Produced: Jun 24, 2025, 07:16 PM UTC - By Corina Sapien
Details
Assessment
Metrics: CAEP Barriers & Metrics
Consortium Level Metric Targets
In this section, Consortium Level Actuals data from DataVista for the previous three years, including areas to input data for Consortium Level Targets are shown below.
The first row shows the required metric of Number of Adults Served. The following rows show metrics previously selected in the CAEP Barriers and Metrics workflow section.
Input Consortium Level Targets as whole numbers for the upcoming three years for all of the rows of metrics shown below
The 2023-24 data in DataVista will be made available in Spring 2025 and the 2024-25 data will be made available in Spring 2026.
| Metric Set | Metric Description | Consortium Level Metric Actuals | Consortium Level Metric Targets | ||||
|---|---|---|---|---|---|---|---|
| 2022-23 | 2023-24 | 2024-25 | 2025-26 | 2026-27 | 2027-28 | ||
| All | Reportable Individuals (200AE) | 2,095 | 2,576 | 2,627 | 2,666 | 2,704 | |
| Student Barriers | English Language Learner (149AE) | 1,262 | 1,708 | 1,733 | 1,763 | 1,793 | |
| Student Barriers | Low Literacy (155AE) | 1,677 | 2,178 | 2,280 | 2,283 | 2,286 | |
| Student Barriers | Low Income (154AE) | 451 | 496 | 503 | 511 | 520 | |
| Student Barriers | Long Term Unemployed (153AE) | 59 | 51 | 51 | 52 | 53 | |
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.
Gavilan Joint CCD (Reported by Gavilan)
| Metric Set | Metric Description | Member Level Metric Actuals | Member Level Metric Targets | ||||
|---|---|---|---|---|---|---|---|
| 2022-23 | 2023-24 | 2024-25 | 2025-26 | 2026-27 | 2027-28 | ||
| All | Participants (202AE) | 1,461 | 1,856 | 1,890 | 1,924 | 1,948 | |
| Employment & Earnings | Employed Two Quarters After Exit (505AE) | 162 | 164 | 167 | 170 | ||
| Employment & Earnings | Median Change in Earnings (801AE) | 0.0% | 0.0% | 0.0% | |||
| Progress | Completed Educational Functioning Level Gain (400AE) | 314 | 399 | 405 | 412 | 419 | |
| Success | Diploma, GED or High School Equivalency (633AE) | 49 | 39 | 40 | 41 | 42 | |
| Transition | Transitioned to ASE (500AE) | 72 | 73 | 74 | 76 | ||
| Transition | Transitioned to Non-Developmental Credit College Course (637AE) | 64 | 65 | 65 | 65 | ||
| Transition | Transitioned to CTE (636AE) | 62 | 63 | 63 | 63 | ||
| Students and Programs | Adult Basic Education (1001) | 0 | 0 | 0 | 0 | 0 | |
| Students and Programs | English as a Secondary Language (1002) | 1,003 | 1,369 | 1,393 | 1,415 | 1,437 | |
| Students and Programs | Short-Term CTE Training Programs (126AE) | 0 | 0 | 0 | |||
* Mandatory for all members
Gilroy Unified (Reported by Gilroy Unified School District (GUSD))
| Metric Set | Metric Description | Member Level Metric Actuals | Member Level Metric Targets | ||||
|---|---|---|---|---|---|---|---|
| 2022-23 | 2023-24 | 2024-25 | 2025-26 | 2026-27 | 2027-28 | ||
| All | Participants (202AE) | 171 | 201 | 204 | 207 | 211 | |
| Employment & Earnings | Employed Two Quarters After Exit (505AE) | 21 | 21 | 22 | 22 | ||
| Employment & Earnings | Median Change in Earnings (801AE) | 0.0% | 0.0% | 0.0% | |||
| Progress | Completed Educational Functioning Level Gain (400AE) | 0 | 0 | 0 | 0 | 0 | |
| Success | Diploma, GED or High School Equivalency (633AE) | 89 | 103 | 105 | 106 | 108 | |
| Transition | Transitioned to ASE (500AE) | 0 | 0 | 0 | |||
| Transition | Transitioned to Non-Developmental Credit College Course (637AE) | 17 | 17 | 18 | 18 | ||
| Transition | Transitioned to CTE (636AE) | 17 | 17 | 18 | 18 | ||
| Students and Programs | Adult Basic Education (1001) | 0 | 0 | 0 | 0 | 0 | |
| Students and Programs | English as a Secondary Language (1002) | 0 | 0 | 0 | 0 | 0 | |
| Students and Programs | Short-Term CTE Training Programs (126AE) | 0 | 0 | 0 | |||
* Mandatory for all members
Morgan Hill Unified (Reported by Morgan Hill Unified School District (MHUSD))
| Metric Set | Metric Description | Member Level Metric Actuals | Member Level Metric Targets | ||||
|---|---|---|---|---|---|---|---|
| 2022-23 | 2023-24 | 2024-25 | 2025-26 | 2026-27 | 2027-28 | ||
| All | Participants (202AE) | 263 | 322 | 326 | 332 | 338 | |
| Employment & Earnings | Employed Two Quarters After Exit (505AE) | 22 | 22 | 23 | 23 | ||
| Employment & Earnings | Median Change in Earnings (801AE) | 0.0% | 0.0% | 0.0% | |||
| Progress | Completed Educational Functioning Level Gain (400AE) | 89 | 58 | 59 | 60 | 61 | |
| Success | Diploma, GED or High School Equivalency (633AE) | 28 | 23 | 23 | 24 | 24 | |
| Transition | Transitioned to ASE (500AE) | 23 | 23 | 24 | 24 | ||
| Transition | Transitioned to Non-Developmental Credit College Course (637AE) | 10 | 10 | 11 | 11 | ||
| Transition | Transitioned to CTE (636AE) | 14 | 14 | 15 | 15 | ||
| Students and Programs | Adult Basic Education (1001) | 38 | 79 | 79 | 79 | 79 | |
| Students and Programs | English as a Secondary Language (1002) | 159 | 210 | 213 | 216 | 220 | |
| Students and Programs | Short-Term CTE Training Programs (126AE) | 0 | 0 | 0 | |||
* Mandatory for all members
San Benito High (Reported by San Benito High School District)
| Metric Set | Metric Description | Member Level Metric Actuals | Member Level Metric Targets | ||||
|---|---|---|---|---|---|---|---|
| 2022-23 | 2023-24 | 2024-25 | 2025-26 | 2026-27 | 2027-28 | ||
| All | Participants (202AE) | 19 | 50 | 51 | 52 | 53 | |
| Employment & Earnings | Employed Two Quarters After Exit (505AE) | 0 | 0 | 0 | |||
| Employment & Earnings | Median Change in Earnings (801AE) | 0.0% | 0.0% | 0.0% | |||
| Progress | Completed Educational Functioning Level Gain (400AE) | 0 | 0 | 0 | 0 | 0 | |
| Success | Diploma, GED or High School Equivalency (633AE) | 0 | 0 | 0 | 0 | ||
| Transition | Transitioned to ASE (500AE) | 0 | 0 | 0 | |||
| Transition | Transitioned to Non-Developmental Credit College Course (637AE) | 0 | 0 | 0 | |||
| Transition | Transitioned to CTE (636AE) | 0 | 0 | 0 | |||
| Students and Programs | Adult Basic Education (1001) | 0 | 0 | 0 | 0 | 0 | |
| Students and Programs | English as a Secondary Language (1002) | 0 | 0 | 0 | 0 | 0 | |
| Students and Programs | Short-Term CTE Training Programs (126AE) | 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.
| Member | % of Available Funds Spent | Member Level Targets | ||||
|---|---|---|---|---|---|---|
| 2022-23 | 2023-24 | 2024-25 | 2025-26 | 2026-27 | 2027-28 | |
| Gavilan Joint CCD | 100% | 100% | 36% | 90% | 90% | 95% |
| Gilroy Unified | 100% | 100% | 86% | 100% | 100% | 100% |
| Morgan Hill Unified | 100% | 107% | 94% | 100% | 100% | 100% |
| San Benito High | 100% | 111% | 53% | 80% | 80% | 80% |
Objectives
Objective #1: Address Educational Needs
To address the evolving educational needs of adults in the GRACES region, consortium members will implement high-level strategies centered on expanding access, aligning offerings with regional demand, and improving transparency around educational pathways. These strategies will ensure that adult learners are supported in reaching academic and career milestones that lead to increased self-sufficiency and economic mobility.
1. Increase the Availability and Variety of Educational Offerings:
GRACES will expand the number and types of programs available across the region to meet the diverse needs of adult learners. This includes increasing high school diploma, GED/HiSET, ESL, and workforce training opportunities. Special attention will be given to offering short-term, industry-recognized certifications that provide rapid entry into high-demand careers. Programs such as Certified Medical Assistant (CMA), Emergency Medical Technician (EMT), and Welding will be prioritized due to their strong labor market value and accessibility to adult learners with appropriate support.
To ensure equitable access, offerings will be extended across various geographic locations and delivery formats, including in-person, hybrid, and online instruction. The consortium will also expand contextualized instruction that integrates basic skills and English language development into career technical education (CTE) pathways.
2. Improve Alignment of Programs Across Consortium Members
A regional approach to program alignment will be established to ensure that course offerings across adult schools, community colleges, and workforce partners are streamlined, non-duplicative, and scaffolded to support smooth learner progression. GRACES members will engage in coordinated curriculum planning to align instructional content, prerequisites, and assessment practices, particularly for entry into career certification programs: This alignment will focus on ensuring that foundational skills courses—including English language proficiency and basic education—prepare learners to successfully enter and complete short-term certifications. In partnership with local workforce and industry representatives, the consortium will review regional labor market data to ensure that course content and program offerings remain relevant to employer needs.
3. Create Clear, Accessible Pathways with Transparent Entry Requirements
GRACES will establish clear communication strategies to increase awareness and understanding of available educational pathways. This includes developing and disseminating easy-to-understand pathway maps that show the step-by-step progression from basic education or ESL through to career certification programs and employment.
These maps will clearly indicate necessary entry requirements—such as GED completion and English proficiency—for programs like CMA, EMT, and Welding. Communication materials will be designed for adult learners and translated into multiple languages to reduce barriers to access.
Consortium members will also implement a coordinated intake and advising process to ensure that learners are aware of their options, receive appropriate placement, and understand how to navigate through the system. Outreach efforts will be expanded in collaboration with community partners to engage underserved populations and ensure they are connected to appropriate educational opportunities.
4. Strengthen On-Ramps to Education and Career Pathways
To reduce entry barriers for learners, GRACES will invest in strengthening on-ramps that help adults prepare for and transition into certification programs. This includes expanding GED preparation, English language development, digital literacy, and pre-apprenticeship opportunities that connect to short-term workforce training.
Members will collaborate to identify and remove barriers such as transportation, child care, and scheduling conflicts that disproportionately affect working adults. Increased student support services, including academic counseling, career navigation, and tutoring, will help ensure that learners not only enter but complete programs successfully.
Through these high-level strategies—expanded offerings, program alignment, clear communication, and stronger entry points—GRACES will address the educational needs of adult learners in the region and help them advance toward meaningful employment and further education
Objective #2: Improve Integration of Services & Transitions
Utilizing Data
Providing Professional Development
Identifying Best Practices
Offering Flexible Courses and Services
Not Entered
Objective #3: Improve Effectiveness of Services
Not Entered
Not Entered
Activities & Outcomes
Objective #1: Address Educational Needs
Curriculum Development and Enhancement
GRACES will develop and revise curriculum outlines to align with standards and program requirements to improve instructional quality, engagement. Course outlines will integrate technology, real-world applications, and culturally relevant content to reflect student experiences and career pathways.
Improved curriculum outlines will lead to more engaging, inclusive instruction and increased student retention. Students will benefit from clearer pathways and more relevant, accessible content. Technology integration will become a consistent instructional component across all course offerings.
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).
Develop curriculum outlines aligned with academic standards and program goals
Redesign curriculum outlines to integrate technology and real-world applications
Update curriculum to align with adult education standards
Create teaching handbooks with pacing guides, instructional strategies, and resource materials
Design and implement pathway charts to guide learners into post-secondary education or training
Expand technology integration across all program areas as a standard instructional component
Establish and refine a system for curriculum review, including stakeholder feedback and continuous improvement cycles
Evaluate effectiveness of curricular changes and adjust based on learner outcomes and staff input
GRACES will implement a consortium-wide curriculum enhancement initiative that ensures all instructional programs are aligned with adult education standards, integrate relevant technologies, and reflect the lived experiences and career goals of learners. Over the next 3–5 years, all curriculum outlines across CAEP program areas will be updated to improve engagement, accessibility, and transition outcomes. This includes establishing a formal review cycle, expanding the use of culturally relevant and workforce-aligned materials, and integrating clear instructional pacing, strategies, and pathway tools to support learner progression. By the end of this period, GRACES aims to ensure that all instructional programs are supported by comprehensive, equity-driven curriculum documentation and that teaching staff are equipped with the tools needed to implement them effectively.
Adult Education Metrics and Student Barriers
- All: Participants (202AE)
- All: Reportable Individuals (200AE)
- Progress: Completed Educational Functioning Level Gain (400AE)
- Student Barriers: English Language Learner (149AE)
- Student Barriers: Long Term Unemployed (153AE)
- Student Barriers: Low Income (154AE)
- Student Barriers: Low Literacy (155AE)
- Students and Programs: Adult Basic Education (1001)
- Students and Programs: English as a Secondary Language (1002)
- Students and Programs: Short-Term CTE Training Programs (126AE)
- Transition: Transitioned to CTE (636AE)
- Transition: Transitioned to Non-Developmental Credit College Course (637AE)
Responsible Positions, Responsible Consortium Members, and Proposed Completion Date
| Responsible Position | Responsible Member | Proposed Completion Date |
|---|---|---|
| Rosio Bugarin Pedroso | Gavilan Joint CCD | 06/30/2028 |
Expansion of ESL and Workforce Programs
To address regional workforce and educational needs, GRACES will expand its ESL offerings and build structured pathways from beginning through advanced levels, supporting seamless transitions to Gavilan Community College. Each ESL level will be aligned with essential standards to ensure consistent skill development and learner progression.
In parallel, GRACES will launch short-term, non-credit workforce certification programs in high-demand fields such as welding, Certified Medical Assistant (CMA), and Emergency Medical Technician (EMT). These programs will feature stackable credentials, enabling adult learners to access multiple entry points and advancement opportunities within career pathways.
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).
Within 12 months, GRACES will expand ESL offerings with clearly defined standards for each level to ensure consistent learner progression. The consortium will launch an initial ESL course alongside at least one workforce certification program in a high-demand field. A formal partnership with Gavilan College will be established to support seamless transitions from ESL to post-secondary education. Additionally, targeted outreach efforts will be conducted to promote awareness and enrollment in these new program offerings.
Within the next one to three years, GRACES will expand ESL instruction by establishing multiple levels aligned to clear standards for learner progression. The consortium will launch at least one workforce certification course alongside initial ESL offerings, providing adult learners with practical, skills-based training. A formal partnership with Gavilan College will be established to support transitions from adult education into credit-bearing programs. Concurrently, targeted outreach will be conducted to raise awareness of the new ESL and workforce pathways, ensuring strong initial enrollment and laying the foundation for long-term success.
Expand and integrate ESL and workforce certification pathways to support adult learners' transition into postsecondary education and high-demand careers.
Over the next three to five years, GRACES will establish a full, standards-aligned ESL pathway from foundational to advanced levels, with clear progression benchmarks and formalized transition supports into Gavilan College. Concurrently, the consortium will develop a suite of short-term, noncredit workforce certification programs—beginning with CMA, EMT, and welding—that offer stackable credentials and multiple entry points into career pathways. Each program will embed contextualized language support and include strong employer and postsecondary partnerships. By year five, the consortium expects to see increased ESL completion, enrollment in workforce programs, and transitions to college and employment among adult learners.
Adult Education Metrics and Student Barriers
- All: Participants (202AE)
- Student Barriers: English Language Learner (149AE)
- Student Barriers: Low Income (154AE)
- Students and Programs: English as a Secondary Language (1002)
- Students and Programs: Short-Term CTE Training Programs (126AE)
- Success: Diploma, GED or High School Equivalency (633AE)
- Transition: Transitioned to CTE (636AE)
- Transition: Transitioned to Non-Developmental Credit College Course (637AE)
Responsible Positions, Responsible Consortium Members, and Proposed Completion Date
| Responsible Position | Responsible Member | Proposed Completion Date |
|---|---|---|
| Rosio Bugarin Pedroso | Gavilan Joint CCD | 06/30/2028 |
Program Expansion and Specialized Offerings
GRACES will expand its program portfolio to better meet student needs and regional workforce demands. New initiatives include the launch of a Certified Medical Assistant (CMA) program and implementation of Get Focused, Stay Focused to support student goal-setting and career readiness.
Additional priorities include increasing high school diploma and HiSET completion rates, expanding ESL offerings, and developing short-term certification programs with stackable credentials. These efforts are designed to close educational equity gaps and advance economic mobility for adult learners across the region
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).
A Certified Medical Assistant (CMA) program will be established and launched to meet regional workforce needs. Simultaneously, the Get Focused, Stay Focused program will be implemented across participating sites to support academic and career planning for adult learners. As a result of these initiatives, enrollment is expected to increase in high school diploma and HiSET completion programs. GRACES will also expand its ESL offerings, particularly at beginner and intermediate levels, to better serve English learners. In addition, one or more short-term certification programs will be developed and piloted to provide accessible career training opportunities that align with regional labor market demands
There has been notable growth in enrollment and student completion rates in the Certified Medical Assistant (CMA) program. Participants in the Get Focused, Stay Focused initiative have demonstrated measurable improvement in goal-setting and transition planning, enhancing their readiness for further education or employment. Diploma and HiSET completion rates have increased consortium-wide, reflecting greater student engagement and support. The ESL pathway has expanded to include advanced-level instruction, facilitating successful transitions to postsecondary education. Additional short-term certification programs have been introduced, featuring stackable credentials that provide learners with multiple on-ramps to career advancement. Collectively, these efforts have led to measurable gains in student transitions to employment or continued training.
Over the next 3 to 5 years, GRACES will build a robust, multi-pathway program infrastructure that expands access to education and employment across the region. The Certified Medical Assistant (CMA) program will demonstrate sustained growth in enrollment and completion, serving as a model for workforce-aligned training. The Get Focused, Stay Focused initiative will be fully embedded across sites, with data showing improved student goal-setting and transitions. ESL programming will offer seamless progression through advanced levels with clear pathways into postsecondary and career opportunities. Short-term certification programs will grow to include multiple sectors, each with stackable credentials tied to labor market needs. These efforts will lead to stronger completion rates, improved employment outcomes, and a more responsive regional adult education system
Adult Education Metrics and Student Barriers
- Student Barriers: English Language Learner (149AE)
- Student Barriers: Low Income (154AE)
- Student Barriers: Low Literacy (155AE)
- Students and Programs: Adult Basic Education (1001)
- Students and Programs: English as a Secondary Language (1002)
- Students and Programs: Short-Term CTE Training Programs (126AE)
- Success: Diploma, GED or High School Equivalency (633AE)
- Transition: Transitioned to CTE (636AE)
- Transition: Transitioned to Non-Developmental Credit College Course (637AE)
Responsible Positions, Responsible Consortium Members, and Proposed Completion Date
| Responsible Position | Responsible Member | Proposed Completion Date |
|---|---|---|
| Rosio Bugarin Pedroso | Gavilan Joint CCD | 06/30/2028 |
Objective #2: Improve Integration of Services & Transitions
Adoption of a student transition planning tool
GRACES will strengthen student transitions by developing a shared planning tool that improves communication among counselors and support personnel across all member agencies. This tool will include standardized protocols for sharing student information and transition plans, ensuring consistent, timely guidance for learners moving into postsecondary education, workforce training, or employment. Students will experience clearer, more coordinated transitions, reducing gaps and delays in enrollment.
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).
A resource guide will be created that includes key contacts, timelines, and program maps to support consistent student transition planning. The consortium will also establish and adopt standardized communication protocols to be used across all member agencies. The shared transition planning tool will be launched within 12 months to facilitate improved coordination and student support.
Ongoing evaluations of the student transition planning tool will be conducted to improve its usability and overall impact. Feedback from end users will inform necessary refinements, ensuring the tool remains responsive to staff needs and effectively supports student transitions into postsecondary education, training, or employment.
Within three to five years, GRACES will fully integrate the student transition planning tool into regular student support workflows across all member agencies. The tool will be used consistently by counselors and staff to guide adult learners through education and career pathways, contributing to measurable improvements in transition rates to postsecondary programs and employment. A standardized communication protocol will be fully adopted consortium-wide, ensuring alignment and continuity of support across agencies. The planning tool will be regularly updated based on stakeholder input and outcome data to ensure its relevance and effectiveness.
Adult Education Metrics and Student Barriers
- Student Barriers: English Language Learner (149AE)
- Student Barriers: Low Income (154AE)
- Student Barriers: Low Literacy (155AE)
- Students and Programs: Adult Basic Education (1001)
- Students and Programs: English as a Secondary Language (1002)
- Transition: Transitioned to ASE (500AE)
- Transition: Transitioned to CTE (636AE)
- Transition: Transitioned to Non-Developmental Credit College Course (637AE)
Responsible Positions, Responsible Consortium Members, and Proposed Completion Date
| Responsible Position | Responsible Member | Proposed Completion Date |
|---|---|---|
| Rosio Bugarin Pedroso | Gavilan Joint CCD | 06/30/2028 |
Data exchange platform
Establish a centralized, secure platform to facilitate real-time data sharing among counselors. Currently, no system exists to support this function. The platform will improve coordination, track progress, and support data-informed decisions for adult learners
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).
The GRACES consortium will establish a centralized, secure data exchange platform to facilitate real-time information sharing among counselors and support staff. As no such system currently exists, this platform will significantly improve coordination, track learner progress, and support data-informed decision-making. Initial efforts will focus on identifying key data elements and outlining protocols for implementation, including the development of MOUs among consortium members. Once the system is finalized, the platform will be launched and end users will be trained to ensure consistent adoption
Following implementation, the consortium will evaluate the platform’s usability and effectiveness to guide continuous improvement and ensure it remains responsive to staff needs and student outcomes
Over the long term, the data exchange platform will serve as a core infrastructure for consortium-wide collaboration, enabling real-time access to student-level data and performance trends. All member agencies will have designated staff trained to maintain and utilize the platform for continuous program improvement, student tracking, and evaluation. The platform will support integrated case management and longitudinal analysis, directly contributing to more coordinated services, faster transitions, and data-informed planning at both the programmatic and regional levels
Adult Education Metrics and Student Barriers
- All: Participants (202AE)
- All: Reportable Individuals (200AE)
- Students and Programs: Adult Basic Education (1001)
- Students and Programs: English as a Secondary Language (1002)
Responsible Positions, Responsible Consortium Members, and Proposed Completion Date
| Responsible Position | Responsible Member | Proposed Completion Date |
|---|---|---|
| Rosio Bugarin Pedroso | Gavilan Joint CCD | 06/30/2028 |
Strengthening Community & Educational Partnerships
GRACES will enhance collaboration with community organizations—such as the FACE Center, local businesses, and nonprofits—to address barriers like childcare and expand access to support services. In parallel, outreach to local workforce boards will ensure program alignment with labor market needs, equipping adult learners with the skills needed for economic success.
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).
The consortium will identify priority partners and define clear roles for collaboration. At least 50% of these identified partners will be engaged through coordinated activities.
Partnerships will be formalized through MOUs, joint planning meetings, and the integration of partner feedback into annual program reviews.
By year five, GRACES will have formalized a comprehensive partnership network that includes community-based organizations, local employers, social services, and workforce boards. These partnerships will result in co-developed programming, shared resource deployment, and sustained wraparound service models that reduce barriers for adult learners. The consortium will host regular cross-sector planning sessions and measure impact using partnership-specific benchmarks. Adult learners will experience a seamless ecosystem of support that accelerates their educational and workforce outcomes.
Adult Education Metrics and Student Barriers
- All: Participants (202AE)
- Student Barriers: Long Term Unemployed (153AE)
- Student Barriers: Low Income (154AE)
- Student Barriers: Low Literacy (155AE)
- Students and Programs: Adult Basic Education (1001)
- Students and Programs: Short-Term CTE Training Programs (126AE)
Responsible Positions, Responsible Consortium Members, and Proposed Completion Date
| Responsible Position | Responsible Member | Proposed Completion Date |
|---|---|---|
| Rosio Bugarin Pedroso | Gavilan Joint CCD | 06/30/2028 |
Professional Development for Staff
GRACES will implement a comprehensive professional development framework focused on adult learning methodologies, instructional technology, and data-informed teaching. Training will include CASAS and TOPSpro protocols, ESL strategies to enhance engagement, and integration of tools like SMART Boards.
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).
GRACES will begin by identifying instructional needs and capacity gaps across member agencies. Based on these findings, the consortium will develop a professional development framework that incorporates peer-to-peer learning and continuous improvement strategies. Additionally, relevant conferences and training opportunities will be selected to align with the identified needs.
The consortium will implement the professional development framework through targeted training opportunities and provide follow-up support to reinforce learning and ensure effective application.
Within three to five years, GRACES will maintain an institutionalized professional development framework that drives instructional innovation, promotes educator retention, and ensures ongoing alignment with adult education standards. All instructional staff will have participated in training on digital tools, evidence-based instructional strategies, and data-driven instruction. A professional learning community model will be in place, with peer mentoring, coaching, and annual evaluation of training impact. These investments will yield improved student engagement, increased credential attainment, and a stronger culture of continuous improvement across the consortium.
Adult Education Metrics and Student Barriers
- All: Participants (202AE)
- Student Barriers: English Language Learner (149AE)
- Student Barriers: Low Income (154AE)
- Student Barriers: Low Literacy (155AE)
- Students and Programs: Adult Basic Education (1001)
- Students and Programs: English as a Secondary Language (1002)
- Students and Programs: Short-Term CTE Training Programs (126AE)
Responsible Positions, Responsible Consortium Members, and Proposed Completion Date
| Responsible Position | Responsible Member | Proposed Completion Date |
|---|---|---|
| Rosio Bugarin Pedroso | Gavilan Joint CCD | 06/30/2028 |
Objective #3: Improve Effectiveness of Services
Data Analysis System
GRACES will implement a consortium-wide data review system to support continuous program improvement. This system will leverage student performance data (e.g., CASAS, TOPSPro), instructor feedback, and community input to evaluate effectiveness and guide strategic adjustments. Emphasizing common metrics, routine review cycles, and shared accountability, the process will help strengthen instructional quality, student support services, and overall program performance.
A quarterly review schedule will be established to analyze academic and operational data, identify trends, and inform instructional and programmatic decisions. Regular meetings will provide space for reviewing student work, discussing key findings, and making data-informed adjustments that drive success across the consortium.
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).
GRACES will hire a project coordinator to lead the development of a consortium-wide data review system. This individual will work with member agencies to define core metrics—such as CASAS scores, TOPSPro data, and certification outcomes—and standardize key data elements for consistency. The consortium will establish a quarterly data review schedule and meeting structure to support regular analysis and reflection. Member needs related to data analysis capacity will be identified and addressed through training or additional resources. A shared platform will be selected and implemented to support secure data storage, analysis, and reporting. Clear protocols for data entry, management, and updates will be developed to ensure data quality and usability. Finally, GRACES will launch pilot review cycles and facilitate initial data-informed discussions to evaluate trends, identify areas for improvement, and support decision-making across the region.
The consortium will fully implement a data review system that is used consistently across all member agencies. This system will enable regular analysis of student performance trends, leading to improved instructional quality and more targeted student support services. As data becomes more accessible and actionable, member agencies will increasingly use student performance metrics to inform program design and guide resource allocation, resulting in more responsive and effective adult education programming.
The consortium will demonstrate evidence of improved student outcomes, including higher rates of persistence, transition, and program completion. A strengthened culture of shared accountability and continuous improvement will emerge as member agencies routinely engage with data to reflect on and refine their practices. Over time, member agencies will build and exhibit greater capacity for data-driven decision-making and collaboration, ensuring that programs are both responsive to learner needs and aligned with regional goals.
Adult Education Metrics and Student Barriers
- All: Participants (202AE)
- Student Barriers: Low Income (154AE)
- Student Barriers: Low Literacy (155AE)
- Students and Programs: Adult Basic Education (1001)
- Students and Programs: English as a Secondary Language (1002)
- Students and Programs: Short-Term CTE Training Programs (126AE)
Responsible Positions, Responsible Consortium Members, and Proposed Completion Date
| Responsible Position | Responsible Member | Proposed Completion Date |
|---|---|---|
| Rosio Bugarin Pedroso | Gavilan Joint CCD | 06/30/2028 |
High Quality Data
GRACES will establish the infrastructure and standards necessary to ensure the collection, management, and reporting of accurate, consistent, and actionable data across all member agencies. This effort will focus on defining common data elements, improving data accuracy and completeness, and strengthening data governance to ensure reliability and comparability across programs. Emphasis will be placed on staff training, data validation protocols, and system interoperability to support high-quality, equity-driven decision-making.
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).
The GRACES consortium will create a consortium-wide data dictionary to define and standardize key data elements, including demographics, progress metrics, and credentials earned. Data validation and quality assurance protocols will be developed and piloted to ensure consistency and reliability. Staff will be trained on accurate data entry, coding, and reporting procedures to improve data integrity. As part of this effort, the consortium will identify gaps in data systems and interoperability across member agencies. Initial system enhancements will be implemented to improve overall data accuracy and completeness.
High-quality, comparable data will be routinely collected and utilized across all member agencies, fostering a more unified and reliable data environment. Increased confidence in the accuracy of this data will support stronger equity analyses, more compelling funding requests, and enhanced program accountability. Data quality audits will be integrated into the consortium’s annual planning and review processes to ensure ongoing integrity. The ability to disaggregate data by subgroup and consistently track learner outcomes will be significantly improved. Shared data standards will also be embedded into onboarding and professional development systems to promote sustained data quality and integrity across the consortium.
Consortium-wide data standards and protocols are institutionalized and consistently applied across all member agencies. As a result, member data systems become better aligned, enabling more seamless and efficient data sharing. Reliable, disaggregated data strengthens equity-focused planning and reporting, ensuring that programs address the needs of diverse learner populations. Strategic decisions are increasingly driven by high-quality, trusted data, contributing to more targeted and effective interventions. Ultimately, learner outcomes improve through the consistent use of accurate and actionable data that informs instructional and programmatic enhancements.
Adult Education Metrics and Student Barriers
- All: Participants (202AE)
- All: Reportable Individuals (200AE)
- Student Barriers: Low Income (154AE)
- Student Barriers: Low Literacy (155AE)
- Students and Programs: Adult Basic Education (1001)
- Students and Programs: English as a Secondary Language (1002)
Responsible Positions, Responsible Consortium Members, and Proposed Completion Date
| Responsible Position | Responsible Member | Proposed Completion Date |
|---|---|---|
| Rosio Bugarin Pedroso | Gavilan Joint CCD | 06/30/2028 |
Improving Student Access and Support Systems
GRACES will conduct a comprehensive audit of member websites and update them to ensure usability, accessibility, and completeness of program and enrollment information. The consortium will begin identifying and securing physical locations and potential funding sources for resource centers and student support hubs. Additionally, current counseling services at each member site will be evaluated to assess alignment with learner needs and adult education best practices.
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).
GRACES will conduct a comprehensive audit of member websites and update them to ensure usability, accessibility, and completeness of program and enrollment information. The consortium will begin identifying and securing physical locations and potential funding sources for resource centers and student support hubs. Additionally, current counseling services at each member site will be evaluated to assess alignment with learner needs and adult education best practices.
Redesigned or enhanced student support service models—including structured intake, academic advising, and referral systems—will be implemented based on audit and evaluation findings. Needs assessment findings will be applied to make targeted improvements across all member agencies, prioritizing equity and effectiveness. Initial resource centers or support hubs will be launched, with ongoing monitoring of service delivery and student impact.
All components—web presence, physical spaces, program design, and counseling services—will be fully implemented, consistently used, and effectively supporting student needs. A sustained, integrated system of support will be established, creating a welcoming environment that reduces access barriers and improves student retention and progression across the GRACES consortium
Adult Education Metrics and Student Barriers
- All: Participants (202AE)
- All: Reportable Individuals (200AE)
- Student Barriers: English Language Learner (149AE)
- Student Barriers: Low Income (154AE)
- Student Barriers: Low Literacy (155AE)
- Students and Programs: Adult Basic Education (1001)
- Students and Programs: English as a Secondary Language (1002)
Responsible Positions, Responsible Consortium Members, and Proposed Completion Date
| Responsible Position | Responsible Member | Proposed Completion Date |
|---|---|---|
| Rosio Bugarin Pedroso | Gavilan Joint CCD | 06/30/2028 |
Funds Evaluation
Member Allocations and Expenditures
| Member Agency | Prior Year Total Leveraged Funds | Program Reporting Status |
|---|---|---|
| Gavilan Joint CCD | $3,748,610 | Certified |
| Gilroy Unified | $323,522 | Certified |
| Morgan Hill Unified | $891,993 | Certified |
| San Benito High | $123,811 | Certified |
| Totals | $5,087,936 | 4/4 Certified |
As part of the 2023–2024 NOVA Program Area Reporting review, all GRACES consortium members submitted certified expenditure data reflecting their use of adult education funds. The review showed that, in the immediate post-pandemic period, funds were primarily directed toward program recovery, re-engaging learners, and rebuilding instructional capacity. However, as the consortium moves into the 2025–2028 planning cycle, funding strategies are shifting to emphasize infrastructure, student transitions, and long-term systems change.
Allocation Over the Next Three Years: Consortium members will use CAEP allocations and remaining carryover funds to support the implementation of shared tools (e.g., student transition planning tools and a centralized data exchange platform), development of new short-term workforce programs with stackable credentials, expansion of ESL pathways, and the institutionalization of professional development frameworks. In addition, funds will be used to address access barriers by investing in counseling services, on-site resource centers, and technology-enabled supports. Carryover funds will be applied strategically to high-impact, one-time costs such as system upgrades, equipment purchases, and shared service development.
Additional Leveraged Resources: In addition to CAEP, GRACES members will leverage a range of complementary resources not captured in NOVA, including WIOA Title II, Perkins V, Strong Workforce Program (SWP) allocations, and local district contributions. Several members are also pursuing philanthropic and employer partnerships to support wraparound services and program innovation. These resources will be coordinated across agencies to support joint priorities such as career readiness, digital literacy, and integrated education and training (IET).
Use of Funds to Achieve Plan Goals: CAEP and leveraged funds will be used in concert to implement the collaborative strategies outlined in this Three-Year Plan. These include building seamless student transition systems, strengthening data-informed decision-making, formalizing cross-sector partnerships, and expanding access to credential-bearing programs aligned with regional labor needs. Funds will be reviewed regularly by the consortium governing board to ensure alignment with outcomes, including increased student enrollment, credential attainment, and successful transitions to postsecondary education or employment.
Certification
Gavilan Joint CCD - Member Representative
Ana Rocha - Division Assistant
- arocha@gavilan.edu
- (408) 852-2824
Rosio Pedroso - Director
- rpedroso@gavilan.edu
- (408) 846-5760
Gilroy Unified - Member Representative
Greg Camacho-Light - Administrator of Alternative Educational Programs
- gregory.camacholight@gilroyunified.org
- (669) 205-5291
Morgan Hill Unified - Member Representative
Ms. Corina Sapien - Director of Family & Community Engagement
- sapienc@mhusd.org
- (408) 201-6000 ext: 51076
San Benito High - Member Representative
Claire Grissom - Coordinator of College & Career Readiness
- cgrissom@sbhsd.k12.ca.us
- (831) 637-5831 ext: 166