CAEP
Annual Plan

Produced: Aug 15, 2025, 10:54 PM UTC - By Cynthia McGregory

56 Santa Monica Regional Consortium for Adult Education
CONSORTIUM APPROVED

2025-26

Plans & Goals

Executive Summary

The Santa Monica Regional Consortium for Adult Education (SMRC) is dedicated to serving as the academic and career pathway for adult learners in the Santa Monica-Malibu area. Our mission is to help individuals enhance their basic skills, earn a high school diploma, prepare for high school equivalency examinations, complete noncredit courses to obtain certificates, transition to college-level credit courses and programs, or secure mid-level employment that provides livable wages.

The SMRC is specifically focused on positively impacting the lives of underserved, underemployed, and unemployed adult learners. This commitment is driven by the Consortium's strategic goal to assess and address the academic and career needs of the region’s adult population. The consortium will focus on enhancing digital literacy, supporting career education, and addressing access and equity gaps. This will involve strengthening transitional support, boosting outreach and marketing efforts, improving persistence and retention strategies, expanding collaborations, and helping learners navigate various educational services.

In the 2024-25 academic year, our consortium achieved significant milestones in supporting adult learners.

  • SMC Noncredit awarded 1098 certificates. This reflects 449 Certificates of Completion and 649 Certificates of Competency. The certificates were awarded to 883 individual students, almost three times the number of certificates awarded last year.
  • SMC’s Noncredit Initiatives and Health Sciences continue the Noncredit Pre-Certified Nursing Assistant and Home Health Aide program. Interest and enrollment have been very high. Noncredit Initiatives and Health Sciences has also launched a new Acute Care Pre-Certified Nursing Assistant program. The Acute Care CNA program is designed to prepare students for work at hospitals. Noncredit Initiatives continues working with local nursing agencies, like Vitale Nursing, and medical facilities in the surrounding area to hire our CNA/HHA completers.
  • SMC’s Noncredit Initiatives counselors assisted noncredit students by creating How-to guides for accessing and navigating their online student portals and developing a comprehensive resource guide that connects them to free community and campus resources, such as free transportation and food available at the SMC Bodega Market. They also organized field trips for students who are interested in transitioning to credit programs. Our counselors had over 3,900 student contacts in 2024-25.
  • We continued our intensive marketing and outreach efforts, with a strong focus on the City of Santa Monica and the Santa Monica Regional Consortium members, to increase enrollment in noncredit CDCP classes and programs. Additionally, Noncredit Initiatives have started social media marketing.

The Adult Education Center’s achievements included:

  • Strong WIOA Core Performance Compliance: Achieved a 60% or higher completion rate on WIOA Core performance surveys, meeting California’s minimum requirement and ensuring accurate data collection for program accountability and funding eligibility.
  • Citizenship Program Success: 100% of citizenship students successfully applied for, completed the naturalization process, and achieved U.S. citizenship, reflecting high-quality instruction and comprehensive student support.
  • Restored Educational Functioning Level (EFL) Gains: Maintained an 82% rate of unduplicated learners achieving an EFL—matching pre-pandemic levels—demonstrating instructional effectiveness and student persistence.
  • Collaborative Staff Engagement for Student Success: Increased faculty and staff meeting attendance, fostering a fully engaged AEC team that collaborates to identify student performance trends, boost persistence rates, and implement targeted professional development for continuous program improvement.

Planned allocations outlined in this annual plan are consistent with the themes outlined in the 2025-28 3-Year Plan. Focusing on technology access, new program creation, support for diverse learning modalities, digital literacy, transitional support, professional development, career services, and marketing outreach.

CAEP spending will align with the objectives outlined in the 3-year plan, including but not limited to: salary and benefits of instructors, program staff, and management, supporting curriculum development, outreach and marketing, program supplies and materials, and professional development opportunities.

Plans & Goals

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

Goals remain the same

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

A good deal of progress - most goals were met

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

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

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

Not Entered

Assessment

Regional Needs Assessment

Please identify the categories of needs in your region.

Please identify resources used to identify these gaps.

Using the data and reports mentioned above, each agency will analyze its data at every reporting period. During SMRC Retreats and regular Governing Board meetings, we will analyze the data to determine progress and effectiveness. Other measures of effectiveness will be determined by increasing program participation and completion rates.

As necessary, each agency has conducted its own local processes to supplement and feed into Consortium planning. Regular internal discussions to identify gaps in student onboarding procedures, assessments, and completions at the agency level led to improved processes, which should then lead to improved outcomes. Additionally, agencies utilized TopsPro performance and persistence data, in conjunction with local agency reporting for CTE programs, to identify opportunities for boosting persistence. Gaps were identified by enrollment and completion rates. SMC Noncredit utilizes COMIS data and certificate petition records. AEC utilizes the Administrative Software Applications Program (ASAP) Management Information System and CASAS TOPSpro Enterprise. 

Activities & Outcomes

Objective #1: Address Educational Needs

Enhance and develop course curriculum

THREE-YEAR PLAN 2025-28

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.

In a 2025 ESL student needs survey of 182 students, 93% indicated that they wanted to take ESL Conversation classes. 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.

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

Increase student completion rates

THREE-YEAR PLAN 2025-28

By June 2028, the Adult Education Center will increase the percentage of students attaining a HSD/equivalency by 10%. AEC will also 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. Santa Monica College will increase the number of Noncredit CDCP certificates awarded by 10% by June 2028. In 2025-26, SMC will increase the pass rate of ESL and CE courses by providing student workshops on how to qualify for a certificate, counselor visits to classes to clarify requirements and process, and support noncredit faculty participation in SMC’s SGPS (Gateway to Persistence and Success) online platform to support student success and retention. SMC will also increase number of certificates offered. With the new ESL conversation courses, the  ESL department will develop new ESL Listening and Speaking certificates to be offered by Spring 2027. This aligns with the CAEP objectives of increasing student enrollment and completion, facilitating transitions into post-secondary education or employment, and reducing achievement gaps. Short and intermediate outcomes we expect to see include an increase in certificates and diplomas awarded, an increase in student enrollment, and a long-term outcome of an increase in job attainment by our completers. 

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

Enhance and develop mirrored course offerings

THREE-YEAR PLAN 2025-28

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. SMC will improve collaboration between the noncredit program and credit instructors by creating a comprehensive teacher guide and establishing regular check-ins with the faculty lead and counselors to ensure student success. SMC will develop a new mirrored course (ESL 921: Pronunciation, Rhythm, and Intonation) and submit it to the Curriculum Committee for approval by Spring 2026.  In Fall 2025, SMC will provide an informational presentation on mirrored courses to Department Chairs who oversee noncredit CE courses that may lead to credit courses with potential for mirroring. The noncredit team will work with any departments interested in developing new mirrored courses to explore the feasibility of creating those courses for their program.  This alignment not only supports smoother transitions but also increases the likelihood of student success in both ESL and subsequent academic programs.

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
Lizbeth KoenigSanta Monica CCD06/30/2028

Objective #2: Improve Integration of Services & Transitions

Provide targeted professional development

THREE-YEAR PLAN 2025-28

Provide targeted professional development focused on enhancing instructional quality, student engagement, and best practices to improve learner persistence.  We will offer professional development opportunities for SMC and AEC faculty and staff to support high-quality curriculum delivery, effective technology use, and instructional strategies that promote learner persistence and retention. Topics may include student engagement, best practices to enhance learner persistence, and utilizing data to support at-risk students. Professional development activities will include professional learning communities at the AEC and SMC. SMC will also host a CALPRO Regional Workshop: Motivation and Persistence for Adult Learners in 2025-2026.  By equipping educators with the tools to identify and address barriers such as inconsistent attendance, limited digital literacy, and low academic confidence, these training sessions will help create more inclusive and responsive learning environments. As a result, this will contribute to improved Educational Functioning Level (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 receive support throughout each stage of their educational journey. 

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

THREE-YEAR PLAN 2025-28

Annually, the percentage of students who achieve the desired learning gain will be at/above the state target, as reported on TopsPro CAEP Performance Reports. Additionally, Santa Monica College will aim to increase the percentage of noncredit students successfully transitioning to credit by 6% by June 2028. This aligns with CAEP objectives in facilitating transitions to post-secondary education, reducing achievement gaps, and aligning with statewide initiatives. The short and long-term goals are for both agencies to achieve or exceed state averages in all categories, with a corresponding increase in the number of students transitioning to credit programs. 

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

Objective #3: Improve Effectiveness of Services

Increase enrollment and persistence

THREE-YEAR PLAN 2025-28

By June 2028, increase the number of students enrolled in CAEP-funded programs by 10%. SMRC will increase the percentage of students sustaining 12+ hours each year by 5 %. Both agencies will carry out this activity. Key metrics to monitor will be the increase in enrollment and persistence data. AEC aims for a short-term goal of a 6% increase in enrollment by June 2026, and SMC aims for a 3% increase in enrollment. Both agencies aim to increase the number of students who persist for 12 or more attendance hours.  The intermediate and long-term goals are that students will persist in the program, complete the program, and earn their CDCP certificates or diplomas. SMC will continue to increase enrollment by opening new sections in response to student demand. SMC will increase the number of course offerings. And SMC will increase their marketing efforts, both in-person and digitally. SMC will increase persistence by calling students with 0-11 hours of attendance, sending a check-in email to students the first weeks of class, encouraging instructors to send welcome emails to all new students throughout the semester, and supporting faculty collaboration on enhancing persistence in professional learning circles. This will then lead to either transitioning into post-secondary education or the workforce. This contributes to CAEP objectives, increasing student enrollment, improving literacy skills, and reducing achievement gaps. 

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

Fiscal Management

Alignment & Carryover

CAEP spending will be aligned with the objectives outlined in this annual plan, as well as the three-year plan. This includes, but is not limited to, the following areas: salaries and benefits for program management and classified staff, faculty salaries and benefits, support for curriculum development, outreach and marketing, program supplies and instructional materials, and professional development opportunities.

Each member is responsible for utilizing carryover funds by the established deadlines. SMC Noncredit prioritizes the use of these funds to achieve our annual plan goals, ensuring that all funds are spent on time. AEC will continue to enhance educational offerings using CAEP carryover funds in alignment with CAEP's annual plans. 

  • This includes a focus on the following areas: 
  • Stakeholder engagement activities 
  • Marketing and outreach 
  • Community partnerships 
  • Professional development 
  • Creation of new courses 
  • Continued development of Mirror courses
  • One-time purchases of equipment and supplies for existing and new programs 
  • Programs and activities aimed at improving retention and completion rates 
  • Social media outreach and other digital marketing initiatives 
  • Additional student support efforts (e.g., Zero Textbook Costs, school supplies, etc.) to help reduce access and equity gaps. to help reduce access and equity gaps. 

Usage

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

Not Entered

Consortium Objectives & Activities Overview

Objectives & Activities

= consortium has included this activity in an Annual Plan from the 2025-28 Three-Year Plan
= consortium has NOT selected this activity in an Annual Plan from the 2025-28 Three-Year Plan
ActivityOriginIncluded in Annual Plan
Objective #1: Address Educational Needs
Enhance and develop course curriculum
THREE-YEAR PLAN 2025-28
Enhance and develop mirrored course offerings
THREE-YEAR PLAN 2025-28
Increase student completion rates
THREE-YEAR PLAN 2025-28
Objective #2: Improve Integration of Services & Transitions
Provide targeted professional development
THREE-YEAR PLAN 2025-28
Set completion targets for programs
THREE-YEAR PLAN 2025-28
Objective #3: Improve Effectiveness of Services
Increase enrollment and persistence
THREE-YEAR PLAN 2025-28

Certification

Santa Monica CCD - Member Representative

Approved by Scott Silverman Ed.D.

08/15/2025 02:54 PM PDT

Santa Monica-Malibu Unified - Member Representative

Approved by Cynthia McGregory

08/15/2025 03:54 PM PDT