CAEP
Three-Year Plan

Produced: Jun 9, 2025, 03:44 PM UTC - By Joy Chua

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:
42 Northern Alameda Adult Education Collective
Address:
333 E 8th St. | Oakland, CA | 94606
Website:
https://www.naaec.org/
Funding Channel 2025-26:
Fiscal Agent
CAEP Funds 2025-26:
$10,188,364
CAEP Funds 2024-25:
$9,946,664
CAEP Funds 2023-24:
$9,841,355

Consortium Contacts

Auto-populated

ResponsibilityNameEmailTitlePhone
Primary Contactfbakre@peralta.eduPrincipal Budget Finance Analyst(408) 398-1044
Primary Contactsrjohnson@peralta.edu(510) 466-7247
Primary Contactdavevigo@peralta.eduBudget Director(510) 466-7253

Members

Auto-populated

Member AgencyMember TypeContactPhone
Alameda UnifiedUnified School DistrictJoy Chua(510) 522-3858 ext: 758807
Berkeley City CollegeCollegeMidhun Joseph(510) 990-0255
Berkeley UnifiedUnified School DistrictMr. Russel Marcayda(510) 644-8914
College of AlamedaCollegeKawanna Rollins(510) 748-5256
Laney CollegeCollegeElizabeth Maher(510) 917-1919
Merritt CollegeCollegeVictor Littles(510) 434-3994
Oakland UnifiedUnified School DistrictKim Jones(510) 879-1400
Peralta CCDDistrictShemila Johnson(510) 466-7247
Piedmont City UnifiedUnified School DistrictMs. Shannon Fierro(510) 594-2791
Alameda Co. Office of EducationCounty Office of Education (COE)Monica Vaughan(510) 670-4590
Albany City UnifiedUnified School DistrictShemila Johnson(510) 466-7247

Executive Summary

The Northern Alameda Adult Education Consortium (NAAEC) serves a diverse and densely populated region that includes urban, suburban, and immigrant communities. Member agencies include:

  • Peralta Community College District and its four campuses (Laney College, Merritt College, College of Alameda, and Berkeley City College)

  • Oakland Unified School District Adult School

  • Alameda Unified School District Adult School

  • Berkeley Unified School District Adult School

  • Alameda County Office of Education- Opportunity Academy

  • Piedmont Unified School District Adult School

Additionally, the Consortium engages a wide range of partners, including community-based organizations (CBOs), workforce development boards, industry leaders, social service agencies, and students themselves. These stakeholders played key roles in data collection, focus groups, survey development, strategy sessions, and validation of plan priorities.

The Three-Year Planning Process included:

  • A planning kickoff meeting and working group launch (Fall 2024)

  • Monthly strategy-focused working group sessions (Fall 2024- Spring 2025)

  • Partner convenings and interviews (Spring 2025)

  • A two-day strategic planning retreat with over 40 participants (Spring 2025)

This highly participatory process fostered broad input and shared ownership across members.

The consortium's data-driven needs assessment revealed the following priorities:

Access, Enrollment and Visibility:

  • Many adults remain unaware of available programs.

  • Working adults and caregivers need more flexible scheduling and online learning options.

Retention and Transitions:

  • Gaps exist in support services during transition points (e.g., noncredit to credit, school to work).

  • Students require more coordinated case management and referrals to succeed.

Program Alignment and Relevance:

  • A strong need exists to align programs with labor market demand.

Integrated Education and Training (IET) and contextualized learning were identified as high-impact strategies.

System Navigation and Onboarding:

  • Intake processes vary widely across member sites.

  • Students face duplicated steps or delays in receiving services.

Data and Systems:

  • Fragmented student information systems make it difficult to track transitions and outcomes.

  • Staff need more training and support in using data for continuous improvement.

Three-Year Plan Metrics

The consortium selected the following metrics to track progress:

  • Number of Participants/Enrollment by program type (ESL, HSD/GED, CTE)

  • Number Earning a High School Diploma/Equivalency

  • Number Earning a Post Secondary Education Credential

  • Transitions to postsecondary education or training (Credit and CTE) 

Objective 1: Address Educational Needs

Strategies:

  • Develop creative staffing models to expand access

  • 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 and Transitions

Strategies:

  • Implement Ability to Benefit (ATB) and Credit for Prior Learning (CPL) strategies

  • Build structured referral and follow-up systems

  • Host quarterly partner convenings with shared challenges and co-created solutions

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

  • Creation and use of newly created referral system

Objective 3: Improve Effectiveness of Services

Strategies:

  • Select and integrate a shared student management system

  • Standardize onboarding and intake processes

  • Define and operationalize a shared set of priority student services

Expected Outcomes:

  • Better tracking of student progress across institutions

  • Reduced duplication of services and smoother transitions

  • Greater student satisfaction and increased persistence

Summary of Funds Evaluation

As part of the planning process, the Consortium conducted a funds evaluation to:

  • Review prior years' expenditures and align them with student outcome data

  • Assess return on investment for staffing, support services, and professional development

  • Identify underspent categories (e.g., technology, outreach) and plan for reallocation

As a result, NAAEC plans to:

  • Allocate resources to shared infrastructure (referral systems, data tools)

  • Fund outreach and awareness campaigns targeted at unserved populations where members have the capacity to serve more students

  • Continue investing in staff development to support implementation of the plan

This Three-Year Plan is both ambitious and grounded in identified community needs.. With shared ownership across members, partners, and students, NAAEC is well-positioned to expand access, increase student success, and build a more integrated and effective adult education ecosystem in Northern Alameda County. 

Assessment

The Northern Alameda Adult Education Collective has engaged in a comprehensive and inclusive approach to assess the educational needs of adult learners, align programs with regional priorities, and evaluate the current landscape of education and workforce services. This assessment formed the foundation of our 2025–2028 Three-Year Plan and was developed using both quantitative data and qualitative input from community members, students, and partners.

Our assessment process was guided by three core principles:

  1. Equity-Driven: Ensure marginalized and underserved populations are intentionally included in both data gathering and program planning.

  2. Collaborative: Engage all member agencies and partners to co-own the assessment process and findings.

  3. Action-Oriented: Use findings to immediately inform service improvements, strategic investments, and regional partnerships.

To understand the educational needs of our region, we utilized the following sources:

  • CAEP Fact Sheets: Provided annual performance benchmarks and helped identify which student populations were succeeding and which needed more support.

  • Census Data: Identified areas with high percentages of adults lacking high school diplomas, limited English skills, and underemployment.

  • Labor Market Information: Demonstrated opportunities for aligned educational offerings with high-demand regional sectors such as healthcare.

  • DataVista: Enabled internal tracking of enrollment trends, student outcomes, and transitions across member institutions.

As part of our assessment, the Consortium:

  • Mapped existing programs across all member institutions, identifying duplication, gaps, and areas of strength.

  • Surveyed providers to document instructional formats, support services offered, and capacity challenges.

  • Analyzed student pathways from adult education providers to college to assess alignment and accessibility.

Findings revealed that while the region offers a robust selection of adult education programs, there is a need for:

  • Greater standardization of onboarding and support services.

  • Expanded access to bridge and contextualized learning.

  • Improved coordination of referrals and transitions across systems.

Our assessment emphasized alignment with regional labor force development and social mobility goals. This includes:

  • Matching program offerings to labor market demand using EDD data.

  • Consulting with employers and workforce boards to refine CTE and short-term training programs.

  • Identifying systemic barriers that prevent equitable participation in education and workforce services.

Our demographic and enrollment data confirmed that many adults were unaware of existing offerings or unable to participate due to schedule constraints, childcare needs, or financial concerns, leading us to prioritize integrated support and flexible delivery.

The assessment process was launched in Fall 2024 and included:

  • A kickoff consortium-wide planning retreat to establish goals and roles.

  • A series of Working Group meetings to develop activities.

  • Partner engagement through convenings.

  • Iterative review and synthesis culminating in strategic planning meetings.

This iterative and inclusive process ensures member ownership, transparency, and commitment to the final plan.

NAAEC’s educational needs and service assessment process was rooted in collaboration, data integrity, and a focus on regional relevance. It has provided a shared understanding of who we serve, what they need, and how we can better coordinate and deliver services. This foundation sets the stage for targeted implementation, continuous improvement, and more equitable outcomes for adult learners across Northern Alameda County.

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 Northern Alameda Adult Education Collective (NAAEC) has adopted a thoughtful, data-informed approach to understanding the needs of adult learners across our region. Our process for data collection and assessment is anchored in the belief that equitable and effective programming starts with understanding the real-life experiences, goals, and barriers faced by those we serve. This section outlines the methods, tools, challenges, and successes related to our data collection efforts.

1. DataVista-The consortium utilized DataVista to access program-specific student data aligned with CAEP outcomes. DataVista has helped us examine student progress in measurable skill gains, postsecondary transitions, and employment milestones. It also provides a valuable window into consortium-wide trends in enrollment, persistence, and completion.

2. U.S. Census Data-Census data has been instrumental in identifying target populations for outreach and understanding regional shifts in demographics. This data has allowed us to analyze neighborhoods with high concentrations of adults without a high school diploma, limited English proficiency, or disconnection from the workforce, informing site locations and outreach efforts.

3. CAEP Fact Sheets-CAEP Fact Sheets offered by the California Adult Education Program have provided standardized, annually updated data on performance outcomes and demographics. We’ve relied on these sheets to benchmark progress and analyze gaps..

4. Labor Market Information (LMI)-Our consortium’s goal is to prioritize aligning adult education programs with labor market demand. We review labor market data through tools such as EDD LMI to identify high-growth sectors. These insights will help inform CTE program design, especially in fields like healthcare, construction, and other sectors.

Despite our commitment, we encountered several challenges:

  • Data system fragmentation: Different members use different student information systems (e.g., ASAP, TE, PeopleSoft), which has made it difficult to create unified data sets.

  • Language and trust barriers: In some communities, potential learners are hesitant to engage due to language access issues or fear related to immigration status.

  • Survey fatigue and accessibility: Reaching disengaged adults or those with limited digital literacy has been an ongoing challenge.

Despite these challenges, moving forward, we plan to ensure our data collection process will yield notable success:

  • Improved targeting of outreach efforts through the combination of Census data and community mapping.

  • Development of equity-focused inquiry questions that shape our survey and focus group instruments.

  • Partner collaboration leading to deeper engagement with CBOs, faith-based organizations, and workforce boards who can distribute surveys and host listening sessions.

  • Data transparency and use are to increase among members through bi-annual data walks and strategy alignment sessions.

Thus far our approach has helped shift our consortium toward a more intentional, student-centered model, with programming and services increasingly tailored to the lived experiences and aspirations of adult learners in our region.

As we look ahead, the Consortium plans to further strengthen our data infrastructure, increase data literacy among all member institutions, and ensure that our cycle of inquiry continues to guide our strategy.

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
Alameda County Probation DepartmentCommunity 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?

Under the Alameda County Workforce Development Board (ACWDB) plan, partner WIOA Title II agencies advance language instruction, basic and career skills, contextualized learning, services for immigrants. This is a system priority of Building Job Candidates’ Core Skills. Local adult schools are among the ACWDB’s most essential partners in serving ELLs through ESL and VESL programs. WIOA Title II programs, which are federally funded and administered by the California Department of Education, are a primary resource for ESL, along with basic education skills and high school equivalency programs that are also needed by this target group. Adult schools, community college programs, and other training providers offer job skills and career pathway training. Adult School members of Northern Alameda Adult Education Collective (Alameda Adult School, Berkeley Adult School, Oakland Career and Education, Opportunity Academy and Piedmont Adult School) provide a variety of these WIOA II programs, as well as additional programs funded under CAEP: ESL, IELCE, CTE, ABE, ASE and family literacy. 

ACWDB 2025-2028 regional plan has a system priority: Be Prepared to Respond to a Dynamic Labor Market; Make Greater Use of Work-Based Learning Models; Build Pipelines of Workers and Support Preparation of Young People for Careers; Collaborate Strategically with Business and Industry Associations; Engage Directly with Business Leaders on Workforce Development Strategies and Career Education. 

  • The Piedmont Adult School partners with SCORE (Service Core of Retired Executives) to provide business-focused short-term CTE classes.  This partnership benefits SCORE as it gets more students into its classes.  It benefits the PAS because they can provide high-quality instructors and instruction in content areas desired by adults in our community.

  • Alameda Adult School partners with Laney College CTE to provide construction courses in Spanish. Courses are free to NAC ESL students and provide an opportunity for low-level English speakers to take CTE courses in a job field that provides a living wage. 

ACWDB 2025-2028 regional plan also has a system priority on increasing Digital Literacy and Access. 

  • They have purchased a subscription to the Northstar Digital Literacy platform to facilitate digital literacy among youth and young adult participants and has since expanded access to all WIOA participants. On the Northstar platform, participants complete skill assessments in essential computer skills, software skills, and the use of technology in daily life. Alameda Adult School uses the curriculum in ESL classes, integrating technology education into English language instruction at all levels. 

Another WDB system priority is Approaching Job Readiness Holistically. Workforce system partners and stakeholders recognize that, for many customers, success on the job and in career advancement will require a full range of support. Services needed by many individuals who seek services from the AJCC, WIOA Title I program career services providers, and system partners including not just career preparation and skills training, but assistance with housing, healthcare, transportation, childcare, clothing, and other stabilizing services and support. 

  • NAC provides free telehealth mental health services through UWILL

  • Alameda Adult School provides academic counseling, childcare for AM ESL students, and monthly bus passes.

Based on a comprehensive review of the fact sheets, we can identify several key educational needs that should inform the consortium's priorities.

Key Data Points Indicating Educational Need

  1. High Proportion of Adults Lacking a High School Diploma

    • Over 60,000 adults in the region have no high school diploma.

    • These individuals face limited access to postsecondary education, employment, and financial aid, making them a prime target for GED, ESL, and bridge programs.

  2. Significant English Language Learner (ELL) Population

    • 43,827 adults report limited English proficiency, and 37% of residents speak a language other than English at home.

    • Spanish, Chinese (Cantonese/Mandarin), and Vietnamese are among the top non-English languages spoken.

  3. Disproportionate Participation of Certain Demographics in Adult Education

    • Hispanic adults represent 48.6% of adult learners, far exceeding their share of the general population (19.7%), signaling both high need and strong engagement.

    • Black adults also show higher engagement in adult education programs (15.7%) than their representation in the general population (16.5%).

  4. Limited Postsecondary and Career Transitions

    • Only 12.2% of adult education students transition to Career Technical Education (CTE), and just 15.2% transition to postsecondary education.

    • Transition rates are particularly low for Hispanic adults (8.7% to CTE, 10.7% to postsecondary) and adults over 45.

  5. Labor Market Demand in Health and Skilled Trades

    • The largest and fastest-growing industries include Health Care and Social Assistance, Manufacturing, and Technical Services.

    • Many of the fastest-growing occupations—e.g., Occupational Therapy Assistants, Surgical Assistants, and Millwrights—require short-term training but offer living wages.

  6. Youth Disconnection and Poverty

    • 1,824 “Opportunity Youth” (ages 18–24, not in school and unemployed) live in the region.

    • Over 106,000 adults live at or near the poverty line, suggesting financial and social barriers to education access.

Implications for Consortium Priorities 

  1. Invest in High School Diploma/GED and ESL Programming

    • The large population of adults without a diploma or with limited English proficiency warrants sustained or expanded investment in HSE and ESL offerings.

    • Culturally and linguistically responsive instruction is essential given the 96 languages spoken and the overrepresentation of Hispanic and Asian students in adult ed programs.

  2. Expand Career Pathways in Healthcare and Manufacturing

    • Workforce data reveals strong growth and wage potential in healthcare and skilled trades, many of which align with short-term CTE training models.

    • The consortium should prioritize IET models, contextualized learning, and transition counseling tied to these sectors.

  3. Prioritize Equity-Focused Support Services

    • Lower transition rates for Hispanic and older adult learners indicate the need for targeted transition support, including advising, tutoring, and financial aid literacy.

    • The consortium may consider hiring bilingual navigators and wraparound service specialists.

  4. Develop Dual-Enrollment and Youth Re-Engagement Strategies

    • With nearly 2,000 disconnected youth and low postsecondary transition rates among young adults, the consortium should partner with high schools and colleges to expand dual-enrollment and bridge-to-career programs.

  5. Strengthen Data Tracking and Outcomes Reporting

    • Improving performance in transitions to postsecondary and non-developmental coursework will require better student tracking and coordination across institutions.

The Northern Alameda region shows acute and diverse adult educational needs—ranging from basic skills development and language acquisition to stronger postsecondary and workforce transitions. The demographic and labor market data justify a multipronged investment approach focused on access, equity, and economic mobility. Consortium resources shall strategically prioritize programming for ELLs, adults without diplomas, underrepresented groups in transition metrics, and alignment with high-demand regional job sectors.

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
Beth Maher Administrator Participated in planning meetings
Joy Chua Principal Designed proposed strategies
Kim Jones Principal Designed proposed strategies
Midhun Joseph Classified staff Designed proposed strategies
Tom Reid Principal Participated in planning meetings
Suzy Kelly Teacher employed by local educational agencies Participated in planning meetings
Tracey Burns Principal Participated in planning meetings
Shannon Fierro Principal Participated in planning meetings
Eva Jennings Administrator Participated in planning meetings
Victor Littles Classified staff Participated in planning meetings
Kawanna Rollins Classified staff Designed proposed strategies
Nik Howell Classified staff Designed proposed strategies
Mozell Person Administrator Participated in planning meetings
Meghan McCain West Ed Provided data
Cherina Betters Consultant Proposed staff collaboration

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
*Alameda Co. Office of EducationMember Representative

0

105

0

0

0

0

0

0

0

105
*Alameda UnifiedMember Representative

101

107

0

0

34

805

0

0

0

1047
*Berkeley City CollegeMember Representative

0

294

8

0

0

314

22

525

0

1163
*Berkeley UnifiedMember Representative

328

333

85

0

335

1,523

0

0

0

2604
*College of AlamedaMember Representative

0

5

25

0

0

153

11

37

0

231
*Laney CollegeMember Representative

0

20

8

0

0

829

92

328

0

1277
*Merritt CollegeMember Representative

0

15

33

0

0

213

106

127

0

494
*Oakland UnifiedMember Representative

120

318

11

0

0

757

0

0

0

1206
*Peralta CCDMember Representative

0

0

0

0

0

0

0

0

0

0
*Piedmont City UnifiedMember Representative

37

52

0

11

133

30

0

0

0

263
Total Participants 586 1249 170 11 502 4624 231 1017 0 8390
* 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

In the most recent year, over 6,400 adult learners received 12 or more instructional contact hours, with over 8,300 reportable individuals engaged in some level of adult education programming. This demonstrates strong regional reach, with the highest enrollment in ESL, high school diploma/equivalency, and career technical education (CTE) programs. While instructional hour totals vary by site and delivery model, the consortium continues to emphasize service expansion, including summer and evening offerings, hybrid and online instruction, and contextualized basic skills instruction in workforce programs.

Types of Education and Workforce Services Offered (Seven Program Areas)

NAAEC members currently offer programming across five of the seven CAEP program areas:

  1. Adult Basic Education (ABE) and Adult Secondary Education (ASE) – High school diploma and equivalency preparation are available across all major sites.

  2. English as a Second Language (ESL) – Robust multi-level ESL instruction serves nearly 50% of all adult education participants.

  3. Career Technical Education (CTE) – Programs are offered in high-demand sectors such as healthcare, early childhood education, and construction. Recent expansion of Integrated Education and Training (IET) models supports contextualized instruction and transitions to employment.

  4. Programs for Adults with Disabilities (AwD) – Limited but growing services, with expanded planning to support transitions and workforce integration.

  5. Pre-Apprenticeship Programs – Emerging across construction and healthcare sectors, often in partnership with regional employers and unions.

Evaluation of Alignment with Identified Needs

The needs assessment in Section 2 identified significant regional educational and economic barriers:

  • 43,827 adults have limited English proficiency, and 169,370 are foreign-born.

  • Over 60,000 adults lack a high school diploma, with nearly 11% having no formal schooling beyond elementary levels.

  • Unemployment among adult learners stands at 4%, with 32% not in the labor force.

  • Transitions from adult education to postsecondary education, CTE, or non-developmental credit courses remain below 20% overall, with even lower rates for older and Hispanic learners.

While the consortium offers a full spectrum of programs, gaps remain:

  • Transition outcomes are uneven, especially for students aged 25 and older and English language learners.

  • Digital literacy and access to technology remain barriers for engagement and retention, particularly among lower-skilled learners.

  • Programs for Adults with Disabilities are underdeveloped and inconsistently available across sites.

  • Support services such as navigation, counseling, and case management are not equitably accessible, impacting persistence and transition outcomes.

  • IET programs and short-term, stackable credentials are in early stages and need scaling to better align with labor market needs (e.g., healthcare, manufacturing, and construction sectors, which are among the region’s top 10 fastest growing industries).

NAAEC’s current levels and types of services reflect a strong commitment to equity, access, and alignment with regional needs. However, there is a clear need to expand workforce-aligned instruction, improve transitions to postsecondary and employment, and scale support services to better serve underrepresented populations. These findings will guide the consortium’s investment in new instructional models, professional development, system integration, and collaborative partnerships over the next three years.


Metrics: CAEP Barriers & Metrics

Goals & Metrics

Metrics

Adult Ed Metrics

  • English Language Learner (149AE)

Metrics

Adult Ed Metrics

  • English as a Secondary Language (1002)

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)
  • Postsecondary Credential (624AE)

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) 6,637 8,303

8,500

8,600

8,650

Student BarriersEnglish 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 SetMetric DescriptionMember Level Metric Actuals Member Level Metric Targets
2022-23 2023-24 2024-25 2025-26 2026-27 2027-28
AllParticipants (202AE) 105

500

550

600

SuccessDiploma, GED or High School Equivalency (633AE)

200

225

250

SuccessPostsecondary Credential (624AE)

0

0

0

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

10

10

10

TransitionTransitioned to CTE (636AE)

10

10

10

Students and ProgramsEnglish as a Secondary Language (1002) 0

0

0

0

* Mandatory for all members


Alameda Unified (Reported by Alameda City Unified School District)

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

1,000

1,000

1,000

SuccessDiploma, GED or High School Equivalency (633AE)

20

20

20

SuccessPostsecondary Credential (624AE)

0

0

0

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

10

10

10

TransitionTransitioned to CTE (636AE)

8

8

8

Students and ProgramsEnglish as a Secondary Language (1002)

850

850

850

* Mandatory for all members


Berkeley City College (Reported by Berkeley City College)

Metric SetMetric DescriptionMember Level Metric Actuals Member Level Metric Targets
2022-23 2023-24 2024-25 2025-26 2026-27 2027-28
AllParticipants (202AE) 910 1,074

750

750

750

SuccessDiploma, GED or High School Equivalency (633AE) 17

0

0

0

SuccessPostsecondary Credential (624AE) 245 215

120

120

120

TransitionTransitioned to Non-Developmental Credit College Course (637AE) 163

125

125

125

TransitionTransitioned to CTE (636AE) 152

100

100

100

Students and ProgramsEnglish as a Secondary Language (1002) 220 274

220

220

220

* Mandatory for all members


Berkeley Unified (Reported by Berkeley Unified School District)

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

2,700

2,700

2,700

SuccessDiploma, GED or High School Equivalency (633AE)

60

60

60

SuccessPostsecondary Credential (624AE)

0

0

0

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

0

0

0

TransitionTransitioned to CTE (636AE)

4

4

4

Students and ProgramsEnglish as a Secondary Language (1002)

2,000

2,000

2,000

* Mandatory for all members


College of Alameda (Reported by College of Alameda)

Metric SetMetric DescriptionMember Level Metric Actuals Member Level Metric Targets
2022-23 2023-24 2024-25 2025-26 2026-27 2027-28
AllParticipants (202AE) 188 169

160

200

220

SuccessDiploma, GED or High School Equivalency (633AE)

0

0

0

SuccessPostsecondary Credential (624AE) 11

0

0

0

TransitionTransitioned to Non-Developmental Credit College Course (637AE) 31

30

35

40

TransitionTransitioned to CTE (636AE) 31

30

35

40

Students and ProgramsEnglish as a Secondary Language (1002) 153 152

150

150

150

* Mandatory for all members


Laney College (Reported by Laney College)

Metric SetMetric DescriptionMember Level Metric Actuals Member Level Metric Targets
2022-23 2023-24 2024-25 2025-26 2026-27 2027-28
AllParticipants (202AE) 715 867

700

750

800

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

0

0

0

SuccessPostsecondary Credential (624AE) 40 23

0

0

0

TransitionTransitioned to Non-Developmental Credit College Course (637AE) 145

35

40

50

TransitionTransitioned to CTE (636AE) 132

50

65

80

Students and ProgramsEnglish as a Secondary Language (1002) 612 665

675

690

705

* Mandatory for all members


Merritt College (Reported by Merritt College)

Metric SetMetric DescriptionMember Level Metric Actuals Member Level Metric Targets
2022-23 2023-24 2024-25 2025-26 2026-27 2027-28
AllParticipants (202AE) 321 377

400

420

440

SuccessDiploma, GED or High School Equivalency (633AE)

0

0

0

SuccessPostsecondary Credential (624AE) 29

20

40

60

TransitionTransitioned to Non-Developmental Credit College Course (637AE) 19

100

120

140

TransitionTransitioned to CTE (636AE) 20

100

120

140

Students and ProgramsEnglish as a Secondary Language (1002) 173 227

100

120

140

* Mandatory for all members


Oakland Unified (Reported by Oakland Unified School District (OUSD))

Metric SetMetric DescriptionMember Level Metric Actuals Member Level Metric Targets
2022-23 2023-24 2024-25 2025-26 2026-27 2027-28
AllParticipants (202AE) 877 1,018

1,250

1,400

1,600

SuccessDiploma, GED or High School Equivalency (633AE) 45 53

75

85

100

SuccessPostsecondary Credential (624AE) 62 65

150

200

250

TransitionTransitioned to Non-Developmental Credit College Course (637AE) 35

0

0

0

TransitionTransitioned to CTE (636AE) 37

50

75

100

Students and ProgramsEnglish as a Secondary Language (1002) 694 757

600

700

800

* Mandatory for all members


Peralta CCD (Reported by Peralta)

Metric SetMetric DescriptionMember Level Metric Actuals Member Level Metric Targets
2022-23 2023-24 2024-25 2025-26 2026-27 2027-28
AllParticipants (202AE) 1,984 2,310

2,000

2,000

2,000

SuccessDiploma, GED or High School Equivalency (633AE) 18 34

0

0

0

SuccessPostsecondary Credential (624AE) 336 269

250

250

250

TransitionTransitioned to Non-Developmental Credit College Course (637AE) 317

0

0

0

TransitionTransitioned to CTE (636AE) 289

0

0

0

Students and ProgramsEnglish 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 SetMetric DescriptionMember Level Metric Actuals Member Level Metric Targets
2022-23 2023-24 2024-25 2025-26 2026-27 2027-28
AllParticipants (202AE) 136 213

200

210

220

SuccessDiploma, GED or High School Equivalency (633AE) 18

20

22

24

SuccessPostsecondary Credential (624AE)

0

0

0

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

5

5

5

TransitionTransitioned to CTE (636AE)

0

0

0

Students and ProgramsEnglish 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.

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
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

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

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

Select the programmatic strategies that your consortium is using to improve effectiveness of services:

Explore adoption of a shared student management system

Select the operational strategies that your consortium is using to improve effectiveness of services:

Not Entered

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.


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).

  • 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 PositionResponsible MemberProposed Completion Date
DirectorOakland Unified06/29/2028
PrincipalAlameda Unified06/30/2028
Dean of CTECollege of Alameda06/30/2028
PrincipalPiedmont City Unified06/30/2028
Dean of Liberal ArtsLaney College06/30/2027
Vice PrincipalBerkeley Unified05/01/2027
Vice President of InstructionMerritt College06/30/2027
DirectorAlameda Co. Office of Education06/30/2027

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.

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).

  • 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 PositionResponsible MemberProposed Completion Date
PrincipalAlameda Unified06/30/2028
Dean of CTECollege of Alameda01/01/2026
Dean of Liberal ArtsLaney College06/30/2027
PrincipalAlameda Co. Office of Education01/01/2028

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. 

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).

  • 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 PositionResponsible MemberProposed Completion Date
PrincipalBerkeley Unified05/01/2028
Project ManagerCollege of Alameda06/30/2027
Project ManagerLaney College06/30/2027
DirectorOakland Unified06/30/2027
PrincipalAlameda Co. Office of Education06/30/2028

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.

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).

  • 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 PositionResponsible MemberProposed Completion Date
Dean of CTECollege of Alameda06/01/2027
Project ManagerMerritt College06/30/2027
DirectorOakland Unified06/30/2027
PrincipalAlameda Co. Office of Education06/30/2028

Est. a Menu of Core Services for Student Success

  • Convene members and partners to identify priority services such as:
  1. Academic/career counseling
  2. Digital literacy
  • Align services to student milestones (enrollment, persistence, transition).

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).

  • 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 PositionResponsible MemberProposed Completion Date
Project ManagerLaney College06/30/2027
Project ManagerMerritt College06/30/2027
DirectorOakland Unified06/30/2027
PrincipalAlameda Co. Office of Education06/30/2028

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.

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).

  • 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 PositionResponsible MemberProposed Completion Date
PrincipalAlameda Unified03/01/2028
Vice PrincipalBerkeley Unified05/01/2027
Dean of CTECollege of Alameda06/01/2026
Dean of Liberal ArtsLaney College06/30/2027
PrincipalAlameda Co. Office of Education06/30/2028
PrincipalPiedmont City Unified06/01/2027

Funds Evaluation

Member Allocations and Expenditures

Member AgencyPrior Year Total Leveraged FundsProgram Reporting Status
Alameda Co. Office of Education $2,676,725Certified
Alameda Unified $1,167,482Certified
Berkeley City College $196,842Certified
Berkeley Unified $5,040,851Certified
College of Alameda $226,526Certified
Laney College $209,020Certified
Merritt College $257,674Certified
Oakland Unified $2,897,405Certified
Peralta CCD $0Certified
Piedmont City Unified $454,694Certified
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

Approved by Tracey Burns

06/04/2025 04:55 PM PDT

Alameda Unified - Member Representative

Approved by Joy Chua

06/09/2025 08:44 AM PDT

Berkeley City College - Member Representative

Approved by Dr. Denise Richardson Ed.D.

06/04/2025 05:48 PM PDT

Berkeley Unified - Member Representative

Approved by Jill Hoogendyk

06/04/2025 01:52 PM PDT

College of Alameda - Member Representative

Approved by Melanie Dixon

06/04/2025 10:06 PM PDT

Laney College - Member Representative

Approved by Elizabeth Maher

06/05/2025 05:01 PM PDT

Merritt College - Member Representative

Approved by Dr. David Johnson

06/04/2025 03:55 PM PDT

Oakland Unified - Member Representative

Approved by Kim Jones

06/06/2025 09:54 AM PDT

Peralta CCD - Member Representative

Approved by Shemila Johnson

06/05/2025 04:30 PM PDT

Piedmont City Unified - Member Representative

Approved by Ms. Shannon Fierro

06/05/2025 04:32 PM PDT