Produced: Jun 16, 2025, 09:54 PM UTC - By Cynthia McGregory
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) | 3,576 | 3,956 | 4,088 | 4,220 | 4,352 | |
| Student Barriers | English Language Learner (149AE) | 1,613 | 1,812 | 1,872 | 1,932 | 1,992 | |
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.
Santa Monica CCD (Reported by Santa Monica)
| 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) | 3,039 | 3,359 | 3,471 | 3,583 | 3,695 | |
| Progress | Completed Educational Functioning Level Gain (400AE) | 273 | 471 | 487 | 503 | 518 | |
| Success | Diploma, GED or High School Equivalency (633AE) | 54 | 63 | 65 | 67 | 69 | |
| Transition | Transitioned to Non-Developmental Credit College Course (637AE) | 91 | 100 | 109 | 118 | ||
| Transition | Transitioned to CTE (636AE) | 193 | 200 | 207 | 212 | ||
| Students and Programs | English as a Secondary Language (1002) | 1,313 | 1,486 | 536 | 1,586 | 1,634 | |
| Students and Programs | Career Technical Education (1003) | 1,800 | 2,003 | 2,070 | 2,136 | 2,204 | |
* Mandatory for all members
Santa Monica-Malibu Unified (Reported by Santa Monica-Malibu 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) | 217 | 241 | 263 | |||
| Progress | Completed Educational Functioning Level Gain (400AE) | 75 | 80 | 85 | |||
| Success | Diploma, GED or High School Equivalency (633AE) | 9 | 12 | 15 | |||
| Transition | Transitioned to Non-Developmental Credit College Course (637AE) | 11 | 14 | 17 | |||
| Transition | Transitioned to CTE (636AE) | 8 | 10 | 12 | |||
| Students and Programs | English as a Secondary Language (1002) | 1 | 1 | 1 | |||
| Students and Programs | Career Technical Education (1003) | 1 | 1 | 1 | |||
* 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 | |
| Santa Monica CCD | 100% | 100% | 22% | 100% | 100% | 100% |
| Santa Monica-Malibu Unified | 100% | 162% | 6% | 100% | 100% | 100% |
Objectives
Objective #1: Address Educational Needs
- Enhance and develop course curriculum
- Enhance and develop mirrored course offerings
- Increase student completion rates
Objective #2: Improve Integration of Services & Transitions
Utilizing Data
Providing Professional Development
Identifying Best Practices
Offering Flexible Courses and Services
Provide targeted professional development; Set completion targets for programs
Objective #3: Improve Effectiveness of Services
Increase enrollment and persistence
Not Entered
Activities & Outcomes
Objective #1: Address Educational Needs
Enhance and develop course curriculum
Santa Monica College will develop new ESL and CTE curriculum and enhance existing courses, emphasizing contextualized instruction that connects English language learning to real-world goals such as employment, civic participation, and further education. This includes expanding ESL courses aligned with CTE pathways—such as healthcare, education, and technology—to help students understand the purpose of their studies and build clear bridges into workforce training. Additionally, Santa Monica College will continue to develop new short-term vocational courses that provide adult learners with practical, career-focused training in high-demand fields like healthcare, technology, and business. These condensed programs will equip students with specific workforce skills, enabling faster entry or advancement in their industries. By offering flexible scheduling and targeted instruction, these courses aim to reduce barriers such as limited time availability and prior experience, making career training more accessible for working adults and English learners.
To support immediate language acquisition needs, SMC will also develop ESL conversation courses that focus on building speaking and listening skills for daily life, workplace readiness, and community interaction. These courses are especially critical for beginning and intermediate-level learners who need functional English to access services and engage in entry-level work. To increase accessibility and support persistence, these courses will be offered with flexible scheduling options, including evenings, Saturdays, and off-site locations, allowing working adults and caregivers to participate more consistently.
By improving the relevance, accessibility, and delivery of ESL instruction, these curricular enhancements directly address key barriers faced by English Language Learners—such as lack of flexible class options, limited workforce-aligned instruction, and low engagement due to limited real-world application. These efforts are expected to contribute to measurable EFL gains by better aligning instruction with learner goals, supporting consistent attendance, and providing meaningful opportunities to apply language skills. Additionally, by offering more relevant and accessible pathways, the consortium aims to improve student persistence and retention, ensuring that learners remain engaged across terms and make steady progress toward their goals. Ultimately, these activities support improved student progress through educational functioning levels and better outcomes in employment, training, and continued education.
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).
Increased enrollment and attendance
Improved EFL gains as demonstrated by pre- and post-assessments in ESL courses
Increased persistence and retention among adult learners.
Increased student engagement in contextualized curriculum, measured through surveys and classroom participation
Growth in transitions from ESL to CTE or credit-bearing programs, reflecting successful bridging and preparation through aligned coursework
Improved access to flexible learning options, as evidenced by enrollment in evening, weekend, online, and off-site classes, supporting retention of working adults and caregivers.
Higher attainment of CDCP certificates in both ESL and short-term vocational courses, reflecting increased persistence and retention among adult learners.
Continue to serve an increasig population with increased percentage of completions.
Adult Education Metrics and Student Barriers
- All: Participants (202AE)
- Progress: Completed Educational Functioning Level Gain (400AE)
- Student Barriers: English Language Learner (149AE)
- Students and Programs: Career Technical Education (1003)
- Students and Programs: English as a Secondary Language (1002)
- Transition: Transitioned to CTE (636AE)
Responsible Positions, Responsible Consortium Members, and Proposed Completion Date
| Responsible Position | Responsible Member | Proposed Completion Date |
|---|---|---|
| Luis Jauregui | Santa Monica CCD | 06/30/2028 |
| Cynthia McGregory | Santa Monica-Malibu Unified | 06/30/2028 |
Enhance and develop mirrored course offerings
Mirrored ESL courses (noncredit ESL sections that align with credit-bearing classes) will be added or expanded at Santa Monica College to support transitions to college credit programs and ensure continuity for learners seeking longer-term academic goals. These courses are designed to help students build the academic language, study skills, and confidence needed to succeed in credit-bearing environments, reducing common barriers such as unfamiliarity with college systems, lack of academic preparedness, and fear of transition.
By creating a bridge between noncredit and credit pathways, mirrored courses offer a structured, supportive entry point into postsecondary education. They also promote persistence by clearly linking ESL progress to attainable educational and career outcomes. Additionally, these courses reinforce language skills through academic content, helping students demonstrate measurable EFL gains while simultaneously preparing for college-level work. This alignment not only supports smoother transitions but also increases the likelihood of student success in both ESL and subsequent academic programs.
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).
Increased enrollment and attendance in mirrored classes
Growth in transitions to credit-bearing programs, reflecting successful bridging and preparation through aligned coursework and mirrored classes.
Increase in number of mirrored courses offered
Increased yield of students matriculating to Credit.
Adult Education Metrics and Student Barriers
- All: Participants (202AE)
- Student Barriers: English Language Learner (149AE)
- Transition: Transitioned to CTE (636AE)
- Transition: Transitioned to Non-Developmental Credit College Course (637AE)
Responsible Positions, Responsible Consortium Members, and Proposed Completion Date
| Responsible Position | Responsible Member | Proposed Completion Date |
|---|---|---|
| Luis Jauregui | Santa Monica CCD | 06/30/2028 |
| Cynthia McGregory | Santa Monica-Malibu Unified | 06/30/2028 |
Increase student completion rates
For AEC: By June 2028, increase the percentage of students attaining a CDCP certificate of HSD/equivalency by 10%.
For AEC: By June, 2028, increase the percentage of AEC students earning a GED/high school diploma/equivalent, completing ABE/ASE goals, and completing courses by 3% annually in all three areas.
For SMC: By June 2028, increase the number of Noncredit CDCP certificates awarded by 10%.
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).
AEC: By June 2026, increase each metric below by 3%
- Earning a GED/high school diploma/equivalent
- Completing ABE/ASE goals
- Completing courses
SMC: By June 2026, increase the number of Noncredit CDCP certificates awarded by 3%.
AEC: Each year, increase each metric below by an additional 3%
- Earning a GED/high school diploma/equivalent
- Completing ABE/ASE goals
- Completing courses
SMC: Each year, increase the number of Noncredit CDCP certificates awarded by 3%.
Faculty feel more confident in their abilities to support students in reaching their educational milestones
Adult Education Metrics and Student Barriers
- All: Participants (202AE)
Responsible Positions, Responsible Consortium Members, and Proposed Completion Date
| Responsible Position | Responsible Member | Proposed Completion Date |
|---|---|---|
| Luis Jauregui | Santa Monica CCD | 06/30/2028 |
| Cynthia McGregory | Santa Monica-Malibu Unified | 06/30/2028 |
Objective #2: Improve Integration of Services & Transitions
Provide targeted professional development
Provide targeted professional development focused on instructional quality, student engagement, and best practices to enhance learner persistence.
Professional development will be offered to SMC and AEC faculty and staff to support high-quality curriculum delivery, effective use of technology, and instructional strategies that promote learner persistence and retention. Topics may include student engagement, best practices to enhance learner persistence, and using data to support at-risk students. By equipping educators with tools to better identify and address barriers—such as inconsistent attendance, limited digital literacy, and low academic confidence—these trainings will help foster more inclusive, responsive learning environments. In turn, this will contribute to improved EFL gains by increasing instructional effectiveness and aligning teaching practices with the diverse needs of adult learners. Ultimately, targeted professional development is a key strategy for improving student persistence and retention, ensuring that learners are supported through each stage of their educational progress.
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).
Increased faculty and staff knowledge of effective instructional strategies to support diverse adult learners, including those with limited digital literacy and inconsistent attendance.
Improved skills in using data to identify and support at-risk students.
Enhanced ability of instructors to implement engagement techniques that foster a positive and inclusive learning environment.
Greater faculty confidence in integrating technology effectively into curriculum delivery.
Increased instructional quality and alignment with learner needs, leading to more responsive and engaging classroom experiences.
Measurable improvements in learner persistence and retention, as students remain enrolled and engaged across terms due to better support and instructional methods.
Reduction in barriers to learning such as absenteeism and low motivation, as faculty and staff are better equipped to intervene early and tailor supports.
Strengthened institutional culture of continuous improvement and data-informed decision-making in adult education programs.
Faculty feel more confident in their abilities to support students in reaching their educational milestones
Adult Education Metrics and Student Barriers
- All: Participants (202AE)
Responsible Positions, Responsible Consortium Members, and Proposed Completion Date
| Responsible Position | Responsible Member | Proposed Completion Date |
|---|---|---|
| Liz Koenig | Santa Monica CCD | 06/30/2028 |
| Patricia Hernandez | Santa Monica-Malibu Unified | 06/30/2028 |
Set completion targets for programs
Annually, the percentage of students who make the desired learning gain will be at/above the state target based on pre/post test as reported on CASAS NRS Performance Reports (EFL Level Attainment)
For SMC:By June 2028, The percentage of Noncredit students successfully transitioning to Credit will increase by 6%.
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).
61.2% (AEC) met desired level gain
40% (SMC) met desired level gain
Non Credit to Credit Transition (SMC) 23-24: 213/1314 (16%)
Annually, the percentage of students who make the desired learning gain will be at/above the state target based on pre/post test as reported on CASAS NRS Performance Reports (EFL Level Attainment)Source: NRS Performance Report -EFL Level Attainment
Year 1-3: Increase by 2% per year
SMC and AEC completion numbers will be above State averages in all categories.
Adult Education Metrics and Student Barriers
- All: Participants (202AE)
Responsible Positions, Responsible Consortium Members, and Proposed Completion Date
| Responsible Position | Responsible Member | Proposed Completion Date |
|---|---|---|
| Luis Jauregui | Santa Monica CCD | 06/30/2028 |
| Cynthia McGregory | Santa Monica-Malibu Unified | 06/30/2028 |
Objective #3: Improve Effectiveness of Services
Increase enrollment and persistence
By June 2028, increase number of students enrolled in CAEP funded programs by 10%.
SMRC will also increase by 5 percent of total students that will sustain 12+ hours each year.
Use the space provided to identify the Outcomes that the activity will accomplish in the next year (Short-Term), in one to three years (Intermediate), and in three to five years (Long-Term). The brief description of each of these three types of outcomes should include one or more outcomes that are specific, measurable, achievable, relevant, and time-bound (SMART).
By June 2026, AEC enrollment will increase 6% (335), with 65% sustaining 12+ hours. By June 2026, SMC Noncredit enrollment will increase by 3%, with 92% sustaining 12+ hours.
By June, 2027, AEC enrollment will increase an additional 6% (355), with 68% sustaining 12+ hours. By June 2026, SMC Noncredit enrollment will increase by 3%, with 93% sustaining 12+ hours.
By June, 2028, AEC enrollment will increase and additional 6% (376) , with 70% sustaining 12+ hours. By June 2026, SMC Noncredit enrollment will increase by 3%, with 94% sustaining 12+ hours.
Increased number of students served and persisting is theoretically directly proportionate to how effective our services are.
Adult Education Metrics and Student Barriers
- All: Reportable Individuals (200AE)
- Student Barriers: English Language Learner (149AE)
- Students and Programs: Career Technical Education (1003)
Responsible Positions, Responsible Consortium Members, and Proposed Completion Date
| Responsible Position | Responsible Member | Proposed Completion Date |
|---|---|---|
| Luis Jauregui | Santa Monica CCD | 06/30/2028 |
| Cynthia McGregory | Santa Monica-Malibu Unified | 06/30/2028 |
Funds Evaluation
Member Allocations and Expenditures
| Member Agency | Prior Year Total Leveraged Funds | Program Reporting Status |
|---|---|---|
| Santa Monica CCD | $1,728,026 | Certified |
| Santa Monica-Malibu Unified | $893,707 | Certified |
| Totals | $2,621,733 | 2/2 Certified |
SMC Noncredit and the Adult Education Center anticipate continuing to leverage existing funding sources. As noncredit CDCP courses generate apportionment, SMC noncredit anticipates that instructor related costs, partial funding of classified staff salaries and benefits, and facilities expenses will continue to be supported by the college. Student Equity and Achievement funding is anticipated to continue support of noncredit career and academic counselors, in addition to partially funding classified staff salaries and benefits. To support the efforts of building and expanding noncredit career education CDCP programs, SMC Noncredit anticipates continued participation in Strong Workforce projects. Funding through Noncredit Strong Workforce varies depending on the scope of regional project e orts. SMC Noncredit anticipates leveraging Strong Workforce funding to support curriculum development, program marketing, counseling support, and project management. CAEP apportionment and WIOA Title II AEFLA fund the Adult Education Center program. Possible in-kind funding may be available in collaboration with Santa Monica Public Library (SMPL). SMPL facilitates the use of their rooms by AEC, for the purpose of in-person classes at local libraries, free of charge. CAEP spending will align with the objectives outlined in this three-year plan, including but not limited to: Salary and benefits of Program Management, classified sta and salaries, instructional salaries and benefits, supporting of curriculum development, outreach and marketing, program supplies and instructional materials, and professional development opportunities. Carryover is the responsibility of each member to spend by the established deadlines.
Certification
Santa Monica CCD - Member Representative
Scott Silverman Ed.D. - Dean, Noncredit & External Programs
- silverman_scott@smc.edu
- (310) 434-4370
Luis Jauregui - Project Manager
- jauregui_luis@smc.edu
- (310) 434-3403
Santa Monica-Malibu Unified - Member Representative
Cynthia McGregory - Principal
- cmcgregory@smmusd.org
- (310) 392-2494 ext: 66208
Patrick Miller - Director of Assessment, Research, and Evaluation
- p.miller@smmusd.org