CAEP
Three-Year Plan

Produced: Jun 20, 2025, 01:47 PM UTC - By Stephanie Chenard

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:
49 San Francisco Adult Education Consortium
Address:
50 Frida Kahlo Way | San Francisco, CA | 94112
Website:
www.sfadulted.org
Funding Channel 2025-26:
Direct Funded
CAEP Funds 2025-26:
$4,903,907
CAEP Funds 2024-25:
$4,787,571
CAEP Funds 2023-24:
$4,736,883

Consortium Contacts

Auto-populated

ResponsibilityNameEmailTitlePhone
Primary Contacttacebey@ccsf.eduManagement Assistant, AEBG(415) 452-5313
Fiscal Contactnpun@ccsf.edu
Fiscal Contactmasu@ccsf.edu
Primary Contactschenard@ccsf.eduDirector - Contract Ed, Adult Ed, and Extension Programs(415) 267-6560
Fiscal Contactjuliu@ccsf.edu

Members

Auto-populated

Member AgencyMember TypeContactPhone
San Francisco CCDDistrictStephanie Chenard(415) 267-6560
San Francisco UnifiedUnified School DistrictZachary Gardner(305) 281-6828

Executive Summary

PLANNING PROCESS: AE in San Francisco is delivered by the community college district. There are no ROPs or adult schools, and a single K-12 district serves SF. Diploma-granting charter schools operated by Five Keys have served adults in and out of custody in the San Francisco County Jails since 2003.

NEEDS ASSESSMENT: ~ 38% of San Francisco adults are foreign-born, and 26% of that population is LEP.  We see a significant need for ESL and ESL Civics programs for this group. Although over 58% of San Francisco adults have a bachelor’s degree or above, roughly 10% lack a HS diploma or equivalent and need ASE services. San Francisco’s unemployment rate is currently at 4%.

Academic and other support for students to succeed in their AE programs include clear pathways, tutoring, counseling, advising, access to online resources and technology, information and services in their preferred language, and equitable access to basic needs services.

METRICS, OBJECTIVES, ACTIVITIES, AND OUTCOMES: SFAEC will focus on  two barriers to student success: English Language Learner and Low Literacy. We plan to pursue activities that will help remove these barriers for students so they may succeed in their further education and career. We identified five strategies it will pursue to address the educational needs of AE students in the region: (1) Maintain AE services in the region, (2) Provide clear pathways from AE to post-secondary education and career, (3) Provide equitable access to instructional support services, (4) Bridge the digital divide for AE students, (5) Address students’ basic needs to remove barriers to achieving educational and career goals. We will adopt strategies to improve the integration and effectiveness of services, focusing on “fixing the front door” to improve transitions to CCSF from SFUSD and the community, expand outreach and marketing capacity, strengthen structures to collect and strategically use data, and provide PD to employees.

FUNDS EVALUATION: SFAEC’s annual allocation is distributed through direct funding to its two member entities; CCSF receives 90% and SFUSD receives 10% of the annual allocation. The allocation is sufficient for the activities in this plan.

Previously CCSF used AEP funds to support part of the cost of instruction for AE classes that, were it not for those funds, CCSF would be unable to offer. During the previous three-year period, CCSF senior leadership decided to stop this practice, leading to amost 100% carry-over. CCSF has decided to reinstate its previous practice and expects to fully spend future allocations within 18-24 months. CCSF spends the bulk of AEP funds on activities that directly support students or improve the systems that support academic and student services for AE students. SFUSD primarily uses its allocation to provide counseling and support services for its ELL and SPED students 18+ years, and those likely to transition to CCSF through dual enrollment or credit recovery programs.

SUMMARY OF ACCOMPLISHMENTS DURING 2022-2025:

Connection and Entry: a) Funded a Noncredit Outreach Specialist, b) Contracted with several services to provide on-demand interpretation services (audio and video) at all student services desks and translation services for all marketing and student-facing documents regarding matriculation, c) Provided SFUSD students ages 18+ with expanded college transition counseling, “on-ramp” college and career readiness courses, and access to CCSF through dual enrollment and credit recovery classes, d) Funded staffing for the CCSF SparkPoint Basic Needs Center.

Student Progress: a) Continued the process of upgrading outdated classrooms with smart technology for ESL, TRST, and noncredit CTE courses at the college’s Mission Center, b) Provided CCSF noncredit students with peer lab aids, tutoring, and academic and retention counseling through the Library’s Learning Assistance Center, c) Supported the Mission Family Resource Center, which provides referrals and direct assistance, including childcare, to student parents, d) Supported the development of online and hybrid curriculum and faculty training to teach online in noncredit ESL and TRST, and invested in Peer Online Course Review (POCR) to ensure those classes are of the highest caliber, e) Expanded the technology loan program with new and additional equipment, f) Funded multiple software platforms and tools that support online learning.

Transitions to Post-Secondary Education and Employment: a) Facilitated collaboration between SFUSD’s Newcomer and CTE programs and CCSF’s CTE programs to develop internship possibilities and streamline transitions, b) Collaborated with CCSF’s guided pathways initiative to map all noncredit CDCP Certificates to the meta-majors adopted by the college, c) Strengthened structures for strategic use of data on student transitions.


 

Assessment

Overall Approach: The Consortium approaches planning as an ongoing, iterative process of continuous quality improvement. Those serving Adult Education students are invited to participate in planning activities to reflect on who our students are, what their experiences are, how they are currently being served, what student needs are not being adequately addressed, what is working, and what can be improved. Planning is guided by four principles: (1) Keep students at the center of the plan, (2) Make progress on SFAEC’s goals, (3) Collaborate and leverage to maximize impacts, (4) Balance specificity with flexibility.

SFAEC conducted the following planning activities:

  • Consultant WestEd is conducting a comprehensive needs assessment (preliminary findings and gap analysis are incorporated into this plan).
  • CCSF’s Adult Education office holds regular check-ins with departments and faculty serving Adult Education students
  • CCSF’s Adult Education office conducted an internal stakeholder survey
  • The Consortium Director regularly seeks input from the Noncredit Adult Education Committee (NCAEC) of the Academic Senate
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?

ESL and ASE:  San Francisco has 85,745 adults with limited English ability. They are overwhelmingly Asian (73% are Cantonese or Mandarin speaking), over 65 years of age (44%), and lacking basic education or a high school diploma (51.9%). Over half are not in the labor force, but 41% are employed (Source: CAEP Fact Sheet). Although not all students in Transitional Studies are English language learners, many are. There is a clear need in the region for both the high school completion and ESL programs, and for providing critical information and support services in first language to assure student access and understanding. Additionally, there is a need for credit recovery programs for SFUSD school students not on track for graduation, and dual enrollment opportunities for students to accelerate their progress.

Short Term Vocational Training and Career Pathways: The correlation between speaking English less than well, lacking a college certificate or degree, and poverty is clear. The 2021 annual living wage for a single adult living in San Francisco is $60,232. For a single adult with two school-age children it increases to over $142,000 (Source: Washington University Center for Women’s Welfare 2021 Self-Sufficiency Calculator). The gross pay of someone working full time for $18.67/hr (SF’s minimum wage as of March 2025) is only $37,340 per year. Poverty in San Francisco is concentrated in the southeast sector (Bayview, Hunter’s Point, Sunnyside, and Excelsior districts), the Tenderloin, and Chinatown. CCSF has centers in and draws many students from these same neighborhoods.

Jobs in the retail, hospitality, and service sectors were particularly impacted by the pandemic, and our downtown has been slow to recover. However, employment in hospitality has rebounded. “For San Francisco County alone, almost 73,000 individuals are employed in Accommodation and Food Services (Lightcast; 2024 Quarter 4). The average earnings are above the national average at $51,743 (compared to $32,260). Within this industry, 72.9% of jobs are Food Preparation and Serving.” (Source: SFOEWD PY 2025-2028 Plan).

The Center of Excellence identified several occupations in the Bay Area that are middle-skill with median hourly earnings of $26, and 90+ openings per year. These are: heavy & tractor-trailer drivers, automotive service technicians, telecommunications equipment installers, medical and dental assistants, nursing assistants, licensed practical or vocational nurses (LPN/LVN). The largest number of unfilled positions are for heavy & tractor-trailer drivers and automotive service technicians (Source: WestEd Gap Analysis, 5/2025).

There are many workers in need of re-skilling for employment in other areas, and there is a need to improve and expand pathways from ESL, VESL, and Transitional Studies to career training that leads to living wage employment. Last year’s State budget included funding for health care pathways for Adult Education English language learners. The CCSF department chairs for Community and Public Health and Health Care Technology plan to use the next three years to launch programming to take advantage of these funds to create new Adult Education pathways in the healthcare sector.

Academic Supports: In the previous three-year planning cycle, CCSF noncredit students provided input on what they needed to succeed. The areas where they wanted more support included a streamlined registration and enrollment process, educational planning, assistance with Canvas (CCSF’s online learning platform) in multiple languages, access to loaned technology, career guidance, textbook assistance, tutoring, and better communication about where they can access help. This input continues to inform the Consortium during this planning cycle.


Help with Basic Needs: The CCSF noncredit students also provided input on supports that would help them overcome barriers to staying in school and completing a program. They requested access to mental and physical health services (not currently available to noncredit students), help with childcare, transportation, food and housing insecurity, immigration and DACA information.

 


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
Mayor's Office of Economic and Workforce Development (OEWD)Other
Five Keys Schools and Programs Community Organization
Self Help for the ElderlyCommunity 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?

This plan is aligned with the following College plans, developed with broad constituent and partner input: 

  • Strong Workforce Plan (CCSF) to create more and better CTE
  • Student Equity and Achievement Plan (CCSF) to remove equity and achievement gaps
  • Educational Master Plan (CCSF) to guide educational policies at the College
  • Student Services Plan (CCSF) to expand and improve the delivery of student services at the college
  • Reimagining the Student Experience (RiSE) guided pathways plan (CCSF) to facilitate student progress through programs to career
  • Vision 2030 (CCCCO)

This plan also aligns with the SFOEWD regional plan and it's sector strategy approach to improve outcomes for residents with multiple barriers to success.

ESL and ASE:  San Francisco has 85,745 adults with limited English ability. They are overwhelmingly Asian, over 65 years of age (44%), and lacking basic education or a high school diploma (51.9%). Over half are not in the labor force, but 41% are employed (Source: CAEP Fact Sheet). Although not all students in Transitional Studies are English language learners, many are. There is a clear need in the region for both the high school completion and ESL programs, and for providing critical information and support services in first language to assure student access and understanding. Additionally, there is a need for credit recovery programs for SFUSD school students not on track for graduation, and dual enrollment opportunities for students to accelerate their progress.

Short-Term Vocational Training and Career Pathways: The correlation between speaking English less than well, lacking a college certificate or degree, and poverty is clear. The 2021 annual living wage for a single adult living in San Francisco is $60,232. For a single adult with two school-age children it increases to over $142,000 (Source: Washington University Center for Women’s Welfare 2021 Self-Sufficiency Calculator). The gross pay of someone working full time for $18.67/hr (SF’s minimum wage as of March 2025) is only $37,340 per year. Poverty in San Francisco is concentrated in the southeast sector (Bayview, Hunter’s Point, Sunnyside, and Excelsior districts), the Tenderloin, and Chinatown. CCSF has centers in and draws many students from these same neighborhoods.


Please identify the categories of needs of your region.

The adult population of San Francisco is increasingly white (40%), well-educated (58.5% with a bachelor’s degree or above), employed (4% unemployment), and aging (48% over 45 years). The cost of living is one of the highest in the nation, and many of the traditional Adult Education populations are moving away. This indicates a downward trend in the number of residents in need of Adult Education services. Source: CAEP Fact Sheet. There is an overrepresentation of Asian, Hispanic, and African American students in CCSF’s Adult Education programs, and the student populations within its two main AE programs differ from each other. Transitional Studies (ASE) students skew younger, male, and more Hispanic than CCSF’s noncredit ESL students, who are more likely to be older, Asian (73% speak Cantonese or Mandarin), and female.

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
Students Student Participated in planning meetings
Noncredit Adult Education Committee of the Academic Senate Community college faculty Participated in planning meetings
Classified Senate Classified staff Participated in planning meetings
Administrators' Association Administrator provided feedback on plan
Office of College and Career Readiness of SFUSD Teacher employed by local educational agencies Provided data

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
*San Francisco CCDMember Representative

243

1,766

846

0

0

8,209

0

2,172

209

13445
*San Francisco UnifiedMember Representative

0

0

0

0

0

0

0

0

0

0
Total Participants 243 1766 846 0 0 8209 0 2172 209 13445
* 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

San Francisco’s Office of Economic and Workforce Development (OEWD) connects residents to AE services under a workforce services framework designed to increase the number of San Francisco residents who obtain a marketable and industry-recognized credential or degree, with a special emphasis on unemployed, underemployed, low-skilled, low-income, disabled, and other high-barrier populations. At Access Points throughout the City individuals are assisted with career exploration, career pathway planning, training program identification and enrollment, and access to subsidized training resources. OEWD’s Assessment and Education Services Coordinator coordinates assessment and education services across these Access Points, provides assessment services to identify job seekers’ academic skill levels and academic readiness for sector training and employment, and recommends and links participants to appropriate accredited and approved academic skills providers.

OEWD is a funder of AE activities delivered by CCSF and by contracted non-profit organizations under several sector-based workforce development initiatives: CityBuild, TechSF, Hospitality Initiative, and the Healthcare Academy. WIOA Title I, Community Development Block Grant (CDBG), and general fund dollars are granted for the delivery of these AE services, inclusive of wrap-around support and job placement assistance. A high school diploma or equivalent is a prerequisite for participation, suggesting the importance of building pathways into OEWD-funded programs for AE students who have not achieved this milestone.

Currently, OEWD offers multilingual training programs for the healthcare and hospitality sectors. Programs use designated course materials translated into multiple languages and/or bilingual staff who translate course materials into Chinese (Cantonese and/or Mandarin) or Spanish. OEWD continues to explore relevant programming expansions, consistent with labor market analysis and stakeholder input.


Five Keys Schools and Programs educate county jail inmates, formerly incarcerated adults, and transitional age youth and adults who have dropped out of the SFUSD system by providing high school classes and access to community-based programs that offer recovery, parenting, work skills, and case management. In addition to a traditional high school curriculum, CTE class offerings in the jail include horticulture, Culinary Arts, Business & Entrepreneurship, and Bicycle Repair. To accommodate short sentences and to allow students to earn credits quickly while in jail, classes are offered year-round intensive, one-month semesters. Five Keys partners with various CCSF academic departments, including Health Education, Sociology, Business, Psychology, English, Interdisciplinary Studies, and ChildDevelopment to offer credit-bearing college courses in the SF County jails. The Five Keys Independence High School operates community-based learning centers in partnership with over twenty non-profit and government entities in San Francisco to provide high school credit recovery and equivalency preparation and ESL services to transitional aged youth and adults.

Federal WIOA Title II Adult Education and Family Literacy Act funds support ABE and ESL – including English Literacy and Civic Education (EL Civics) – classes designed to enable adults to become employable, productive, and responsible citizens, workers, and family members. In San Francisco, WIOATitle II grantees (in addition to CCSF, which received 59% of ABE/ESL and 40% of San Francisco’s Title II funding total this year) include: Five Keys School and Programs, Immigration Institute of the Bay Area, Refugee & Immigrant Transitions, and Self- Help for the Elderly. This network of diverse and culturally competent community providers offers Adult Education at accessible locations throughout San Francisco’s neighborhoods, often leveraging other public and philanthropic dollars.

Metrics: CAEP Barriers & Metrics

Goals & Metrics

Metrics

Adult Ed Metrics

  • English Language Learner (149AE)

Metrics

Adult Ed Metrics

  • Adult Secondary Education (1000)
  • English as a Secondary Language (1002)

Metrics

Adult Ed Metrics

  • Completed Educational Functioning Level Gain (400AE)

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) 14,319 18,134

18,250

18,500

19,000

Student BarriersEnglish 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 SetMetric DescriptionMember Level Metric Actuals Member Level Metric Targets
2022-23 2023-24 2024-25 2025-26 2026-27 2027-28
AllParticipants (202AE) 13,671 17,346

17,690

18,000

18,360

ProgressCompleted Educational Functioning Level Gain (400AE) 2,921 3,703

3,538

3,600

3,672

Students and ProgramsAdult Secondary Education (1000) 1,519 1,842

1,880

1,900

1,930

Students and ProgramsEnglish 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 SetMetric DescriptionMember Level Metric Actuals Member Level Metric Targets
2022-23 2023-24 2024-25 2025-26 2026-27 2027-28
AllParticipants (202AE) 0 0

0

0

0

ProgressCompleted Educational Functioning Level Gain (400AE)

0

0

0

Students and ProgramsAdult Secondary Education (1000)

0

0

0

Students and ProgramsEnglish 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.

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
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:

  1. Maintain AE services in the region
  2. Provide clear pathways from AE programs to post-secondary education and career
  3. Provide equitable access to instructional support services for Adult Education students.
  4. Bridge the digital inclusion gap for AE students
  5. Address student basic needs to remove barriers to success

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

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

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

Not Entered

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

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.

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).

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 PositionResponsible MemberProposed Completion Date
Vice Chancellor of Academic AffairsSan Francisco CCD06/30/2028
SFAEC DirectorSan Francisco CCD06/30/2028

Provide clear pathways for AE students

  1. Collaborate to improve bridges and onramps to CTE pathways and career services for AE Students (SFUSD & CCSF)
  2. Streamline and clearly map AE program sequences in ESL and Transitional Studies (CCSF)
  3. Provide clear pathways from ESL and Transitional Studies to CCSF Academic and Career Clusters (meta-majors) or careers (CCSF)
  4. Re-invigorate and expand short-term, noncredit career courses (CCSF)
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).

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 PositionResponsible MemberProposed Completion Date
ESL Department Chair & FacultySan Francisco CCD06/30/2028
TRST Department Chair & FacultySan Francisco CCD06/30/2028
CounselorsSan Francisco CCD06/30/2028
CTE Department Chairs & FacultySan Francisco CCD06/30/2028
CounselorsSan Francisco Unified06/30/2028
SFAEC DirectorSan Francisco CCD06/30/2028

Provide equitable access to instructional supports

  1. Expand academic supports for noncredit students, including educational planning, tutoring, mentorship, career guidance, and access to technology. (CCSF)
  2. Provide key information and services to students in their first or preferred language. (CCSF)
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).

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 PositionResponsible MemberProposed Completion Date
Library & Learning Resources teamSan Francisco CCD06/30/2028
TRST Dept Chair & FacultySan Francisco CCD06/30/2028
ESL Dept Chair & FacultySan Francisco CCD06/30/2028
Counseling & Matriculation teamSan Francisco CCD06/30/2028
SFAEC DirectorSan Francisco CCD06/30/2028

Bridge the digital divide for AE students

  1. 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)
  2. Invest in software platforms that support AE education teaching and learning. (CCSF)
  3. Expand the technology loan program. (CCSF)
  4. Invest in Smart Classrooms. (CCSF)
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).

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 PositionResponsible MemberProposed Completion Date
ESL Dept Chair & FacultySan Francisco CCD06/30/2028
TRST Dept Chair & FacultySan Francisco CCD06/30/2028
Online Learning & Ed Tech Dept & FacultySan Francisco CCD06/30/2028
Library & Learning Resources Dept & FacultySan Francisco CCD06/30/2028
Facilties & IT teamsSan Francisco CCD06/30/2028
SFAEC DirectorSan Francisco CCD06/30/2028

Address basic needs to remove barriers to success

  1. Provide access to basic needs services (childcare, health services, food insecurity, financial literacy) through the SparkPoint CCSF Basic Needs Center. (CCSF)
  2. Support childcare for student parents through the Family Resource Center at Mission Center. (CCSF)
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).

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 PositionResponsible MemberProposed Completion Date
Spark Point Basic Needs Center teamSan Francisco CCD06/30/2028
Family Resource Center teamSan Francisco CCD06/30/2028
SFAEC DirectorSan Francisco CCD06/30/2028

Objective #2: Improve Integration of Services & Transitions

"Fix the front door" of CCSF

  1. Expand in-person assistance to students at noncredit Admissions & Records service counters. (CCSF)
  2. Expand use of on-demand interpretation services at all student-facing service counters. (CCSF)
  3. Conduct in-person "all in one" registration events at various CCSF Centers. (CCSF)
  4. Collaborate to improve transition/ "warm handoff" of SFUSD Special Education students to CCSF DSPS programs and services. (SFUSD & CCSF)
  5. Collaborate to improve delivery and outcomes of Credit Recovery program. (SFUSD & CCSF)
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).

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 PositionResponsible MemberProposed Completion Date
ESL Dept Chair & FacultySan Francisco CCD06/30/2028
TRST Dept Chair & FacultySan Francisco CCD06/30/2028
Admissions & Records TeamSan Francisco CCD06/30/2028
DSPS Dept Chair & FacultySan Francisco CCD06/30/2028
Center DeansSan Francisco CCD06/30/2028
Special Education TeamSan Francisco Unified06/30/2028
SFAEC DirectorSan Francisco CCD06/30/2028

Expand noncredit outreach & marketing capacity

  1. Fund Noncredit Outreach Specialist to conduct in-person and virtual events to reach potential AE students. (CCSF)
  2. Collaborate with community-based organizations to refer adults to CCSF programs. (CCSF)
  3. Maintain a social media presence. (CCSF)
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).

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 PositionResponsible MemberProposed Completion Date
Admissions & Records TeamSan Francisco CCD06/30/2028
Noncredit Outreach SpecialistSan Francisco CCD06/30/2028
SFAEC DirectorSan Francisco CCD06/30/2028

Strengthen structures for strategic use of data

  1. Expand online CASAS testing capabilities in collaboration with WIOA Title II AEFLA grant. (CCSF)
  2. Use Attendance Plus + or other technology to track student attendance in open-entry classes. (CCSF)
  3. Strengthen structures for strategic use of data on student transitions. (CCSF)
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).

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 PositionResponsible MemberProposed Completion Date
Office of Research & PlanningSan Francisco CCD06/30/2028
WIOA Title II AEFLA grant teamSan Francisco CCD06/30/2028
SFAEC DirectorSan Francisco CCD06/30/2028

Objective #3: Improve Effectiveness of Services

Strengthen structures for strategic use of data

  1. Expand online CASAS testing capabilities in collaboration with WIOA Title II AEFLA grant. (CCSF)
  2. Use Attendance Plus + or other technology to track student attendance in open-entry classes. (CCSF)
  3. Strengthen structures for strategic use of data on student transitions. (CCSF)
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).

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 PositionResponsible MemberProposed Completion Date
Office of Research & PlanningSan Francisco CCD06/30/2028
WIOA Title II AEFLA grant teamSan Francisco CCD06/30/2028
SFAEC DirectorSan Francisco CCD06/30/2028

Professional Development

  1. Invest in collaborative professional development. (SFUSD & CCSF)
  2. 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
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).

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 PositionResponsible MemberProposed Completion Date
All AE staff and facultySan Francisco CCD06/30/2028
SFAEC DirectorSan Francisco CCD06/30/2028

Funds Evaluation

Member Allocations and Expenditures

Member AgencyPrior Year Total Leveraged FundsProgram Reporting Status
San Francisco CCD $3,136,717Certified
San Francisco Unified $275,562Certified
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

  • Director - Contract Ed, Adult Ed, and Extension Programs
  • schenard@ccsf.edu
  • (415) 267-6560
Approved by Stephanie Chenard

06/20/2025 06:47 AM PDT

San Francisco Unified - Member Representative

Approved by Zachary Gardner

06/19/2025 10:52 AM PDT