Produced: May 22, 2025, 06:11 PM UTC - By Andrew LaManque
Details
Assessment
Metrics: CAEP Barriers & Metrics
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 Set | Metric Description | Consortium Level Metric Actuals | Consortium Level Metric Targets | ||||
---|---|---|---|---|---|---|---|
2022-23 | 2023-24 | 2024-25 | 2025-26 | 2026-27 | 2027-28 | ||
All | Reportable Individuals (200AE) | 3,298 | 3,744 | 3,800 | 3,800 | 3,800 | |
Student Barriers | English 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 Set | Metric Description | Member Level Metric Actuals | Member Level Metric Targets | ||||
---|---|---|---|---|---|---|---|
2022-23 | 2023-24 | 2024-25 | 2025-26 | 2026-27 | 2027-28 | ||
All | Participants (202AE) | 2,244 | 2,225 | 2,300 | 2,300 | 2,350 | |
Success | Diploma, GED or High School Equivalency (633AE) | 23 | 32 | 40 | 45 | 50 | |
Transition | Transitioned to Non-Developmental Credit College Course (637AE) | 64 | 75 | 80 | 85 | ||
Transition | Transitioned to CTE (636AE) | 127 | 80 | 100 | 120 | ||
Students and Programs | Adult Secondary Education (1000) | 153 | 147 | 155 | 160 | 165 | |
Students and Programs | Adult Basic Education (1001) | 26 | 29 | 20 | 20 | 20 |
* Mandatory for all members
New Haven Unified (Reported by New Haven Unified School District (NHUSD))
Metric Set | Metric Description | Member Level Metric Actuals | Member Level Metric Targets | ||||
---|---|---|---|---|---|---|---|
2022-23 | 2023-24 | 2024-25 | 2025-26 | 2026-27 | 2027-28 | ||
All | Participants (202AE) | 709 | 803 | 852 | 864 | 871 | |
Success | Diploma, GED or High School Equivalency (633AE) | 37 | 38 | 39 | 40 | 41 | |
Transition | Transitioned to Non-Developmental Credit College Course (637AE) | 21 | 20 | 20 | 20 | ||
Transition | Transitioned to CTE (636AE) | 72 | 75 | 75 | 75 | ||
Students and Programs | Adult Secondary Education (1000) | 174 | 152 | 162 | 165 | 165 | |
Students and Programs | Adult Basic Education (1001) | 133 | 54 | 60 | 65 | 65 |
* Mandatory for all members
Newark Unified (Reported by Newark Adult Education)
Metric Set | Metric Description | Member Level Metric Actuals | Member Level Metric Targets | ||||
---|---|---|---|---|---|---|---|
2022-23 | 2023-24 | 2024-25 | 2025-26 | 2026-27 | 2027-28 | ||
All | Participants (202AE) | 144 | 300 | 350 | 350 | 350 | |
Success | Diploma, GED or High School Equivalency (633AE) | 10 | 16 | 10 | 10 | 10 | |
Transition | Transitioned to Non-Developmental Credit College Course (637AE) | 0 | 0 | 0 | |||
Transition | Transitioned to CTE (636AE) | 0 | 0 | 0 | |||
Students and Programs | Adult Secondary Education (1000) | 65 | 94 | 100 | 100 | 100 | |
Students and Programs | Adult Basic Education (1001) | 0 | 0 | 0 | 0 | 0 |
* Mandatory for all members
Ohlone CCD (Reported by Ohlone)
Metric Set | Metric Description | Member Level Metric Actuals | Member Level Metric Targets | ||||
---|---|---|---|---|---|---|---|
2022-23 | 2023-24 | 2024-25 | 2025-26 | 2026-27 | 2027-28 | ||
All | Participants (202AE) | 578 | 721 | 700 | 725 | 725 | |
Success | Diploma, GED or High School Equivalency (633AE) | 16 | 13 | 0 | 0 | 0 | |
Transition | Transitioned to Non-Developmental Credit College Course (637AE) | 97 | 0 | 0 | 0 | ||
Transition | Transitioned to CTE (636AE) | 94 | 100 | 100 | 100 | ||
Students and Programs | Adult Secondary Education (1000) | 38 | 32 | 0 | 0 | 0 | |
Students and Programs | Adult 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.
Member | % of Available Funds Spent | Member Level Targets | ||||
---|---|---|---|---|---|---|
2022-23 | 2023-24 | 2024-25 | 2025-26 | 2026-27 | 2027-28 | |
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
Utilizing Data
Providing Professional Development
Identifying Best Practices
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
Not Entered
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.
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 Position | Responsible Member | Proposed Completion Date |
---|---|---|
Assistant Principal | Fremont Unified | 06/01/2026 |
Principal | New Haven Unified | 06/01/2026 |
ASE Instructor | Fremont Unified | 06/01/2026 |
ASE instructor | New Haven Unified | 06/01/2026 |
ASE Instructor | Newark Unified | 06/01/2026 |
Dual Enrollment Coordinator | Ohlone CCD | 06/01/2026 |
Assistant Principal | Newark Unified | 06/01/2026 |
ASE Program Manager | New Haven Unified | 06/01/2026 |
Dean | Ohlone CCD | 06/01/2026 |
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.
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 Position | Responsible Member | Proposed Completion Date |
---|---|---|
Principal | Fremont Unified | 06/01/2026 |
Assistant Principal | Fremont Unified | 06/01/2026 |
ASE Instructor | Fremont Unified | 06/01/2026 |
Principal | New Haven Unified | 06/01/2026 |
ASE Instructor | New Haven Unified | 06/01/2026 |
Assistant Principal | Newark Unified | 06/01/2026 |
ASE Instructor | Newark Unified | 06/01/2026 |
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.
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 Position | Responsible Member | Proposed Completion Date |
---|---|---|
Assistant Principal | Fremont Unified | 06/01/2026 |
ASE Instructor | Fremont Unified | 06/01/2026 |
ASE Instructor | New Haven Unified | 06/01/2026 |
ASE instructor | Newark Unified | 06/01/2026 |
ASE Program Manager | New Haven Unified | 06/01/2026 |
Assistant Principal | Newark Unified | 06/01/2026 |
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.
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 Position | Responsible Member | Proposed Completion Date |
---|---|---|
Assistant Principal | Fremont Unified | 06/01/2026 |
ASE Instructor | Fremont Unified | 06/01/2026 |
ASE instructor | New Haven Unified | 06/01/2026 |
ASE Program Manager | New Haven Unified | 06/01/2026 |
Assistant Principal | Newark Unified | 06/01/2026 |
ASE Instructor | Newark Unified | 06/01/2026 |
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.
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 Position | Responsible Member | Proposed Completion Date |
---|---|---|
Principal | Fremont Unified | 06/30/2027 |
Dean | Ohlone CCD | 06/30/2027 |
Principal | New Haven Unified | 06/30/2027 |
Assistant Principal | Newark Unified | 06/30/2027 |
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.
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 Position | Responsible Member | Proposed Completion Date |
---|---|---|
Principal | Fremont Unified | 06/30/2028 |
Dean | Ohlone CCD | 06/30/2028 |
Principal | New Haven Unified | 06/30/2028 |
Assistant Principal | Newark Unified | 06/30/2028 |
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.
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 Position | Responsible Member | Proposed Completion Date |
---|---|---|
Principal | Fremont Unified | 06/30/2028 |
Dean | Ohlone CCD | 06/30/2028 |
Principal | New Haven Unified | 06/30/2028 |
Assistant Principal | Newark Unified | 06/30/2028 |
ESL Instructor | Fremont Unified | 06/30/2028 |
Funds Evaluation
Member Allocations and Expenditures
Member Agency | Prior Year Total Leveraged Funds | Program Reporting Status |
---|---|---|
Fremont Unified | $4,131,815 | Certified |
New Haven Unified | $476,794 | Certified |
Newark Unified | $225,707 | Certified |
Ohlone CCD | $53,852 | Certified |
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
Heidi McFadden - principal
- hmcfadden@fremont.k12.ca.us
- (510) 793-6465
Mie Mie Khaing - Account Clerk
- mkhaing@fusdk12.net
- (510) 793-6465 ext: 29610
New Haven Unified - Member Representative
Eric Barron - Coordinator of Educational Options
- ebarron@nhusd.k12.ca.us
Newark Unified - Member Representative
Richelle Piechowski - Principal
- rpiechowski@newarkunified.org
- (510) 818-3702
Ohlone CCD - Member Representative
Andrew LaManque - alamanque@ohlone.edu