CAEP
Annual Plan

Produced: Aug 15, 2025, 09:10 PM UTC - By Shannon Fierro

42 Northern Alameda Adult Education Collective
CONSORTIUM APPROVED

2025-26

Plans & Goals

Executive Summary

The Northern Alameda Adult Education Collective (NAAEC) enters the 2025–2026 program year with clear momentum, building on the progress and strategies outlined in its 2022–2025 Three-Year Plan and 2024-2025 annual plan. Over the past year, NAAEC successfully advanced its goals through a set of targeted initiatives aligned with key strategic objectives: diversifying educational offerings, expanding outreach and support services, and strengthening partnerships to improve adult learner outcomes.

Key Achievements from 2024–2025

  • Program Diversification: Expanded course delivery through online, hybrid, and contextualized formats, including new Integrated Education and Training (IET) offerings aligned to healthcare and high-demand industries.

  • Outreach and Recruitment: Increased engagement of underserved populations through coordinated community outreach, targeted messaging, and data-informed recruitment strategies, as part of a broader Cycle of Inquiry.

Vision and Primary Goals for 2025–2026

The current year’s plan centers around implementing the next phase of NAAEC’s Three-Year Plan with the following priorities:

Objective 1: Address Educational Needs

  • Expand IET offerings and contextualized instruction

  • Use flexible staffing models to broaden access

  • Offer more diverse course modalities (e.g., evenings, online, multilingual)

Objective 2: Improve Integration of Services and Transitions

  • Operationalize ATB and Credit for Prior Learning (CPL) policies across all colleges

  • Launch structured referral and follow-up systems among adult schools, colleges, and community partners

  • Host quarterly convenings to align services and improve student pathways

Objective 3: Improve Effectiveness of Services

  • Select and pilot a shared student management system across the consortium

  • Standardize intake and onboarding procedures to improve student experience

  • Define and institutionalize a set of shared, priority support services

Alignment of Allocations with the Three-Year Plan

Planned CAEP allocations for 2025–2026 directly align with NAAEC’s strategic goals. Investments will support:

  • Faculty time and curriculum development for IET programs

  • Staff positions and training to implement ATB, CPL, and shared intake processes

  • Technology adaptation for data tracking and service coordination

  • Consortium-wide outreach and student support initiatives

Each member agency is leveraging its CAEP base and carryover funds in coordination with local, state, and federal resources to implement these activities. By maintaining a unified focus on equity, access, and student success, NAAEC continues to build a more coherent and connected adult education system that meets regional needs and empowers adult learners to thrive.

Plans & Goals

How (if at all) do the consortium’s previous program year goals differ from the current year’s goals?

Goals have changed or new goals have emerged for the upcoming year

Why have the consortium’s goals changed for the upcoming year?

In addition to carrying forward unmet goals from the prior year, new priorities have emerged for the coming year. Shifts in statewide education allocations, changes in immigration laws impacting the ESL population, and the absence of increased base funding have collectively limited our capacity to expand course offerings through faculty hiring and targeted marketing efforts.

How much progress did the consortium make towards its previous program year goals?

Some progress - around half of the goals were met

Not Entered
What barriers did the consortium face in making progress towards its previous program year goals?

Not Entered
What are the goals for the consortium for the current program year?

Not Entered
How will the consortium measure progress towards the goals set for the current program year?

Not Entered

Assessment

Regional Needs Assessment

Please identify the categories of needs in your region.

Please identify resources used to identify these gaps.

  • Success: Diploma, GED or High School Equivalency (633AE)
  • Transition: Transitioned to CTE (636AE)
  • Postsecondary Credential (624AE)
  • English as a Secondary Language (1002)
  • English Language Learner (149AE)

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.

Activities & Outcomes

Objective #1: Address Educational Needs

Develop Creative Solutions to Sustain Programming

THREE-YEAR PLAN 2025-28

Conduct student scheduling needs assessment to inform class times and modalities.

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.

  • 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

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

THREE-YEAR PLAN 2025-28
  • By December 2025, develop and adopt a set of 5–7 equity-focused inquiry questions collaboratively with faculty, staff, and students. 
  • By Spring 2026, conduct focus groups or interviews with at least 150 learners across sites to understand work, family, and school balance challenges. 
  • 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 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. 

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

THREE-YEAR PLAN 2025-28
  • 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. 
  • Implement ATB for eligible students. 

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

THREE-YEAR PLAN 2025-28
  • 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). 

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

THREE-YEAR PLAN 2025-28
  •  By Fall 2025, map student journey milestones across all program types and identify gaps in service delivery. 
  • 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.

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

THREE-YEAR PLAN 2025-28
  • By December 2025, document onboarding requirements, timelines, and key contacts for all partner institutions and publish a regional onboarding reference guide for staff. 
  • 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. 

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

Fiscal Management

Alignment & Carryover

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.

Those JPA members which do not fully utilize all block grant and maintenance of education funding previously allocated, where the deadline to utilize those funds will expire during the coming fiscal year may request at the August Executive Cabinet meeting that the Executive Cabinet permit them to carry over unutilized funding to the following fiscal year. The maximum amount of funds which will be permitted to be carried over into a fiscal year is twenty percent of the subject funding allocation. A statement explaining and justifying the need to carry over funds must be submitted to the Executive Cabinet no later than one week prior to the date of the August Executive Cabinet meeting. Semi-annually all members and the consortium will submit completed workplans: Q1 and Q2 due January 31st and Q3 and Q4 due August 15th. Annually all members and the consortium will complete the “Member Effectiveness” Tool by October 15th for the prior academic year. The working group will review all member submissions with the work plan and back-up data reports by the third week of November to identify members that need an effectiveness improvement intervention plan. An Effectiveness Improvement Intervention Committee will review the assessments by mid-January. Participating team (to include WG rep, Transition Liaison, faculty, etc.) for member institution will meet with the committee to develop an “intervention/efficiency plan” for necessary area(s) of improvement by April 1st. Members will have February through June for planning and the following academic year for implementation. When agreed upon progress is made, no further action is taken. If, agreed upon progress is not made within the established timeline, next steps are for the Working Group to review areas of growth to determine the improvement plan extension or next steps. This will determine if there is a change to the member annual allocation. Additionally, review of the funds associated with areas of growth (from NOVA program area hours & expenses report) will occur to determine the amount available if funds will be reallocated. 

Usage

How does the consortium plan to use allocated funds in the upcoming year?

Not Entered

Consortium Objectives & Activities Overview

Objectives & Activities

= consortium has included this activity in an Annual Plan from the 2025-28 Three-Year Plan
= consortium has NOT selected this activity in an Annual Plan from the 2025-28 Three-Year Plan
ActivityOriginIncluded in Annual Plan
Objective #1: Address Educational Needs
Cycle of Inquiry to Guide Outreach to Unserved Pop
THREE-YEAR PLAN 2025-28
Develop Creative Solutions to Sustain Programming
THREE-YEAR PLAN 2025-28
Objective #2: Improve Integration of Services & Transitions
Engage Stakeholders in ATB
THREE-YEAR PLAN 2025-28
Objective #3: Improve Effectiveness of Services
Audit to Improve Onboarding and Registration
THREE-YEAR PLAN 2025-28
Centralize data tracking
THREE-YEAR PLAN 2025-28
Est. a Menu of Core Services for Student Success
THREE-YEAR PLAN 2025-28

Certification

Alameda Co. Office of Education - Member Representative

Approved by Tracey Burns

08/14/2025 04:40 PM PDT

Alameda Unified - Member Representative

Approved by Annabella Zazo

08/14/2025 04:23 PM PDT

Berkeley City College - Member Representative

Approved by Mozell Person

08/14/2025 04:16 PM PDT

Berkeley Unified - Member Representative

Approved by Thomas Reid

07/22/2025 12:39 PM PDT

College of Alameda - Member Representative

Approved by Eva Jennings

07/21/2025 04:19 PM PDT

Laney College - Member Representative

Approved by Nik Howell

07/23/2025 11:59 AM PDT

Merritt College - Member Representative

Approved by Dr. David Johnson

08/14/2025 04:08 PM PDT

Oakland Unified - Member Representative

Approved by Kim Jones

08/14/2025 04:04 PM PDT

Peralta CCD - Member Representative

Approved by Shemila Johnson

08/14/2025 04:30 PM PDT

Piedmont City Unified - Member Representative

Approved by Ms. Shannon Fierro

08/15/2025 02:10 PM PDT