Produced: Aug 14, 2025, 09:38 PM UTC - By Aaron Gildengorin
2025-26
Plans & Goals
Assessment
Activities & Outcomes
Objective #1: Address Educational Needs
Expand CTE Courses and Certificates
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.
Adult Education Metrics and Student Barriers
- All: Reportable Individuals (200AE)
Responsible Positions, Responsible Consortium Members, and Proposed Completion Date
Responsible Position | Responsible Member | Proposed Completion Date |
---|---|---|
Director | Sonoma County CCD | 05/31/2026 |
EMLS Department Chair | Sonoma County CCD | 05/31/2026 |
LAAF Dean | Sonoma County CCD | 05/31/2026 |
EMLS Faculty | Sonoma County CCD | 05/31/2026 |
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.
Adult Education Metrics and Student Barriers
- All: Reportable Individuals (200AE)
Responsible Positions, Responsible Consortium Members, and Proposed Completion Date
Responsible Position | Responsible Member | Proposed Completion Date |
---|---|---|
Director | Sonoma County CCD | 05/31/2026 |
EMLS Department Chair | Sonoma County CCD | 05/31/2026 |
LAAF Dean | Sonoma County CCD | 05/31/2026 |
Noncredit Faculty | Sonoma County CCD | 05/31/2026 |
Fiscal Management
Alignment & Carryover
The Sonoma County Adult Education Consortium (SCAEC) is composed of six member agencies, including three funded service providers: Santa Rosa Junior College (SRJC), Petaluma Adult School (PAS), and the Sonoma County Office of Education (SCOE). SCAEC operates under a direct funding model, which is supported by all members and expected to continue through 2028. While the total annual allocation may vary, the percentage distribution has remained consistent over the past decade: approximately 38–39% to SRJC, just over 53% to PAS, and close to 8% to SCOE. All funded members are committed to reducing carryover and intend to expend the majority of remaining funds by the end of FY 2025-2026.
Due to a reduction in class offerings compared to pre-pandemic levels, SCOE has faced challenges in fully utilizing its allocated funds. As a result, SCOE has agreed to a 50% reduction in its 2025-2026 allocation. The reallocated funds will be evenly distributed between SRJC and PAS.
SRJC will utilize the majority of its CAEP funds to support key staffing and operational needs, including: one full-time Adult Education Program Director; one full-time Outreach Coordinator; three full-time Outreach Specialists; one full-time Testing Technician; 50% of the salary for a full-time Administrative Assistant III; 50% of the salary for the SRJC Roseland Director; an additional full-time Testing Technician; three to five student employees; curriculum development and professional development for noncredit EMLS/ESL, CTE, and HSE instructors; program and classroom supplies; marketing and outreach efforts; staff and faculty travel; GED and HiSET exam vouchers; and fees associated with OSHA and CPR certifications.
PAS will allocate approximately 85% of its funds to support a full-time Principal and Assistant Principal, as well as 2.5 FTE certificated teachers and 23 hourly teachers serving K-12 Success, ESL, and ASE programs. For classified staff, PAS will fund a full-time Office Manager, full-time Registrar, 0.5 FTE Learning Center Coordinator, full-time Family Resource Center (FRC) bilingual family mentor, and additional part-time FRC staff, parent education, and childcare personnel. Some of these staff will have regular part-time assignments, while others will be hired as substitute childcare assistants. CAEP funds will also be used to cover books, supplies, educational software, copier licenses, professional memberships, conference participation, and indirect costs. PAS intends to use WIOA funds to support a new 0.5 FTE Outreach Specialist position; however, if WIOA funds are unavailable, the salary for this position would need to be funded through CAEP.
With the 2025–2026 allocation, PAS will continue offering in-person ESL and Citizenship classes, restoring the full number of hours for each class and section to pre-pandemic levels. PAS will expand the hours, days, and locations for HSD and HSE (English and Spanish) programs, providing both morning and evening options, along with free childcare at McDowell. HSD classes will be offered at four locations across Sonoma County: Santa Rosa, Windsor, Sonoma Valley, and McDowell in Petaluma. PAS will also continue administering HiSET testing and has recently increased the number of test sections to meet demand. In partnership with SRJC, the total number of HiSET offerings for the 2025–26 school year will be 31, including two Saturday sessions. Instruction will continue to be primarily in person, with virtual class options available for students who benefit from online learning. For parent education (K-12 Success), PAS will maintain all allowable programs.
The award-winning Family Resource Center will continue providing wraparound services and student support throughout Sonoma County, while strengthening collaborations with business and social service partners. Additionally, PAS will expand educational opportunities for refugee populations in the region, including Afghan, Ukrainian, Haitian, and Central American newcomers, through specialized English and newcomer classes.
SCOE’s transition from Basic Construction Courses to Specialized Construction Skills Clinics aligns with SCAEC’s new Three-Year Plan to expand CTE courses and certificates in construction. The clinics offered through SCOE will complement the robust Basic Construction courses provided by SRJC at its Petaluma campus. These clinics address specific skills used in the construction industry that are often not covered in sufficient depth within standard Basic Construction courses.
The three funded service providers will utilize any carryover funds to meet their respective responsibilities in delivering consortium-supported programs and services. CAEP funds not expended within the program year are carried over into the subsequent year’s budget to ensure continuity of staffing and uninterrupted services for adult education students. The SCAEC Director reviews quarterly financial reports from the three service providers to monitor expenditure rates, ensuring timely spending and maintaining appropriate carryover levels for future use.
The SCAEC Oversight Committee monitors consortium-wide spending, including that of all member agencies, through quarterly fiscal reports and FIFO data reviews. If a member agency is not spending its allocation in accordance with state guidelines—and the resulting carryover is projected to exceed the 20% threshold—the Consortium Director will work collaboratively with that member to develop a corrective plan to reduce the excess. In January 2024, SCAEC updated and approved its bylaws to include Article X: Member Effectiveness, which outlines requirements and expectations for carryover management.
Santa Rosa Junior College (SRJC) will use its carryover funds to compensate noncredit faculty for curriculum development and participation in professional development on topics such as Canvas integration, Artificial Intelligence (AI) implementation, trauma-informed instruction, and the creation of culturally responsive curricula. Funds will also cover the salaries and benefits of a full-time Outreach Specialist, 50% of a full-time Administrative Assistant III position, and 2–3 student workers. Additional uses include purchasing student supplies, GED and HiSET test vouchers, and covering staff travel expenses.
Petaluma Adult School (PAS), if carryover funds are available, will use them for:
renewing online curriculum for High School Diploma (HSD) classes when the current three-year license expires in April 2026;
purchasing additional HiSET vouchers;
acquiring ESL workbooks to resell to students at a discounted rate; and
providing additional professional development for Parent Education staff and all staff on trauma-informed instruction and support strategies for addressing secondary trauma experienced when serving adult learners.
Sonoma County Office of Education (SCOE) will spend down carryover funds in two ways during the current school year:
Program Shift and Equipment Purchases – The program is transitioning from offering six-week Basic Construction Skills classes twice per year at two Sonoma County locations to delivering four-week Specialized Construction Skills Clinics (e.g., Roofing, Finish Carpentry, Electrical, Plumbing, Concrete). These clinics will be offered four times per year at two, and potentially three, locations. This shift requires purchasing new tools and equipment, which will be funded through carryover.
Expansion to a Third Location – SCOE is exploring the addition of a third site for the Specialized Construction Skills Clinics. Once identified and confirmed, reserve funds will be used for tools, equipment, and necessary facility upgrades to accommodate classes at the new location.
Usage
Consortium Objectives & Activities Overview
Objectives & Activities
Activity | Origin | Included in Annual Plan |
---|---|---|
Objective #1: Address Educational Needs | ||
Expand CTE Courses and Certificates | THREE-YEAR PLAN 2025-28 | |
Objective #2: Improve Integration of Services & Transitions | ||
Improve Utilization of Data | THREE-YEAR PLAN 2025-28 | |
Objective #3: Improve Effectiveness of Services | ||
Increase Faculty & Staff Professional Development | THREE-YEAR PLAN 2025-28 |
Certification
Petaluma Joint Union High - Member Representative
Michelle Devereaux - Principal
- mdevereaux@petk12.org
- (707) 778-4766 ext: 60011
Santa Rosa City Schools - Member Representative
Aaron Gildengorin - Coordinator Alternative Education
- agildengorin@srcs.k12.ca.us
Sonoma Co. Office of Education - Member Representative
Stephen Jackson - sjackson@scoe.org
- (707) 524-2720
Sonoma County CCD - Member Representative
Daniela Kingwill - dkingwill@santarosa.edu
Marlyn Garcia - Director
- mgarcia2@santarosa.edu
- (707) 527-4541
Sonoma Valley Unified - Member Representative
Liz Liscum - Principal
- lliscum@sonomaschools.org
Windsor Unified - Member Representative
Brian Wiliams - Assistant Superintendent
- bwilliams@wusd.org