Produced: Jun 20, 2025, 01:47 PM UTC - By Stephanie Chenard
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) | 14,319 | 18,134 | 18,250 | 18,500 | 19,000 | |
| Student Barriers | English Language Learner (149AE) | 11,383 | 14,707 | 14,850 | 15,000 | 15,150 | |
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.
San Francisco CCD (Reported by San Francisco)
| 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) | 13,671 | 17,346 | 17,690 | 18,000 | 18,360 | |
| Progress | Completed Educational Functioning Level Gain (400AE) | 2,921 | 3,703 | 3,538 | 3,600 | 3,672 | |
| Students and Programs | Adult Secondary Education (1000) | 1,519 | 1,842 | 1,880 | 1,900 | 1,930 | |
| Students and Programs | English as a Secondary Language (1002) | 10,809 | 13,951 | 14,200 | 14,400 | 14,600 | |
* Mandatory for all members
San Francisco Unified (Reported by San Francisco 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) | 0 | 0 | 0 | 0 | 0 | |
| Progress | Completed Educational Functioning Level Gain (400AE) | 0 | 0 | 0 | |||
| Students and Programs | Adult Secondary Education (1000) | 0 | 0 | 0 | |||
| Students and Programs | English as a Secondary Language (1002) | 0 | 0 | 0 | |||
* Mandatory for all members
Member Spending Targets
The Percent of Available Funds Spent in 2022-23, 2023-24, and 2024-25, imported from NOVA, is in the first row. This is a required metric. Add 2025-26, 2026-27, and 2027-28 Targets for each member district’s Percent of Available Funds Spent.
| Member | % of Available Funds Spent | Member Level Targets | ||||
|---|---|---|---|---|---|---|
| 2022-23 | 2023-24 | 2024-25 | 2025-26 | 2026-27 | 2027-28 | |
| San Francisco CCD | 100% | 55% | 0% | 70% | 80% | 90% |
| San Francisco Unified | 100% | 94% | 0% | 95% | 95% | 95% |
Objectives
Objective #1: Address Educational Needs
All strategies and activities in this three year plan are aimed at removing Low Literacy and English Language Learner as barriers to success for adults in our region. Because there is a strong correlation between these student characteristics and low income, the Consortium anticipates the planned activities will also help move Adult Education students out of poverty.
Planned strategies are responsive to the three mandated CAEP objectives and are calculated to make progress on the three goals adopted by SFAEC – improve and expand points of connection and entry, facilitate student progress, and increase transitions to post-secondary education and career. Additionally, the Consortium as a whole, and the College in particular, are prioritizing strategies and activities that are high-impact, scalable, sustainable, and that leverage and build upon other student success initiatives underway at the College and the Unified School District.
The Consortium identified the following five strategies:
- Maintain AE services in the region
- Provide clear pathways from AE programs to post-secondary education and career
- Provide equitable access to instructional support services for Adult Education students.
- Bridge the digital inclusion gap for AE students
- Address student basic needs to remove barriers to success
Objective #2: Improve Integration of Services & Transitions
Utilizing Data
Providing Professional Development
Identifying Best Practices
Offering Flexible Courses and Services
Not Entered
To improve integration of services and transitions, the Consortium will primarily focus on expanding and improving the points of entry to CCSF from SFUSD and the broader community and providing clear pathways from Adult Education programs to post-secondary education and career. These correspond to the SFAEC goals to improve and expand points of connection and entry into CCSF, and to increase transitions to post-secondary education and career.
The Consortium identified three strategies:
- “Fix the front door” of CCSF to improve transitions from SFUSD and the broader community
- Expand capacity for noncredit outreach and marketing
- Strengthen structures for strategic use of data
Objective #3: Improve Effectiveness of Services
Not Entered
Not Entered
SFAEC’s strategies to improve the effectiveness of Adult Education services in the region apply to all three Consortium goals – connection and entry, student progress, and student transitions. The Consortium identified two strategies: strengthen structures of collection and strategic use of data, and professional development.
Activities & Outcomes
Objective #1: Address Educational Needs
Support a portion of the cost of instruction of AE
Support a portion of the cost of instruction for AE classes that, in the absence of AEP funds, the college would be unable to offer. This will maintain the level of AE services in the region.
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).
The CCSF AE schedule is adequate to meet student need.
The CCSF AE schedule is adequate to meet student need.
The CCSF AE schedule is adequate to meet student need.
Adult Education Metrics and Student Barriers
- All: Participants (202AE)
- All: Reportable Individuals (200AE)
- Students and Programs: Adult Secondary Education (1000)
- Students and Programs: English as a Secondary Language (1002)
Responsible Positions, Responsible Consortium Members, and Proposed Completion Date
| Responsible Position | Responsible Member | Proposed Completion Date |
|---|---|---|
| Vice Chancellor of Academic Affairs | San Francisco CCD | 06/30/2028 |
| SFAEC Director | San Francisco CCD | 06/30/2028 |
Provide clear pathways for AE students
- Collaborate to improve bridges and onramps to CTE pathways and career services for AE Students (SFUSD & CCSF)
- Streamline and clearly map AE program sequences in ESL and Transitional Studies (CCSF)
- Provide clear pathways from ESL and Transitional Studies to CCSF Academic and Career Clusters (meta-majors) or careers (CCSF)
- Re-invigorate and expand short-term, noncredit career courses (CCSF)
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).
AE students plan their educational journeys and plan their next steps. Areas for short-term CTE expansion are identified. Plan for ESL & TRST mapping is developed.
AE students plan their educational journeys and plan their next steps. Expanded short-term CTE courses & programs are developed. ESL & TRST mapping is finalized.
AE students plan their educational journeys and plan their next steps. Expanded short-term CTE courses & programs are approved and piloted. ESL & TRST mapping is widely used by faculty, counselors, and students.
Adult Education Metrics and Student Barriers
- All: Participants (202AE)
- All: Reportable Individuals (200AE)
- Progress: Completed Educational Functioning Level Gain (400AE)
- Student Barriers: English Language Learner (149AE)
- Students and Programs: Adult Secondary Education (1000)
Responsible Positions, Responsible Consortium Members, and Proposed Completion Date
| Responsible Position | Responsible Member | Proposed Completion Date |
|---|---|---|
| ESL Department Chair & Faculty | San Francisco CCD | 06/30/2028 |
| TRST Department Chair & Faculty | San Francisco CCD | 06/30/2028 |
| Counselors | San Francisco CCD | 06/30/2028 |
| CTE Department Chairs & Faculty | San Francisco CCD | 06/30/2028 |
| Counselors | San Francisco Unified | 06/30/2028 |
| SFAEC Director | San Francisco CCD | 06/30/2028 |
Provide equitable access to instructional supports
- Expand academic supports for noncredit students, including educational planning, tutoring, mentorship, career guidance, and access to technology. (CCSF)
- Provide key information and services to students in their first or preferred language. (CCSF)
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).
Greater numbers of AE students are aware of and access services that facilitate their academic progress.
Greater numbers of AE students are aware of and access services that facilitate their academic progress.
Greater numbers of AE students are aware of and access services that facilitate their academic progress.
Adult Education Metrics and Student Barriers
- All: Participants (202AE)
- All: Reportable Individuals (200AE)
- Progress: Completed Educational Functioning Level Gain (400AE)
Responsible Positions, Responsible Consortium Members, and Proposed Completion Date
| Responsible Position | Responsible Member | Proposed Completion Date |
|---|---|---|
| Library & Learning Resources team | San Francisco CCD | 06/30/2028 |
| TRST Dept Chair & Faculty | San Francisco CCD | 06/30/2028 |
| ESL Dept Chair & Faculty | San Francisco CCD | 06/30/2028 |
| Counseling & Matriculation team | San Francisco CCD | 06/30/2028 |
| SFAEC Director | San Francisco CCD | 06/30/2028 |
Bridge the digital divide for AE students
- Improve and expand the development of hybrid and online course offerings, including technology, training, curriculum, Peer Online Course Review (POCR), Open Educational Resources (OER) in TRST and noncredit ESL. (CCSF)
- Invest in software platforms that support AE education teaching and learning. (CCSF)
- Expand the technology loan program. (CCSF)
- Invest in Smart Classrooms. (CCSF)
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).
Greater numbers of AE students enroll in and complete their programs online, or in hybrid modalities (asynchronous, synchronous, bichronus), and have the appropriate technology to do so.
Greater numbers of AE students enroll in and complete their programs online, or in hybrid modalities (asynchronous, synchronous, bichronus), and have the appropriate technology to do so.
Greater numbers of AE students enroll in and complete their programs online, or in hybrid modalities (asynchronous, synchronous, bichronus), and have the appropriate technology to do so.
Adult Education Metrics and Student Barriers
- All: Participants (202AE)
- All: Reportable Individuals (200AE)
- Progress: Completed Educational Functioning Level Gain (400AE)
- Student Barriers: English Language Learner (149AE)
- Students and Programs: Adult Secondary Education (1000)
Responsible Positions, Responsible Consortium Members, and Proposed Completion Date
| Responsible Position | Responsible Member | Proposed Completion Date |
|---|---|---|
| ESL Dept Chair & Faculty | San Francisco CCD | 06/30/2028 |
| TRST Dept Chair & Faculty | San Francisco CCD | 06/30/2028 |
| Online Learning & Ed Tech Dept & Faculty | San Francisco CCD | 06/30/2028 |
| Library & Learning Resources Dept & Faculty | San Francisco CCD | 06/30/2028 |
| Facilties & IT teams | San Francisco CCD | 06/30/2028 |
| SFAEC Director | San Francisco CCD | 06/30/2028 |
Address basic needs to remove barriers to success
- Provide access to basic needs services (childcare, health services, food insecurity, financial literacy) through the SparkPoint CCSF Basic Needs Center. (CCSF)
- Support childcare for student parents through the Family Resource Center at Mission Center. (CCSF)
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).
Greater numbers of AE students access services and are able to enroll in, persist, and complete their programs
Greater numbers of AE students access services and are able to enroll in, persist, and complete their programs
Greater numbers of AE students access services and are able to enroll in, persist, and complete their programs
Adult Education Metrics and Student Barriers
- All: Participants (202AE)
- All: Reportable Individuals (200AE)
- Progress: Completed Educational Functioning Level Gain (400AE)
- Student Barriers: English Language Learner (149AE)
- Students and Programs: Adult Secondary Education (1000)
- Students and Programs: English as a Secondary Language (1002)
Responsible Positions, Responsible Consortium Members, and Proposed Completion Date
| Responsible Position | Responsible Member | Proposed Completion Date |
|---|---|---|
| Spark Point Basic Needs Center team | San Francisco CCD | 06/30/2028 |
| Family Resource Center team | San Francisco CCD | 06/30/2028 |
| SFAEC Director | San Francisco CCD | 06/30/2028 |
Objective #2: Improve Integration of Services & Transitions
"Fix the front door" of CCSF
- Expand in-person assistance to students at noncredit Admissions & Records service counters. (CCSF)
- Expand use of on-demand interpretation services at all student-facing service counters. (CCSF)
- Conduct in-person "all in one" registration events at various CCSF Centers. (CCSF)
- Collaborate to improve transition/ "warm handoff" of SFUSD Special Education students to CCSF DSPS programs and services. (SFUSD & CCSF)
- Collaborate to improve delivery and outcomes of Credit Recovery program. (SFUSD & CCSF)
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).
AE students successfully navigate the enrollment and registration processes at CCSF.
AE students successfully navigate the enrollment and registration processes at CCSF.
AE students successfully navigate the enrollment and registration processes at CCSF.
Adult Education Metrics and Student Barriers
- All: Reportable Individuals (200AE)
Responsible Positions, Responsible Consortium Members, and Proposed Completion Date
| Responsible Position | Responsible Member | Proposed Completion Date |
|---|---|---|
| ESL Dept Chair & Faculty | San Francisco CCD | 06/30/2028 |
| TRST Dept Chair & Faculty | San Francisco CCD | 06/30/2028 |
| Admissions & Records Team | San Francisco CCD | 06/30/2028 |
| DSPS Dept Chair & Faculty | San Francisco CCD | 06/30/2028 |
| Center Deans | San Francisco CCD | 06/30/2028 |
| Special Education Team | San Francisco Unified | 06/30/2028 |
| SFAEC Director | San Francisco CCD | 06/30/2028 |
Expand noncredit outreach & marketing capacity
- Fund Noncredit Outreach Specialist to conduct in-person and virtual events to reach potential AE students. (CCSF)
- Collaborate with community-based organizations to refer adults to CCSF programs. (CCSF)
- Maintain a social media presence. (CCSF)
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).
Greater numbers of adults in the region are aware of and access AE services at CCSF.
Greater numbers of adults in the region are aware of and access AE services at CCSF.
Greater numbers of adults in the region are aware of and access AE services at CCSF.
Adult Education Metrics and Student Barriers
- All: Reportable Individuals (200AE)
- Students and Programs: Adult Secondary Education (1000)
- Students and Programs: English as a Secondary Language (1002)
Responsible Positions, Responsible Consortium Members, and Proposed Completion Date
| Responsible Position | Responsible Member | Proposed Completion Date |
|---|---|---|
| Admissions & Records Team | San Francisco CCD | 06/30/2028 |
| Noncredit Outreach Specialist | San Francisco CCD | 06/30/2028 |
| SFAEC Director | San Francisco CCD | 06/30/2028 |
Strengthen structures for strategic use of data
- Expand online CASAS testing capabilities in collaboration with WIOA Title II AEFLA grant. (CCSF)
- Use Attendance Plus + or other technology to track student attendance in open-entry classes. (CCSF)
- Strengthen structures for strategic use of data on student transitions. (CCSF)
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).
CCSF's data collection and reporting is complete and accurate. Data is available to inform policies and decisions regarding AE.
CCSF's data collection and reporting is complete and accurate. Data is available to inform policies and decisions regarding AE.
CCSF's data collection and reporting is complete and accurate. Data is available to inform policies and decisions regarding AE.
Adult Education Metrics and Student Barriers
- All: Participants (202AE)
- All: Reportable Individuals (200AE)
- Progress: Completed Educational Functioning Level Gain (400AE)
- Student Barriers: English Language Learner (149AE)
- Students and Programs: Adult Secondary Education (1000)
- Students and Programs: English as a Secondary Language (1002)
Responsible Positions, Responsible Consortium Members, and Proposed Completion Date
| Responsible Position | Responsible Member | Proposed Completion Date |
|---|---|---|
| Office of Research & Planning | San Francisco CCD | 06/30/2028 |
| WIOA Title II AEFLA grant team | San Francisco CCD | 06/30/2028 |
| SFAEC Director | San Francisco CCD | 06/30/2028 |
Objective #3: Improve Effectiveness of Services
Strengthen structures for strategic use of data
- Expand online CASAS testing capabilities in collaboration with WIOA Title II AEFLA grant. (CCSF)
- Use Attendance Plus + or other technology to track student attendance in open-entry classes. (CCSF)
- Strengthen structures for strategic use of data on student transitions. (CCSF)
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).
CCSF's data collection and reporting is complete and accurate. Data is available to inform policies and decisions regarding AE.
CCSF's data collection and reporting is complete and accurate. Data is available to inform policies and decisions regarding AE.
CCSF's data collection and reporting is complete and accurate. Data is available to inform policies and decisions regarding AE.
Adult Education Metrics and Student Barriers
- All: Participants (202AE)
- All: Reportable Individuals (200AE)
- Progress: Completed Educational Functioning Level Gain (400AE)
- Student Barriers: English Language Learner (149AE)
- Students and Programs: Adult Secondary Education (1000)
- Students and Programs: English as a Secondary Language (1002)
Responsible Positions, Responsible Consortium Members, and Proposed Completion Date
| Responsible Position | Responsible Member | Proposed Completion Date |
|---|---|---|
| Office of Research & Planning | San Francisco CCD | 06/30/2028 |
| WIOA Title II AEFLA grant team | San Francisco CCD | 06/30/2028 |
| SFAEC Director | San Francisco CCD | 06/30/2028 |
Professional Development
- Invest in collaborative professional development. (SFUSD & CCSF)
- Provide professional development and communities of practice re teaching and learning online, anti-racist syllabi and teaching practices, equity and opportunity gaps, growth and equity mindsets, student-centered teaching, trauma-informed communication, and discipline-specific topics. (CCSF
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).
Faculty, staff, and administrators attend professional development activities and apply their learning to improve their delivery of AE services.
Faculty, staff, and administrators attend professional development activities and apply their learning to improve their delivery of AE services.
Faculty, staff, and administrators attend professional development activities and apply their learning to improve their delivery of AE services.
Adult Education Metrics and Student Barriers
- Student Barriers: English Language Learner (149AE)
- Students and Programs: Adult Secondary Education (1000)
- Students and Programs: English as a Secondary Language (1002)
Responsible Positions, Responsible Consortium Members, and Proposed Completion Date
| Responsible Position | Responsible Member | Proposed Completion Date |
|---|---|---|
| All AE staff and faculty | San Francisco CCD | 06/30/2028 |
| SFAEC Director | San Francisco CCD | 06/30/2028 |
Funds Evaluation
Member Allocations and Expenditures
| Member Agency | Prior Year Total Leveraged Funds | Program Reporting Status |
|---|---|---|
| San Francisco CCD | $3,136,717 | Certified |
| San Francisco Unified | $275,562 | Certified |
| Totals | $3,412,279 | 2/2 Certified |
The Consortium members prioritize and plan their activities to align with the current funding level. CCSF currently has almost 100% carryover from 2023-24’s allocation. In 2023-24 senior leadership decided against funding part of the cost of noncredit instruction for courses that, in the absence of AEP funds, CCSF would be unable to offer. This caused the carryover. CCSF has decided to reinstate funding part of the cost of instruction for eligible AE classes in spring '25 semester, and the AE team has allocated roughly $1.5 million to support that activity. Continuing to do so for the duration of this three-year plan should restore the previous spending rates.
SFUSD and CCSF prioritize direct services to students and system improvements in their AEP budgets. Most of the funds are spent on salaries for the teachers, counselors, and staff working directly on the activities described herein. The AEP budget for CCSF also aligns with the size of the different AE program areas. ESL is the largest program with the greatest number of teachers, course sections, enrolled students, and participants. The high school completion program is smaller and receives a proportionately smaller amount of funding. Investments in system improvements are budgeted based on the proportion of noncredit AE students who access those systems and services.
Leveraged funds:
WIOA Title II AEFLA funds that support ABE and ESL
Perkins and SWP (both K-12 and CCCCO funds) for more and better career education, improved pathways to living wage jobs, and technical skill development.
CCSF California Apprenticeship Initiative funds to expand pre-apprenticeships accessible to AE students.
SEAP funds to make the CCCCO Vision 2030 a reality by closing equity and opportunity gaps for racially minoritized and disproportionately impacted students
United Way Bay Area Spark Point, Basic Needs, and AANAPISI funds to provide basic needs services to all students
RiSE funds and work to institutionalize pathways and efforts to meet students where they are.
The CARP (formerly Fan5) integrated planning, budgeting, and implementation structure
CCSF Office of Extension and Contract Ed to pilot short term vocational trainings
Partnerships with community based organizations that serve AE populations (primarily funded by OWED) for referrals, case management, and other services
Certification
San Francisco CCD - Member Representative
Stephanie Chenard - Director - Contract Ed, Adult Ed, and Extension Programs
- schenard@ccsf.edu
- (415) 267-6560
Tary Acebey - Management Assistant, AEBG
- tacebey@ccsf.edu
- (415) 452-5313
San Francisco Unified - Member Representative
Zachary Gardner - Supervisor of Early College
- gardnerm@sfusd.edu
- (305) 281-6828
Patrick West - Director
- westp@sfusd.edu