Produced: Jun 19, 2025, 01:51 PM UTC - By Sally Cox
Details
Assessment
Metrics: CAEP Barriers & Metrics
Consortium Level Metric Targets
In this section, Consortium Level Actuals data from DataVista for the previous three years, including areas to input data for Consortium Level Targets are shown below.
The first row shows the required metric of Number of Adults Served. The following rows show metrics previously selected in the CAEP Barriers and Metrics workflow section.
Input Consortium Level Targets as whole numbers for the upcoming three years for all of the rows of metrics shown below
The 2023-24 data in DataVista will be made available in Spring 2025 and the 2024-25 data will be made available in Spring 2026.
Metric Set | Metric Description | Consortium Level Metric Actuals | Consortium Level Metric Targets | ||||
---|---|---|---|---|---|---|---|
2022-23 | 2023-24 | 2024-25 | 2025-26 | 2026-27 | 2027-28 | ||
All | Reportable Individuals (200AE) | 6,740 | 7,622 | 7,750 | 8,000 | 8,250 | |
Student Barriers | English Language Learner (149AE) | 3,222 | 4,090 | 4,500 | 4,750 | 5,000 | |
Student Barriers | Low Literacy (155AE) | 4,523 | 5,013 | 5,500 | 5,750 | 6,000 | |
Student Barriers | Low Income (154AE) | 3,993 | 4,480 | 5,000 | 5,250 | 5,500 | |
Student Barriers | Long Term Unemployed (153AE) | 511 | 495 | 550 | 600 | 650 |
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.
Grossmont Union High (Reported by Grossmont Union High School District Adult Education)
Metric Set | Metric Description | Member Level Metric Actuals | Member Level Metric Targets | ||||
---|---|---|---|---|---|---|---|
2022-23 | 2023-24 | 2024-25 | 2025-26 | 2026-27 | 2027-28 | ||
All | Participants (202AE) | 3,974 | 4,292 | 4,500 | 4,750 | 5,000 | |
Employment & Earnings | Employed Two Quarters After Exit (505AE) | 443 | 450 | 475 | 500 | ||
Employment & Earnings | Median Change in Earnings (801AE) | 15.0% | 15.0% | 15.0% | |||
Progress | Completed Educational Functioning Level Gain (400AE) | 1,056 | 1,371 | 1,500 | 1,750 | 2,000 | |
Success | Diploma, GED or High School Equivalency (633AE) | 125 | 171 | 175 | 200 | 225 | |
Success | Postsecondary Credential (624AE) | 1,421 | 1,538 | 1,750 | 2,000 | 2,250 | |
Transition | Transitioned to ASE (500AE) | 539 | 550 | 600 | 650 | ||
Transition | Transitioned to Non-Developmental Credit College Course (637AE) | 176 | 175 | 200 | 225 | ||
Transition | Transitioned to CTE (636AE) | 457 | 475 | 525 | 575 | ||
Students and Programs | Adult Secondary Education (1000) | 959 | 1,172 | 1,250 | 1,500 | 1,750 | |
Students and Programs | Adult Basic Education (1001) | 913 | 878 | 900 | 950 | 1,000 | |
Students and Programs | Career Technical Education (1003) | 1,333 | 1,759 | 1,800 | 2,000 | 2,250 |
* Mandatory for all members
Grossmont-Cuyamaca CCD (Reported by Grossmont-Cuyamaca)
Metric Set | Metric Description | Member Level Metric Actuals | Member Level Metric Targets | ||||
---|---|---|---|---|---|---|---|
2022-23 | 2023-24 | 2024-25 | 2025-26 | 2026-27 | 2027-28 | ||
All | Participants (202AE) | 81 | 97 | 100 | 125 | 150 | |
Employment & Earnings | Employed Two Quarters After Exit (505AE) | 23 | 25 | 35 | 40 | ||
Employment & Earnings | Median Change in Earnings (801AE) | 10.0% | 10.0% | 10.0% | |||
Progress | Completed Educational Functioning Level Gain (400AE) | 0 | 5 | 10 | 15 | ||
Success | Diploma, GED or High School Equivalency (633AE) | 0 | 0 | 0 | |||
Success | Postsecondary Credential (624AE) | 5 | 10 | 15 | |||
Transition | Transitioned to ASE (500AE) | 0 | 0 | 0 | |||
Transition | Transitioned to Non-Developmental Credit College Course (637AE) | 5 | 10 | 15 | |||
Transition | Transitioned to CTE (636AE) | 5 | 10 | 15 | |||
Students and Programs | Adult Secondary Education (1000) | 0 | 0 | 0 | 0 | 0 | |
Students and Programs | Adult Basic Education (1001) | 0 | 0 | 0 | 0 | 0 | |
Students and Programs | Career Technical Education (1003) | 78 | 86 | 90 | 95 | 100 |
* Mandatory for all members
Mountain Empire Unified (Reported by Mountain Empire Unified School District)
Metric Set | Metric Description | Member Level Metric Actuals | Member Level Metric Targets | ||||
---|---|---|---|---|---|---|---|
2022-23 | 2023-24 | 2024-25 | 2025-26 | 2026-27 | 2027-28 | ||
All | Participants (202AE) | 13 | 15 | 17 | 20 | ||
Employment & Earnings | Employed Two Quarters After Exit (505AE) | 5 | 7 | 10 | |||
Employment & Earnings | Median Change in Earnings (801AE) | 15.0% | 15.0% | 15.0% | |||
Progress | Completed Educational Functioning Level Gain (400AE) | 2 | 4 | 6 | |||
Success | Diploma, GED or High School Equivalency (633AE) | 5 | 7 | 10 | |||
Success | Postsecondary Credential (624AE) | 0 | 1 | 3 | |||
Transition | Transitioned to ASE (500AE) | 0 | 0 | 0 | |||
Transition | Transitioned to Non-Developmental Credit College Course (637AE) | 0 | 1 | 3 | |||
Transition | Transitioned to CTE (636AE) | 0 | 1 | 3 | |||
Students and Programs | Adult Secondary Education (1000) | 0 | 0 | 0 | |||
Students and Programs | Adult Basic Education (1001) | 0 | 1 | 3 | |||
Students and Programs | Career Technical Education (1003) | 0 | 1 | 3 |
* Mandatory for all members
Member Spending Targets
The Percent of Available Funds Spent in 2022-23, 2023-24, and 2024-25, imported from NOVA, is in the first row. This is a required metric. Add 2025-26, 2026-27, and 2027-28 Targets for each member district’s Percent of Available Funds Spent.
Member | % of Available Funds Spent | Member Level Targets | ||||
---|---|---|---|---|---|---|
2022-23 | 2023-24 | 2024-25 | 2025-26 | 2026-27 | 2027-28 | |
Grossmont Union High | 100% | 100% | 63% | 100% | 100% | 100% |
Grossmont-Cuyamaca CCD | 100% | 88% | 0% | 100% | 100% | 100% |
Mountain Empire Unified | 100% | 100% | 84% | 100% | 100% | 100% |
Objectives
Objective #1: Address Educational Needs
To address the educational needs of adult learners, members will implement two key strategies:
Strategy 1: Develop and Implement Comprehensive Onboarding Across Programs
Members will transition from program-specific orientations to a more holistic onboarding process that supports all students regardless of the program they enter. This strategy aims to create smoother transitions, reduce misalignment between student goals and program placement, and foster early engagement. Key components of this onboarding process will include:
- Fostering a sense of community and belonging among new students.
- Providing clear information about available programs, resources, and career pathways.
- Clarifying academic expectations and institutional policies to support student success.
- Identifying student goals and potential challenges early on to ensure timely access to support services.
Strategy 2: Address Digital Literacy and Career Readiness Gaps
In response to input from industry and community partners, members will focus on closing gaps in students' digital literacy and soft skills. These skills are increasingly essential for success in both education and the workforce. Members will assess student needs and expand access to training opportunities that build these competencies. By leveraging community and employer partnerships, this strategy ensures that students are better prepared for today’s job market and future learning opportunities.
Together, these strategies aim to create a more equitable and supportive educational environment that addresses both academic and workforce preparation needs.
Objective #2: Improve Integration of Services & Transitions
Utilizing Data
Providing Professional Development
Identifying Best Practices
Offering Flexible Courses and Services
Not Entered
To improve both the integration of services and transitions to post-secondary education and the workforce, our consortium is implementing two key strategies focused on alignment, data use, and coordinated student support:
Strategy 1: Quarterly Reviews of Student Data
Our consortium is building a data-driven community by establishing consortium-wide data collection and review processes. Through regular data reviews and data dialogues, members will enhance data literacy and use shared insights to assess the effectiveness of programs, identify gaps, and drive continuous improvement. Creation of a unified data vocabulary and standardized practices fosters greater collaboration and accountability among members. This level of coordination supports the integration of services by ensuring decisions are based on shared evidence and aligned with student needs, which in turn strengthens students’ transitions to post-secondary education and the workforce.
Strategy 2: Establish a Student Information Case Management and Referral Process
To further support service integration, we are implementing a shared case management and referral process. This system enables instructors, administrators, and support staff to access and contribute relevant information about each student’s goals, progress, and barriers. As a result, students receive more coordinated and personalized support, without having to retell their story multiple times. This holistic view of the student experience allows all education partners to align their guidance and services, which improves continuity, helps students stay on track toward their educational and career goals, and facilitates smoother transitions into other opportunities.
Together, these strategies strengthen communication and collaboration across the consortium, resulting in more effective service delivery and smoother, more supported transitions for adult learners.
Objective #3: Improve Effectiveness of Services
Not Entered
Not Entered
To improve the effectiveness of services, our consortium is implementing two key strategies that focus on expanding access and strengthening engagement:
Strategy 1: Develop or Improve Pathways for Students
Our focus is to increase student access to a variety of educational and career pathways through expanded dual enrollment, noncredit and credit course options, pre-apprenticeships, and apprenticeships. By building strong networks that connect community-based organizations, adult schools, community colleges, and industry partners, we are creating more integrated and seamless pathways for students. This collaborative approach ensures that support services, educational programming, and workforce opportunities are better aligned, enabling smoother transitions for learners from adult education to college and careers.
Strategy 2: Enhance Marketing and Messaging Efforts
Effective services require that students and community partners are aware of the opportunities available to them. To address this, we will expand marketing and outreach efforts to include a wider network of community agencies, education and training partners, and students. By improving messaging and communication, our consortium is ensuring individuals are well-informed about the post-secondary and career pathways available to them and can connect to resources and programs early in their journey.
Together, these strategies enhance the coordination, accessibility, and visibility of services, resulting in more effective support for adult learners.
Activities & Outcomes
Objective #1: Address Educational Needs
Comprehensive Onboarding Across Programs
Members will:
- Assess students early to tailor their onboarding experience and initial placement.
- Consolidate onboarding elements to increase retention.
- Embed student support services into orientation.
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).
- Streamlined process for initial student placement.
- Shorter start times to start class.
- All students can clearly identify where to go for support and resources.
- Streamlined outcomes approach to using specific CASAS tests in relation to student goals.
- Refined onboarding process provided in different formats.
- Increased retention.
- Increased use of student support services.
- Establish a community of practice focused on placement and onboarding to share effective practices across the region.
Adult Education Metrics and Student Barriers
- All: Participants (202AE)
- Student Barriers: English Language Learner (149AE)
- Student Barriers: Low Literacy (155AE)
- Students and Programs: Adult Basic Education (1001)
- Students and Programs: Adult Secondary Education (1000)
- Students and Programs: Career Technical Education (1003)
- 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 |
---|---|---|
Kim Bellaart | Grossmont Union High | 06/30/2028 |
Joyce Liou | Grossmont-Cuyamaca CCD | 06/30/2028 |
Vincent Chambers | Mountain Empire Unified | 06/30/2028 |
Digital Literacy and Career Readiness Gaps
Members will assess students’:
- Digital literacy levels and connect them to digital literacy skills building opportunities.
- Work readiness gaps and connect them to work readiness skills building options.
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).
- Students will demonstrate skill gains from:
- baseline digital literacy skill levels.
- baseline language, literacy and work readiness skill levels.
- Digital literacy outcomes are mapped across courses and embedded into course content.
- Workplace readiness outcomes are mapped across courses and embedded into course content.
- Create consistent definitions and levels of digital literacy and workplace readiness proficiency across members to support aligned instruction and tracking.
Adult Education Metrics and Student Barriers
- All: Participants (202AE)
- All: Reportable Individuals (200AE)
- 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: Adult Secondary Education (1000)
- Students and Programs: Career Technical Education (1003)
Responsible Positions, Responsible Consortium Members, and Proposed Completion Date
Responsible Position | Responsible Member | Proposed Completion Date |
---|---|---|
Kim Bellaart | Grossmont Union High | 06/30/2028 |
Joyce Liou | Grossmont-Cuyamaca CCD | 06/30/2028 |
Vincent Chambers | Mountain Empire Unified | 06/30/2028 |
Objective #2: Improve Integration of Services & Transitions
Create a Data-Driven Community
Members will:
- Identify key reports to review regularly and embed data review into member meetings.
- Train staff in data protocols.
- Embed data review in leadership meetings related to decision making.
Use the space provided to identify the Outcomes that the activity will accomplish in the next year (Short-Term), in one to three years (Intermediate), and in three to five years (Long-Term). The brief description of each of these three types of outcomes should include one or more outcomes that are specific, measurable, achievable, relevant, and time-bound (SMART).
- Publish data review protocol.
- Staff will attend trainings focused on enhancing data literacy.
- Meeting minutes will capture the rationale behind decisions and highlight how data is being used to inform decision-making processes.
- Data analysis embedded into recurring staff meetings and professional learning community.
- Establish a consortium-wide culture of continuous improvement through consistent data analysis and application in decision-making.
- Publish reports that share data, promote programs and celebrate successes.
Adult Education Metrics and Student Barriers
- All: Reportable Individuals (200AE)
- Progress: Completed Educational Functioning Level Gain (400AE)
- Student Barriers: English Language Learner (149AE)
- Student Barriers: Low Income (154AE)
- Student Barriers: Low Literacy (155AE)
- Success: Diploma, GED or High School Equivalency (633AE)
- Success: Postsecondary Credential (624AE)
- 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 |
---|---|---|
Kim Bellaart | Grossmont Union High | 06/30/2028 |
Joyce Liou | Grossmont-Cuyamaca CCD | 06/30/2028 |
Vincent Chambers | Mountain Empire Unified | 06/30/2028 |
Student Case Management and Referral Process
Members will:
- Train staff on the case management and referral tool.
- Develop standardized processes and monitoring.
- Develop data sharing agreements.
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).
- Consistent staff log in.
- Published procedures.
- Extend platform usage to additional partners.
- Quarterly review of system usage and reports.
- The platform serves as a central hub for student support, allowing for real-time status updates, shared notes, and referral outcomes accessible across providers.
Adult Education Metrics and Student Barriers
- All: Participants (202AE)
- All: Reportable Individuals (200AE)
- Employment & Earnings: Employed Two Quarters After Exit (505AE)
- Employment & Earnings: Median Change in Earnings (801AE)
- Progress: Completed Educational Functioning Level Gain (400AE)
- Student Barriers: English Language Learner (149AE)
- Student Barriers: Low Income (154AE)
- Student Barriers: Low Literacy (155AE)
- Success: Diploma, GED or High School Equivalency (633AE)
- Success: Postsecondary Credential (624AE)
- 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 |
---|---|---|
Kim Bellaart | Grossmont Union High | 06/30/2028 |
Joyce Liou | Grossmont-Cuyamaca CCD | 06/30/2028 |
Vincent Chambers | Mountain Empire Unified | 06/30/2028 |
Objective #3: Improve Effectiveness of Services
Develop or Improve Pathways for Students
Members will:
- Conduct needs assessment for community college noncredit opportunities and create a plan for implementation.
- Leverage regional partners and resources to align student access to: noncredit and credit post-secondary, pre-apprenticeship and apprenticeship, dual enrollment options.
- Leverage regional partners, including the: Department of Rehabilitation (DOR), America’s Job Center of California (AJCC), Access Youth, YMCA. Strong Workforce Consortium.
Use the space provided to identify the Outcomes that the activity will accomplish in the next year (Short-Term), in one to three years (Intermediate), and in three to five years (Long-Term). The brief description of each of these three types of outcomes should include one or more outcomes that are specific, measurable, achievable, relevant, and time-bound (SMART).
- Community colleges evaluate Career Development and College Preparation noncredit opportunities and prioritize pathways
- All members participate in regional alignment work.
- Collect data to accurately indicate which students are receiving these supports.
- Faculty create noncredit courses.
- New noncredit offerings available to students.
- Increase the numbers of students transitioning to postsecondary opportunities.
- Increase in the number of student participating in WIOA partner services.
- Regional approach to regular reviews of ongoing programs and new initiatives.
- Improved alignment of outreach, intake and referrals between partners.
Adult Education Metrics and Student Barriers
- All: Participants (202AE)
- All: Reportable Individuals (200AE)
- Employment & Earnings: Employed Two Quarters After Exit (505AE)
- Employment & Earnings: Median Change in Earnings (801AE)
- Progress: Completed Educational Functioning Level Gain (400AE)
- Student Barriers: English Language Learner (149AE)
- Student Barriers: Long Term Unemployed (153AE)
- Student Barriers: Low Literacy (155AE)
- Students and Programs: Adult Basic Education (1001)
- Students and Programs: Adult Secondary Education (1000)
- Students and Programs: Career Technical Education (1003)
- Success: Diploma, GED or High School Equivalency (633AE)
- Success: Postsecondary Credential (624AE)
- 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 |
---|---|---|
Kim Bellaart | Grossmont Union High | 06/30/2028 |
Joyce Liou | Grossmont-Cuyamaca CCD | 06/30/2028 |
Vincent Chambers | Mountain Empire Unified | 06/30/2028 |
Enhance Marketing and Messaging Efforts
Members will:
- Create a member wide marketing campaign.
- Improve website and social media experiences for all students.
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).
- Ensure all members have basic branding, marketing and outreach strategies.
- Review current analytic data of current usage to identify user challenges.
- Members identify appropriate site managers.
- Consistently use data for ongoing evaluation of marketing strategies effectiveness.
- Users report website and social media is easy to navigate.
- All member websites and social media accounts meet established standards for accessibility and user-centered navigation.
Adult Education Metrics and Student Barriers
- All: Participants (202AE)
- 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 |
---|---|---|
Kim Bellaart | Grossmont Union High | 06/30/2028 |
Joyce Liou | Grossmont-Cuyamaca CCD | 06/30/2028 |
Vincent Chambers | Mountain Empire Unified | 06/30/2028 |
Funds Evaluation
Member Allocations and Expenditures
Member Agency | Prior Year Total Leveraged Funds | Program Reporting Status |
---|---|---|
Grossmont Union High | $24,314,525 | Certified |
Grossmont-Cuyamaca CCD | $423,736 | Certified |
Mountain Empire Unified | $174,533 | Certified |
Totals | $24,912,794 | 3/3 Certified |
CAEP funds are distributed based on the level of services each member provides.
Grossmont Adult Education (GAE) offers education classes and training programs for approximately 99% of the consortium’s students. GAE receives approximately 86% of CAEP funding. To support programs across the region and grow services, GAE also uses other funding sources to support adult education students, including: Perkins, WIOA Title II, student fees and in-kind contributions.
Grossmont-Cuyamaca Community College District (GCCCD) receives 12.5% of CAEP funds. While it offers limited noncredit instruction, GCCCD focuses on helping students transition into credit and transfer-level college courses. This work includes coordination with local high schools and alignment with adult education programs. GCCCD supports consortium-wide efforts, using CAEP funds to staff a program manager and five Transition Specialists (TS) who support students in transitioning to academic and career goals. Transition Services help explore academic and training options with students, support decision making processes, create and support students with their transition plans and connect them with resources to reduce barriers. GCCCD uses funds to pay for consortium-wide activities including marketing, outreach to students, outreach to community organization, data tracking, consulting, professional development and other activities that the consortium members prioritize.
Mountain Empire Adult Education (MEAE) receives 1.5% of CAEP funds. Although MEAE covers more than 600 square miles, it serves a small population and operates one of the state’s smaller adult education programs. To sustain current offerings, MEAE also relies on CTE program fees and LCFF funding. The district plans to expand its successful High School Diploma and Welding programs by adding new courses.
Certification
Grossmont Union High - Member Representative
Kim Bellaart Grossmont Adult Education - kbellaart@guhsd.net
- (619) 588-3511
Dr. Paul Dautremont - Director
- pdautrem@guhsd.net
- (619) 644-8036
Sandra Huezo - Superintendent
- shuezo@guhsd.net
Grossmont-Cuyamaca CCD - Member Representative
Cynthia Nagura - Director, Community & Workforce Partnerships
- cynthia.nagura@gcccd.edu
- (619) 644-7683
Melanie Kosic - Financial Analyst
- melanie.kosic@gcccd.edu
- (619) 644-7592
Sahar Abushaban - Vice Chancellor-Business Services
- sahar.abushaban@gcccd.edu
- (619) 644-7575
Sally Cox - CEO
- sally.cox@gcccd.edu
- (619) 644-7684
Joyce Liou East Region Adult Education - Project Manager
- lingliou@guhsd.net
- (619) 627-1175
Mountain Empire Unified - Member Representative
Dr. Patrick Keeley Mountain Empire Unified School District - Superintendent
- patrick.keeley@meusd.org
- (619) 473-9022
Gary Hobelman - Assistant Superintendent of Business
- gary.hobelman@meusd.org
- (619) 473-9022 ext: 136
Vincent Chambers - vincent.chambers@meusd.org
- (619) 473-8693 ext: 806
Mrs. Alyssa Stoffel - accounting specialist
- alyssa.stoffel@meusd.org
- (619) 473-9022 ext: 128