. (NVAE)
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).

Community partnerships enhance learning experiences, increase access to resources/support, and improve engagement.

MyPro data sharing improves access to target populations, tracks outcomes, and identifies gaps.

Transition support increases post-secondary enrollment, enhances agency, and improves persistence.

Flexible class formats balance work, family, and studies, allowing for personalized pacing, time efficiency, and access to more courses. 

Prof. Dev. & PLCs improve skills, increase data understanding, increase transitions, and improve student outcomes.

By June 2026:

  • Establish collaborative partnership (NVC, NVAE)
  • Implement MyPro at NVC 
  • Refine ESL transition protocols 
  • Four communities have access options to courses 
  • Provide PD/PLC time focused on data and student outcomes

If these activities are accomplished:

  • MyPro ed plans increase 2% (over 24-25)
  • 5% increase in students served NVAE
  • Baseline for ESL transitions established
  • Spreadsheets: 1) options offered in four communities, 2) PD offered


MyPro data sharing improves access to target populations, tracks outcomes, and identifies gaps.

Transition support increases post-secondary enrollment, enhances agency, and improves persistence.

Flexible class formats balance work, family, and studies, allowing for personalized pacing, time efficiency, and access to more courses. 

Prof. Dev. & PLCs improve skills, increase data understanding, increase transitions, and improve student outcomes.

By June 2027:

  • Advance implementation of MyPro @ NVC
  • ESL transition protocols implemented 
  • Expand course offerings in four communities
  • Continue Professional Development opportunities

If these activities are accomplished:

  • MyPro education plans increase 2%-5% (over 25-26)
  • 5% increase in students served over previous year
  • Increase ESL transitions by five students
  • Updated spreadsheets of 1) options offered in four communities, 2) Professional Development offered

Professional Development and Professional Learning Communities improve instructional skills, increase data understanding, increase transitions, and improve student outcomes.

By 2028-30:

  • Continue professional development opportunities
  • Provide Professional Development and PLC time focused on transition, data, and instruction
  • Full implementation of MyPro
  • Full implementation of ESL transition protocols 

If these activities are in place and sustained for three to five years:

  • MyPro education plans increase 2%-5% (over 26-27)
  • 5% increase in overall students served over previous year
  • Increase in ESL transitions by five students over previous year

Adult Education Metrics and Student Barriers

  • All: Participants (202AE)
  • Student Barriers: English Language Learner (149AE)

Responsible Positions, Responsible Consortium Members, and Proposed Completion Date

Responsible PositionResponsible MemberProposed Completion Date
Principal of Adult EducationNapa Valley Unified06/01/2028
Director of Continuing EducationNapa Valley CCD06/01/2028
NVAEC Transition SpecialistNapa Co. Office of Education06/01/2026
NVAE Lead CounselorNapa Valley Unified06/01/2026
NVC Career Ed/Adult Ed CounselorNapa Valley CCD06/01/2026

Objective #3: Improve Effectiveness of Services

Regional and Community Partnerships

Contribution to CAEP Objective: Engage regularly with regional and community partners to develop college-ready and work-ready skills in adult learners; use data and analytics to evaluate the effectiveness of services.

Programmatic Activities:

3.1  Improve Partnerships

  • 3.1.a. Leverage joint advisory meetings to engage with local employers on workforce needs. (NVC/NVAE/NVUSD) 
  • 3.1.b. Implement HSD/GED program for incarcerated adults at Napa County Jail. (NVAE)
  • 3.1.c. Expand regional and community partnerships (e.g., CareerPoint, UpValley Family Center, On the Move, Napa County Library, St. Helena Library, California Human Development, Department of Rehabilitation, Napa Valley Farmworker Foundation, Trades Induction Program, etc.)  to increase resources and enrollment, and enhance programs. (NVAE) 

3.2  Improve Readiness for College and Workforce

  • 3.2.a.  Develop college-readiness skills in NVAE students through Canvas and hybrid classes. (NVAE) 
  • 3.2.b.  Implement multiple approaches for “employability skills” workforce preparation (including badging) at NVAE/NVC. 
  • 3.2.c.  Develop an advanced ESL class that integrates Adult Basic Education (ABE) skills, focusing on reading and writing. (NVAE)

Operational Activities:

3.3  Use Data and Analytics to Evaluate Services

  • 3.3.a.  Establish regular data review aligned with state data submission deadlines. (NVAEC) 
  • 3.3.b.  Track outcomes: students served, students with Educational Functioning Level (EFL) gains (ESL), students who become participants (12+ hours), and students who transition to postsecondary or career advancement. (NVAEC)
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).

High school diploma programs for incarcerated adults reduce recidivism, increase employment opportunities, and improve chances for successful reintegration. 

Employability skills equip individuals with abilities valued by employers.

College-readiness skills prepare students for transition to post-secondary.

Regular data review improves teaching practices, personalized learning, early identification of struggling students, and data-driven decision-making, ultimately leading to enhanced student outcomes and school improvement. 

By June 2026:

  • Implement HSD/GED program for incarcerated adults 
  • Expand partnerships  
  • Develop college-readiness skills through Canvas/hybrid classes
  • Evaluate approaches for "employability skills"
  • Develop data review schedule

If these activities are accomplished:

  • 10-20 students served in NC Jail program during the year with a minimum of 25% HSD completion rate 
  • Baseline data for participants, # badges for employability skills
  • Outcomes identified and baseline data gathered


Joint advisory meetings allow educational and workforce partners to collaborate, share information, broaden perspectives, and improve decision-making. 

By June 2027:

  • Attend joint advisory meetings in minimum of four industry sectors 
  • Expand to include one new regional or community partner
  • Evaluate the effectiveness of approaches for employability skills
  • Regular data review in place
  • Compare outcomes to prior year

If these activities are accomplished:

  • NVAE participating in four joint advisory groups 
  • Increase of 5% in badges earned
  • Increase of 5% in students served, students with EFL gains (ESL), students who become participants (12+ hours), and students who transition to postsecondary or career advancement over the previous year

By 2028-30:

  • Continue participation in joint advisory meetings
  • Continue to expand new regional or community partnerships
  • Employability skills programs fully implemented
  • Data review schedule and monitoring fully implemented
  • Continuation of HSD program for incarcerated adults

If these activities are in place and sustained for three years:

  • Increase of 5% in badges earned over the previous year
  • Increase of 5% in students served, students with EFL gains (ESL), students who become participants (12+ hours), and students who transition to postsecondary or career advancement over the previous year

Adult Education Metrics and Student Barriers

  • All: Participants (202AE)

Responsible Positions, Responsible Consortium Members, and Proposed Completion Date

Responsible PositionResponsible MemberProposed Completion Date
Principal of Adult EducationNapa Valley Unified06/01/2028
Director of Continuing EducationNapa Valley CCD06/01/2028
NVAE Lead CounselorNapa Valley Unified06/01/2028
Career Ed/Adult Ed CounselorNapa Valley CCD06/01/2028
Transition SpecialistNapa Co. Office of Education06/01/2028

Funds Evaluation

Member Allocations and Expenditures

Member AgencyPrior Year Total Leveraged FundsProgram Reporting Status
Calistoga Joint Unified $41,879Certified
Napa Co. Office of Education $126,921Certified
Napa Valley CCD $3,532Certified
Napa Valley Unified $3,969,410Certified
St. Helena Unified School District $30,014Certified
Totals$4,171,756 5/5 Certified

Overview: Funds for NVAEC are allocated according to a formula based on prior percentages budgeted to each member following guidelines in the bylaws and addressing objectives and activities in the Three-Year Plan.

In March, the Board of Directors reviews current year spending, evaluates goals, discusses distribution, determines adjustments, and approves the budget for the following year. The CFAD is prepared and submitted by May 2nd. Consortium members budget funds in the Annual Plan to support the objectives of the Three-Year Plan, with a target of expending at least 80% during the fiscal year. Carryover funds are retained by members and spent first before current-year allocations. 

If a member has “excessive carryover” (>20%) for at least two consecutive fiscal years and reasonable interventions have not resulted in improvements, a finding may be made to reduce a member’s allocation by no more than the amount of the member’s carryover. NVAEC will provide technical assistance and interventions before making a finding. NVAEC tracks quarterly expenditures in NOVA and shares the information as part of the reasonable intervention.

Other Resources: Napa Valley Adult Education (NVAE) is the only consortium member that has significant "other funds" for educating adults in non-credit programs including: Apprenticeship, WIOA Section 225, WIOA Section 231, WIOA Section 243, and Work Place Training. These funds supplement ABE, ASE, ELA, EL Civics, and IELCE (Integrated English Literacy/Civics Ed.) providing additional staff, sections, and materials.

Leveraging Funds: NVAE provides programs for adult learners in St. Helena and Calistoga. CAEP funds for St. Helena and Calistoga pay associated costs incurred by NVAE for providing instruction. CAEP funds at NVC support non-credit classes and a part-time Career Ed/Adult Ed Counselor. NCOE supports a full-time Transition Specialist who maintains an office on the NVAE campus. An "ad hoc" Management Team meets monthly to oversee the implementation of objectives and activities in the Annual Work Plan and Three-Year Plan, including budget review. NVUSD/NVAE has MOUs with all consortium members to identify shared costs or other funding agreements. If adjustments are needed, the Board of Directors approves them, and MOUs are revised and approved by respective governing boards. All funds support the objectives and activities in this plan, as well as non-credit adult education classes, programs, and services through NVAE and NVC.

Certification

Calistoga Joint Unified - Member Representative

Approved by Maureen Hester

06/02/2025 05:10 PM PDT

Napa Co. Office of Education - Member Representative

  • Director of Fiscal Services
  • kbucy@napacoe.org
  • (707) 253-6833
Approved by Kelly Bucy Napa County Office of Education

06/01/2025 09:17 PM PDT

Napa Valley CCD - Member Representative

Approved by Shawntel Ridgle

06/25/2025 02:57 PM PDT

Napa Valley Unified - Member Representative

Approved by Coleen Petersen

05/30/2025 11:03 AM PDT

St. Helena Unified School District - Member Representative

Approved by Kay Vang

05/30/2025 10:22 AM PDT