CAEP
Three-Year Plan

Produced: Jun 24, 2025, 07:16 PM UTC - By Corina Sapien

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:
18 Gavilan Regional Adult Career and Education Services
Address:
5055 Santa Teresa Blvd. | Gilroy, CA | 95020
Website:
https://aces.gavilan.edu
Funding Channel 2025-26:
Fiscal Agent
CAEP Funds 2025-26:
$1,831,092
CAEP Funds 2024-25:
$1,787,653
CAEP Funds 2023-24:
$1,768,726

Consortium Contacts

Auto-populated

ResponsibilityNameEmailTitlePhone
Primary Contactrpedroso@gavilan.eduDirector(408) 846-5760
Primary Contactaideemfarias@gmail.comConsortium Director(831) 240-9865

Members

Auto-populated

Member AgencyMember TypeContactPhone
Gavilan Joint CCDDistrictAna Rocha(408) 852-2824
Gilroy UnifiedUnified School DistrictGreg Camacho-Light(669) 205-5291
Morgan Hill UnifiedUnified School DistrictMs. Corina Sapien(408) 201-6000 ext: 51076
San Benito HighHigh School DistrictClaire Grissom(831) 637-5831 ext: 166

Executive Summary

The GRACES Adult Education Consortium undertook a comprehensive needs assessment to inform its 2025–2028 Three-Year Plan. The goal of the assessment was to align adult education and workforce development strategies with regional needs, improve service coordination, and ensure equitable access for adult learners. This process combined quantitative data from federal and state sources with qualitative input from students, staff, and partners to identify service gaps and prioritize actions across the region.

The assessment incorporated demographic and labor market analysis using the American Community Survey, CAEP Fact Sheets, and the LaunchBoard Adult Education Pipeline. These data sources helped identify high-need populations, such as English Learners, adults without a high school diploma, and low-income working adults who would benefit from expanded access to basic skills, ESL, high school equivalency, and career training programs.

Newly implemented student and stakeholder surveys were key components of this assessment cycle. Enrolled students provided input on barriers, course preferences, and support needs, while instructors, counselors, and support staff offered insights into program strengths and operational challenges. Stakeholders emphasized the value of flexible, year-round, and self-paced learning formats—especially for working adults and parents—and praised the use of platforms like Edmentum to increase student motivation and access. However, they also identified common barriers including inconsistent attendance, limited access to Chromebooks and internet, a lack of Spanish-language instructional materials, and communication issues due to outdated contact information. Recommendations included expanding ESL offerings, printed student resources, access to on-site counseling, and targeted outreach to underserved communities.

In parallel, the consortium reviewed regional workforce development plans from San Benito and Santa Clara counties to ensure alignment with labor market demands in sectors such as healthcare, skilled trades, logistics, and information technology. A resource scan of existing training programs further helped map duplication and identify opportunities for partnership and innovation.

Key Insights and Identified Needs

The assessment revealed several key needs and priorities that shaped the development of the strategic plan:

  • A significant gap in GED/HiSET completion and limited flexible offerings to support adults seeking high school equivalency.

  • A high demand for expanded ESL programming, especially at foundational levels and in transition-focused ESL to support post-secondary and workforce advancement.

  • A need to develop more short-term, stackable CTE certifications to meet the workforce training demands of adult learners and align with regional labor market needs.

  • Gaps in coordination and communication among counseling and transition staff, highlighting the need for improved integration of services and pathways.

  • Opportunities to better align curriculum, assessments, and support services across member agencies and with external workforce partners.

  • Stakeholder-identified priorities such as enhanced student engagement strategies, expanded access to technology, increased community partnerships, and stronger outreach to working-age adults and families.

Expected Outcomes

Based on these findings, GRACES expects the 2025–2028 Three-Year Plan to yield the following outcomes:

  • Expanded and more accessible ESL and high school diploma/equivalency programs across consortium sites.

  • Improved technology access and support for students, particularly in remote and underserved areas.

  • Increased availability of short-term CTE programs aligned to high-demand sectors.

  • Strengthened transitions to postsecondary education and employment through improved counseling, case management, and transition supports.

  • Enhanced data sharing and coordination among member agencies to support continuous improvement.

  • Greater student retention and engagement due to more flexible, student-centered learning models and improved communication strategies.

  • Broader community outreach and re-engagement of adult learners, including parents and displaced workers.

  • Increased use of stakeholder and student feedback to inform program design and responsiveness.

Through an inclusive and data-informed approach, GRACES has developed a strategic foundation that reflects the voices of its students, staff, and communities. The insights gained will guide the consortium in expanding access, improving service quality, and building more coherent educational pathways over the next three years.

Assessment

To inform its three-year strategic planning process, GRACES conducted a comprehensive assessment to evaluate educational needs, regional alignment, and the current levels and types of adult education and workforce services. The goal of the assessment was to ensure that consortium strategies are grounded in both quantitative data and qualitative input from those most impacted by adult education services.

The consortium used a multi-pronged approach that included reviewing external data sources, collecting new primary data, and aligning findings with regional workforce priorities. Key components of the assessment included:

  • American Community Survey (ACS): Demographic and socioeconomic data from the ACS was reviewed to understand regional trends in educational attainment, English language proficiency, employment status, and income levels. This data helped identify target populations who would most benefit from expanded adult education and workforce development programming. 
  • California Adult Education Program Data and Data Mart: Consortium members analyzed enrollment trends, student progress metrics, and program participation using CAEP Fact Sheets, LaunchBoard Adult Education Pipeline data, and Data Mart reports. These tools were used to assess program effectiveness and identify service gaps by program area and student subgroup. 
  • Enrolled Student Survey (First-Time Implementation): For the first time, the consortium administered a survey directly to enrolled adult education students across member institutions. This survey aimed to assess both student needs and satisfaction with the quality of services offered. Responses provided valuable insight into barriers faced by learners, preferred class formats, support needs, and desired course offerings. 
  • Stakeholder Survey (First-Time Implementation): GRACES also implemented its first stakeholder survey to collect feedback from instructors, counselors, administrators, and community partners. This input helped identify systemic challenges, staffing and training needs, and opportunities to enhance alignment and coordination across programs. 
  • Review of Regional Workforce Development Plans: The consortium reviewed local and regional workforce development strategic plans, including those developed by the San Benito and Santa Clara County Workforce Development Boards. This review ensured alignment with labor market priorities, industry needs, and career pathway development efforts. The plans provided context for aligning adult education programming with high-growth sectors such as healthcare, skilled trades, logistics, and technology. 
  • Workforce Development Resource Scan: Mapping of training and employment programs revealed gaps and collaboration potential. 

The GRACES assessment process was inclusive, collaborative, and data-informed. A planning team composed of representatives from each member agency coordinated data collection and analysis. The team met regularly to review findings, interpret trends, and validate gaps identified through different sources. Surveys were translated into Spanish to ensure broader participation among ESL and underserved student populations.

Findings from the assessment were discussed during regional planning sessions, where member agencies and partners reviewed the data and contributed to the identification of strategic priorities. These discussions also helped validate and contextualize quantitative findings with local knowledge of community conditions, student challenges, and operational constraints.

The assessment revealed several key needs and priorities that shaped the development of the strategic plan:

  • A significant gap in GED/HiSET completion and limited flexible offerings to support adults seeking high school equivalency. 
  • A high demand for expanded ESL programming, especially at foundational levels and in transition-focused ESL to support post-secondary and workforce advancement. 
  • A need to develop more short-term, stackable CTE certifications to meet the workforce training demands of adult learners and align with regional labor market needs. 
  • Gaps in coordination and communication among counseling and transition staff, highlighting the need for improved integration of services and pathways. 
  • Opportunities to better align curriculum, assessments, and support services across member agencies and with external workforce partners. 

Through this rigorous and collaborative assessment process, GRACES has built a comprehensive understanding of regional educational and workforce needs. The findings will guide the consortium’s strategies to expand access, improve service quality, and strengthen regional alignment over the next three years. The assessment represents a significant step toward data driven decision making and continuous improvement across the regions adult education system. 


What type of representatives make up your assessment planning board members?

Which of the following data sources were referenced and contributed to the consortium's understanding of needs, current levels and types of services, and gaps?

As a small consortium, GRACES faced unique challenges during the data collection process, including limited capacity to designate a dedicated data lead. Additionally, the diverse nature of member programs—ranging in size, focus, and service population—makes direct comparison and standardization of data practices difficult. While the planning team took a collaborative approach to coordinate data efforts, the consortium currently lacks both the internal staffing and external research or consulting support necessary to conduct deeper analysis or longitudinal tracking.

Despite these limitations, GRACES successfully gathered data from multiple sources—including ACS demographic trends, CAEP LaunchBoard metrics, local workforce plans, and newly implemented student and stakeholder surveys. These tools helped identify common themes while also honoring the unique contexts of each member agency. Future planning cycles will benefit from strengthened infrastructure to support data-driven decision-making and cross-consortium alignment.

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
San Benito HighHigh School
San Benito County LibraryCommunity Organization
San Benito County Transition CenterOther
Santa Clara County Library: GilroyOther
Santa Clara County Library: Morgan HillOther
Catholic CharitiesCommunity Organization
Work to Future EquusCommunity Organization
Work to Future FoundationCommunity Organization
Rebecca's Child ServicesCommunity Organization
San Benito Co. Office of EducationCounty Office of Education (COE)
Mt. Madonna HighHigh School
Community SolutionsCommunity Organization
City of Morgan HillOther
Anzar Unified School DistrictHigh School District
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?

GRACES has prioritized regional alignment in several critical areas to strengthen adult education and workforce outcomes. These priorities include: developing and enhancing program mapping and career pathways that support identified industry needs; identifying emerging industries for future CTE programming; increasing access to and awareness of services; pooling resources to streamline service provision; aligning curriculum and student assessments; and supporting workforce upskilling in response to evolving industry demands.

Relevant Education and Workforce Plans GRACES aligns its efforts with several key education and workforce development plans that guide services in the region, including:

  • WIOA Regional and Local Workforce Development Plans (San Benito and Santa Clara counties)

  • Strong Workforce Program (SWP) Regional Plans (k-12/16)

  • California Community College Guided Pathways Framework

  • Perkins V Local Application and CTE Planning Documents

  • Gavilan College Strategic Plan and Program Review

  • San Benito County Office of Education Workforce Development Initiatives

  • Adult Education Pipeline and LaunchBoard Metrics

Consortium members—including local adult schools, Gavilan College, and regional workforce boards—have participated in the development or implementation of these plans, either as direct partners or stakeholders providing input into regional workforce priorities, program alignment, and learner transitions.

Across these plans, there is a strong emphasis on expanding career pathway programs, integrating basic skills and English language instruction into workforce development efforts, and providing responsive education and training that align with industry sectors such as healthcare, construction, early childhood education, logistics, and technology. These plans call for collaboration between adult education and post-secondary institutions to ensure that learners have access to high-quality, coordinated training that leads to employment and career advancement.

Adult education and workforce services provided through CAEP in the GRACES region are well-aligned with the broader regional strategies. For example:

  • GRACES supports the development of short-term CTE programs (e.g., Welding, EMT, CMA) that reflect labor market needs identified in Strong Workforce and WIOA plans.

  • Bridge courses and contextualized instruction are being expanded to support transitions from ESL and ABE to CTE and post-secondary education, reflecting the goals of Guided Pathways and Perkins.

  • Consortium-wide efforts to improve counselor coordination, support seamless transitions, and increase student persistence align directly with WIOA’s emphasis on barrier reduction and integrated service delivery.

  • Will work towards reestablishing Workforce reentry and digital literacy services support the employment readiness goals in WIOA and local workforce development plans. (morgan hill to reapply in 2026)

  • Use of data tools like LaunchBoard and CAEP Fact Sheets allows for tracking progress and identifying opportunities for regional improvement, in line with metrics used in other education and workforce initiatives.

While alignment is strong in many areas, some gaps remain:

  • There is a need for more formalized articulation agreements and dual enrollment opportunities to accelerate transitions from adult education to post-secondary programs.

  • Program mapping across institutions is still in development; further work is needed to create shared visual pathways for students that clearly show entry points, stackable credentials, and career outcomes.

  • Greater coordination is needed to ensure that emerging industries—such as clean energy, advanced manufacturing, and green (AI instead of green) infrastructure—are proactively addressed through CTE planning and program development. Consider deleting or restating

  • Resource pooling across agencies remains limited by data-sharing challenges, inconsistent scheduling formats, and staffing limitations that impact joint service delivery. (try to restate)

GRACES is making measurable progress in aligning adult education and workforce services with regional plans. By focusing on shared goals—such as workforce readiness, equitable access, and seamless transitions—the consortium is well-positioned to enhance impact and ensure that learners are prepared for high-demand jobs and long-term economic success. Continued collaboration, program integration, and strategic planning will be key to closing alignment gaps and supporting learners throughout the region.

The GRACES consortium conducted a comprehensive assessment to evaluate the educational needs of adults in the region. Key indicators from the American Community Survey (ACS) revealed persistent gaps in educational attainment, with a significant portion of the population lacking a high school diploma or equivalent. This issue is especially pronounced in San Benito County, which has a disproportionately high number of residents without a high school credential, underscoring the urgent need for targeted high school diploma and equivalency programs. 

English language proficiency remains a major barrier for many, especially in rural areas, and unemployment and underemployment persist among adults without postsecondary credentials or workforce training. Enrollment data from CAEP and LaunchBoard further highlighted disparities in student progress, particularly among ESL learners and adults seeking high school equivalency. Survey responses from enrolled students pointed to limited class scheduling options, technology access issues, and the need for more personalized academic and transition support. Stakeholder surveys echoed these concerns, emphasizing the need for increased staffing, consistent counseling, and better coordination across institutions.

These findings underscore the need to prioritize services that promote access for underserved populations, expand ESL and high school diploma/equivalency programs, increase availability of short-term CTE pathways, and invest in digital literacy and wraparound support. GRACES is also addressing rural transportation and childcare gaps that hinder adult learner persistence.

In response, the consortium is allocating resources to strengthen transitions, expand programming in high-demand sectors, and improve system alignment to better meet learner and labor market needs. By combining data-driven insights with local knowledge, GRACES is ensuring its strategic priorities reflect the lived realities and aspirations of the adult learners it serves.

Please identify the categories of needs of your region.

Not Entered
What challenges does your region face that impact the programs you have previously or are currently offering?

Not Entered
Which populations are currently being served by your programs?

Contributions by Entities*

NameRoleThree-Year Plan Contribution
Rosio Bugarin Pedroso Director Participated in planning meetings
Gregory Camacho Light Director Participated in planning meetings
Claire Grissom Director Participated in planning meetings
Corina Sapien 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
*Gavilan Joint CCDMember Representative

0

0

0

0

0

0

0

0

0

0
*Gilroy UnifiedMember Representative

0

0

0

0

0

0

0

0

0

0
*Morgan Hill UnifiedMember Representative

79

121

0

0

0

210

0

0

0

410
*San Benito HighMember Representative

0

0

0

0

0

0

0

0

0

0
Total Participants 79 121 0 0 0 210 0 0 0 410
* Consortium Member required to input number of Participants

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

No Service Providers for this consortium.

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

Not Entered

GRACES provides a wide range of adult education and workforce services across multiple sites in collaboration with community partners. The consortium delivers instruction in all seven California Adult Education Program (CAEP) areas: Adult Basic Education (ABE), Adult Secondary Education (ASE), English as a Second Language (ESL), Career Technical Education (CTE), Workforce Reentry, Adults with Disabilities, and Pre-Apprenticeship training. This evaluation outlines the current instructional levels and service types and identifies key gaps that must be addressed to meet regional needs.

Current Levels of Instruction: Consortium members offer instruction year-round, operating on a traditional semester calendar with day and evening classes to accommodate working adults. Instructional hours vary by site, with ESL and ASE typically receiving the highest weekly hours.

  • ESL and Citizenship: Offered daily with multi-level sections, typically 10–20 hours/week.

  • ASE (High School Diploma & HiSET): Delivered via flexible formats such as direct instruction and independent study, with 5–15 hours/week depending on student pace.

  • ABE: Delivered in structured formats at 6–10 hours/week.

  • CTE/Short-Term Vocational: Courses run 8–12 weeks at 6–12 hours/week.

  • Adults with Disabilities & Workforce Reentry: Delivered via individualized services in partnership with external agencies; hours vary by need.

Current Types of Services: To meet diverse adult learner and workforce needs, GRACES provides:

  • ABE: Foundational literacy, numeracy, and digital skills.

  • ASE: High school diploma and HiSET exam prep.

  • ESL: Literacy through advanced ESL, civics, and conversation.

  • CTE: Short-term training in fields like welding, healthcare, and digital skills.

  • Workforce Reentry: Job readiness, soft skills, and digital literacy.

  • Pre-Apprenticeship: Early-stage programming in trades and healthcare.

  • Adults with Disabilities: Services include assistive tech, alternate media, interpreting, test accommodations, mobility and note-taking support, and specialized counseling. 

Evaluation of Services and Gaps: While offerings align well with CAEP priorities and labor needs, several gaps remain, especially in access, flexibility, and service breadth for underserved populations.

  1. GED/HiSET Completion – A Major Gap Despite existing diploma and test prep programs, regional attainment in ASE remains low. Barriers include limited HiSET instructors, low awareness, and scheduling conflicts. Expanding modular, flexible prep options is essential.

  2. High Demand for ESL Services Demand for ESL—particularly at foundational levels—exceeds capacity. Waitlists are common, and transition-focused ESL (e.g., college and employment readiness) is underdeveloped. Additional contextualized and vocational ESL options are needed.

  3. Limited Short-Term Workforce Training Though CTE options exist, more short-term, stackable certificates are needed in areas like healthcare, logistics, early childhood education, trades, and IT. Embedding basic skills and offering evening/offsite formats would expand reach.

  4. Persistent Barriers to Access and Transition Challenges such as lack of transportation, digital access, and underutilized wraparound services hinder learner success. Improved inter-agency communication and coordinated transitions are needed to streamline pathways from adult education to employment or college.

GRACES has established a strong adult education infrastructure, but gaps in ASE credentialing, ESL access, and short-term CTE availability must be addressed. Targeted investments in staffing, program flexibility, delivery models, and collaboration will be key. Aligning services more closely with labor market trends and community needs will ensure that more adult learners are equipped to achieve education and workforce success. 

Metrics: CAEP Barriers & Metrics

Goals & Metrics

Metrics

Adult Ed Metrics

  • English Language Learner (149AE)
  • Long Term Unemployed (153AE)
  • Low Income (154AE)
  • Low Literacy (155AE)

Metrics

Adult Ed Metrics

  • Adult Basic Education (1001)
  • English as a Secondary Language (1002)
  • Short-Term CTE Training Programs (126AE)

Metrics

Adult Ed Metrics

  • Completed Educational Functioning Level Gain (400AE)

Metrics

Adult Ed Metrics

  • Transitioned to ASE (500AE)
  • Transitioned to CTE (636AE)
  • Transitioned to Non-Developmental Credit College Course (637AE)

Metrics

Adult Ed Metrics

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

Metrics

Adult Ed Metrics

  • Employed Two Quarters After Exit (505AE)
  • Median Change in Earnings (801AE)

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) 2,095 2,576

2,627

2,666

2,704

Student BarriersEnglish Language Learner (149AE) 1,262 1,708

1,733

1,763

1,793

Student BarriersLow Literacy (155AE) 1,677 2,178

2,280

2,283

2,286

Student BarriersLow Income (154AE) 451 496

503

511

520

Student BarriersLong 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 SetMetric DescriptionMember Level Metric Actuals Member Level Metric Targets
2022-23 2023-24 2024-25 2025-26 2026-27 2027-28
AllParticipants (202AE) 1,461 1,856

1,890

1,924

1,948

Employment & EarningsEmployed Two Quarters After Exit (505AE) 162

164

167

170

Employment & EarningsMedian Change in Earnings (801AE)

0.0%

0.0%

0.0%

ProgressCompleted Educational Functioning Level Gain (400AE) 314 399

405

412

419

SuccessDiploma, GED or High School Equivalency (633AE) 49 39

40

41

42

TransitionTransitioned to ASE (500AE) 72

73

74

76

TransitionTransitioned to Non-Developmental Credit College Course (637AE) 64

65

65

65

TransitionTransitioned to CTE (636AE) 62

63

63

63

Students and ProgramsAdult Basic Education (1001) 0 0

0

0

0

Students and ProgramsEnglish as a Secondary Language (1002) 1,003 1,369

1,393

1,415

1,437

Students and ProgramsShort-Term CTE Training Programs (126AE)

0

0

0

* Mandatory for all members


Gilroy Unified (Reported by Gilroy Unified School District (GUSD))

Metric SetMetric DescriptionMember Level Metric Actuals Member Level Metric Targets
2022-23 2023-24 2024-25 2025-26 2026-27 2027-28
AllParticipants (202AE) 171 201

204

207

211

Employment & EarningsEmployed Two Quarters After Exit (505AE) 21

21

22

22

Employment & EarningsMedian Change in Earnings (801AE)

0.0%

0.0%

0.0%

ProgressCompleted Educational Functioning Level Gain (400AE) 0 0

0

0

0

SuccessDiploma, GED or High School Equivalency (633AE) 89 103

105

106

108

TransitionTransitioned to ASE (500AE)

0

0

0

TransitionTransitioned to Non-Developmental Credit College Course (637AE) 17

17

18

18

TransitionTransitioned to CTE (636AE) 17

17

18

18

Students and ProgramsAdult Basic Education (1001) 0 0

0

0

0

Students and ProgramsEnglish as a Secondary Language (1002) 0 0

0

0

0

Students and ProgramsShort-Term CTE Training Programs (126AE)

0

0

0

* Mandatory for all members


Morgan Hill Unified (Reported by Morgan Hill Unified School District (MHUSD))

Metric SetMetric DescriptionMember Level Metric Actuals Member Level Metric Targets
2022-23 2023-24 2024-25 2025-26 2026-27 2027-28
AllParticipants (202AE) 263 322

326

332

338

Employment & EarningsEmployed Two Quarters After Exit (505AE) 22

22

23

23

Employment & EarningsMedian Change in Earnings (801AE)

0.0%

0.0%

0.0%

ProgressCompleted Educational Functioning Level Gain (400AE) 89 58

59

60

61

SuccessDiploma, GED or High School Equivalency (633AE) 28 23

23

24

24

TransitionTransitioned to ASE (500AE) 23

23

24

24

TransitionTransitioned to Non-Developmental Credit College Course (637AE) 10

10

11

11

TransitionTransitioned to CTE (636AE) 14

14

15

15

Students and ProgramsAdult Basic Education (1001) 38 79

79

79

79

Students and ProgramsEnglish as a Secondary Language (1002) 159 210

213

216

220

Students and ProgramsShort-Term CTE Training Programs (126AE)

0

0

0

* Mandatory for all members


San Benito High (Reported by San Benito High 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) 19 50

51

52

53

Employment & EarningsEmployed Two Quarters After Exit (505AE)

0

0

0

Employment & EarningsMedian Change in Earnings (801AE)

0.0%

0.0%

0.0%

ProgressCompleted Educational Functioning Level Gain (400AE) 0 0

0

0

0

SuccessDiploma, GED or High School Equivalency (633AE) 0

0

0

0

TransitionTransitioned to ASE (500AE)

0

0

0

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

0

0

0

TransitionTransitioned to CTE (636AE)

0

0

0

Students and ProgramsAdult Basic Education (1001) 0 0

0

0

0

Students and ProgramsEnglish as a Secondary Language (1002) 0 0

0

0

0

Students and ProgramsShort-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.

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
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

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

Not Entered

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

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.

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).

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 PositionResponsible MemberProposed Completion Date
Rosio Bugarin PedrosoGavilan Joint CCD06/30/2028

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.

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).

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 PositionResponsible MemberProposed Completion Date
Rosio Bugarin PedrosoGavilan Joint CCD06/30/2028

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

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).

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 PositionResponsible MemberProposed Completion Date
Rosio Bugarin PedrosoGavilan Joint CCD06/30/2028

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.

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).

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 PositionResponsible MemberProposed Completion Date
Rosio Bugarin PedrosoGavilan Joint CCD06/30/2028

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

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).

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 PositionResponsible MemberProposed Completion Date
Rosio Bugarin PedrosoGavilan Joint CCD06/30/2028

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.

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).

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 PositionResponsible MemberProposed Completion Date
Rosio Bugarin PedrosoGavilan Joint CCD06/30/2028

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.

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).

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 PositionResponsible MemberProposed Completion Date
Rosio Bugarin PedrosoGavilan Joint CCD06/30/2028

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.

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).

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 PositionResponsible MemberProposed Completion Date
Rosio Bugarin PedrosoGavilan Joint CCD06/30/2028

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.

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).

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 PositionResponsible MemberProposed Completion Date
Rosio Bugarin PedrosoGavilan Joint CCD06/30/2028

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.

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).

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 PositionResponsible MemberProposed Completion Date
Rosio Bugarin PedrosoGavilan Joint CCD06/30/2028

Funds Evaluation

Member Allocations and Expenditures

Member AgencyPrior Year Total Leveraged FundsProgram Reporting Status
Gavilan Joint CCD $3,748,610Certified
Gilroy Unified $323,522Certified
Morgan Hill Unified $891,993Certified
San Benito High $123,811Certified
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

Approved by Rosio Pedroso

06/23/2025 02:50 PM PDT

Gilroy Unified - Member Representative

Approved by Greg Camacho-Light

06/23/2025 03:24 PM PDT

Morgan Hill Unified - Member Representative

  • Director of Family & Community Engagement
  • sapienc@mhusd.org
  • (408) 201-6000 ext: 51076
Approved by Ms. Corina Sapien

06/24/2025 12:16 PM PDT

San Benito High - Member Representative

Approved by Claire Grissom

06/22/2025 06:43 PM PDT