CAEP
Three-Year Plan

Produced: May 22, 2025, 06:11 PM UTC - By Andrew LaManque

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:
38 Southern Alameda County Consortium (Ohlone CCD)
Address:
600 G Street | Union City, CA | 94587
Website:
http://sacc-adulted.org
Funding Channel 2025-26:
Direct Funded
CAEP Funds 2025-26:
$5,262,764
CAEP Funds 2024-25:
$5,137,914
CAEP Funds 2023-24:
$5,083,518

Consortium Contacts

Auto-populated

ResponsibilityNameEmailTitlePhone
Fiscal Contactfsabit@ohlone.edu(510) 659-6146
Primary Contacthmcfadden@fremont.k12.ca.usprincipal(510) 793-6465

Members

Auto-populated

Member AgencyMember TypeContactPhone
Fremont UnifiedUnified School DistrictHeidi McFadden(510) 793-6465
New Haven UnifiedUnified School DistrictEric Barron
Newark UnifiedUnified School DistrictRichelle Piechowski(510) 818-3702
Ohlone CCDDistrictAndrew LaManque

Executive Summary

The SACC met regularly starting in the summer of 2024 to discuss and begin the Three-Year planning process.  The SACC met and reviewed consortium-wide data including, CAEP Manager Summary, CAEP Data Integrity and Data Summary.  We reviewed labor market data from EDD and the Center of Excellence for Labor Market Research for the Bay Area, as well as analyzed the SACC scorecard in Data Vista.  SACC also participated in Bridging the Gaps: Using Data and Personas for Three-Year Planning.  This planning session provided us with insight into areas for focus in the Three-Year Plan, including improving outcomes for students in ABE/ASE across the consortium, as well as focusing efforts to assist students in their diploma completion through dual enrollment opportunities and more focused support systems.  The SACC determined that the following objectives were both within our control and most essential in meeting the needs of the students in our area based on the needs assessment outcomes:  Address Educational Needs- Improve GED and high school diploma completion rates; Improve Integration of Services & Transitions - Hire a consortium transition specialist;  Improve Effectiveness of Services- Implement dual enrollment opportunities and create new bridge courses into Ohlone College's existing programs. 

The SACC will utilize CAEP funding to meet the goals in this Three-Year plan, including investing resources on professional development, curriculum, and instruction for ABE/ASE instructors.  The SACC will pool funds to hire and train a consortium transition specialist to provide smoother transitions into Ohlone College and assist students with job placement.  SACC will also spend funding appropriately to create new dual enrollment opportunities, as well as new bridge and simultaneous support courses to increase post-secondary opportunities for students.  Consortium funds do not cover all expenses related to the needs of each school in the consortium.  Evaluating funding for the next three years is an added challenge and is dependent on decisions taken by the federal government.  Should WIOA funding be cut, the ability of the SACC to meet the goals in this plan will be greatly impacted. Utilizing other outside funding sources, including partner contributions and reserve funds will be imperative, but these funds will not be sufficient to meet the programming and staffing needs that have been identified through this planning process. 

Assessment

SACC met and collected information from a variety of sources including labor market data from the EDD and The Center of Excellence for Labor Market Research.  We also evaluated consortium data, including DataVista, CAEP Data Integrity and Demographic Summary for the past three years.  We reviewed the Alameda County Workforce Development Board's Four-year Plan, and attended the West Ed's Regional Three-Year Planning Series. We determined that filling gaps in workforce services by creating new CTE pathways does not make sense for SACC for this Three-Year Plan, but have decided to focus on areas that were identified through an analysis of consortium data, including improving GED and high school diploma completions, hiring a consortium transition specialist, and increasing dual enrollment and bridge programs into Ohlone College.

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?

The review of labor market data was not helpful to identify student needs, as the analysis proves what we already know, that livable wage jobs in the Bay Area require a four-year degree and/or advanced training.  It is challenging for the consortium to fill educational gaps with short-term CTE programs with no additional funding and limited resources.  According to the EastBayWorks Regional Plan, "While highly productive and diverse, the future of jobs is complex and evolving. Like most advanced economies, the East Bay economy is undergoing a profound transformation driven by rapid advances in artificial intelligence, high performance computing, and automation. These innovations are fundamentally changing how work is organized and the types of workers and skills needed now and in the future.  Post-pandemic shifts have altered where work is performed, and challenges related to the Bay Area’s high cost of living and access to education and training resources will continue to exacerbate economic disparities if proactive interventions are not made."  SACC has worked diligently through the last three-year plan to develop short-term CTE programs that help students gain employment in fields that lead to livable wage jobs such as banking, Paraeducator Preparation, Registered Behavior Technician certification, welding and bookkeeping.  SACC is actively working with Ohlone College, surveying student interest and creating bridge programs into existing Ohlone job training programs, such as Early Childhood Education.  SACC is committed to continuing to work in partnership with Ohlone to provide the access to education and training that was described by EastBayWorks.  An essential part of the three-year plan will be to continue to create bridge courses into Ohlone College's CTE and other job training programs along with hiring a consortium Transition Specialist that can assist with smooth transitions into both credit and non-credit programs.

The major focus of the data collection process during this Three-Year planning sessions was spent on analyzing data that could help us identify areas for improvement over which we have more control.  A thorough evaluation of DataVista and CAEP consortium data indicated a need to improve GED/high school diploma outcomes.  We also focused on the lack of dual enrollment opportunities across the consortium.  Improving dual enrollment outcomes can assist us in achieving the first goal of increasing GED/high school diploma completions.  In addition, we determined that hiring a consortium transition specialist to assist us in achieving the goals in the new Three-Year Plan would be highly beneficial and would contribute to positive student outcomes across the consortium.

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
Alameda County Workforce Development BoardWorkforce Development Board
CareerWork$Community Organization
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?

The Alameda County Workforce Development Board's Three Year Local Plan includes the SACC as an MOU partner.  The ACWDB's plan includes, "WIOA Title II – Adult Education and Literacy: Programs are offered through various institutions that are members of any of the three adult education consortia in Alameda County. Services are provided to individuals aged 18 years and older and include instruction in adult basic education skills, high school equivalency test preparation, classes leading to a high school diploma, English-as-a-second language instruction, and citizenship classes, as well as other related training."  SACC is an active MOU participant and partner with ACWDB.  

The ACWDB's Three Year Local Plan and the MOU describe its purpose as including the following elements:

" • Establish a cooperative working relationship among AJCC MOU Partners. • Define respective roles and responsibilities related to the operation and continued development of the AJCC system. • Provide a one-stop method of service delivery that is integrated, accessible, comprehensive, customer focused, and performance-based. • Coordinate resources to prevent duplication. • Commit to data driven, informed decision making, and adoption of evidence-based practices in service delivery planning. • Coordinate the implementation of federal and state workforce development initiatives.   

The MOU outlines a series of responsibilities shared among the partners. These include: 

1. Participate in joint planning, plan development, and modification of activities to accomplish the following: 

• Make planned services available. 

• Continuous partnership building. 

• Continuous planning in response to state and federal requirements. 

• Responsiveness to local and economic conditions, including employer needs. 

• Partnership in the development of common data collection and reporting needs. 

2. Make applicable service(s) available to customers through the AJCC delivery system. 

3. Participate in capacity building and staff development activities in order to ensure that all partners and staff are adequately cross trained."

Furthermore, SACC is committed via the MOU, "to assist in achieving the goals of the 2025-2028 Local Plan, which includes bolstering linkages to quality jobs, enhancing co-enrollment strategies, partnering with new and existing stakeholders, and continuing to facilitate accessible and responsive programming for local area job seekers."

The SACC works closely with the ACWDB through partner AJCC's including Rubicon and Ohlone College's Career Center to meet all of the responsibilities of being an ACWDB partner.  The SACC Leadership Team members have attended all ACWDB MOU partner meetings and regularly participate in monthly partner meetings.

One area that is an identified gap in the above it developing a common data collection and reporting system.  This is an area of growth/focus moving forward.  The consortium Transition Specialist can work with ACWDB and AJCC partners to share consortium data.

EastBayWorks Regional Plan also includes,  "Education: CFET participants are referred to programs offered by community colleges, adult schools, and other institutions that provide English-as-Second Language, high school equivalency certification or high school diploma completion, and other short-term education programs."  SACC provides educational services for students referred to us through EastBayWorks. 

Over the past three years, the consortium data regarding diploma/GED completion has fluctuated dramatically.  According to Data Vista, In 2021-2022, 50 students across the consortium completed a high school diploma or equivalency.  This was a 3% decrease in completions from the previous year.  In 2022-2023, only 34 students completed high school diplomas or GEDs, a drop of 6% from the previous year.  In 2023-2024, 44 students completed a high school diploma or equivalency, up 3% from the previous year.  The CAEP Fact sheet for SACC also indicates that there are 17,154 adults in the consortium geographic area that do not currently have a high school diploma or GED. The SACC will focus on improving diploma/GED completion rates over the next three years.

SACC participated in Bridging the Gaps: Using Data and Personas for Three-Year Planning with WestEd.  During this training, it was evident that high school diploma/GED completion was an important area of focus, and we discussed strategies to help support us in achieving the goal of improving completion rates.  One of the strategies was to focus on dual enrollment opportunities to accelerate credit completion along with providing opportunities for ESL students to earn college credits while continuing to learn English.  The SACC has not promoted dual enrollment so there is no baseline data to compare from year-to-year.  However, the consortium's transition to post-secondary data from the CAEP data integrity reports indicates that the consortium had 61 students transition to post secondary in 21-22, 32 students in 22-23 and 175 students in 23-24.  While last year's data suggests that post secondary transitions are improving, there is still a need to focus on dual enrollment to provide opportunities for students to accelerate their learning while earning college credits. 

Finally, the SACC has determined that in order to meet the above mentioned goals, as well as to continue to build bridge programs into short-term CTE courses at Ohlone College, that hiring a consortium Transition Specialist who can support student transitions across the consortium was imperative. The Transition Specialist will also help SACC track data on dual enrollment, transitions, etc. 

Please identify the categories of needs of your region.

Not Entered
What challenges does your region face that impact the programs you have previously or are currently offering?

Not Entered
Which populations are currently being served by your programs?

Contributions by Entities*

NameRoleThree-Year Plan Contribution
Heidi McFadden Administrator Designed proposed strategies
Andrew Lamanque Administrator Participated in planning meetings
Jacklynn Sprague Administrator Participated in planning meetings
Lisa Gonzalves Administrator Participated in planning meetings
Veronica Parker Community college faculty Participated in planning meetings
Eric Barron Principal Participated in planning meetings
Richelle Piechowski Principal Participated in planning meetings
Harshdeep Nanda Community college faculty Participated in planning meetings
Roxsan Agront Classified staff 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
*Fremont UnifiedMember Representative

29

147

72

0

108

1,940

0

72

0

2368
*New Haven UnifiedMember Representative

54

152

0

0

101

635

0

101

0

1043
*Newark UnifiedMember Representative

0

94

0

0

0

280

0

0

0

374
*Ohlone CCDMember Representative

0

32

0

0

222

498

0

222

0

974
Total Participants 83 425 72 0 431 3353 0 395 0 4759
* 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?

Not Entered

The SACC provides the following CAEP areas:  ESL, ABE, ASE, CTE, Workforce Preparation, and Programs for Adults with Disabilities.  Program area hours for 2023-2024 totaled 441,364:  Fremont Adult and Continuing Education- 336,215, New Haven Adult School- 92,006, Newark Adult School- 13,009 and Ohlone College- 134.  Per Data Vista, the number of SACC participants in each program area in 2023-2024 is as follows:  ABE- 29, ASE- 273, CTE- 330, ESL- 2,647, Adults with Disabilities- 105.  SACC also provides the following short-term CTE programs: BankWork$, Registered Behavior Technician Certification, Paraeducator Preparation, Residential and In-Home Caregiver, Accounting and Bookkeeping, and Beginning and Advanced Welding. 

Ohlone College Career Education (CE) programs offer short-term certificates and associate’s degrees, with the opportunity to go directly into the workforce or transfer to a four-year university. Ohlone College offers over 60 Career Education certificates and degrees connected to high-demand industries throughout the Bay Area.  They offer programs in the following areas: Broadcasting (Radio & TV/Film), Commercial Music, Digital Arts and Interactive Design, Entertainment Design & Technology, Interior Design, Photography, Business & Business Supervision/Management, Real Estate, Kinesiology, Physical Therapist Assistant, Registered Nurse, Respiratory Therapist , Deaf-Centered Interpreting Preparation Program, Journalism, Administration of Justice, Early Childhood Studies, Environmental Health & Safety Technician, Mass Communication, Biotechnology, Computer Networking, Engineering Technology, and Smart Manufacturing Technology.  

According to the EDD State of California, the fastest growing job occupations in the East Bay that do not require a bachelor's degree, unfortunately are all low-skilled, low paying jobs the majority of which do not require education or certification.  The highest annual income of these in-demand jobs is for fitness trainers at $68,126. One area that SACC is already providing training for that is listed as one of the fastest growing occupations in the area is home health and personal care aides.  However, the rate of pay for this profession is far below a livable wage at $17.09 as a median hourly wage.  

The other fastest growing professions in the area include nurse practitioners, physician assistants, solar photovoltaic installers, medical and health services managers, physical therapist assistants, medical assistants, speech language pathologists, diagnostic medical sonographers, and data scientists.  SACC currently partners with CalRegional to provide Clinical Medical Assisting courses.  Ohlone College offers training in many of these other areas.  There are also a variety of solar photovoltaic installer training programs in our area.  Once again, the evaluation of existing levels and types of services indicate that livable wage jobs in the area require four-year degrees. SACC has decided to focus on dual enrollment opportunities to accelerate students' transition to Ohlone College, as well as to focus on improving diploma/GED passing rates.  SACC will continue to develop bridge programs into Ohlone College's short-term certificate programs.

Metrics: CAEP Barriers & Metrics

Goals & Metrics

Metrics

Adult Ed Metrics

  • English Language Learner (149AE)

Metrics

Adult Ed Metrics

  • Adult Basic Education (1001)
  • Adult Secondary Education (1000)

Metrics

Adult Ed Metrics

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

Metrics

Adult Ed Metrics

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

Consortium Level Metric Targets

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

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

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

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

Metric SetMetric DescriptionConsortium Level Metric Actuals Consortium Level Metric Targets
2022-23 2023-24 2024-25 2025-26 2026-27 2027-28
AllReportable Individuals (200AE) 3,298 3,744

3,800

3,800

3,800

Student BarriersEnglish Language Learner (149AE) 2,671 3,071

3,100

3,100

3,100

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.

Fremont Unified (Reported by Fremont Unified School District (FUSD))

Metric SetMetric DescriptionMember Level Metric Actuals Member Level Metric Targets
2022-23 2023-24 2024-25 2025-26 2026-27 2027-28
AllParticipants (202AE) 2,244 2,225

2,300

2,300

2,350

SuccessDiploma, GED or High School Equivalency (633AE) 23 32

40

45

50

TransitionTransitioned to Non-Developmental Credit College Course (637AE) 64

75

80

85

TransitionTransitioned to CTE (636AE) 127

80

100

120

Students and ProgramsAdult Secondary Education (1000) 153 147

155

160

165

Students and ProgramsAdult Basic Education (1001) 26 29

20

20

20

* Mandatory for all members


New Haven Unified (Reported by New Haven Unified School District (NHUSD))

Metric SetMetric DescriptionMember Level Metric Actuals Member Level Metric Targets
2022-23 2023-24 2024-25 2025-26 2026-27 2027-28
AllParticipants (202AE) 709 803

852

864

871

SuccessDiploma, GED or High School Equivalency (633AE) 37 38

39

40

41

TransitionTransitioned to Non-Developmental Credit College Course (637AE) 21

20

20

20

TransitionTransitioned to CTE (636AE) 72

75

75

75

Students and ProgramsAdult Secondary Education (1000) 174 152

162

165

165

Students and ProgramsAdult Basic Education (1001) 133 54

60

65

65

* Mandatory for all members


Newark Unified (Reported by Newark 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) 144 300

350

350

350

SuccessDiploma, GED or High School Equivalency (633AE) 10 16

10

10

10

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

0

0

0

TransitionTransitioned to CTE (636AE)

0

0

0

Students and ProgramsAdult Secondary Education (1000) 65 94

100

100

100

Students and ProgramsAdult Basic Education (1001) 0 0

0

0

0

* Mandatory for all members


Ohlone CCD (Reported by Ohlone)

Metric SetMetric DescriptionMember Level Metric Actuals Member Level Metric Targets
2022-23 2023-24 2024-25 2025-26 2026-27 2027-28
AllParticipants (202AE) 578 721

700

725

725

SuccessDiploma, GED or High School Equivalency (633AE) 16 13

0

0

0

TransitionTransitioned to Non-Developmental Credit College Course (637AE) 97

0

0

0

TransitionTransitioned to CTE (636AE) 94

100

100

100

Students and ProgramsAdult Secondary Education (1000) 38 32

0

0

0

Students and ProgramsAdult Basic Education (1001) 0 0

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
Fremont Unified 100% 100% 68%

100%

100%

100%

New Haven Unified 100% 100% 50%

100%

100%

100%

Newark Unified 100% 100% 73%

100%

100%

100%

Ohlone CCD 100% 100% 50%

100%

100%

100%

Objectives

Objective #1: Address Educational Needs

 The SACC High School Diploma/GED completion rate has fluctuated between 13% to 19% since 2022.  The goal will be to improve High School Diploma/HSE completion rates from 2024 by at least 5% across the consortium from 16% in 2024 to 21% by 2028.

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

The SACC will hire a consortium Transition Specialist who will work to improve integration of services and transitions.  

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

The SACC will focus on implementing dual enrollment opportunities and will continue to create bridge courses into Ohlone College's non-credit and credit programs. 

Activities & Outcomes

Objective #1: Address Educational Needs

Explore and Implement Dual Enrollment Courses

 The SACC will explore and implement dual enrollment course options through Ohlone College that will be provided on the adult school campuses for students to take core English or other courses to accelerate their credit completion.  Adding dual enrollment options will improve high school diploma and GED outcomes through credit acceleration. Dual enrollment numbers will increase by 10% when comparing 2024-2025 to 2027-2028.

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).

  • Identify Ohlone College classes that could be used towards high school diploma completion. (List of course options)

  • Identify adult school campuses that will host Ohlone College dual enrollment courses. (Names of adult schools that will host classes)

  • Survey current GED/diploma students to determine interest and best times for classes (Survey results)

  • Develop dual enrollment course schedule (Course schedule)

  • Set up a process for high school diploma students to enroll in Ohlone College dual enrollment courses. (Student enrollment numbers)

  • Provide dual enrollment courses on the adult school campuses and ensure GED/diploma students are registered. (Course schedule) 

  • Work with Ohlone College administration to approve dual enrollment for all CAEP funded students

  • Evaluate the effectiveness of dual enrollment courses on each adult school campus (number of students enrolled/number of student completers/credits earned)  Dual enrollment numbers will increase by 10% from 2024-2025 to 2027-2028.
  • Add additional dual enrollment course options at each participating adult school to increase credit acceleration options for students.  At least two dual enrollment courses will be offered across the consortium in 1 to 3 years.
  • Evaluate the effectiveness of dual enrollment courses on each adult school campus (number of students enrolled/number of student completers/credits earned) 

Adult Education Metrics and Student Barriers

  • Students and Programs: Adult Secondary Education (1000)
  • Success: Diploma, GED or High School Equivalency (633AE)

Responsible Positions, Responsible Consortium Members, and Proposed Completion Date

Responsible PositionResponsible MemberProposed Completion Date
Assistant PrincipalFremont Unified06/01/2026
PrincipalNew Haven Unified06/01/2026
ASE InstructorFremont Unified06/01/2026
ASE instructorNew Haven Unified06/01/2026
ASE InstructorNewark Unified06/01/2026
Dual Enrollment CoordinatorOhlone CCD06/01/2026
Assistant PrincipalNewark Unified06/01/2026
ASE Program ManagerNew Haven Unified06/01/2026
DeanOhlone CCD06/01/2026

Implement in-person class/tutoring options for ASE

The SACC will add more in-person, structured class time tutoring time for the High School Diploma and GED Preparation students.  Students will be required to attend a minimum number of in-person sessions per week. Students who are not meeting regular class work hours will be required to attend in-person hours for additional assistance.  Instructors will be provided additional professional development and support to make the in-person instructional time more effective for students.  Success will be measured by an 5% increase in GED/high school diploma completion compared to 2022.

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).

  • Set up a plan for identifying and requiring ASE students to attend in person office hours and scheduled tutoring sessions. (Class Schedule)
  • Evaluate effective programs to replicate their in-person instructional methods and tutoring structure. (Description of Programs)
  • Provide professional development time for instructors to implement research-based/effective in-person instruction/tutoring. (PD Calendar)


  • Evaluate whether or not in person office hours and tutoring sessions have led to improved student course completion and GED readiness.  (GED/Diploma Completion Numbers/Percentages)
  • Survey current students who have attended in-person sessions to assess their effectiveness.  (Survey Results)
  • Evaluate current in-person/structured class time to determine ongoing student needs and effectiveness.  (GED/Diploma Completion Numbers/Percentages)

Adult Education Metrics and Student Barriers

  • Students and Programs: Adult Secondary Education (1000)
  • Success: Diploma, GED or High School Equivalency (633AE)

Responsible Positions, Responsible Consortium Members, and Proposed Completion Date

Responsible PositionResponsible MemberProposed Completion Date
PrincipalFremont Unified06/01/2026
Assistant PrincipalFremont Unified06/01/2026
ASE InstructorFremont Unified06/01/2026
PrincipalNew Haven Unified06/01/2026
ASE InstructorNew Haven Unified06/01/2026
Assistant PrincipalNewark Unified06/01/2026
ASE InstructorNewark Unified06/01/2026

Implement Student Success Plans and Orientation

A structured student success plan will be developed for ASE students  to properly guide them on daily/weekly goals they must achieve to be successful in the GED/diploma program(s).  This student success plan will start with a structured new student orientation and regular weekly teacher check-ins.  Success will be measured by a 5% improvement of GED/Diploma outcomes by 2027-2028.

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).

  • Determine the essential elements that need to be included in a new student orientation process. (Orientation Schedule)
  • Implement new student orientations by the second quarter of 2025-2026. (Orientation Schedule)
  • Develop student success plan template to be used during the student orientations and throughout students' time in the program. (Completed Student Success Plans)
  • Monitor student success plans to ensure students are completing daily and weekly tasks to stay on track (Teacher Initialed Student Success Plans)
  • Evaluate the orientation process and the implementation of student success plans (GED/Diploma Completion Numbers/Percentages)
  • Continue to develop and fine tune orientations and student success plans as needed (GED/Diploma Completion Numbers/Percentages)
  • Evaluate the orientation process and the implementation of student success plans (GED/Diploma Completion Numbers/Percentages)
  • Continue to develop and fine tune orientations and student success plans as needed (GED/Diploma Completion Numbers/Percentages)

Adult Education Metrics and Student Barriers

  • Students and Programs: Adult Secondary Education (1000)
  • Success: Diploma, GED or High School Equivalency (633AE)

Responsible Positions, Responsible Consortium Members, and Proposed Completion Date

Responsible PositionResponsible MemberProposed Completion Date
Assistant PrincipalFremont Unified06/01/2026
ASE InstructorFremont Unified06/01/2026
ASE InstructorNew Haven Unified06/01/2026
ASE instructorNewark Unified06/01/2026
ASE Program ManagerNew Haven Unified06/01/2026
Assistant PrincipalNewark Unified06/01/2026

GED Vouchers and Readiness Exams

GED vouchers and readiness exams will be purchases with consortium funds to incentivize students to take the GED when they are ready.  Instructors will include GED readiness exams in GED student success plans to promote their use.  Success of this activity will be measured by improving GED outcomes by 5% by 2028.

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).

  • GED vouchers and readiness exams will be purchased with consortium funds. (GED Vouchers/Readiness Exam Purchases)
  • Timelines for students to take GED readiness exams will be included in students' success plans.
  • Teachers will encourage students to focus on successful completion of GED readiness exams and when they are ready to take the actual GED exam, GED vouchers will be available.
  • Evaluate the number of GED vouchers and readiness exams used and determine how many students passed the GED who utilized them (GED Outcomes)
  • Evaluate the number of GED vouchers and readiness exams used and determine how many students passed the GED who utilized them (GED Outcomes)

Adult Education Metrics and Student Barriers

  • Students and Programs: Adult Secondary Education (1000)
  • Success: Diploma, GED or High School Equivalency (633AE)

Responsible Positions, Responsible Consortium Members, and Proposed Completion Date

Responsible PositionResponsible MemberProposed Completion Date
Assistant PrincipalFremont Unified06/01/2026
ASE InstructorFremont Unified06/01/2026
ASE instructorNew Haven Unified06/01/2026
ASE Program ManagerNew Haven Unified06/01/2026
Assistant PrincipalNewark Unified06/01/2026
ASE InstructorNewark Unified06/01/2026

Objective #2: Improve Integration of Services & Transitions

Consortium Transition Specialist

The SACC will hire a consortium transition specialist who will help bridge the gap in getting adult school students to transition to college and careers.  The Transition Specialist will also help track data, including dual enrollment and transitions to post secondary.  The Transition Specialist will also support GED/Diploma students in accomplishing their student success plans through outside referrals when necessary and other supportive services.  

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).

  • Determine how consortium funding will be spent to hire the Transition Specialist (CAEP Funding Percentages)
  • Determine which organization will hire and evaluate the Transition Specialist 
  • Develop job description and post position (Job Description and Job Posting)
  • Hire Transition Specialist by beginning of 2026-2027 school year
  • Train Transition Specialist regarding the SACC, schools, students, programs, etc. 
  • Transition Specialist will begin providing support for Three-Year Plan goals, helping to increase dual enrollment opportunities and assisting struggling GED/diploma students with their non-instructional needs. 
  • The Transition Specialist will continue to assist SACC students to take advantage of dual enrollment opportunities, transition to Ohlone College, and complete their GEDs/diplomas. This will be measured by improved dual enrollment outcomes, increased percentages of GED/diploma completion and improved job attainment and college transition data.

Adult Education Metrics and Student Barriers

  • All: Participants (202AE)
  • Student Barriers: English Language Learner (149AE)
  • Students and Programs: Adult Secondary Education (1000)
  • Transition: Transitioned to Non-Developmental Credit College Course (637AE)

Responsible Positions, Responsible Consortium Members, and Proposed Completion Date

Responsible PositionResponsible MemberProposed Completion Date
PrincipalFremont Unified06/30/2027
DeanOhlone CCD06/30/2027
PrincipalNew Haven Unified06/30/2027
Assistant PrincipalNewark Unified06/30/2027

Objective #3: Improve Effectiveness of Services

Dual Enrollment Opportunities for CAEP Students

The SACC will provide dual enrollment courses for all CAEP students on the adult school campuses to increase opportunities for GED/Diploma and ESL students to earn college credits while simultaneous completing ASE programs and ESL classes.  The SACC will provide at least one dual enrollment course by 2026-2027 on a consortium adult school campus.  

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).

  • Identify Ohlone College classes that could be used towards high school diploma completion. (List of course options)

  • Identify for credit Ohlone College classes that ESL students would be interested in taking on the adult school campuses.

  • Identify adult school campuses that will host Ohlone College dual enrollment courses on their campuses. (Names of adult schools that will host classes)

  • Survey current GED/diploma students to determine interest and best times for classes (Survey results)

  • Develop dual enrollment course schedule (Course schedule)

  • Set up a process for high school diploma students to enroll in Ohlone College dual enrollment courses. (Student enrollment numbers)

  • Provide dual enrollment courses on the adult school campuses and ensure GED/diploma students are registered. (Course schedule) 

  • Work with Ohlone College's Board and admissions office to develop policies and applications processes for any CAEP student to take advantage of dual enrollment opportunities. 

  • Evaluate the effectiveness of dual enrollment courses on each adult school campus (number of students enrolled/number of student completers/credits earned)  Dual enrollment numbers will increase by 10% from 2024-2025 to 2027-2028.
  • Add additional dual enrollment course options at each participating adult school to increase credit acceleration options for students.   At least two dual enrollment courses will be offered across the consortium in 1 to 3 years.

  • Evaluate the effectiveness of dual enrollment courses on each adult school campus (number of students enrolled/number of student completers/credits earned) 
  • There will be a fully establish dual enrollment application and process for all CAEP students at Ohlone College in 3 years.

Adult Education Metrics and Student Barriers

  • Student Barriers: English Language Learner (149AE)
  • Students and Programs: Adult Secondary Education (1000)
  • 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
PrincipalFremont Unified06/30/2028
DeanOhlone CCD06/30/2028
PrincipalNew Haven Unified06/30/2028
Assistant PrincipalNewark Unified06/30/2028

Develop New Bridge/Simultaneous Support Programs

The SACC will develop new bridge courses into Ohlone College's short-term CTE programs.  The goal will be to develop at least one new bridge course for ESL students by 2026-2027 that leads to an establish CTE pathway program.  The bridge course will be combined, if possible with dual enrollment opportunities.

Outcomes

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

  • Create and conduct a student survey to determine student interest in Ohlone's short term CTE pathways (Survey Results)
  • Identify at least one bridge program as an area of focus for the next three years. (Name of CTE pathway/bridge course)
  • Develop ESL bridge courses and simultaneous support courses (IET/IELCE) to assist students to prepare for and be successful during the Ohlone College CTE course. (Meeting minutes, developed IET/IELCE program)
  • Hire ESL instructors to teach bridge course and simultaneous support courses (Instructor Names/Course Names)
  • Provide necessary professional development or training to prepare instructors to teach bridge and simultaneous support courses (Professional Development/Training Schedule)
  • Purchase necessary curriculum/materials for bridge/support classes. (Purchase Orders/Invoices)


  • Begin ESL bridge course into an Ohlone College CTE pathway (ESL Schedule)
  • Evaluate program enrollment and outcomes to analyze program success and to make any necessary adjustments. (Enrollment/Completion Data)
  • Evaluate program enrollment and outcomes to analyze program success and to make any necessary adjustments. (Enrollment/Completion Data)

Adult Education Metrics and Student Barriers

  • Student Barriers: English Language Learner (149AE)
  • Students and Programs: Adult Secondary Education (1000)

Responsible Positions, Responsible Consortium Members, and Proposed Completion Date

Responsible PositionResponsible MemberProposed Completion Date
PrincipalFremont Unified06/30/2028
DeanOhlone CCD06/30/2028
PrincipalNew Haven Unified06/30/2028
Assistant PrincipalNewark Unified06/30/2028
ESL InstructorFremont Unified06/30/2028

Funds Evaluation

Member Allocations and Expenditures

Member AgencyPrior Year Total Leveraged FundsProgram Reporting Status
Fremont Unified $4,131,815Certified
New Haven Unified $476,794Certified
Newark Unified $225,707Certified
Ohlone CCD $53,852Certified
Totals$4,888,168 4/4 Certified

This Three-Year plan goals are focused on consortium metrics that directly related to how CAEP funding is spent.  The SACC will utilize funding across the consortium to improve GED and high school diploma outcomes, including spending funds on increasing in-person class time, professional development for instructors, and increasing dual enrollment opportunities on the adult school campuses.  The SACC will also determine how to pool resources to hire a consortium-wide transition specialist who will assist in meeting the goals in this Three-year Plan.  When the SACC schools have carryover funds, they are always minimal and are used first on appropriate program areas.  The SACC schools utilize the majority of their funds each year, providing essential program area courses for the community.  Additional funds, such as WIOA II, CalWorks, and donations will be utilized to assist in meeting the goals of this Three-Year plan including utilizing funding to provide new courses ABE/ASE students to accelerate their learning and provide additional support (more in-person instruction/tutoring).  CalWorks will be used to provide supportive services for students to help them achieve their learning goals. 

Consortium funds do not cover all expenses related to the needs of each school in the consortium.  Evaluating funding for the next three years is an added challenge and is dependent on decisions taken by the federal government.  Should WIOA funding be cut, the ability of the SACC to meet the goals in this plan will be greatly impacted.  Utilizing other outside funding sources, including partner contributions and reserve funds will be imperative, but these funds will not be sufficient to meet the programming and staffing needs that have been identified through this planning process. 

Certification

Fremont Unified - Member Representative

Approved by Heidi McFadden

05/22/2025 10:35 AM PDT

New Haven Unified - Member Representative

Approved by Eric Barron

05/22/2025 10:45 AM PDT

Newark Unified - Member Representative

Approved by Richelle Piechowski

05/22/2025 10:38 AM PDT

Ohlone CCD - Member Representative

Approved by Andrew LaManque

05/22/2025 11:11 AM PDT