CAEP
Three-Year Plan

Produced: Jun 16, 2025, 09:54 PM UTC - By Cynthia McGregory

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:
56 Santa Monica Regional Consortium for Adult Education
Address:
1900 Pico Blvd | Santa Monica, CA | 90405
Website:
www.santamonica4adulted.org
Funding Channel 2025-26:
Direct Funded
CAEP Funds 2025-26:
$0
CAEP Funds 2024-25:
$0
CAEP Funds 2023-24:
$0

Consortium Contacts

Auto-populated

ResponsibilityNameEmailTitlePhone
Consortium Contributorlorena.martin@smmusd.orgAdministrative Assistant(310) 664-6222
Fiscal Contactmehrazar_saman@smc.eduAdministrative Assistant II - Noncredit Adult Education(310) 434-8685
Primary Contactsilverman_scott@smc.eduDean, Noncredit & External Programs(310) 434-4370
Primary Contactcmcgregory@smmusd.orgPrincipal(310) 392-2494 ext: 66208
Primary Contactjauregui_luis@smc.eduProject Manager(310) 434-3403
Primary Contactp.miller@smmusd.orgDirector of Assessment, Research, and Evaluation

Members

Auto-populated

Member AgencyMember TypeContactPhone
Santa Monica CCDDistrictScott Silverman Ed.D.(310) 434-4370
Santa Monica-Malibu UnifiedUnified School DistrictCynthia McGregory(310) 392-2494 ext: 66208

Executive Summary

The Santa Monica Regional Consortium (SMRC) serves the Santa Monica and Malibu area. The Santa Monica Regional Consortium for Adult Education takes pride in serving as the Santa Monica-Malibu academic and career pathway for adult learners seeking to increase basic skills, earn a high school diploma, prepare for the high school equivalency examinations, complete noncredit courses to earn a certificate, transition to college level (credit courses/programs), and/or obtain mid-level employment with livable wages. It should be noted that in addition to students from Santa Monica and Malibu, there is a significant number of students from the Greater LA region enrolled as well.

SMRC is focusing this 3 year plan on clearly defined SMART goals for enrollment and completions across multiple areas. These SMART goals leverage the available data, the regular Governing Board meetings and retreats, the student and staff surveys each member agency has conducted, and is in alignment with the many other internal and external reports each agency conducts. 

Based on the students we serve and the extensive stakeholder input, SMRC has identified several key opportunities for this three-year cycle:

CAEP Objective 1: Address Educational Needs by developing and enhancing curriculum and professional development.

CAEP Objective 2: Improve Integration of Services and Transitions by providing targeted professional development and setting completion targets for programs.

CAEP Objective 3: Improve Effectiveness of Services by increasing enrollment and persistence.

Assessment

SMRC regularly conducts both student and faculty surveys, as well as reviewing available data sources and reports from CCCCO and agency sources. SMRC regularly reviews the available data both in General and Governing Board meetings. When developing new programs, SMRC agencies leverage local labor market information, and peer consortia resources from CAEP, ACCE, CASAS, etc.

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?

As necessary, each agency has conducted their own local processes to supplement and feed into Consortium planning.  

Internal discussions to identify gaps in student onboarding procedures, assessments and completions at the agency level regularly lead to improved processes, which should then lead to improved outcomes. 

Data on employment status post-completion continues to be somewhat elusive/. Likewise, data mismatches between data sources can impact our analysis.

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
Jewish Vocational ServicesCommunity Organization
Santa Monica Public LibraryCommunity Organization
ChrysalisCommunity Organization
LA Hospitality Training AcademyCommunity Organization
LA Worksource CenterWorkforce Development Board
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?

LA County Workforce Development WIOA Local Plan

Both agencies within SMRC conduct an annual student needs survey and the WIOA Core Performance and Technology Needs surveys.

  1. In our area, we have 9% of ELLs, though given the actual student population served inclusive of those not residing in the area it is a higher percentage.
  2. 10% have attained only a High School Diploma, and 5% did not complete High School.
  3. Unemployment is 4%
  4. 14,500 individuals are at or below the poverty line
Please identify the categories of needs of your region.

The Census data for our service area does not adequately reflect the students served. Our area draws in a lot of people from an area outside of our service area. There are people who work in the area and thus their families enroll in SMMUSD, as well as a high percentage of residents from LA County or beyond that enroll at SMC.

Out of the local residents served, the needs and demographics of the two cities in our region, Santa Monica and Malibu, are very different.

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
Scott Silverman Administrator Participated in planning meetings
Patrick Miller Administrator Participated in planning meetings
Luis Jauregui Administrator Participated in planning meetings
Cynthia McGregory Principal Participated in planning meetings
Liz Koenig Community college faculty Participated in planning meetings
Patricia Hernandez Teacher employed by local educational agencies Participated in planning meetings
Saman Mehrazar Classified staff Participated in planning meetings
Lorena Martin Classified staff Participated in planning meetings

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
*Santa Monica CCDMember Representative

0

0

0

0

0

1,486

0

2,003

216

3705
*Santa Monica-Malibu UnifiedMember Representative

59

54

0

0

0

168

0

8

0

289
Total Participants 59 54 0 0 0 1654 0 2011 216 3994
* 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

SMRC offers all 6 levels of ESL as well as ABE, ASE across 6 days a week, typically in the morning and evenings.

CTE courses are offered at various times of day and days of the week. 

Classes are offered at various community locations, including the Santa Monica Public Library.

SMRC, and each agency, collaborates with community partners to send and receive referrals and facilitate their enrollment.

Based on the regional Workforce Plan, enrollment trends and fill rates, adjustments are made when necessary, including program enhancements, revision and creation. For example, a workforce need within the healthcare industry first led to the Certified Nursing Assistant (CNA) program, and subsequent development of an acute care version of the CNA program was made to meet industry needs.

Metrics: CAEP Barriers & Metrics

Goals & Metrics

Metrics

Adult Ed Metrics

  • English Language Learner (149AE)

Metrics

Adult Ed Metrics

  • Career Technical Education (1003)
  • English as a Secondary Language (1002)

Metrics

Adult Ed Metrics

  • Completed Educational Functioning Level Gain (400AE)

Metrics

Adult Ed Metrics

  • Transitioned to CTE (636AE)
  • Transitioned to Non-Developmental Credit College Course (637AE)

Metrics

Adult Ed Metrics

  • Diploma, GED or High School Equivalency (633AE)

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) 3,576 3,956

4,088

4,220

4,352

Student BarriersEnglish 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 SetMetric DescriptionMember Level Metric Actuals Member Level Metric Targets
2022-23 2023-24 2024-25 2025-26 2026-27 2027-28
AllParticipants (202AE) 3,039 3,359

3,471

3,583

3,695

ProgressCompleted Educational Functioning Level Gain (400AE) 273 471

487

503

518

SuccessDiploma, GED or High School Equivalency (633AE) 54 63

65

67

69

TransitionTransitioned to Non-Developmental Credit College Course (637AE) 91

100

109

118

TransitionTransitioned to CTE (636AE) 193

200

207

212

Students and ProgramsEnglish as a Secondary Language (1002) 1,313 1,486

536

1,586

1,634

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

217

241

263

ProgressCompleted Educational Functioning Level Gain (400AE)

75

80

85

SuccessDiploma, GED or High School Equivalency (633AE)

9

12

15

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

11

14

17

TransitionTransitioned to CTE (636AE)

8

10

12

Students and ProgramsEnglish as a Secondary Language (1002)

1

1

1

Students and ProgramsCareer 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.

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
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

  1. Enhance and develop course curriculum 
  2. Enhance and develop mirrored course offerings
  3. Increase student completion rates

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

Provide targeted professional development; Set completion targets for programs

Not Entered

Objective #3: Improve Effectiveness of Services

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

Increase enrollment and persistence

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

Not Entered

Not Entered

Activities & Outcomes

Objective #1: Address Educational Needs

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.

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).

  • 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 PositionResponsible MemberProposed Completion Date
Luis JaureguiSanta Monica CCD06/30/2028
Cynthia McGregorySanta Monica-Malibu Unified06/30/2028

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.

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).

  • 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 PositionResponsible MemberProposed Completion Date
Luis JaureguiSanta Monica CCD06/30/2028
Cynthia McGregorySanta Monica-Malibu Unified06/30/2028

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%.

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).

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 PositionResponsible MemberProposed Completion Date
Luis JaureguiSanta Monica CCD06/30/2028
Cynthia McGregorySanta Monica-Malibu Unified06/30/2028

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.

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).

  • 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 PositionResponsible MemberProposed Completion Date
Liz KoenigSanta Monica CCD06/30/2028
Patricia HernandezSanta Monica-Malibu Unified06/30/2028

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%.

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).

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 PositionResponsible MemberProposed Completion Date
Luis JaureguiSanta Monica CCD06/30/2028
Cynthia McGregorySanta Monica-Malibu Unified06/30/2028

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.

Outcomes

Use the space provided to identify the Outcomes that the activity will accomplish in the next year (Short-Term), in one to three years (Intermediate), and in three to five years (Long-Term). The brief description of each of these three types of outcomes should include one or more outcomes that are specific, measurable, achievable, relevant, and time-bound (SMART).

By June 2026, 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 PositionResponsible MemberProposed Completion Date
Luis JaureguiSanta Monica CCD06/30/2028
Cynthia McGregorySanta Monica-Malibu Unified06/30/2028

Funds Evaluation

Member Allocations and Expenditures

Member AgencyPrior Year Total Leveraged FundsProgram Reporting Status
Santa Monica CCD $1,728,026Certified
Santa Monica-Malibu Unified $893,707Certified
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

Approved by Scott Silverman Ed.D.

06/13/2025 11:02 AM PDT

Santa Monica-Malibu Unified - Member Representative

Approved by Cynthia McGregory

06/16/2025 02:54 PM PDT