CAEP
Three-Year Plan

Produced: Jun 18, 2025, 01:26 AM UTC - By Brian Wiliams

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:
61 Sonoma County Adult Education Consortium
Address:
1501 Mendocino Ave. Adult Education Department | Santa Rosa, CA | 95401
Website:
https://socoadulted.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
Fiscal Contactkjolley@santarosa.eduVice President, Finance & Administrative Services(707) 527-4413
Primary Contactmgarcia2@santarosa.eduDirector(707) 527-4541
Primary Contactpcrooks@santarosa.eduAccountant

Members

Auto-populated

Member AgencyMember TypeContactPhone
Petaluma Joint Union HighHigh School DistrictMichelle Devereaux(707) 778-4766 ext: 60011
Sonoma Co. Office of EducationCounty Office of Education (COE)Stephen Jackson(707) 524-2720
Sonoma County CCDDistrictDaniela Kingwill
Santa Rosa City SchoolsUnified School DistrictAaron Gildengorin
Sonoma Valley UnifiedUnified School DistrictLiz Liscum
Windsor UnifiedUnified School DistrictBrian Wiliams

Executive Summary

The Sonoma County Adult Education Consortium (SCAEC) has six member agencies. Three are funded service providers—Santa Rosa Junior College (SRJC), Sonoma County Office of Education (SCOE), and Petaluma Adult School (PAS)—and three are unfunded members—Windsor Unified School District, Santa Rosa City Schools, and Sonoma Valley Unified School District. All members are responsible for providing and approving SCAEC’s strategic direction for the county’s adult education and workforce service programs. As two of the three funded service providers, SRJC and PAS were the primary participants in the Three-Year planning process.


SCAEC focused its Needs Assessments on four key subgroups-- At or Near Poverty, No High School Diploma, Limited English, and Unemployed-- and was able to identify areas of success and challenges, or gaps. For example, data shows that SCAEC is successful in providing services to Hispanics, women, and those 44 and younger across all its educational and workforce service programs. The flip side is that SCAEC seems to be having trouble reaching men and those 45 and older across all program areas, as well as those who identify as White and live at or near poverty who could benefit from workforce services. In addition, data specific to SRJC indicate that only 53% of participants taking ESL classes attend 70% or more of their classes’ total instructional hours. As SRJC’s other adult education program areas have higher rates of retention, there is a need to examine the data and the reasons behind it more closely.


Similar to other regions across the state, the Energy, Construction, Utilities, and Health sectors in Sonoma County need skilled workers. To help meet this need, SRJC opened its Construction Training Center in Fall 2024 and will begin offering a complete sequence of courses for the Carpentry Fundamentals certificate in Fall 2025. Coursework to train students in construction machinery operation—based on industry and student demand—is also in development. To address workforce needs in the health sector, SCAEC will be exploring a number of education and workforce service pathways, including personal care and pharmacy.


SCAEC has identified multiple strategies to address educational needs, with an emphasis on expanding CTE offerings in construction, landscaping, and technology. Course sequences and certificates include Carpentry Fundamentals, Fire Resilient Landscaping, Web and Mobile Front-End, and Virtual Production Fundamentals. The short- and intermediate-term result of these efforts is projected to be a 5–10% increase in the number of CTE certificates awarded.


In years 2025-28, SCAEC will focus on utilizing data to improve service integration and student transitions. As described in greater detail below, it has been challenging for SCAEC to dedicate the time and effort needed to gather accurate data, analyze it thoughtfully, and share it with others in a way that is meaningful and invites conversation. However, during the development of this Three-Year Plan, progress was made. Both PAS’s new management team and SRJC’s new chair of the English for Multilingual Students (EMLS, formerly ESL) Department are eager to take actionable steps toward creating a sustainable process for data collection and analysis—identifying trends, successes, and challenges, and then shared in a way that engages faculty and brings forth ideas to improve instruction. The goal is to achieve a 1% annual increase in the number of EMLS participants who attend 70% or more of their  EMLS classes’ total instructional hours.


SCAEC is committed to providing ongoing professional development opportunities to improve service effectiveness. As in the previous Three-Year Plan, SCAEC will collaborate with the department chairs of SRJC’s adult education programs to develop a selection process for administrators, faculty, and staff to attend conferences and workshops. SCAEC will also continue with their faculty mentoring programs. 


Based on results from a faculty survey and forum, SCAEC will offer trainings on Artificial Intelligence, trauma-informed instruction, culturally responsive curricula, and Canvas. After completing these trainings, interested faculty can join a Community of Practice (CoP) to explore how to integrate new knowledge into their instruction. These CoPs typically take place during the spring semester. Additionally, SCAEC will reinstate level meetings—as requested in the faculty survey and forum—holding them four times per semester in fall and spring. Both CoPs and level meetings provide opportunities for faculty to build community, learn from each other, and collaborate on instructional materials and solutions to recurring challenges.

Assessment

The SCAEC collected relevant data from a variety of sources and utilized multiple methods to assess educational needs, regional alignment, and current levels and types of education and workforce services.


To assess educational needs and identify barriers, the SCAEC posted and boosted a student/community survey on Facebook to reach both currently enrolled students and those interested in taking classes but who have not yet been able to do so. This survey was followed by two in-person student forums—one in English and the other in Spanish— to develop a deeper understanding of the survey results and to elicit additional insights generated through group discussion.


In addition, the SCAEC analyzed data available from the CAEP Fact Sheets, DataVista, and U.S. Census Bureau maps. The CAEP Fact Sheets were instrumental in helping the SCAEC compare countywide data to those served and identify inequities in access that need to be examined more closely. DataVista was used to identify both positive and negative trends that need to be explored further to replicate in other areas (successes) or address gaps in service. U.S. Census maps were used to identify densely populated areas of need where educational and/or workforce services may currently be lacking.


The SCAEC also used DataVista to analyze data by educational service provider and to drill down into each of their program areas. This was supplemented with data from TOPSpro Enterprise (TE) for both SRJC and PAS, as well as data from SRJC’s Office of Institutional Effectiveness, Research and Planning (IERP).


To assess labor market needs, the SCAEC referred to the Sonoma County Workforce Investment Board’s Local Workforce Development Plan 2025-2028 and utilized the Demand and Supply Dashboards provided by the Bay Area Community College Consortium.


Data regarding the current levels and types of educational  and workforce services offered was gathered in consultation with each of the three educational service providers.

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?

Student, faculty & community surveys; student & faculty forums

 In general, the SCAEC was more successful in collecting data to identify and assess the needs of adults served by the consortium for the 2025-28 Three-Year Plan than it was for the 2022-25 Three-Year Plan. First, the SCAEC achieved greater faculty and student engagement this time around.


Second, during the 2022-25 planning cycle, SCAEC staff relied on only a limited amount of data from the IERP’s public-facing Fact Book, due to concerns about its accuracy. For the 2025-28 Plan, however, SCAEC staff collaborated with an IERP Research Analyst to develop consistent definitions and identify parameters for generating data specific to SRJC’s adult education programs. This data is mostly unduplicated and allows this educational service provider to better identify areas of success and those in need of improvement.


Third, the new principal and vice principal at PAS were eager to learn about DataVista and engaged in a robust discussion with its team and SCAEC staff to examine how operational changes had impacted students, as reflected in the data. This type of enthusiastic engagement with both the data and the consortium had been lacking in the past and is expected to continue into the future. The PAS team regularly examines student data available through TOPSPro.


One ongoing barrier SCAEC faces is the ability to make data collection and analysis a continuous process due to limited staffing. Currently, SCAEC hires SRJC faculty under special assignment to assist with data collection and analysis in preparation for the Three-Year and Annual Plans. During the next three-year cycle, SCAEC will work with SRJC, the largest educational service provider, to develop an on-going special assignment. This will allow more faculty time to be consistently devoted not only to collecting and analyzing data, but also to holding regular meetings to discuss what is working, what is not, and to develop concrete plans for implementing changes or institutionalizing best practices.

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
Sonoma County Workforce Investment BoardWorkforce Development Board
Los Cien Sonoma County Latino LeadersCommunity Organization
La Luz CenterCommunity Organization
Sonoma Ecology CenterCommunity Organization
Corazon HealdsburgCommunity Organization
Sonoma Community Action NetworkCommunity Organization
North Coast Builders ExchangeCommunity Organization
Bellevue UnionElementary School District
Cotati-Rohnert Park UnifiedUnified School District
Cloverdale UnifiedUnified School District
Wright CharterCharter
North Bay TIPIndustry
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?

WIOA Title II Continuous Improvement Plan (CIP)

Both SRJC and PAS are WIOA Title II grantees and have developed CIPs with goals that align with CAEP. Specifically, SRJC aims to increase direct student contact before and during the semester to improve EMLS persistence by 10%. A second CIP goal aligned with CAEP is to increase retention and certificate completion for EMLS students by 10%. The first goal will be pursued by analyzing and comparing retention data for courses offered in different modalities and formats (e.g., open-entry/open-exit vs. managed enrollment) and by surveying students and faculty. The second goal will be achieved by having staff visit classes to inform students about available certificate options.


PAS’s CIP aligns with CAEP in two significant ways. First, PAS will train 100% of its ESL instructors on using CASAS data to inform instruction during 2025-26. This training will be reinforced through individualized coaching and quarterly data reviews. These efforts are expected to lead to an increase in EFL gains and student retention. Second, PAS will ensure that 100% of its high school diploma students have access to an electronic device and receive the support needed to navigate relevant software applications.


Perkins V and Strong Workforce Program (SWP)

SRJC’s Career Education and Workforce Development Department (henceforth referred to as CE) manages both Perkins and the SWP. Perkins V is a federal program that provides funding for career and technical education programs that prepare students for careers in current or emerging employment sectors. The state-funded SWP supports career education programs that lead to high-demand, high-wage jobs.  While these plans primarily address credit CE programs, recent progress has been made to identify areas where the credit and noncredit programs align and can mutually support each other.


In preparing the 2025-28 Three-Year Plan, SCAEC staff reviewed SRJC’s Perkins V Comprehensive Local Needs Assessment (CLNA) and met with CE staff to identify potential areas for collaboration. For example, the CLNA identified two gaps: one is across all special populations in health and the other is in the number of English language learners participating in CE programs. To address these gaps, SRJC’s EMLS Department Chair and SCAEC will explore the development of a noncredit health sciences pathway with English-language support to prepare students for entry-level positions in the medical field and transition them into one of several credit pathways within the Health Sciences Department.


In 2024-25, SWP funds were used to purchase a $45,000 forklift for SRJC’s Adult Ed: Carpentry Fundamentals Certificate program. Additionally, SRJC’s Computer Studies Department has received funding from both CAEP and SWP to develop two noncredit mirrored certificate programs: the Web and Mobile Front-End Developer Skills Certificate and the regional Virtual Production Fundamentals Certificate. These programs are scheduled to launch in 2025–26 and 2026–27, respectively.


Sonoma County Workforce Investment Board (SCWIB)

The SCWIB, of which SCAEC is a member, “serves . . . to drive innovation and to align education, workforce and business. . . . [and] is dedicated to identifying and promoting workforce development strategies that positively impact regional and local economic growth and enable upward mobility for all Sonoma County residents” (Sonoma County Workforce Investment Board Local Workforce Development Plan 2025–2028, p. 4). As a member of  SCWIB, SCAEC participates on the Job Link Steering Committee and provides educational and workforce services to job seekers who are also receiving WIOA Title I services. The MOU between SCWIB and SCAEC commits each partner to regular participation in meetings where information is shared regarding training opportunities, and referrals are made to help participants find employment, improve basic educational or occupational skills, or receive guidance on career choices. Meeting participation also enables SCAEC to connect with businesses and employers who are seeking skilled workers.


The following goals identified in the SCWIB’s Local Workforce Development Plan 2025-2028 align with CAEP:

    * work with educational service providers and “WIOA partners to expand opportunities for individuals to earn wages while they learn on the job, thus enhancing their ability to secure unsubsidized jobs that pay competitive, sustainable wages” (p. 9);

    * focus on WIOA priority populations, including English language learners, those living in poverty, and adults with disabilities, to “obtain marketable and industry-recognized skills and credentials to support their middle-income employment goals” (p. 9); and

    * increase and improve services to those with limited English proficiency.

SCAEC’s analysis focuses on four key subgroups: 

  1. At or Near Poverty (13.7%)

  2. No High School Diploma (10.9%)

  3. Limited English (6%)

  4. Unemployed (3.3%)


As evidenced by the increasing numbers of ABE, ASE, ESL, and short-term CTE participants reported in DataVista, there is a clear need for education and workforce services in these program areas.     


The intersectionality of these subgroups was also examined. The statewide percentage for the four key subgroups exceeds that of Sonoma County. This is likely due to the high percentage of residents over 55 (171,060, or 43.1% of the population) and those with an educational attainment of some college and above (275,347, or 69.3%).


SCAEC began their analysis by looking at CAEP data for those living at or near poverty and noting areas of intersectionality. Unsurprisingly, greater percentages of this demographic were Hispanic, spoke English less than well, lacked a high school diploma and were unemployed. By comparing the population with the adult learners in the At or Near Poverty Demographic Group, SCAEC identified both areas of success and persistent gaps. One success/gap unique to our region concerns race/ethnicity and is described in greater detail In “Needs - Further Context.” 


Similar to statewide data, there is a persistent gender gap across all four key subgroups of SCAEC. The linked table compares population subgroups with participant data for the program area most aligned to each subgroup's needs. It shows that female participants outnumber male participants across all program areas and that SCAEC serves a higher percentage of the female population across all program areas, as reflected in the third column under the Female Participants and Male Participants headings.


Also similar to statewide data, there is a persistent gap in SCAEC’s ability to connect with unemployed individuals over 45 years of age. The linked table suggests that SCAEC is likely providing educational and workforce services to those who are unemployed and under 45 years of age but struggling to reach those who are unemployed and 45 and over (41.8% of all unemployed individuals).


Labor market data from the SCWIB’s Local Workforce Development Plan 2025-2028 projects that the Healthcare and Social Assistance industry, already the largest in Sonoma County, will grow by 8% between 2024 and 2029. Within this industry, the fastest growing occupation is Home Health and Personal Care Aides, which is expected to see 29% growth in the same five years. This increased demand is due to seniors choosing to “age-in-place” since COVID and the county’s relatively high percentage of residents 65 and older—25% compared to the statewide average of 20.5%. Additionally, many adult education students are interested in pursuing this entry-level occupation. While SRJC offers several credit certificates in Health Sciences, SCAEC does not currently offer any courses leading to employment as a Home Health or Personal Care Aide. Since these jobs do not provide a living wage in Sonoma County, it’s important to establish a pathway from noncredit workforce preparation courses to credit coursework in the Health Sciences.


SCAEC expanded its labor market data search to include all counties in the North Bay subregion—Marin, Napa, Solano, and Sonoma. (For an explanation of why this was necessary, please refer to the narrative in “Challenges – Further Context.”) Using the Bay Region Center of Excellence Demand and Supply Dashboard and further filtering for below-middle and middle-skill jobs that pay a living wage of $24 per hour (one adult with no children), the top three sectors are Business and Entrepreneurship; Energy, Construction, and Utilities; and Health. Within these sectors, the following occupations earn a living wage and have a consistently high number of annual openings: Bookkeeping, Accounting, and Auditing Clerks; Carpenters; Construction Laborers;  Electricians; Operating Engineers and Other Construction Equipment Operators; Dental Assistants; and Medical Assistants. In addition, all of these occupations—except for Bookkeeping, Accounting, and Auditing Clerks—are growing across the North Bay subregion.

Please identify the categories of needs of your region.

As noted in the section “Evaluate the Educational Needs of Adults in the Region”, an examination of the CAEP Fact Sheets Comparisons of Population Demographics with the Adult Education Pipeline, SCAEC identified an area of success—serving a large percentage of the consortium’s Hispanic population. However, this success is the flip side of a persistent gap: SCAECappears to have difficulty reaching White individuals who could benefit from educational and workforce services. For example, of those living at or near poverty, 54.5% are White and 32.1% are Hispanic. Yet SCAEC participants across all program areas are 68.5% Hispanic and 21% White. A different perspective shows the same gap: SCAEC provides educational and workforce services to 36.8% of the Hispanic population living at or near poverty, but only 7% of the White population.


A similar race/ethnicity gap exists within the Unemployed Demographic Data: 59.8% are White and 28.8% are Hispanic. However, 67.6% of unemployed SCAEC participants are Hispanic and 22% are White. Another way to look at this disparity is that 64.3% of the county’s Hispanic population are SCAEC participants, while only 26.6% of the White population are. On the other hand, no race/ethnicity gap exists for the No High School Diploma Demographic Group, as the data indicates that the percentage of  SCAEC participants across all program areas is relatively proportional to the county’s.


As mentioned in “Data Collection Process - Further Context,” SCAEC staff met with an IERP Research Analyst from SRJC to request that data specific to their adult education programs be generated, as SRJC is the consortium’s largest educational and workforce services provider. This data allows SCAEC to better identify trends and analyze retention, persistence, and outcomes data across and within SRJC’s adult education program areas. IERP was able to provide SCAEC with the number and percentage of students who received 70% or more of a course’s total instructional hours for all program areas. For all SRJC program areas, 66% of participants received 70% or more of a course’s instructional hours in 2023-24. By program area, the percentages are as follows: 89.6% for short-term CTE, 74.2% for GED/HiSET, and 53% for ESL. While inherent differences among these programs can account for some variation in retention data, SCAEC is interested in drilling down further to develop some strategies to increase ESL retention.

What challenges does your region face that impact the programs you have previously or are currently offering?

One challenge faced by SCAEC is in the composition of its three educational service providers. The Sonoma County Office of Education (SCOE) is the smallest of the three, serving an average of 25 participants since COVID. Their focus had been on providing hands-on Essential Carpentry Skills courses, which didn’t transition well to a virtual environment. Although SCOE transitioned back to in-person classes, their participant numbers haven’t rebounded. 


The SCOE team met with the consortium director in Spring 2025 to develop a plan for SCOE to expand its course offerings by adding classes that are not currently being offered by other consortium members. It was agreed that SCOE would discontinue its Essential Carpentry Skills courses and instead offer a series of short clinics/workshops focusing on basic electrical and basic plumbing skills. These new workshops will be available in Santa Rosa, Sonoma, and Healdsburg. SCOE successfully piloted a basic electrical clinic in Spring 2025, which was well-received by participants. Based on the strong interest, SCOE plans to offer four clinics annually.


Petaluma Adult School (PAS) offers a wide range of educational and workforce services, including CTE, Citizenship, ESL, HSD & HSE, Parent Education, and short-term CTE. As the only educational service provider that allows participants to earn a high school diploma, PAS offers these classes in Petaluma, the County’s second largest city, and beyond, including Windsor, Santa Rosa, and Sonoma. All other courses are offered only in Petaluma or online. Because PAS is located at the southern end of the County, this may limit its ability to reach more of those in need of its program offerings.


This leaves most of the responsibility for serving Sonoma County’s key demographic subgroups to SRJC. While all adult education program areas strive to offer educational and workforce services throughout the county, their efforts are hampered by what has long been SRJC’s primary focus—providing educational and workforce services to credit students. Thanks to the persistence of SRJC’s Adult Education Director, the dean in charge of managing the Construction Training Center, and the new EMLS (English for Multilingual Students, formerly ESL) Department Chair, progress has been made in highlighting the importance of the importance of SRJC’s adult education programs in equitably serving all  members of its community, as well as to the college itself. Unfortunately, because this progress has not resulted in any firm commitments of either human or financial resources from the district, SCAEC’s ability to develop partnerships with local industries and CBOs is limited, making it difficult to expand programming.


Additionally, SRJC struggles to meet student demand in its ESL and CTE programs. This is likely due to multiple factors, including SRJC’s method of allocating faculty resources, Sonoma County’s high cost of living, the aging demographic of both the county’s population and its part-time faculty, and the minimum qualifications required for teaching at a community college. The EMLS Department currently has eight full-time faculty and over sixty part-time faculty to staff both credit and noncredit classes. Slightly more than half of the part-time faculty receive retirement income and have reduced their teaching load over the years so that they can travel. Replacing them with younger, part-time faculty willing to teach more has proven difficult, as many cannot afford to live in Sonoma County on part-time wages. This labor shortage is one of the factors contributing to the decline in  ESL class offerings from 81 in Fall 2023 to 65 in Fall 2025. Furthermore, finding faculty to teach the construction and landscaping classes can be challenging, as many of those who have content knowledge lack an Associate’s Degree (the minimum qualification for teaching at a community college) and earn more working in their field than they would teaching. The ESL and Citizenship class offerings from PAS have remained steady, with an ongoing waitlist for Levels 1 and 2. 

The Retail, Tourism, and Hospitality sector has the largest number of job openings in Sonoma County, but these jobs tend to be low-skill and low-wage, and provide limited opportunities for upskilling into living-wage employment. The SCWIB addressed this “market failure dilemma” in its 2021-24 plan (page 7) and again for 2025-28 plan (page 8). By labeling this situation a dilemma, the SCWIB acknowledges that this is a difficult problem to solve and will likely take decades to address. In the meantime, Sonoma County residents need to earn a living wage, often commuting elsewhere for those jobs. As a result, SCAEC expanded its labor market data search to include all counties in the North Bay subregion—Marin, Napa, Solano, and Sonoma.

Which populations are currently being served by your programs?

Contributions by Entities*

NameRoleThree-Year Plan Contribution
Marlyn Garcia Administrator Designed proposed strategies
Siobhan McGregor Community college faculty Collected and analyzed data and drafted the 3-Year Plan
April Oliver Community college faculty Participated in planning meetings
Araceli Vazquez Classified staff Participated in planning meetings
Michelle Devereaux Principal 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
*Petaluma Joint Union HighMember Representative

309

291

0

116

595

342

0

0

0

1653
*Santa Rosa City SchoolsMember Representative

0

0

0

0

0

0

0

0

0

0
*Sonoma Co. Office of EducationMember Representative

0

0

0

0

19

0

0

0

0

19
*Sonoma County CCDMember Representative

54

3,043

2,051

0

2,914

3,730

21

0

0

11813
*Sonoma Valley UnifiedMember Representative

0

0

0

0

0

0

0

0

0

0
*Windsor UnifiedMember Representative

0

0

0

0

0

0

0

0

0

0
Total Participants 363 3334 2051 116 3528 4072 21 0 0 13485
* Consortium Member required to input number of Participants

For each service provider added, check the box in the program areas where services are provided.

Provider NameProvider TypeProgram Area Where Services Are Provided
ABEASEAWDCSSCTEESLPre-ApprenticeshipShort Term CTEWorkforce Reentry
Petaluma Joint Union High Other

Sonoma County Office of Education Community Organization

Sonoma County CCD Other

What industries do you currently serve/plan to serve in the future?

One of the most significant challenges SRJC’s short-term CTE programs face in serving industries is a lack of human resources. Even SRJC’s credit CTE program lacks the resources necessary to develop and maintain relationships with industry representatives. As a result, SRJC relies on interested credit faculty with industry connections to bring short-term CTE certificate proposals forward and to develop the curriculum. Because SRJC/SCAEC understand the importance of having industry connections, the Adult Education Director is working hard to take initial steps in that direction, such as participating on the Job Link Steering Committee. Another challenge is that many of the classes listed below are offered in both Spanish and English; however, it can be difficult to find and hire two qualified and knowledgeable monolingual instructors—one in Spanish and one in English—for a given content area, or to find one who is bilingual.


Agriculture

SRJC offers a number of landscaping certificates, each focusing on a specific area, such as plants and environmental conditions; non-plant features (including hardscaping, irrigation, and greywater and stormwater capture systems); fire resiliency; and maintenance. Coursework associated with these certificates could not be offered when SRJC lost its landscape instructor and had difficulty finding a replacement. This is not unusual, as those with the content expertise often make more money working in their field or lack the minimum qualifications (i.e., an associate degree) to teach at a community college. However, the fire resilient landscaping courses have been revived and are now taught by staff from the Sonoma Ecology Center, representing a thriving collaboration.


Business

For a variety of reasons, many immigrants choose to own a small business. To support this need, SRJC offers two small business certificates: How to Start a Small Business and Small Business Management. These certificate pathways provide entrepreneurs and small business owners with the management, marketing, and customer service tools and strategies needed to successfully run a small business. SRJC also offers two certificates in which the sequence of courses develop students’ competencies in Microsoft Office and web-based applications commonly used in the workplace. These programs help students build the computer skills they need to become administrative assistants and secretaries.


Construction

SRJC currently offers two construction certificates: Introduction to Building and Construction Trades and Carpentry Fundamentals. The coursework for these certificates provide students with hands-on training in residential framing, tool usage, and safety protocols. Students also have the opportunity to obtain their OSHA-10 certification card through either certificate. SRJC partners with the North Bay Construction Corps, a high school cohort run through the North Coast Builders Exchange. Similar to the landscaping coursework, it can be difficult to find qualified and knowledgeable instructors to teach these courses, due to SRJC’s minimum qualifications for instructors and the higher earning potential in the trades compared to teaching. However, the dean of the Construction Training Center is working on collaborations with Women in the Trades group and Conservation Corps North Bay to identify potential instructors for these programs.


Healthcare

SRJC has an existing Personal Care Attendant certificate, but the content instructor needs to be hired to teach the required courses. Once staffing is in place, this highly sought-after program will be placed on the schedule.Additionally, SRJC is exploring the development of noncredit mirrored courses in several healthcare pathways, including dietary management, pharmacy technology, and dental assisting. The college is also considering the creation of new noncredit Career Development and College Preparation (CDCP) courses in medical interpretation and phlebotomy.


Technology

SRJC is currently in the process of obtaining approval for two technology certificates: Web and Mobile Front-End Developer Skills and Virtual Production Fundamentals. The first certificate’s course sequence provides students with the skills necessary to succeed in the field of website development, while the second prepares students for entry-level careers in virtual production.


Transportation

SRJC offers the Sonoma-Marin Bus Operator Pre-Apprenticeship program in collaboration with Golden Gate Transit, the Amalgamated Transit Union Local 1575, College of Marin and California Transit Works. Students gain soft skills needed to enter the training apprenticeship before becoming bus operators. This program was created to address the need for bus operators to replace those who were retiring and has been highly successful. SRJC hopes to leverage the success of this program to address the workforce needs of local city and county bus operators. 

SCAEC’s educational service providers offer education and workforce services in all seven program areas.


High School Diploma (HSD) and Equivalency (HSE)

SCAEC offers HSD (PAS only) and HSE programs in multiple modalities: in English and Spanish, on campus and at off-site locations, in the mornings and evenings, in open-entry/open-exit and managed enrollment, and one or two times per week, for a total of 70 to 105 instructional hours per course. Some classes are self-paced with an instructor providing one-on-one help; others follow a more traditional lecture- and-practice format. While PAS’s classes are multi-level, SRJC has five distinct high school equivalency courses: Language Arts and Social Studies I and II, and Math and Science 1 and 2. The fifth course provides students with additional academic knowledge and skills in all content areas, as well as opportunities to practice successful test-taking strategies.


Citizenship, ESL, and Workforce Preparation for Immigrants

SCAEC offers citizenship, ESL, and workforce preparation programs to serve its immigrant community. PAS offers a citizenship class once a week for two hours in the evening. Similar to the HSD and equivalency programs, ESL courses are offered in multiple modalities; on campus and off-site, in the morning, early afternoon, and evening, and in open-entry/open-exit and managed enrollment formats. Classes meet two to four times per week, for a total of 52.5 to 157.5 instructional hours. Course levels start at beginning literacy. 


Two ESL pathways are available at the higher levels: a workforce preparation pathway and an academic pathway. Currently, there are four ESL courses designed to help students develop the English language skills necessary for careers in construction, culinary arts, early childhood education, and health sciences. The academic pathway begins with a transition course focused on the development of academic reading and writing skills and includes a number of noncredit courses that mirror credit course offerings through high-intermediate ESL. While the majority of courses are multi-skill, electives that address listening/speaking and reading/writing are also available for students in need of focused practice.


Workforce Preparation and Short-Term CTE

SCAEC offers coursework that culminates in certificates designed to prepare students for work in construction (carpentry and equipment operations), childcare, landscaping (maintenance, tree-trimming, and fire resiliency), healthcare (personal care), small business management, and website development. While online options are available, some courses must be conducted in person so students can practice the necessary hard skills. These courses are generally scheduled in the evenings and on Saturdays to accommodate those already in the workforce and looking to upskill or acquire new skills. Classes meet from one to three days per week, for a total of 14 to 140 instructional hours, and are offered in English and Spanish.


Parent Education

PAS offers parent education classes that focus on a variety of subjects, including toy making, parental leadership and advocacy development, positive discipline training, school readiness, and strategies for interacting with children. Students spend one to three hours per week working with their instructors on topics related to child development. Many classes include a practical component, such as learning how to make toys and playing with their children. The majority of classes are taught in Spanish.


Adults with Disabilities (AwD)    

The majority of participants with disabilities are served at off-site locations through SRJC’s partnerships with non-profit community agencies. Students engage in activities to promote and maintain physical, mental, social, and emotional well-being. These sessions are held year-round. Some facilities offer sessions twice a week and others as often as five days a week; each session lasts from two to five hours. Participants with substantial disabilities are provided with individualized plans to prepare them for employment and independent living. Participants are served at agency sites and practice hard and soft workplace skills at industry, business, and community locations.


In preparing the Three-Year Plan, SCAEC became aware of other SRJC programs that serve AwD; however, more research is needed to determine whether these qualify as programs under CAEP.


Pre-Apprenticeship

SCAEC currently offers the Sonoma-Marin Bus Operator Pre-Apprenticeship program in collaboration with Golden Gate Transit, the Amalgamated Transit Union Local 1575, College of Marin, and California Transit Works. Students gain the soft skills needed to enter the apprenticeship program before becoming bus operators. In the future, SCAEC intends to explore the development of three additional pre-apprenticeship programs: electrical, dental assisting, and cosmetology.

Metrics: CAEP Barriers & Metrics

Goals & Metrics

Metrics

Adult Ed Metrics

  • English Language Learner (149AE)

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) 10,407 11,847

11,897

11,947

11,997

Student BarriersEnglish Language Learner (149AE) 4,691 5,539

5,559

5,579

5,599

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.

Petaluma Joint Union High (Reported by Petaluma Joint Union High School District (PJUHSD))

Metric SetMetric DescriptionMember Level Metric Actuals Member Level Metric Targets
2022-23 2023-24 2024-25 2025-26 2026-27 2027-28
AllParticipants (202AE) 1,158 1,290

1,310

1,330

1,350

* Mandatory for all members


Santa Rosa City Schools (Reported by Santa Rosa City Schools)

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

* Mandatory for all members


Sonoma Co. Office of Education (Reported by Sonoma County Office of Education)

Metric SetMetric DescriptionMember Level Metric Actuals Member Level Metric Targets
2022-23 2023-24 2024-25 2025-26 2026-27 2027-28
AllParticipants (202AE) 38 19

40

45

50

* Mandatory for all members


Sonoma County CCD (Reported by Sonoma)

Metric SetMetric DescriptionMember Level Metric Actuals Member Level Metric Targets
2022-23 2023-24 2024-25 2025-26 2026-27 2027-28
AllParticipants (202AE) 7,935 9,016

9,050

9,100

9,150

* Mandatory for all members


Sonoma Valley Unified (Reported by Sonoma Valley 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

* Mandatory for all members


Windsor Unified (Reported by Windsor 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

* 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
Petaluma Joint Union High 100% 100% 52%

95%

95%

95%

Sonoma Co. Office of Education 82% 0% 0%

10%

60%

90%

Sonoma County CCD 100% 100% 22%

85%

90%

95%

Objectives

Objective #1: Address Educational Needs

SCAEC is committed to addressing the educational and workforce preparation needs of its community by targeting under-enrolled populations and expanding its CTE offerings to meet workforce demand.


As mentioned in Section 2: Assessment, SCAEC has identified a few persistent gaps. Two of these align with statewide gaps, while the third  appears to be unique to the region. These gaps relate to SCAEC’s ability to reach, enroll, and retain men, people aged 45 and older, and White individuals who could benefit from the services SCAEC offers. There are many societal and cultural reasons for these gaps, many of them beyond SCAEC’s control. However, having a more diverse workforce in both instruction and student support services—one that better reflects the demographic diversity of those who could benefit from adult education and workforce services—would be a step in the right direction. While this is a reasonable goal, it can be challenging to achieve due to some of the hiring difficulties described earlier.


One strategy to address this under-enrollment is to provide professional development opportunities that focus on best practices for retaining students. These include community building, keeping course content relevant and culturally responsive, and incorporating student goal-setting and ownership of learning into the curriculum. The EMLS Department is taking steps in this direction by revising the course outlines of record (CORs) to better meet students’ educational needs. The next step will be to revise the EMLS leveled readers to reflect these changes in the CORs. 


Another strategy that will increase enrollment and potentially help address the persistent gaps described above is for SRJC to offer GED/HiSET Preparation and short-term CTE courses at off-site locations. In Spring 2026, SRJC plans to offer one GED/HiSET Preparation course and one short-term CTE course at off-site locations in each of the following cities: Healdsburg, Rohnert Park, and Windsor.


An additional strategy that addresses low ESL retention as referenced in Section 2: Assessment Needs - Further Context, is to modify the ESL class schedule by shortening both the semester length and the length of each class session. Offering eight-week A and B versions of courses would give students the opportunity to complete a course quickly, maintaining momentum in a shorter time frame and enabling them to progress to the next class. In response to the results of the student survey and forums, offering classes on Fridays and Saturdays, as well as earlier in the evening, will allow classes to end earlier. This adjustment makes it easier for students to fit classes into their busy lives and keep them in their programs. 

     

SCAEC is excited to be expanding its CTE offerings to meet skilled workforce demands, especially in the construction, landscaping, technology, and healthcare industries. SRJC opened a Construction Training Center in Fall 2024 at the SRJC Petaluma Campus to house several short-term, noncredit vocational programs. Two new certificate programs—Carpentry Fundamentals and Fire Resilient Landscaping—have generated strong student interest,  as the skills acquired in these programs lead to living-wage jobs that support Sonoma County’s rebuilding efforts after the fires and the need for affordable housing.

     

SCAEC has also collaborated with faculty from SRJC’s Computer Studies Department to develop two noncredit CTE certificates that mirror existing credit certificates. The first is a Web and Mobile Front-End certificate—a three-course sequence that provides students with the skills needed to succeed in the field of web development. The second is a multi-disciplinary certificate in Virtual Production Fundamentals which integrates skills from film production, computer graphics, digital imaging, visual effects, and game engines into the virtual production process. Courses required for this 400-hour program may be offered at SRJC or other participating colleges in the Bay Area.

     

Finally, SRJC will revitalize its Personal Care Attendant certificate program and begin developing several health science pathways, including medical interpretation, phlebotomy, pharmacy technology, dietary management, and dental assisting.

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 strengthen the integration of services and support smooth transitions to postsecondary education and the workforce, SCAEC is implementing a coordinated set of strategies focused on data use, professional development, and instructional flexibility. The goal of these efforts is to create a more cohesive and responsive adult education system. 


Utilizing Data

With a new team at PAS and the ability to analyze accurate data for SRJC’s adult education programs (see Section #2: Assessment, Data Collection Process - Further Context), SCAEC is excited to begin formalizing a process for using data to inform decision-making, understand the effects of program changes, and monitor program outcomes. Ultimately, data analysis would occur regularly at different levels: one level might involve administrators and faculty leads across all program areas, while another might involve faculty in a single program area. Of course, there are other possibilities in between as well. Initially, SCAEC will develop a process for utilizing SRJC’s EMLS data. The focus will be on EMLS for a few reasons. First, the EMLS Department serves more than half of the adult education students at SRJC. Despite this, a smaller percentage of EMLS participants complete 70% or more of their classes’ total instructional hours compared to participants in other adult program areas. The EMLS Department would like to drill down further into this data to identify trends, successes, and challenges to improve participant retention. At PAS, the ESL team is receiving training to understand participation and growth data to create more refined strategies for student success and completion rates. Finally, SRJC’s GED/HiSET Preparation and short-term CTE programs currently have a temporary department chair serving for the 2025-26 academic year while a possible reorganization of adult education departments is considered.


Providing Professional Development

SCAEC supports faculty and staff participation in professional learning opportunities that focus on effective transitions, integrated education and training (IET), and equity-based practices in adult education. By engaging with organizations such as CASAS, OTAN, CalPRO, and CCAE, staff gain insights into best practices and bring back actionable strategies. These strategies are often shared internally during local professional development sessions, contributing to a more unified and informed approach to student transitions.


Offering Flexible Courses and Services

To better meet the diverse needs of adult learners, SCAEC educational and workforce service providers offer in-person, hybrid, and online courses. SRJC is interested in providing hyflex training for interested instructors. However, it’s challenging to find instructors willing to teach hyflex classes, as SRJC does not currently compensate instructors for the additional preparation necessary to simultaneously teach in-person and online. At PAS, the HiSet HSE instructor utilizes a full hyflex approach, with students attending in person, and accessing the instructor’s help via Zoom during the in-person class, and students using the online platform Essential Education. Moreover, SRJC offers virtual and in-person tutoring and support centers to support noncredit students with their coursework.

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

SCAEC is committed to improving the effectiveness of its services with the following strategies. 


Increase Staff Training and Development

Based on input from faculty and stakeholder forums and faculty survey results, faculty have expressed a desire for targeted professional development in the areas of using Canvas, Artificial Intelligence (AI), trauma-informed instruction, and creating culturally-responsive curricula. In addition, instructors expressed interest in participating in Communities of Practice (CoPs) for these areas to share ongoing teaching practices and incorporate new information into their instruction after receiving training. A final request was for a mentoring program to provide less-experienced instructors with individualized help from more experienced colleagues. 


Develop or Improve ESL Instruction

As mentioned in Section 2: Assessment Needs - Further Context, data from SRJC’s IERP indicates that 53% of ESL students attend 70% or more of their classes’ total instructional hours. The EMLS Department would like to improve students retention rates, and they have been implementing—and will continue to implement—strategies to achieve this goal.


In 2024-25, the EMLS Department updated its noncredit core classes to better meet the needs of their student population at SRJC. There are five levels of core classes, from low-beginning to high-beginning, each covering listening/speaking, reading/writing, vocabulary, and grammar. The courses were updated to incorporate the College and Career Readiness Standards (CCRS)and English Language Placement Standards (ELPS) and include themes that are meaningful and relevant to students’ lives, such as education, health, work, and community. In addition, the number of instructional hours was reduced to shorten both the length of the semester (16 weeks) and hours per class session (sometimes as long as three hours and 25 minutes). The EMLS Department expects to receive approval for these courses during 2025-26 and begin offering them in 2026-27. Once the CORs are approved, faculty will be trained on the changes.


In-Reach Presentations

SCAEC’s outreach team makes themselves available to conduct in-reach presentations during class time for the three educational and workforce service providers. These sessions inform students about the different adult education certificate programs, adult dual enrollment, the GED/HiSET Voucher Program, and pathways into credit courses. Presentations, particularly at SRJC’s off-site locations, are highly valued by students and faculty, often resulting in increased student engagement, transitions to other adult education program areas, and participation in the ADE program.

     

Unfortunately, instructors who teach at one of SRJC’s three campuses often don’t understand the need for these presentations, as counselors and other support services staff are available and nearby. However, adult education students often underutilize these services, leaving them unaware of the educational and workforce opportunities available. To improve the integration of services and transitions to post-secondary education and the workforce, SRJC will conduct informational sessions with instructional faculty and SCAEC’s outreach team so that faculty can learn about the value of these presentations and, hopefully, incorporate them into their curriculum. 


Increased Access to HiSet High School Equivalency Testing

PAS and SRJC began partnering in January 2025 to offer twice as many opportunities for HSE students to take the HiSet exams. In its first semester, PAS has seen twice as many students pass all five HiSet exams and earn their equivalency certificates. Part of this success is also attributed to the personalized attention and outreach to HiSet students provided by the PAS instructor. PAS and SRJC have agreed to continue this partnership for the 2025-26 school year, with 15 testing dates scheduled.


Adult Dual Enrollment (ADE) Program

The ADE program has been a successful strategy for promoting student transitions. Through ADE, adult learners pursuing their High School Diploma (HSD) or High School Equivalency (HSE) can concurrently enroll in tuition-free, credit courses at SRJC. This model has effectively engaged underserved populations, including first-generation college students and English language learners.

     

To build on this success, SCAEC is streamlining enrollment, improving orientation and onboarding, and expanding counseling and tutoring. The consortium also aims to align ADE courses with workforce needs through employer partnerships. These improvements are intended to boost retention, completion, and workforce transitions.

Activities & Outcomes

Objective #1: Address Educational Needs

Expand CTE Courses and Certificates

SRJC will expand its short-term CTE programs in three areas: construction and landscaping, technology, and healthcare.


Construction and Landscaping

As mentioned in Objective #1: Address Educational Needs, SRJC’s Construction Training Center, where short-term CTE programs are offered, opened in Fall 2024. As a result, SRJC offers a new certificate program beginning in Fall 2025: Carpentry Fundamentals. This certificate program provides in-depth, hands-on training in residential rough carpentry (framing), utilizing the new carpentry labs at the Construction Training Center. The program teaches the foundations of residential framing, including framing floors, walls, roofs, windows, and doors. The curriculum covers topics such as wood types and properties, measurement techniques, and blueprint reading. Students  can take an entire class in the safe and proper use of hand and power tools commonly used in the carpentry trade. By the end of the program, students will be ready to gain employment as framers. 

     

SRJC and the SCAEC collaborated with community stakeholders to create a fire resilient landscaping training program for the landscaper workforce a few years ago. This hands-on training covers fire resilient and drought-tolerant landscaping; vegetation management and maintenance of defensible space around homes; small repairs for home hardening and wildfire safety; and workplace safety and worker rights (including OSHA 10 preparation). The objective is to offer a training program that enlists the landscaper workforce to help achieve the shared community goal of safer, more resilient homes and properties in Sonoma County. The Construction Training Center will facilitate the expansion of the Fire Resilient Landscaping program and provide additional hands-on learning opportunities for students in residential structure hardening techniques. 

In 2026, SRJC plans to revitalize its broader landscaping program with Spanish-language instruction, new battery-powered landscaping tools, and an emphasis on hands-on learning. The college also plans to offer a new course focused on construction and landscape equipment operations training.


Technology

The Web and Mobile Front-End and Virtual Production Fundamentals certificates and course sequences are already established in SRJC’s credit program, so the development of the noncredit course outlines of record and certificates requires much less time and effort. The approval process for the noncredit Web and Mobile Front-End program is complete. However, since the goal is to make these courses accessible to multilingual speakers, relevant language support materials need to be developed before the course can be offered. The noncredit course sequence and certificate for Virtual Production Fundamentals are still in the approval process. Language support materials will need to be developed for these courses as well.


Healthcare

SCAEC is going to be working with faculty in SRJC’s Health Sciences Department to create noncredit pathways that lead to Pharmacy Technician and Dietary Manager certificates. These pathways will mirror the already established credit pathways. In addition to revitalizing its Personal Care Attendant certificate program, SCAEC is also interested in collaborating with Health Sciences to develop new noncredit courses that lead to medical interpretation and phlebotomy certificates.

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).

All four courses required for the Carpentry Fundamentals certificate will be offered in both the Fall 2025 and Spring 2026 semesters. Two sections of each course will be offered: one in English and one in Spanish. If a Spanish-speaking instructor is not available, translation services will be provided. Each class has a limit of 25 students. This new certificate program is expected to result in a 10% increase in the number of short-term CTE certificates earned.

    

Language support materials for the Web and Mobile Front-End certificate courses will be completed in Fall 2025, ensuring they are available to instructors and students in Spring 2026.

    

The noncredit Virtual Production Fundamentals courses and certificates will be approved by Spring 2026.

SRJC will be offering its full complement of landscaping certificate courses, along with a new construction and landscape equipment operations training course by Fall 2026. SRJC estimates that this expansion will result in a 5% increase in the number of short-term CTE certificates earned.

     

SCAEC will work with Health Sciences faculty to prioritize the development of the noncredit certificate programs described above. Once that is accomplished, they will develop a plan for creating course outlines of record and obtaining the necessary approvals to offer the programs to students.

SCAEC will continue to work on expanding short-term CTE certificate programs by engaging with industry stakeholders and faculty.

Adult Education Metrics and Student Barriers

  • All: Reportable Individuals (200AE)

Responsible Positions, Responsible Consortium Members, and Proposed Completion Date

Responsible PositionResponsible MemberProposed Completion Date
DirectorSonoma County CCD11/30/2026

Objective #2: Improve Integration of Services & Transitions

Improve Utilization of Data

SCAEC recognizes the need to establish a formal process for the collection, analysis, and sharing of data with all educational and workforce service providers and stakeholders. Because no procedures currently exist, SCAEC is committed to working with the EMLS/Adult Ed/College Skills Department Chair and LAAF Dean to develop and collaborate on a process that can be applied across program areas and service providers. As mentioned before, the EMLS Department was selected because they are interested in improving the retention rate of their students.

     

In Fall 2025, SCAEC and the EMLS Department will hold a workshop on the topic of retention with EMLS faculty and SCAEC outreach specialists. In this initial workshop, only high-level retention data will be shared. The primary goal of this workshop will be to increase the number of EMLS faculty who request SCAEC outreach specialists to contact students who fail to show up to class or have multiple absences. Currently, very few EMLS faculty take advantage of this support, which is not only important for retention, but also helpful when students are failing to attend class due to barriers they are experiencing. The outreach specialists can often either assist students immediately or direct them to campus or community resources. It is hoped that more faculty will request SCAEC’s support once they understand how it benefits students. 

     

During 2025-26, SCAEC and the EMLS Department will spend time analyzing class-level data to identify trends, successes, and challenges that can then be shared with faculty and student support staff. The goal is to engage them in analytical discussions and the development of inferences that can lead to improved services. Consideration will also be given to the format of these workshops, with an emphasis on reestablishing the sense of community that was lost post-COVID. Faculty and staff need to feel welcomed, their expertise valued, and their thoughts and ideas heard in order to maximize participation and buy-in.


Beginning in 2026-27, SCAEC and the EMLS Department will hold one workshop per semester. EMLS currently anticipates that one of the first workshop topics will focus on retention data for open-entry/open-exit classes as compared to managed enrollment. However, this may change depending on what the analyzed data reveals.

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).

SCAEC and the EMLS Department will conduct a workshop with EMLS faculty and SCAEC outreach specialists in Fall 2025. The goal of this workshop is to encourage more faculty to share their rosters with SCAEC outreach specialists so they can contact absent students and provide them with the assistance they need to return to class. Currently, only three EMLS faculty members share their rosters with SCAEC outreach specialists. SCAEC anticipates that at least five additional instructors will share their rosters and that this will result in a 1% increase in the number of students who attend 70% or more of their classes’ total instructional hours.

SCAEC and the EMLS Department will conduct one workshop per semester, in which faculty and student support staff will examine data and engage in an analytical discussion to develop inferences that can lead to improved services. These regular workshops, along with the new EMLS course offerings, are expected to increase the number of students attending 70% or more of their classes’ total instructional hours by 1% annually.

Once the EMLS Department demonstrates success in using data to improve services, SCAEC will work to engage other educational and workforce service providers in a similar process.

Adult Education Metrics and Student Barriers

  • All: Reportable Individuals (200AE)

Responsible Positions, Responsible Consortium Members, and Proposed Completion Date

Responsible PositionResponsible MemberProposed Completion Date
DirectorSonoma County CCD05/31/2026
EMLS Department ChairSonoma County CCD05/31/2026
LAAF DeanSonoma County CCD05/31/2026
EMLS FacultySonoma County CCD05/31/2026

Objective #3: Improve Effectiveness of Services

Increase Faculty & Staff Professional Development

Ongoing training and professional development are key components of effective adult education and workforce programs. Targeted professional development improves the quality of instruction, which can result in higher levels of student attendance and retention, as well as the achievement of more educational outcomes. Based on input from the faculty forum and survey results, relevant instructional training that has a positive impact in the classroom and on students will include the use of Canvas, the implementation of Artificial Intelligence (AI), trauma-informed instruction, and the creation of culturally-responsive curricula. Moreover, instructors have expressed interest in participating in Communities of Practice (CoPs) to discuss ideas for incorporating this training into their instruction, meetings by instructional level to discuss best practices and challenges, and mentoring programs for individualized assistance with ongoing training needs. 

     

The Adult Education Program Director will work with the SRJC EMLS and College Skills Department Chairs, along with the PAS Principal and SCOE administrator to plan trainings based on the faculty’s identification and prioritization of professional development needs. The goal is to provide relevant training across agencies to promote continuity and consistency of instruction and to build community among the different instructors. 

     

In addition to in-person trainings and level meetings, SRJC’s Adult Education Program Director will provide opportunities for instructors to participate in other types of professional development, such as conference attendance and CalPRO workshop participation. Instructors will need to secure prior approval from the EMLS and College Skills Department Chairs in order to participate in these types of trainings. 


Instructors will need a few semesters to incorporate what they have learned in their trainings into their instruction. In program year one (2025-2026), SRJC plans to hold four CoP meetings on the topic of AI. Additionally, the EMLS Department will hold four meetings by level in the fall and four in the spring, for a total of eight meetings. Ongoing mentoring opportunities for Canvas use will also be provided by experienced noncredit faculty. Participation in other professional development activities will lead to an overall improvement in instruction, which, in turn, will lead to increased numbers of participants across all program areas. 

     

Providing instructors with a variety of opportunities to grow and improve their practice leads to better outcomes for students and aligns with the CAEP objectives of addressing educational and workforce needs and improving the effectiveness of services.

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).

Four CoP meetings will be held in PY 2025-2026, and eight meetings by level will also be held in PY 2025-2026. At least one mentoring relationship will be created. These activities will contribute to a 1% increase in the number of participants who complete 70% or more of their EMLS classes’ total instructional hours.

Four CoP meetings will be held in the second and third program years. Eight meetings by level will also continue in the second and third program years. At least one additional mentoring relationship will be created. These activities will contribute to a 1% annual increase in the number of participants who complete 70% or more of their EMLS classes’ total instructional hours.

Once the EMLS Department demonstrates success with their process of ongoing training and professional development, SCAEC will work to engage other educational and workforce service providers in a similar process.

Adult Education Metrics and Student Barriers

  • All: Reportable Individuals (200AE)

Responsible Positions, Responsible Consortium Members, and Proposed Completion Date

Responsible PositionResponsible MemberProposed Completion Date
DirectorSonoma County CCD05/31/2026
EMLS Department ChairSonoma County CCD05/31/2026
LAAF DeanSonoma County CCD05/31/2026
Noncredit FacultySonoma County CCD05/31/2026

Funds Evaluation

Member Allocations and Expenditures

Member AgencyPrior Year Total Leveraged FundsProgram Reporting Status
Petaluma Joint Union High $1,855,698Certified
Santa Rosa City Schools $0Certified
Sonoma Co. Office of Education $124,230Certified
Sonoma County CCD $4,074,752Certified
Sonoma Valley Unified $0Certified
Windsor Unified $0Certified
Totals$6,054,680 6/6 Certified

The Sonoma County Adult Education Consortium (SCAEC) consists of six members, including three service providers: SRJC, Petaluma Adult School (PAS), and the Sonoma County Office of Education (SCOE). The consortium is direct-funded, a model all members support and intend to continue through 2028. Funding allocations have remained consistent over the past decade: SRJC receives approximately 38–39%, PAS receives just over 53%, and SCOE receives close to 8%. Though amounts may vary annually, the percentage split will remain the same. All providers aim to spend down most carryover funds by the end of FY 2024–2025.


SRJC uses its CAEP funds to support staff positions (Adult Education Program Director, Outreach Coordinators and Specialists, Testing Technician, Administrative Assistant, student workers), translation services for carpentry and landscaping classes, curriculum development, professional development, marketing, classroom and program supplies, and technology equipment. Instructor salaries are not funded by CAEP, as SRJC receives apportionment. SRJC also receives WIOA Title II funds for ESL and HSE programs, currently at $492,077, with increases anticipated over the next three years.


PAS allocates most of its CAEP funding to salaries and benefits for certificated and classified staff supporting ESL, high school diploma/equivalency, Parent Education, Early Childhood Education, and the Petaluma Family Resource Center. Funds also cover district indirect costs, a portion of the Assistant Superintendent’s salary, administrative operations, curriculum and professional development, program supplies, and leases (e.g., copiers). Additional funding includes WIOA Title II, which supports ESL, Citizenship, and HSD instruction and will fund a new part-time Outreach Specialist and renewal of HSD/HSE online curricula. The 2024–25 WIOA allocation is $178,353—a decrease from prior years due to the end of COVID-related funds. PAS also leverages Apprenticeship and other grants to support programming.


SCOE primarily uses its CAEP allocation for instructional and coordination staff. The agency is expanding short-term construction clinics and exploring a third site for these courses beginning fall 2025. This expansion will require investments in equipment and supplies for the new location.

Certification

Petaluma Joint Union High - Member Representative

Approved by Michelle Devereaux

06/17/2025 12:53 PM PDT

Santa Rosa City Schools - Member Representative

Approved by Aaron Gildengorin

06/17/2025 08:25 AM PDT

Sonoma Co. Office of Education - Member Representative

Approved by Stephen Jackson

06/17/2025 06:28 AM PDT

Sonoma County CCD - Member Representative

Approved by Daniela Kingwill

06/16/2025 05:11 PM PDT

Sonoma Valley Unified - Member Representative

Approved by Liz Liscum

06/17/2025 05:19 PM PDT

Windsor Unified - Member Representative

Approved by Brian Wiliams

06/17/2025 06:26 PM PDT