CAEP
Annual Plan

Produced: Aug 15, 2025, 03:45 PM UTC - By Greg Camacho-Light

18 Gavilan Regional Adult Career and Education Services
CONSORTIUM APPROVED

2025-26

Plans & Goals

Executive Summary

In FY2024–25, the Gavilan Regional Adult Career and Education Services (GRACES) consortium made notable progress in re-engaging learners, strengthening interagency coordination, and preparing for the implementation of the 2025–28 Three-Year Plan. Member agencies expanded ESL sections, launched the Get Focused, Stay Focused curriculum, and completed foundational planning for new short-term Career Technical Education (CTE) pathways, including a Certified Medical Assistant (CMA) and EMT programs.

Building on this progress, the consortium’s primary goals for FY2025–26 focus on implementation of Year 1 strategies in the new Three-Year Plan. GRACES will pilot the CMA program and at least one additional workforce-aligned training program, expand ESL offerings with clearer progression benchmarks, and launch a student transition planning tool and centralized data exchange platform to improve coordination and learner support.

Planned allocations for this program year directly align with the Three-Year Plan and will be used to support curriculum development, instructional staffing, data infrastructure, and student advising. Carryover funds will be applied toward high-impact, one-time investments including equipment purchases, website upgrades, and professional development frameworks. These targeted efforts ensure measurable progress toward the consortium’s long-term goals of educational equity, program alignment, and workforce readiness.

Plans & Goals

How (if at all) do the consortium’s previous program year goals differ from the current year’s goals?

Goals have changed or new goals have emerged for the upcoming year

Why have the consortium’s goals changed for the upcoming year?

The shift in goals reflects a transition from recovery-focused efforts to full implementation of the 2025–28 Three-Year Plan. GRACES completed key planning activities last year and is now moving into the development of new programs, tools, and infrastructure. Additional needs—such as digital literacy, data coordination, and expanded access to CTE—were identified through the regional assessment. The consortium is also responding to increased demand from underserved communities, including immigrant and refugee populations. New partnerships with Gavilan College, workforce boards, and community-based organizations are driving more integrated, regional strategies aligned with evolving priorities. 

How much progress did the consortium make towards its previous program year goals?

Some progress - around half of the goals were met

GRACES successfully expanded ESL access, completed development of new curriculum for CMA, implemented EMT program in San Benito County, secured a child care grant in Morgan Hill that will open in 2026, Morgan Hill established a media center with tutoring and a career fair, Gilroy expanded facilities and deepened collaboration with Gavilan College and workforce partners. 

What barriers did the consortium face in making progress towards its previous program year goals?

Limited infrastructure for data-sharing and technology access

Staffing shortages and scheduling conflicts across agencies delayed implementation of shared tools. Limited capacity to support data collection and student tracking also slowed progress on planning for transitions. In rural areas, technology access and student digital literacy remain ongoing barriers. 

What are the goals for the consortium for the current program year?

GRACES will launch high-demand training programs such as CMA and Welding, expand ESL instruction with standards-based benchmarks, and pilot the student transition planning tool and data-sharing platform. Member agencies will also update counseling models, website content, and intake systems to improve access and transitions for adult learners. Professional development will support staff training in instructional technology and data-informed teaching practices. 

How will the consortium measure progress towards the goals set for the current program year?

GRACES will implement quarterly data review cycles focused on CAEP metrics (e.g., 633AE, 636AE, 202AE, 149AE) and internal indicators such as course completion, use of support services, and transition outcomes. Surveys and feedback loops with instructors, students, and partners will inform adjustments. Data from new platforms will support real-time tracking of enrollment, credential attainment, and cross-agency referrals. 

Assessment

Regional Needs Assessment

Please identify the categories of needs in your region.

Please identify resources used to identify these gaps.

Effectiveness will be tracked using a combination of CAEP and locally developed indicators. These include:

  • Increases in student enrollment and program completion in ESL, ASE, and short-term CTE (e.g., 1002, 633AE, 126AE)

  • Transitions into workforce or postsecondary education (636AE, 637AE)

  • Gains in digital literacy and educational functioning levels (400AE)

  • Reduction in student barriers, such as transportation and childcare, measured through student surveys and support service usage

  • Number of newly formalized partnerships and co-developed programming with employers or community agencies

  • Implementation milestones (e.g., curriculum redesigned, planning tool launched, professional development delivered)

Quarterly data reviews and stakeholder feedback will support ongoing assessment and refinement of strategies to ensure alignment with regional needs.

GRACES serves a highly diverse region with persistent educational and economic inequities, particularly in rural San Benito County and parts of South Santa Clara County. The regional needs assessment identified significant barriers to adult learner success, including lack of high school completion, limited English proficiency, digital exclusion, and poor access to childcare and transportation. Labor market data and employer input highlighted a strong demand for short-term, workforce-aligned training—particularly in healthcare, skilled trades, and digital skills.

The consortium’s student and stakeholder surveys reinforced the need for expanded ESL and ASE offerings, more flexible scheduling, clearer pathways into careers and college, and better access to support services. These findings are being addressed through phased investments in curriculum redesign, infrastructure development (e.g., transition tools and data platforms), and expanded program offerings in priority sectors.

GRACES' small size and collaborative structure allow for flexible, community-informed planning. However, limited staffing capacity and data-sharing infrastructure have historically constrained cross-agency coordination. The current plan addresses these issues through shared tools, aligned curriculum, and stronger partnerships with workforce boards and community organizations. 

Activities & Outcomes

Objective #1: Address Educational Needs

Curriculum Development and Enhancement

THREE-YEAR PLAN 2025-28

GRACES will develop and revise curriculum outlines to align with standards and program requirements to improve instructional quality, and 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.

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

THREE-YEAR PLAN 2025-28

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 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

THREE-YEAR PLAN 2025-28

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

Data exchange platform

THREE-YEAR PLAN 2025-28

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

Strengthening Community & Educational Partnerships

THREE-YEAR PLAN 2025-28

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

Professional Development for Staff

THREE-YEAR PLAN 2025-28

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

Objective #3: Improve Effectiveness of Services

Data Analysis System

THREE-YEAR PLAN 2025-28

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

High Quality Data

THREE-YEAR PLAN 2025-28

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

Improving Student Access and Support Systems

THREE-YEAR PLAN 2025-28

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

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

How does the consortium plan to use allocated funds in the upcoming year?

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

= consortium has included this activity in an Annual Plan from the 2025-28 Three-Year Plan
= consortium has NOT selected this activity in an Annual Plan from the 2025-28 Three-Year Plan
ActivityOriginIncluded 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

Approved by Rosio Pedroso

08/04/2025 11:04 AM PDT

Gilroy Unified - Member Representative

Approved by Greg Camacho-Light

08/15/2025 08:45 AM PDT

Morgan Hill Unified - Member Representative

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

07/28/2025 01:19 PM PDT

San Benito High - Member Representative

Approved by Claire Grissom

08/04/2025 11:38 AM PDT