Produced: Jun 9, 2025, 03:44 PM UTC - By Joy Chua
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) | 6,637 | 8,303 | 8,500 | 8,600 | 8,650 | |
Student Barriers | English Language Learner (149AE) | 4,625 | 5,247 | 4,645 | 4,790 | 4,935 |
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.
Alameda Co. Office of Education (Reported by Alameda County Office of 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) | 105 | 500 | 550 | 600 | ||
Success | Diploma, GED or High School Equivalency (633AE) | 200 | 225 | 250 | |||
Success | Postsecondary Credential (624AE) | 0 | 0 | 0 | |||
Transition | Transitioned to Non-Developmental Credit College Course (637AE) | 10 | 10 | 10 | |||
Transition | Transitioned to CTE (636AE) | 10 | 10 | 10 | |||
Students and Programs | English as a Secondary Language (1002) | 0 | 0 | 0 | 0 |
* Mandatory for all members
Alameda Unified (Reported by Alameda City Unified School District)
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) | 1,000 | 1,000 | 1,000 | |||
Success | Diploma, GED or High School Equivalency (633AE) | 20 | 20 | 20 | |||
Success | Postsecondary Credential (624AE) | 0 | 0 | 0 | |||
Transition | Transitioned to Non-Developmental Credit College Course (637AE) | 10 | 10 | 10 | |||
Transition | Transitioned to CTE (636AE) | 8 | 8 | 8 | |||
Students and Programs | English as a Secondary Language (1002) | 850 | 850 | 850 |
* Mandatory for all members
Berkeley City College (Reported by Berkeley City College)
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) | 910 | 1,074 | 750 | 750 | 750 | |
Success | Diploma, GED or High School Equivalency (633AE) | 17 | 0 | 0 | 0 | ||
Success | Postsecondary Credential (624AE) | 245 | 215 | 120 | 120 | 120 | |
Transition | Transitioned to Non-Developmental Credit College Course (637AE) | 163 | 125 | 125 | 125 | ||
Transition | Transitioned to CTE (636AE) | 152 | 100 | 100 | 100 | ||
Students and Programs | English as a Secondary Language (1002) | 220 | 274 | 220 | 220 | 220 |
* Mandatory for all members
Berkeley Unified (Reported by Berkeley Unified School District)
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) | 2,700 | 2,700 | 2,700 | |||
Success | Diploma, GED or High School Equivalency (633AE) | 60 | 60 | 60 | |||
Success | Postsecondary Credential (624AE) | 0 | 0 | 0 | |||
Transition | Transitioned to Non-Developmental Credit College Course (637AE) | 0 | 0 | 0 | |||
Transition | Transitioned to CTE (636AE) | 4 | 4 | 4 | |||
Students and Programs | English as a Secondary Language (1002) | 2,000 | 2,000 | 2,000 |
* Mandatory for all members
College of Alameda (Reported by College of Alameda)
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) | 188 | 169 | 160 | 200 | 220 | |
Success | Diploma, GED or High School Equivalency (633AE) | 0 | 0 | 0 | |||
Success | Postsecondary Credential (624AE) | 11 | 0 | 0 | 0 | ||
Transition | Transitioned to Non-Developmental Credit College Course (637AE) | 31 | 30 | 35 | 40 | ||
Transition | Transitioned to CTE (636AE) | 31 | 30 | 35 | 40 | ||
Students and Programs | English as a Secondary Language (1002) | 153 | 152 | 150 | 150 | 150 |
* Mandatory for all members
Laney College (Reported by Laney College)
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) | 715 | 867 | 700 | 750 | 800 | |
Success | Diploma, GED or High School Equivalency (633AE) | 0 | 0 | 0 | 0 | ||
Success | Postsecondary Credential (624AE) | 40 | 23 | 0 | 0 | 0 | |
Transition | Transitioned to Non-Developmental Credit College Course (637AE) | 145 | 35 | 40 | 50 | ||
Transition | Transitioned to CTE (636AE) | 132 | 50 | 65 | 80 | ||
Students and Programs | English as a Secondary Language (1002) | 612 | 665 | 675 | 690 | 705 |
* Mandatory for all members
Merritt College (Reported by Merritt College)
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) | 321 | 377 | 400 | 420 | 440 | |
Success | Diploma, GED or High School Equivalency (633AE) | 0 | 0 | 0 | |||
Success | Postsecondary Credential (624AE) | 29 | 20 | 40 | 60 | ||
Transition | Transitioned to Non-Developmental Credit College Course (637AE) | 19 | 100 | 120 | 140 | ||
Transition | Transitioned to CTE (636AE) | 20 | 100 | 120 | 140 | ||
Students and Programs | English as a Secondary Language (1002) | 173 | 227 | 100 | 120 | 140 |
* Mandatory for all members
Oakland Unified (Reported by Oakland Unified School District (OUSD))
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) | 877 | 1,018 | 1,250 | 1,400 | 1,600 | |
Success | Diploma, GED or High School Equivalency (633AE) | 45 | 53 | 75 | 85 | 100 | |
Success | Postsecondary Credential (624AE) | 62 | 65 | 150 | 200 | 250 | |
Transition | Transitioned to Non-Developmental Credit College Course (637AE) | 35 | 0 | 0 | 0 | ||
Transition | Transitioned to CTE (636AE) | 37 | 50 | 75 | 100 | ||
Students and Programs | English as a Secondary Language (1002) | 694 | 757 | 600 | 700 | 800 |
* Mandatory for all members
Peralta CCD (Reported by Peralta)
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) | 1,984 | 2,310 | 2,000 | 2,000 | 2,000 | |
Success | Diploma, GED or High School Equivalency (633AE) | 18 | 34 | 0 | 0 | 0 | |
Success | Postsecondary Credential (624AE) | 336 | 269 | 250 | 250 | 250 | |
Transition | Transitioned to Non-Developmental Credit College Course (637AE) | 317 | 0 | 0 | 0 | ||
Transition | Transitioned to CTE (636AE) | 289 | 0 | 0 | 0 | ||
Students and Programs | English as a Secondary Language (1002) | 1,012 | 1,155 | 1,145 | 1,180 | 1,215 |
* Mandatory for all members
Piedmont City Unified (Reported by Piedmont City USD)
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) | 136 | 213 | 200 | 210 | 220 | |
Success | Diploma, GED or High School Equivalency (633AE) | 18 | 20 | 22 | 24 | ||
Success | Postsecondary Credential (624AE) | 0 | 0 | 0 | |||
Transition | Transitioned to Non-Developmental Credit College Course (637AE) | 0 | 5 | 5 | 5 | ||
Transition | Transitioned to CTE (636AE) | 0 | 0 | 0 | |||
Students and Programs | English as a Secondary Language (1002) | 16 | 30 | 50 | 60 | 70 |
* 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 | |
Alameda Co. Office of Education | 100% | 100% | 20% | 100% | 100% | 100% |
Alameda Unified | 100% | 100% | 37% | 80% | 80% | 80% |
Berkeley City College | 100% | 100% | 62% | 100% | 100% | 100% |
Berkeley Unified | 100% | 100% | 52% | 95% | 95% | 95% |
College of Alameda | 100% | 100% | 29% | 100% | 100% | 100% |
Laney College | 100% | 100% | 23% | 100% | 100% | 100% |
Merritt College | 100% | 100% | 64% | 100% | 100% | 100% |
Oakland Unified | 100% | 100% | 84% | 100% | 100% | 100% |
Peralta CCD | 100% | 100% | 81% | 80% | 80% | 80% |
Piedmont City Unified | 100% | 100% | 70% | 100% | 100% | 100% |
Objectives
Objective #1: Address Educational Needs
Strategies:
Expand course offerings and delivery modalities
Build contextualized and IET programming
Conduct a Cycle of Inquiry to inform outreach to unserved populations
Expected Outcomes:
Increased course offerings during evenings, weekends, and online
Growth in enrollment
More culturally and linguistically responsive programs across sites
Objective #2: Improve Integration of Services & Transitions
Utilizing Data
Providing Professional Development
Identifying Best Practices
Offering Flexible Courses and Services
Not Entered
Strategies:
Implement Ability to Benefit (ATB) and Credit for Prior Learning (CPL) strategies
Look in to building structured referral and follow-up systems
Expected Outcomes:
More students without a high school diploma accessing financial aid through ATB
Stronger transitions from adult school to college and career pathways
Streamlined, coordinated support across agencies
Objective #3: Improve Effectiveness of Services
Explore adoption of a shared student management system
Not Entered
Activities & Outcomes
Objective #1: Address Educational Needs
Develop Creative Solutions to Sustain Programming
Key Activities:
Conduct student scheduling needs assessment to inform class times and modalities.
Develop stackable certificate pathways aligned to workforce needs.
Investigate a plan to support adult school teachers for dual enrollment courses at the college level.
Embed adult school teacher and community college faculty in a co-teaching model to support classroom instruction.
Partner with CBOs to extend instructional reach into underserved communities.
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).
- Survey at least 500 adult learners across all consortium sites to identify preferred class times and modalities by June 2026.
- Identify three high-demand sectors (e.g., healthcare, construction, IT) and map existing programs to stackable pathways by June 2026.
- Establish one pilot MOU between an adult school and community college to share instructional staff by June 2026.
- Identify and train at least five adult school teachers to teach college-level dual enrollment courses by June 2026.
- Place embedded tutors in at two ESL or CTE classrooms across two consortium sites by Spring 2026.
- Formalize partnerships with at least one CBO to co-locate or deliver instruction in underserved neighborhoods by June 2026.
- Adjust at least 15% of course offerings across the consortium to better align with survey results by 2027.
- Launch at least two new stackable certificate pathways in partnership with regional employers and colleges by 2027.
- Scale to at least one MOU across the consortium, supporting two shared staff positions by 2028.
- Increase the number of adult learners in dual enrollment courses by 10% by 2028.
- Expand tutoring support to 15% of all basic skills and CTE classes, with documented impact on course completion rates by 2028.
- Offer at least three classes annually through CBO partnerships, with a minimum enrollment of 30 new learners by 2028.
- Increase overall student enrollment and persistence by 10% across consortium sites by 2030.
- Ensure 20% of adult learners in CTE programs are enrolled in or have completed a stackable pathway by 2030.
- Institutionalize shared staffing models across all member sites, reducing duplication and improving efficiency by 2030.
- Establish a sustained pipeline of qualified adult school instructors teaching at the college level, with 10 dual enrollment courses offered annually by 2030.
- Sustain a consortium-wide peer educator program with trained tutors in ESL and CTE pathways by 2030.
- Expand CBO-based instruction to all priority zip codes identified in the needs assessment, increasing equity of access by 2030.
Adult Education Metrics and Student Barriers
- All: Participants (202AE)
Responsible Positions, Responsible Consortium Members, and Proposed Completion Date
Responsible Position | Responsible Member | Proposed Completion Date |
---|---|---|
Director | Oakland Unified | 06/29/2028 |
Principal | Alameda Unified | 06/30/2028 |
Dean of CTE | College of Alameda | 06/30/2028 |
Principal | Piedmont City Unified | 06/30/2028 |
Dean of Liberal Arts | Laney College | 06/30/2027 |
Vice Principal | Berkeley Unified | 05/01/2027 |
Vice President of Instruction | Merritt College | 06/30/2027 |
Director | Alameda Co. Office of Education | 06/30/2027 |
Cycle of Inquiry to Guide Outreach to Unserved Pop
Develop equity-focused inquiry questions to drive the cycle.
Distribute multilingual surveys to prospective learners (friends/family of current students, CBO clients, etc.).
Analyze work and school life intersections to inform flexible program delivery.
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).
- By June 2026, conduct a needs assessment with at least 500 current students across all consortium member sites to determine preferred class times and modalities.
- By December 2025, develop and adopt a set of 5–7 equity-focused inquiry questions collaboratively with faculty, staff, and students.
- By June 2026, develop and distribute multilingual surveys in at least five languages to a minimum of 1,000 prospective learners, including friends/family of current students and CBO clients.
- By Spring 2026, conduct focus groups or interviews with at least 150 learners across sites to understand work, family, and school balance challenges.
- By 2027, adjust at least 25% of class schedules and delivery methods based on assessment results.
- By 2027, use the inquiry questions to guide one program review or improvement cycles per year across all member institutions.
- By 2028, use survey findings to inform marketing, outreach, and course planning strategies, resulting in a 15% increase in new student enrollment from priority populations.
- By 2028, pilot at least three flexible program models (e.g., hybrid evening courses, modular classes) based on analysis results.
- By 2030, increase student retention and course completion rates by 10% due to alignment of schedules and modalities with student needs.
- By 2030, demonstrate measurable improvements in access and outcomes for disproportionately impacted student groups as tracked through data aligned to inquiry areas.
- By 2030, institutionalize multilingual outreach practices across all consortium partners, ensuring language access in all external-facing communications and intake materials.
- By 2030, adopt flexible delivery models consortium-wide, leading to a 20% increase in persistence among working learners and caregivers.
Adult Education Metrics and Student Barriers
- Success: Diploma, GED or High School Equivalency (633AE)
- Transition: Transitioned to CTE (636AE)
Responsible Positions, Responsible Consortium Members, and Proposed Completion Date
Responsible Position | Responsible Member | Proposed Completion Date |
---|---|---|
Principal | Alameda Unified | 06/30/2028 |
Dean of CTE | College of Alameda | 01/01/2026 |
Dean of Liberal Arts | Laney College | 06/30/2027 |
Principal | Alameda Co. Office of Education | 01/01/2028 |
Objective #2: Improve Integration of Services & Transitions
Engage Stakeholders in ATB
Provide professional development on ATB requirements and ECPP development.
Create and distribute an ATB implementation toolkit.
Implement ATB for eligible students.
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).
- By June 2026, conduct at least two professional development workshops attended by a minimum of 40 faculty, counselors, and administrators across member institutions.
- By June 2026, publish and distribute an ATB Implementation Toolkit that includes step-by-step guidance, program templates, FAQs, and advising materials to all consortium members.
- By 2028, ensure 100% of consortium colleges and adult schools have identified at least one Eligible Career Pathway Program (ECPP) and begun the ATB approval process.
- By 2028, integrate the toolkit into onboarding and training processes at all member institutions, with at least 80% of adult ed and college staff reporting its use in ECPP planning or ATB advising.
- By 2030, increase the number of adult learners accessing Title IV financial aid through ATB pathways by 25%, based on verified institutional data.
- By 2030, establish the toolkit as a standing regional resource, updated annually, and credited as a factor in successful ATB implementation and policy alignment across all sites.
Adult Education Metrics and Student Barriers
- 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 | Berkeley Unified | 05/01/2028 |
Project Manager | College of Alameda | 06/30/2027 |
Project Manager | Laney College | 06/30/2027 |
Director | Oakland Unified | 06/30/2027 |
Principal | Alameda Co. Office of Education | 06/30/2028 |
Objective #3: Improve Effectiveness of Services
Centralize data tracking
Identify core data elements needed for student support and reporting.
Pilot a selected system at 1–2 sites to test integration and usability.
Select and scale the system consortium-wide.
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).
- By June 2026, convene a cross-institutional data team to identify and define at least 10 core student support and reporting data elements (e.g., contact info, barriers, transitions, outcomes).
- By December 2026, launch a 6-month pilot of a student data system (e.g., CRM or case management platform) at 1–2 adult education or college sites, with user feedback from at least 10 staff and 50 students.
- By June 2027, select a unified system based on pilot results, stakeholder input, and interoperability with existing SIS and reporting tools.
- By 2027, align identified data elements with state reporting requirements and internal equity goals, and establish data sharing agreements among consortium members.
- By 2028, document pilot findings and develop implementation protocols for broader use, including staff training materials, data privacy guidelines, and workflows.
- By 2028, implement the system at all member sites, ensuring at least 80% of staff are trained and actively using it to track student engagement and transitions.
- By 2030, ensure ongoing use and review of core data elements through annual data validation processes across all consortium institutions.
- By 2030, demonstrate improved data-driven student support practices at pilot sites, resulting in a 15% increase in tracked transitions to postsecondary or employment.
- By 2030, institutionalize the system across the consortium, with real-time data dashboards and quarterly reports used to inform decision-making and continuous improvement
Adult Education Metrics and Student Barriers
- All: Participants (202AE)
Responsible Positions, Responsible Consortium Members, and Proposed Completion Date
Responsible Position | Responsible Member | Proposed Completion Date |
---|---|---|
Dean of CTE | College of Alameda | 06/01/2027 |
Project Manager | Merritt College | 06/30/2027 |
Director | Oakland Unified | 06/30/2027 |
Principal | Alameda Co. Office of Education | 06/30/2028 |
Est. a Menu of Core Services for Student Success
- Convene members and partners to identify priority services such as:
- Academic/career counseling
- Digital literacy
- Align services to student milestones (enrollment, persistence, transition).
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).
- By June 2026, host at least two facilitated planning sessions with consortium members and partners to identify and prioritize three essential student support services, including academic/career counseling and digital literacy.
- By Fall 2025, map student journey milestones across all program types and identify gaps in service delivery.
- By 2028, co-design and pilot integrated support models at 3–5 sites, ensuring that prioritized services are delivered consistently at key milestones (e.g., enrollment, persistence, transition).
- By 2027, implement aligned service protocols at 50% of consortium sites, ensuring support at a minimum of two milestones per student.
- By 2030, institutionalize the delivery of aligned support services at all member sites, with 90% of students receiving at least one touchpoint of academic or digital support by each major milestone.
- By 2030, demonstrate increased student progression and completion by 15%, with data showing correlation between service access and milestone achievement.
Adult Education Metrics and Student Barriers
- All: Participants (202AE)
Responsible Positions, Responsible Consortium Members, and Proposed Completion Date
Responsible Position | Responsible Member | Proposed Completion Date |
---|---|---|
Project Manager | Laney College | 06/30/2027 |
Project Manager | Merritt College | 06/30/2027 |
Director | Oakland Unified | 06/30/2027 |
Principal | Alameda Co. Office of Education | 06/30/2028 |
Audit to Improve Onboarding and Registration
Create a streamlined and student-centered intake experience across the consortium.
Build understanding of partner onboarding process to facilitate transitions/build structures of support for students to enroll in partner institutions.
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).
- By June 2026, conduct a cross-site intake audit and student focus groups at all member institutions to identify barriers and inconsistencies in the intake process.
- By December 2025, document onboarding requirements, timelines, and key contacts for all partner institutions and publish a regional onboarding reference guide for staff.
- By 2028, implement a unified intake form and onboarding process across at least 75% of member sites, including clear referrals to support services.
- By 2027, deliver joint staff trainings for at least 50 cross-agency staff on partner enrollment processes and student support roles.
- By 2030, achieve a 20% increase in new student enrollment and reduce intake-to-enrollment time by 30% across the consortium.
- By 2030, formalize shared transition protocols between all adult schools and colleges, resulting in a 25% increase in successful student transitions between institutions.
Adult Education Metrics and Student Barriers
- All: Participants (202AE)
Responsible Positions, Responsible Consortium Members, and Proposed Completion Date
Responsible Position | Responsible Member | Proposed Completion Date |
---|---|---|
Principal | Alameda Unified | 03/01/2028 |
Vice Principal | Berkeley Unified | 05/01/2027 |
Dean of CTE | College of Alameda | 06/01/2026 |
Dean of Liberal Arts | Laney College | 06/30/2027 |
Principal | Alameda Co. Office of Education | 06/30/2028 |
Principal | Piedmont City Unified | 06/01/2027 |
Funds Evaluation
Member Allocations and Expenditures
Member Agency | Prior Year Total Leveraged Funds | Program Reporting Status |
---|---|---|
Alameda Co. Office of Education | $2,676,725 | Certified |
Alameda Unified | $1,167,482 | Certified |
Berkeley City College | $196,842 | Certified |
Berkeley Unified | $5,040,851 | Certified |
College of Alameda | $226,526 | Certified |
Laney College | $209,020 | Certified |
Merritt College | $257,674 | Certified |
Oakland Unified | $2,897,405 | Certified |
Peralta CCD | $0 | Certified |
Piedmont City Unified | $454,694 | Certified |
Totals | $13,127,219 | 10/10 Certified |
In fiscal year 2023-2024 the Collective's members reported a combined total of $13,127,219 in leveraged funds through the CAEP program area reporting process. The funds reflect investments made by members toward adult education programming, staffing and support services. The three largest contributors are:
- Berkeley Adult- $5,040,851
- Oakland Adult- $2,897,405
- Opportunity Academy- $2,676,725
Over the next three years member resources will continue to sustain instructional programs, introduce Integrated Education Training (IET) programming, and strengthen data systems and continuous improvement efforts. In the event there is remaining carry-over funds from a prior year, the resources wil be used to support one time investments in technology, instructional pilots and support improvements.
In addition to CAEP funds, we will continue to leverage additional resources such as the English Language Learner Healthcare Pathways grant, WIOA funding, and community college programs such as Strong Workforce and Perkins. It has always been and continues to be a goal of the Collective to braid funding to ensure alignment and sustainabiity across initiatives.
Certification
Alameda Co. Office of Education - Member Representative
Monica Vaughan - Chief of Schools
- mvaughan@acoe.org
- (510) 670-4590
Tracey Burns - tburns@acoe.org
Emily Damasig - Budget Analyst
- emiliad@acoe.org
- (510) 670-4539
Alameda Unified - Member Representative
Joy Chua - Principal Alameda Adult School
- jchua@alamedaunified.org
- (510) 522-3858 ext: 758807
Annabella Zazo - Assistant Superintendent
- kzazo@alamedaunified.org
- (510) 326-2456
Berkeley City College - Member Representative
Midhun Joseph - Project Manager/Transitions Liaison
- mjoseph@peralta.edu
- (510) 990-0255
Mozell Person - Dean of Liberal Arts and Social Sciences
- mperson@peralta.edu
- (510) 981-2939
Dr. Denise Richardson Ed.D. - President
- drichardson@peralta.edu
- (510) 981-2850
Berkeley Unified - Member Representative
Mr. Russel Marcayda - Budget Analyst
- russelmarcayda@berkeley.net
- (510) 644-8914
Thomas Reid - Priincipal
- thomasreid@berkeley.net
- (510) 644-6130
Jill Hoogendyk - Associate Superintendent
- jillhoogendyk@berkeley.net
- (510) 644-6257
College of Alameda - Member Representative
Kawanna Rollins - Project Manager, Transitions Liaison, Adult Ed
- krollins@peralta.edu
- (510) 748-5256
Eva Jennings - Dean of Career and Workforce Education
- ejennings@peralta.edu
- (510) 748-2318
Melanie Dixon - President
- melaniedixon@peralta.edu
- (510) 522-7221
Laney College - Member Representative
Elizabeth Maher - Dean of Liberal Arts
- emaher@peralta.edu
- (510) 917-1919
Nik Howell - nhowell@peralta.edu
Rebecca Opsata Dr. - Acting President
- ropsata@peralta.edu
- (510) 464-3237
Merritt College - Member Representative
Victor Littles - Transitions Liaison
- vlittles@peralta.edu
- (510) 434-3994
Dr. David Johnson - President
- dmjohnson@peralta.edu
- (510) 436-2501
Lisa Cook - Vice President of Instruction
- lrcook@peralta.edu
- (510) 436-2411
Oakland Unified - Member Representative
Kim Jones - Director
- kim.jones1@ousd.org
- (510) 879-1400
GARY MIDDLETON - Executive Director of Alternative Education
- gary.middleton@ousd.org
- (510) 812-2081
Peralta CCD - Member Representative
Shemila Johnson - srjohnson@peralta.edu
- (510) 466-7247
Dr. Tina Vasconcellos - Vice Chancellor for Educational Services
- tvasconcellos@peralta.edu
- (510) 333-4199
Fareha Bakre - Principal Budget Finance Analyst
- fbakre@peralta.edu
- (408) 398-1044
Piedmont City Unified - Member Representative
Ms. Shannon Fierro - Director of Adult Piedmont Adult School
- sfierro@piedmont.k12.ca.us
- (510) 594-2791
Ariel Dolowich - Assistant Superintendent of Educational Services
- adolowich@piedmont.k12.ca.us
- (510) 594-2686