Produced: Aug 15, 2025, 03:45 PM UTC - By Greg Camacho-Light
2025-26
Plans & Goals
Assessment
Activities & Outcomes
Objective #1: Address Educational Needs
Curriculum Development and Enhancement
Expansion of ESL and Workforce Programs
To address regional workforce and educational needs, GRACES will expand its ESL offerings, HiSET completion rates 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.
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 |
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.
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
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.
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.
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.
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 alignment to support high-quality, equity-driven decision-making.
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.
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 |
Fiscal Management
Alignment & Carryover
The FY2025–26 allocations are aligned with the Year 1 implementation priorities outlined in the GRACES 2025–28 Three-Year Plan. Planned expenditures will focus on launching key foundational activities that lay the groundwork for broader, long-term improvements across the region. These include:
Piloting new instructional programs: Resources will support the initial launch of the Certified Medical Assistant (CMA) program and at least one additional short-term, noncredit workforce certification program aligned with regional labor needs.
Expanding ESL access: Member agencies will expand ESL offerings, particularly at beginning and intermediate levels, with curriculum aligned to progression standards and improved integration of digital learning tools.
Building shared infrastructure: Funds will be used to begin development of a student transition planning tool and to pilot a centralized data exchange platform to support coordination across agencies.
Curriculum and instructional redesign: Work will begin on redesigning curriculum across program areas to integrate technology, adult education standards, and culturally relevant content.
Professional development launch: Year 1 includes the development of a consortium-wide professional development framework and rollout of initial trainings focused on ESL instruction, digital tools, and data use.
All activities planned for this year reflect the consortium’s commitment to building capacity, improving alignment, and addressing immediate gaps in access and quality. These Year 1 priorities are essential stepping stones for the larger goals outlined in the Three-Year Plan.
Carryover funds from prior years will be applied to support one-time, high-priority investments aligned with Year 1 strategies of the Three-Year Plan. These include:
Technology and infrastructure: Carryover will fund the development and piloting of the data exchange platform and student transition planning tool, which require upfront investment but will provide long-term benefits to cross-agency coordination.
Instructional program startup: Funds will support equipment and instructional materials for the new CMA and other short-term CTE programs including Welding, which represent a major milestone in expanding workforce-aligned offerings.
Student access and outreach: Investments will be made to improve member websites, translate program materials, and strengthen digital and physical access points to support equitable enrollment and engagement.
Professional development resources: Carryover funds will support early implementation of the professional development framework, including hosting trainings and securing materials to support staff capacity building.
The consortium has prioritized carryover spending in FY2025–26 and will monitor fund use closely. Activities supported by carryover will be selected based on their ability to accelerate implementation, address barriers to access, and create sustained infrastructure that benefits all member agencies.
Usage
In FY2025–26, GRACES will use CAEP funds to support the implementation of key Year 1 priorities from the 2025–28 Three-Year Plan. This includes launching a Certified Medical Assistant program, expanding ESL offerings, and developing short-term, stackable CTE pathways in high-demand sectors.
Funds will also support the pilot of a centralized student transition planning tool and data exchange platform, which will enhance coordination across agencies. Professional development investments will include training on instructional technology, CASAS/TOPSpro, and curriculum redesign aligned to adult learner needs.
Additional expenditures will be directed toward instructional staff salaries, marketing and outreach to underserved communities. Consortium-wide curriculum and website updates will further improve student access, learning environments, and transitions.
Carryover funds will be strategically applied to equipment purchases and system upgrades tied to the launch of new programs and shared platforms. All expenditures are aligned with legislative objectives and the consortium’s regional priorities.
Consortium Objectives & Activities Overview
Objectives & Activities
| Activity | Origin | Included in Annual Plan |
|---|---|---|
| Objective #1: Address Educational Needs | ||
| Curriculum Development and Enhancement | THREE-YEAR PLAN 2025-28 | |
| Expansion of ESL and Workforce Programs | THREE-YEAR PLAN 2025-28 | |
| Program Expansion and Specialized Offerings | THREE-YEAR PLAN 2025-28 | |
| Objective #2: Improve Integration of Services & Transitions | ||
| Adoption of a student transition planning tool | THREE-YEAR PLAN 2025-28 | |
| Data exchange platform | THREE-YEAR PLAN 2025-28 | |
| Professional Development for Staff | THREE-YEAR PLAN 2025-28 | |
| Strengthening Community & Educational Partnerships | THREE-YEAR PLAN 2025-28 | |
| Objective #3: Improve Effectiveness of Services | ||
| Data Analysis System | THREE-YEAR PLAN 2025-28 | |
| High Quality Data | THREE-YEAR PLAN 2025-28 | |
| Improving Student Access and Support Systems | THREE-YEAR PLAN 2025-28 |
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
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