CAEP
Three-Year Plan

Produced: Jun 20, 2025, 06:04 PM UTC - By Roseanna Guerrero

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:
21 Salinas Valley Adult Education Consortium
Address:
411 Central Avenue | Salinas, CA | 93901
Website:
https://svaec.org
Funding Channel 2025-26:
Fiscal Agent
CAEP Funds 2025-26:
$4,669,861
CAEP Funds 2024-25:
$4,559,077
CAEP Funds 2023-24:
$4,510,809

Consortium Contacts

Auto-populated

ResponsibilityNameEmailTitlePhone
Fiscal Contactdtechair@hartnell.eduExecutive Director of Fiscal and Auxiliary Services(831) 755-6835
Primary Contactipagan@hartnell.eduDirector of SVAEC(831) 759-6021
Primary Contactjuangonzalez@hartnell.eduDean of CTE & Workforce Development(831) 755-6702

Members

Auto-populated

Member AgencyMember TypeContactPhone
Gonzales UnifiedUnified School DistrictCandice Camacho (831) 675-0100 ext: 8117
Hartnell CCDDistrictJuan Gonzalez(831) 755-6702
Monterey Co. Office of EducationCounty Office of Education (COE)Dr. Ernesto Vela(831) 755-1405
North Monterey County UnifiedUnified School DistrictJose Yanez(831) 633-3343 ext: 1601
Salinas Union HighHigh School DistrictAna Mendoza(559) 871-0012
Soledad UnifiedUnified School DistrictFrancisco Pinedo Jr(831) 229-8236
South Monterey County Joint Union HighHigh School DistrictChristian Woods(831) 385-4661 ext: 3200

Executive Summary

The Salinas Valley Adult Education Consortium (SVAEC)—comprising GUSD, HCCD, NMCUSD, SUHSD, SUSD, and SMCJUHSD—presents its 2025-2028 Three-year Plan. This plan was developed with input from administrators, students, teachers, and community organization representatives.

Needs Assessment Summary: Our 2024-2025 Community Needs Assessment revealed that most adult learners are 20-49 years old, female, and primarily Spanish-speaking. A significant portion is unemployed or seasonally employed, and many have a high school diploma or less, with a concerning increase in those with less than an 8th-grade education. The top educational goal remains learning English, and next in line are earning certificates/degrees (for enrolled students) and computer skills (for community members). Key career goals include getting a better job and learning new skills/trades. Persistent barriers include inability to take time off work, childcare access/cost, class location/time, and internet/computer access.

Selected Metrics: Key consortium-level metrics include Number of Adults Served (Reportable Individuals 200AE), English Language Learner (149AE), and Low Literacy (155AE). Member-level metrics include Participants (202AE) and Diploma, GED, or High School Equivalency (633AE).

Plan Objectives & Strategies: This plan outlines five core objectives and associated activities:

  1. Student Enrollment: To increase enrollment by 5% annually. Strategies include fortifying community trust, enhancing program economic relevance, reducing participation barriers, deepening partnerships, and engaging in data-informed marketing.
  2. Workforce Goals: To increase by 10% annually the number of students acquiring workforce readiness skills, occupational licensure/certificates, or entering job training. Strategies involve aligning CTE with high-demand industries, integrating readiness skills across curricula, developing pathways to credentials/training, expanding work-based learning, and enhancing career counseling.
  3. Immigrant Integration: To increase support for immigrants using the AB2098 framework and increase by 5% annually the number of students passing an Immigrant Integration Indicator (I-3: Referral to Partners). Strategies include embedding the framework, enhancing needs assessment, strengthening community partnerships for referrals, contextualizing services, and staff professional development.
  4. Educational Goals: To ensure 35% of students achieve an Educational Functioning Level (EFL) gain. Strategies focus on enhancing instructional excellence, strengthening assessment practices, targeted professional development, data-driven program improvement, and focused student support.
  5. Focus Groups: To conduct focus groups each semester at each agency, rotating through six program areas (ESL, HSD/HSE, Basic Computer Skills, Citizenship, CTE, CSS) for qualitative evaluation. This involves standardized protocols, facilitator training, and using findings for program improvement.

Integration & Effectiveness Strategies: Cross-cutting strategies include utilizing data, professional development, aligning practices, offering flexible courses, developing pathways, improving community partnerships, transition/counseling services, distance learning, enhancing ESL/Basic Skills/GED programs, and specific operational improvements like centralized intake and resource sharing.

Funds Evaluation Summary: CAEP funds (approx. $4.7M for 2025-26) will be prioritized for core programs (ESL, ABE/ASE) and strategic initiatives like targeted CTE, pre-apprenticeship, barrier reduction, immigrant integration, and focus groups. Carryover will support one-time costs. SVAEC will leverage WIOA II, LCFF, Hartnell College funds/fees, CalWorks, in-kind contributions, private grants, and MCWDB WIOA I partnerships. These funds will be braided to maximize impact, supporting workforce goals through combined CAEP, WIOA, and Perkins resources, and addressing enrollment barriers with CAEP pilots and partner support.


Assessment

The overall assessment approach involved reviewing the data sources listed in your subsequent questions and performing an original community needs assessment.  Since the data sources you list below are available to all parties, I shall focus on summarizing the results of the community needs assessment.  The methodology is described in your question below (Data Collection Process-Further Context), so I will concentrate on the results here.

Participant Demographics

Age: Nearly half of the community participants and 78-79% of enrolled students are between 20 and 49. The age distribution among enrolled students and the broader community is more evenly dispersed in the most recent cycle.

Gender and language: Most adults are female and speak Spanish as their primary language. These results align with prior cycle findings.

Employment status: About 1/3 of both community and enrolled participants were unemployed. This cycle noted a decline in the percentage of full-time employed student survey participants compared to the prior cycle (11% vs. 28%). Further, a larger percentage of community and enrolled student participants noted they were seasonally employed compared to the preceding cycle (22% and 12% vs. 9% and 11%, respectively).

Educational attainment: Most community members across both cycles have a high school diploma or less. However, a larger percentage of this cycle’s community members reported having less than an 8th-grade education than the last cycle (53% vs. 29%, respectively).

Educational Goals & Interests

Learning English remains the top educational goal among survey participants and aligns with the prior cycle's findings. The five commonly reported goals remain relatively similar across survey participant type and cycle, with two exceptions. This cycle’s top educational goals for enrolled students included earning a degree, while the prior cycle included learning to use a computer. This cycle’s top goals for community participants included earning a certificate, while the preceding cycle included learning a new skill or trade.  Here are the top goals for enrolled students and community members for this survey cycle:

Enrolled students, 2024-2025

1. Learn English (43%)

2. Earn a certificate (29%)

3. Improve English literacy (13%)

4. Earn a degree (9%)

5. Learn a new trade or skill (9%)

Community members, 2024-25

1. Learn English (63%)

2. Improve English literacy (31%)

3. Earn a certificate (27%)

4. Learn how to use a computer (27%)

5. Help my children with schoolwork (23%)

Career Goals

Across cycles, the same five career goals remain top choices among survey participants, with getting a better job remaining at the top of their career goals. In the current cycle, enrolled survey participants are more interested in learning a new skill or trade and getting a new job in a new career than their community counterparts (39% vs. 20%). However, the percentage of participants indicating learning a new skill or trade decreased overall from the prior cycle (enrolled from 53% to 39% and community from 50% to 20%). Across both survey type and cycle, the five top choices are:

1. Get a better job

2. Learn a new skill or trade

3. Get a job for a new career

4. Start a business

5. Improve work conditions

Barriers to Education

Findings indicate that being unable to take time off work and a lack of access to childcare remain among the top barriers to participants completing their educational goals across both cycles. In the current cycle of participants, distinct barriers were noted between survey participant types compared to the prior cycle.

Across both cycles, community participants noted access to childcare, the cost of childcare, and the inability to take time off work as top barriers. In the current cycle, community members also noted the location of classes and the lack of access to the internet/Wi-Fi. In contrast, the prior cycle's community members emphasized the cost of classes and the lack of a computer as barriers.

The current cycle of enrolled students noted access to childcare, inability to take time off work, time of classes, and lack of computer or laptop as their top barriers, which remain consistent with prior findings. In the current cycle, students also mention access to transportation as a barrier, while the preceding cycle indicated the cost of classes.                                

Recommendations

  • Expand ESL and English literacy class offerings
  • Increase opportunities for students to earn short-term certificates
  • Assist students in transferring foreign degrees
  • Increase awareness of program offerings
  • Increase basic math and computer skills offerings
  • Increase short-term certifications that align with industries of interest
  • Develop industry partnerships
  • Increase entrepreneurship/small business courses

Please have a look here for the complete report.

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?

The following describes the data collection process for our community needs assessment, which Pedroso Consulting completed.

Survey Development

Development of the survey included obtaining feedback from district members and members of the SVAEC Steering Committee for both the community and enrolled participant surveys. The process resulted in developing a short community survey with four sections: 1) demographic information, 2) educational goals and course interests, 3) career goals, and 4) barriers to education. The community survey also included screening questions that ensured participants were 18 or older, had not completed the survey prior, and had not received SVAEC services in the past 12 months.

Surveys were administered online and in person. For in-person survey administration, a four-page brochure-like survey was developed in English and Spanish. For online survey administration, the SurveyMonkey application was used to administer the English and Spanish surveys.

Proctor Training

Recruitment and training of bilingual survey proctors occurred between November and December 2024. Proctors were trained to effectively engage community members, promote participation, administer the survey in English and Spanish, and identify and aid as needed to ensure successful survey completion. Consortium members were also provided training to facilitate online survey administration to enrolled students. The training was held during the week of December 13.

Survey Administration

For the community survey, Pedroso Consulting contacted and coordinated with community partners, agencies, nonprofits, and other community organizations to deliver the survey in early December 2024. The first survey administration began on December 13 and ended on January 16, 2025. For the enrolled student survey, Pedroso Consulting provided survey links to consortium members to share with students. Survey collection began on January 14 and ended on February 25.

In this assessment cycle, 821 surveys were collected (352 non-enrolled and 469 enrolled adults). This compares with 735 surveys from the previous assessment cycle (380 non-enrolled and 355 enrolled adults).

Type of Administration

For the current cycle, enrolled students were surveyed entirely online while community members were surveyed only in person. Survey administration differed slightly from the prior cycle, where both types of survey participants could take the survey either online or on paper. Regardless of survey type, the majority (93% to 68%) of surveys were completed in Spanish, a slight increase from the prior cycle, where between 68% and 71% of surveys were completed in Spanish.

Type of Agency (community surveys)

In 2024-2025, Pedroso Consulting partnered with four agencies: the Monterey County Food Bank, Salinas Public Library, Monterey County Free Libraries, and the Soledad Mission Recreation Center, to collect community surveys. In addition to these partnerships, Pedroso Consulting conducted independent community canvassing efforts, for which no specific agency was assigned. To provide further context on the survey collection process, Pedroso Consulting also recorded the types of locations where surveys were conducted. As previously mentioned, surveys were gathered through neighborhood canvassing, and for the Monterey County Food Bank, surveys were collected at food distribution sites such as churches and community centers. The way agencies and locations were categorized in this period differs from the approach used in 2021-2022; thus, a direct comparison is unavailable.

Type of Assistance (community surveys)

Proctor training was an essential component of successfully delivering surveys to community members. Proctors provided various forms of assistance, including reading, clarifying, entering answers, and entering comments. The most common form of assistance provided to participants was “All of the above” at 82%, a significant increase from 34% in 2021- 2022.

Delivery Format (community surveys)

Among community members, the current survey was administered either as one-on-one interviews or individually (89% and 11%, respectively). In contrast, a third category of group administrations occurred in 2021-2022: group format.

Recoded “other”

Whenever the "Other" category accounted for more than 10% of the total responses, an analysis was conducted to assess whether these could be recoded. However, it is essential to note that not every question with an "Other" option was subject to recoding.

Full details of the methodology employed can be found here in the report.


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
Salinas Public LibrariesOther
Workforce Development Board Of Monterey County (Chris Donnelly)Workforce Development Board
Center for Employment Training (CET)Other
Bright BeginningsCommunity Organization
Bright Futures Education PartnershipOther
Santa Cruz VenturesCommunity Organization
Monterey County Free LibrariesOther
Cal RegionalOther
Alisal UnionElementary School District
United WayPhilanthropic Organization
UFW FoundationOther
City of SalinasOther
Department of Social Services in Monterey CountyCommunity Organization
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?

The SVAEC aligns its services with several key regional education and workforce plans.

Workforce Innovation and Opportunity Act (WIOA) Plans

Plans: Monterey County WIOA Local Plan and the North Central Coast Regional Planning Unit (RPU) Regional Plan.

Participants: Monterey County Workforce Development Board (MCWDB), SVAEC member institutions participating in WIOA II, and other community partners.

Services: These plans focus on creating demand-driven career pathways in agriculture, healthcare, and education; integrating service delivery across partners (e.g., America's Job Center of California); and prioritizing services for individuals with barriers to employment, youth, and dislocated workers. They emphasize sector strategies and system alignment.

SVAEC Alignment: SVAEC's goals to increase adult learners making workforce gains, develop career pathways (e.g., IET programs), provide transitional support, and serve diverse populations directly align. SVAEC participates in referrals and co-enrollment discussions with WIOA Title I partners. Our WIOA II participants are mandated partners with MCWDB and are automatically entered into an MOU.

Identified Gaps: While alignment exists, deeper, more streamlined data sharing and co-enrollment processes between CAEP-funded programs and WIOA Title I services could be enhanced. Ensuring all adult learners are aware of and can seamlessly access the full spectrum of WIOA-supported services remains an area for continuous improvement.

Carl D. Perkins Career and Technical Education Act

Plans: Perkins V Local Applications and Comprehensive Local Needs Assessments (CLNAs) submitted by eligible recipients like Hartnell College and K-12 districts within SVAEC's service area.

Participants: Hartnell College, local K-12 school districts operating CTE programs.

Services: Perkins funding supports the development and improvement of CTE programs, focusing on high-skill, high-wage, or in-demand occupations. Plans emphasize strong programs of study, links between secondary and postsecondary education, and services for special populations.

SVAEC Alignment: SVAEC supports foundational skills and entry-level CTE, which can feed into more advanced Perkins-funded pathways at community colleges. SVAEC's ESL and adult basic education programs provide crucial support for students to succeed in CTE.

Identified Gaps: Strengthening articulation agreements for CTE courses between adult schools and community college Perkins-funded programs can improve student transitions. Ensuring CLNAs fully capture the needs of adult learners who may start at SVAEC programs is vital.

California Strong Workforce Program (SWP) & K-12 SWP Plans

Plans: Regional and local SWP plans (Hartnell College) and K-12 SWP plans (local K-12 LEAs).

Participants: Hartnell College, K-12 school districts, regional consortia.

Services: SWP aims to create "more and better" CTE, increase student employment in their field of study, and improve earnings. K-12 SWP focuses on building K-14 CTE pathways and industry partnerships.

SVAEC Alignment: SVAEC's work of providing foundational skills, short-term CTE, and career exploration aligns with the SWP's goal of preparing a skilled workforce. Collaborations on transitional programs and aligning pathways from adult education to community college CTE programs supported by SWP are key.

Identified Gaps: Ensuring SVAEC's programs are explicitly recognized and integrated into regional SWP pathway mapping and K-12 SWP planning can enhance the pipeline. Coordinated professional development across adult education, K-12, and community college CTE faculty could further strengthen alignment.  Formulate MOUs to formalize pipelines.

Accreditation Institutional Self-Studies (e.g., WASC for adult schools, ACCJC for Hartnell College)

Plans: Self-study reports.

Participants: SVAEC member institutions.

Services: These reports describe how institutions meet educational standards, including student learning outcomes, career training, and community responsiveness—all relevant to adult education and workforce development.

SVAEC Alignment: SVAEC's regional planning and program offerings aim to meet the educational and workforce needs identified through accreditation processes, focusing on student success and program quality.

Identified Gaps: Ensuring that regional workforce needs identified in SVAEC's planning are fully reflected in individual institutional self-studies and vice versa can create a stronger feedback loop for continuous improvement.

Conclusion

Overall, SVAEC actively works to align its CAEP-funded services with these guiding regional plans by participating in shared planning, focusing on sector strategies, and developing career pathways. The primary gaps often lie in the operational details of cross-system data sharing, fully streamlined co-enrollment, and ensuring seamless student transitions with consistent support across different funding streams and educational segments.


Adult education in the Salinas Valley must prioritize English language acquisition, career development in high-demand sectors, and dismantling significant access barriers. Local needs assessments and regional workforce plans evidence this.

The SVAEC 2024-2025 Community Needs Assessment underscores that learning English remains paramount, with 63% of community members and 43% of enrolled students citing it as their top educational goal. This aligns with the demographic reality that Spanish is the primary language for the vast majority (74% of community members, 90% of enrolled students). Consequently, interest in ESL and English literacy courses is exceptionally high (76% and 74%, respectively, for community members and enrolled students). The North Central Coast Regional Plan (NCCRP) further notes that individuals with basic skills deficiencies, including English language learners, are a shared target population for regional workforce development boards.

Career advancement is another critical need. The SVAEC community needs assessment identifies earning a certificate (27% community, 29% enrolled) and learning a new skill/trade as key goals. Top industries of interest include childcare, agriculture, healthcare, small business, and education. The Monterey County Workforce Development Board (MCWDB) Local Plan and the NCCRP corroborate this, highlighting Healthcare, Agriculture, Construction, Information Technology/Cyber Security, and Hospitality/Tourism as in-demand sectors for the region. The NCCRP also emphasizes enabling upward mobility by investing in career pathways in these key industries. Data from the Centers of Excellence indicates significant regional employment in Agriculture and Healthcare, with projected growth in Healthcare Support Occupations.

Significant barriers hinder educational attainment. The SVAEC community needs assessment pinpoints "can't take time off work" (15% enrolled, 7% community), access to childcare (12% enrolled, 16% community), and cost of childcare (10% community) as major obstacles. For community members, the location of classes (23%) and the lack of internet/Wi-Fi (7%) are prime concerns. The MCWDB Local Plan acknowledges the need for accessible services, particularly in remote areas, through technology and supportive services like childcare and transportation to remove barriers.

Implications for SVAEC:

  1. Expand ESL and literacy programs, including ABE and ASE: Continue to prioritize these foundational skills.
  2. Align career training with regional needs: In coordination with MCWDB and regional partners, focus on developing and promoting short-term certificate programs in identified growth sectors like healthcare, agriculture, and childcare.
  3. Address systemic barriers: Implement flexible scheduling, explore worksite classes, partner for childcare solutions and other wraparound services, enhance digital access and literacy training, and expand the geographic reach and diversity of courses offered.

By focusing on these areas, SVAEC can more effectively meet the educational and workforce needs of adults in the Salinas Valley, fostering greater economic opportunity and community well-being.

Please identify the categories of needs of your region.

The adult learners served by the Salinas Valley Adult Education Consortium (SVAEC) possess unique needs shaped by our region's distinct socio-economic, demographic, and geographic characteristics. Understanding this context is crucial for tailoring effective adult education and workforce services.

The Salinas Valley's identity as a global agricultural hub significantly influences our adult population. Many residents are engaged in agriculture and regularly face the challenges of seasonal employment.  Many are also first-generation immigrants and primarily speak Spanish.  This leads to specific needs:

  • ESL and Basic Skills for a Diverse Workforce: While Spanish is prevalent, there's also a growing presence of indigenous language speakers from Mexico and Central America, requiring culturally and linguistically responsive ESL, literacy, and basic skills instruction. The SVAEC 2024-2025 Final Report highlights "Learn English" (63% community, 43% enrolled) as the top educational goal. 
  • Pathways within and beyond Agriculture: Simultaneously, there's a need for upskilling within agriculture (e.g., AgTech, management) and a need for clear pathways to more stable, year-round employment in other regional demand sectors like healthcare, education, construction, and hospitality/tourism.  Our learners express strong career goals to "get a better job" and "learn a new skill or trade." 
  • Support for Seasonal Work Patterns: The seasonal nature of agricultural work impacts consistent participation in education. Flexible scheduling, modularized courses, and distance learning capabilities are critical, as "inability to take time off work" is a significant barrier. 

The Salinas Valley is home to a substantial immigrant population, making Immigrant Integration a core regional need that extends beyond language acquisition. As outlined in our objective to increase the number of students passing Immigrant Integration Indicators (I-3) by 5% annually, there's a need for comprehensive support across the ten goal areas identified in the AB2098 framework.  This includes assistance with navigating U.S. systems (education, healthcare, legal), understanding pathways to economic security, obtaining credentials and residency, civic participation, and digital literacy. The need for assistance in transferring foreign degrees was also noted in the recommendations from our needs assessment.  The current national political climate and its impact on immigration policies may also create hesitancy among potential students to access services, requiring SVAEC to fortify community trust and ensure safe, welcoming environments. 

Socioeconomic factors present further unique challenges. Monterey County has a high cost of living, and many adult learners are from low-income households; our data shows a significant portion have less than a high school diploma, with an increasing number reporting less than an 8th-grade education.  This underscores the urgency for:

  • Addressing Critical Barriers: Lack of access to affordable childcare, transportation difficulties, and internet/computer access costs are consistently reported as top barriers preventing educational participation and completion. 
  • Financial Literacy and Support: Financial literacy programs are essential for economic stability.
  • Focus on Living Wage Jobs: Educational and career pathways must intentionally lead to employment with a living wage. 

Finally, the geographic span of the Salinas Valley, encompassing both urban centers like Salinas and numerous smaller rural communities, necessitates strategies that ensure equitable access to services. "Location of classes" remains a barrier for some.  This highlights the need for diverse program delivery sites, robust distance learning options, and potentially mobile service models to reach isolated populations effectively.

These intertwined needs—driven by our agricultural economy, large immigrant community, socioeconomic conditions, and geographic realities—shape SVAEC’s strategic focus on providing accessible, relevant, and supportive adult education services.

What challenges does your region face that impact the programs you have previously or are currently offering?

The Salinas Valley Adult Education Consortium (SVAEC) operates within a unique regional context where several interconnected challenges significantly impact the delivery and accessibility of adult education programs. While the list of challenges checked in this plan reflects common issues, their specific manifestations and intensity in our region provide further context.

The high cost of living, particularly housing, in Monterey County, coupled with areas of profound economic inequity, presents a substantial hurdle.  Uniquely, this is intensified by the Salinas Valley's dominant agricultural economy, which, while a major employer, often provides seasonal work and wages that may not align with the region's living expenses. Many of our adult learners, or their families, are engaged in this sector.  This economic insecurity means that dedicating time and resources to education becomes a significant sacrifice, directly impacting student persistence and the ability to overcome barriers like childcare and transportation. The SVAEC 2024-2025 Final Report highlights "inability to take time off work" as a top barrier, a direct consequence of these economic pressures. 

Internet access challenges and the broader digital divide are acute in our region.  The Salinas Valley includes vast rural and agricultural areas with inconsistent or unaffordable broadband infrastructure. As noted in our needs assessment, this "digital desert" uniquely impacts our large Spanish-speaking and immigrant communities, for whom digital literacy may also be a developing skill.  This complicates efforts to expand distance and hybrid learning, which could otherwise mitigate transportation and scheduling barriers.

The geographic spread of our service area amplifies the lack of physical/facility access. While SVAEC has multiple member sites, reaching students in smaller, isolated agricultural communities remains a challenge due to the limited public transportation infrastructure. Community members cited "Location of classes" as a top barrier to education. This necessitates creative solutions for decentralized service delivery.

Labor market issues, including teacher shortages, are felt nationally but have a specific regional impact.  Recruiting and retaining qualified bilingual instructors for high-demand areas like ESL, or specialized CTE instructors for emerging fields like AgTech (critical for our region's economy), can be difficult given the cost of living and competition from other sectors. The identified "lack of CTE credentials to expand programming" is thus linked not just to curriculum development but also to human capital. 

The diverse regional needs are profoundly shaped by our significant immigrant population, primarily from Mexico and Central America, with a growing number of indigenous language speakers. This necessitates robust ESL programs and comprehensive immigrant integration services addressing cultural, civic, and economic adaptation, as outlined in our Immigrant Integration activity.  Potential fear and uncertainty related to national immigration policies can also uniquely impact program participation in our specific community.

Finally, issues like staff turnover and burnout can be intensified by the demands of serving a high-needs population, working with limited resources,  and working in a region with a high cost of living.  The comment on our needs assessment, "waiting list for students/not enough program capacity," also points to a systemic challenge where demand, driven by these unique regional needs, can outstrip available resources. 

Understanding this unique interplay of economic structure, demographics, geography, and infrastructure is essential for SVAEC to develop strategies that effectively address these profound challenges and meet the educational aspirations of adults in our region.

Which populations are currently being served by your programs?

Contributions by Entities*

NameRoleThree-Year Plan Contribution
Ivan Pagan Administrator overall coordination of 3YP process, facilitation of meetings, writing/researching/editing plan
Burr Guthrie Administrator 3YP working group member, participating in meetings, providing data, providing critical feedback
Laura Zavala Administrator 3YP working group member, participating in meetings, providing data, providing critical feedback
Candice Camacho Administrator participating in meetings, providing data, proposing strategies, providing critical feedback
Jose Yañez Administrator participating in meetings, providing data, proposing strategies, providing critical feedback
Ernesto Vela Administrator participating in meetings, providing data, proposing strategies, providing critical feedback
Francisco Pinedo Administrator participating in meetings, providing data, proposing strategies, providing critical feedback
Alex Kirk Administrator participating in meetings, providing data, proposing strategies, providing critical feedback
Students Student participating in meetings, identifying gaps in service, suggesting strategies for filling these gaps
Teachers Teacher employed by local educational agencies participating in meetings, identifying gaps in service, suggesting strategies for filling these gaps
Community Orgs Representatives of partner organizations participating in meetings, identifying gaps in service, suggesting strategies for filling these gaps
Tim Amaral Teacher employed by local educational agencies critical reader offering feedback as an experienced instructor who knows the students' needs

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
*Gonzales UnifiedMember Representative

87

158

0

41

0

180

0

101

154

721
*Hartnell CCDMember Representative

0

140

0

0

0

602

0

16

0

758
*Monterey Co. Office of EducationMember Representative

99

70

0

0

0

6

0

0

0

175
*North Monterey County UnifiedMember Representative

0

66

0

0

0

111

0

0

29

206
*Salinas Union HighMember Representative

177

533

2

97

0

1,217

205

217

402

2850
*Soledad UnifiedMember Representative

0

80

0

26

0

100

0

15

0

221
*South Monterey County Joint Union HighMember Representative

0

111

0

0

0

127

0

0

28

266
Total Participants 363 1158 2 164 0 2343 205 349 613 5197
* Consortium Member required to input number of Participants

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

Provider NameProvider TypeProgram Area Where Services Are Provided
ABEASEAWDCSSCTEESLPre-ApprenticeshipShort Term CTEWorkforce Reentry
Agriculture Land-based Training Association (ALBA) Industry

Alliance Career Training Solutions Other

California Department of Migrant Education Other

California Rural Legal Assistance Other

Castro Plaza Child & Family Resource Center Other

Center for Employment Training (CET) Other

Central Coast College Other

Door to Hope Other

Farmworker Institute for Education and Leadership Development (FIELD) Other

Gonzales Adult School (GUSD) Other

Goodwill Central Coast Other

Hartnell College Other

Loaves, Fishes and Computers Other

Monterey Bay Economic Partnerships Other

Monterey County Free Libraries Other

Monterey County Jail Other

Monterey County Workforce Development Board Other

North Monterey County Adult School (NMCUSD) Other

Partners for Peace Other

Salinas Valley Memorial Healthcare System Other

Rancho Cielo Other

Salinas Adult School (SUHSD) Other

Salinas City Elementary School District Other

Salinas Public Libraries Other

Soledad Adult School (SUSD) Other

South Monterey County Adult School (SMCJUHSD) Other

Tri-county Electrical Joint Apprenticeship and Training Committee (JATC) Other

Turning Point Other

Alisal Family Resource Center Other

America's Job Centers of California Other

Monterey County Office of Education Other

UFW Foundation Other

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

Tourism, Government/Public Administration

The Salinas Valley Adult Education Consortium (SVAEC) is committed to aligning its programs with the diverse industries shaping our region's economy while preparing adult learners for current and future demands. Our approach involves understanding the unique challenges and prospects within each key sector.

Agriculture remains the cornerstone of the Salinas Valley economy.

  • Opportunities: This sector provides vast employment and is central to our identity as "America's Salad Bowl." A significant opportunity lies in the rise of Agricultural Technology (AgTech), which calls for upskilling the existing workforce in areas like data analysis, drone operation, and automated systems management. SVAEC aims to develop foundational AgTech literacy programs and short-term certificates to meet this emerging need and support career advancement for local residents.
  • Challenges: Many traditional agricultural roles are seasonal and offer lower wages, contributing to economic instability for a segment of our adult learner population.  Language and digital literacy barriers are prevalent among the current workforce. A key challenge is creating pathways for farmworkers to move into higher-skilled, better-paying roles within AgTech or transition to other stable industries.

Healthcare is a critical and consistently growing sector in Monterey County.

  • Opportunities: As identified in our needs assessment and regional workforce plans, healthcare offers diverse career pathways with strong employment potential, from entry-level support roles to licensed professionals. SVAEC sees opportunities to expand offerings like ESL for Healthcare Professionals, foundational courses for Certified Nursing Assistants (CNAs) or Medical Assistants, and bridge programs to Hartnell College’s health science degrees. The "ELL healthcare pathways grant" has already shown promise in this area. 
  • Challenges: Entry into many healthcare roles requires specific certifications, licensures, and often clinical experience.  This necessitates strong partnerships with healthcare providers and accredited training institutions. Ensuring students possess technical and soft skills (e.g., communication, empathy, cultural competency) for patient care is vital. We also face the challenge of recruiting and retaining qualified bilingual healthcare instructors.

Hospitality/Tourism is another major employer vital to the broader Monterey County economy.

  • Opportunities: This industry offers numerous entry points for adult learners, especially in customer service, food preparation, and hotel operations. SVAEC can provide foundational English language skills, customer service training, and pathways to supervisory or small business management within this sector, aligning with student career goals to "get a better job" or "start a business." 
  • Challenges: Entry-level positions often come with lower wages and less stability. Advancement frequently depends on strong English proficiency and leadership skills. The sector is also susceptible to economic downturns, underscoring the need for transferable skills.

Construction and Skilled Trades present growing opportunities.

  • Opportunities: Regional plans indicate a demand for skilled labor in construction. SVAEC aims to address the gap in pre-apprenticeship programs, creating pathways to apprenticeships that offer good wages and career stability. 
  • Challenges: These fields require significant hands-on training, robust safety protocols, and strong partnerships with trade unions and employers. Encouraging diverse participation in traditionally male-dominated fields is also important.

Education, including Early Childhood Education (ECE), is a consistent need.

  • Opportunities: There is ongoing demand for qualified ECE professionals, teacher assistants, and bilingual educators. SVAEC’s existing ECE pre-apprenticeship program is a strength to build upon.  Many community members express the desire to "help my children with schoolwork,"  potentially creating a pathway to careers in education.
  • Challenges: Career progression often requires further degrees and credentials. Addressing wage levels in some ECE positions is also a regional concern.

Across all these industries, SVAEC recognizes cross-cutting needs for workforce readiness skills (soft skills), enhanced digital literacy, and strong English language and communication abilities. Our strategies, including developing IET models and contextualized instruction, aim to prepare adult learners for a job and a sustainable career pathway within the unique industrial landscape of the Salinas Valley.

The following abbreviations are used:

GUSD = Gonzales Unified School District

Hartnell = Hartnell College

MCOE-AE = Monterey County Office of Education, Alternative Education

MCOE-J = Monterey County Office of Education, Jail

NMCUSD = North Monterey County Unified School District

SMCJUHSD = South Monterey County Joint Union High School District

SUHSD = Salinas Union High School District

SUSD = Soledad Unified School District

The levels and types of education and workforce services currently offered by the consortium (hours of instruction): 

The following data is from the TE Program Hours (Manager) Report for FY 23-24, except Hartnell College, for which data was obtained from the 320 Report.


GUSDHartnellMCOE-AEMCOE-JNMCUSDSMCJUSDSUHSDSUSDTotals
ESL/ELL                8,491             22,080                    171                       20
             14,457           101,140                7,481           153,840
ABE                2,402
                    271                3,863

              12,252
              18,788
ASE                8,683                7,027                1,405                1,557
                9,933              63,583             10,620           102,808
CTE                1,242                    230



              13,541                3,237              18,250
WF Prep                4,089
                          1

                3,103              23,559
              30,752
Pre-app





              13,039
              13,039
CSS                1,340




                 3,958                2,666                 7,964
AWD





                      608
                      608
Totals             26,247             29,337                1,848                5,440                         -               27,493           231,680             24,004           346,049









Evaluation

Strengths:

  • ESL/ELL: This is a significant area of need in the region, as consistently highlighted by the SVAEC's needs assessments and regional demographic data. The consortium dedicates the highest number of service hours to ESL/ELL.
  • ABE/ASE: The demand for HSD/HSE and foundational academic skills is substantial. SVAEC provides considerable hours in these areas.
  • Digital Literacy: We recognize the importance of digital skills and provide classes in digital literacy and computer skills. WIOA participants are required to embed digital literacy in all their programs.
  • Workforce Prep/CTE: Adult learners are highly motivated by career advancement, new job skills, and certificates. SVAEC offers 30,752 hours in Workforce Preparation and 18,250 hours in CTE.
  • Citizenship Preparation: SVAEC offers classes for citizenship preparation, another identified need within the community.

Gaps:

  • CTE Alignment with Major Regional Industries: Given that Agriculture/AgTech, Healthcare, Construction, and Hospitality/Tourism are significant industries in our region, we should align our offerings with these needs.  For example, we have made progress with our healthcare offerings through the support of the ELL healthcare pathways grant.  Employer/faculty engagement is another gap that requires attention.
  • Pre-apprenticeship Programs: We currently only have a pre-apprenticeship program in ECE.
  • Addressing Key Barriers to Education:
    • Childcare: Lack of access to and cost of childcare are critical barriers for adult learners. Direct childcare services or robust support systems that would enable more parents to attend adult education classes are lacking.
    • Transportation and Class Location/Timing: These are also significant barriers for adults. While SVAEC has multiple member sites, ensuring that class offerings and schedules adequately address transportation challenges and accessibility across the entire region requires ongoing attention and still represents a gap for some potential students.
  • Services for Adults with Disabilities (AWD): The data indicates a relatively low number of dedicated service hours for AWD. Given the emphasis in WIOA and other regional plans on serving individuals with disabilities, this points to a need for expanded specialized services or more deeply integrated support within other program areas.
  • Targeted Workforce Re-entry Programs: While workforce preparation is offered, more explicit and targeted programs for specific re-entry populations could be developed.
  • Collaboration with Workforce Partners: Given the limited adult ed resources for workforce programs, we should expand collaborations with workforce partners.

In conclusion, while SVAEC demonstrates a strong commitment to meeting foundational educational needs like ESL and high school completion, opportunities exist to enhance services. These include expanding targeted CTE programs aligned with key regional industries (especially Agriculture, Healthcare, and Construction, including Pre-apprenticeships), directly addressing significant barriers like childcare and transportation, and potentially increasing specialized services for adults with disabilities.

Metrics: CAEP Barriers & Metrics

Goals & Metrics

Metrics

Adult Ed Metrics

  • English Language Learner (149AE)
  • Low Literacy (155AE)

Metrics

Adult Ed Metrics

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

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) 4,126 4,809

5,049

5,302

5,567

Student BarriersEnglish Language Learner (149AE) 3,287 3,559

3,880

4,074

4,277

Student BarriersLow Literacy (155AE) 3,937 4,365

4,701

4,936

5,138

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.

Gonzales Unified (Reported by Gonzales 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) 385 380

194

204

214

SuccessDiploma, GED or High School Equivalency (633AE) 32 51

49

52

54

* Mandatory for all members


Hartnell CCD (Reported by Hartnell)

Metric SetMetric DescriptionMember Level Metric Actuals Member Level Metric Targets
2022-23 2023-24 2024-25 2025-26 2026-27 2027-28
AllParticipants (202AE) 427 569

495

516

538

SuccessDiploma, GED or High School Equivalency (633AE) 17

75

75

75

* Mandatory for all members


Monterey Co. Office of Education (Reported by Monterey County Office of Education)

Metric SetMetric DescriptionMember Level Metric Actuals Member Level Metric Targets
2022-23 2023-24 2024-25 2025-26 2026-27 2027-28
AllParticipants (202AE) 13 31

266

280

294

SuccessDiploma, GED or High School Equivalency (633AE) 16

31

32

34

* Mandatory for all members


North Monterey County Unified (Reported by North Monterey County Unified School District (NMCUSD))

Metric SetMetric DescriptionMember Level Metric Actuals Member Level Metric Targets
2022-23 2023-24 2024-25 2025-26 2026-27 2027-28
AllParticipants (202AE) 141 167

271

298

327

SuccessDiploma, GED or High School Equivalency (633AE) 20 12

29

31

35

* Mandatory for all members


Salinas Union High (Reported by Salinas Union High School District (SUHSD))

Metric SetMetric DescriptionMember Level Metric Actuals Member Level Metric Targets
2022-23 2023-24 2024-25 2025-26 2026-27 2027-28
AllParticipants (202AE) 1,813 2,111

3,281

3,445

3,618

SuccessDiploma, GED or High School Equivalency (633AE) 83 172

158

165

174

* Mandatory for all members


Soledad Unified (Reported by Soledad Unified School District (SUSD))

Metric SetMetric DescriptionMember Level Metric Actuals Member Level Metric Targets
2022-23 2023-24 2024-25 2025-26 2026-27 2027-28
AllParticipants (202AE) 213 222

356

374

392

SuccessDiploma, GED or High School Equivalency (633AE) 38 42

33

34

36

* Mandatory for all members


South Monterey County Joint Union High (Reported by South Monterey County Joint Union High School District (SMCJUHSD))

Metric SetMetric DescriptionMember Level Metric Actuals Member Level Metric Targets
2022-23 2023-24 2024-25 2025-26 2026-27 2027-28
AllParticipants (202AE) 188 229

250

262

276

SuccessDiploma, GED or High School Equivalency (633AE) 29

34

35

37

* 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
Gonzales Unified 100% 100% 70%

100%

100%

100%

Hartnell CCD 100% 100% 47%

80%

80%

80%

Monterey Co. Office of Education 100% 100% 53%

80%

80%

80%

North Monterey County Unified 100% 100% 39%

90%

95%

97%

Salinas Union High 100% 100% 76%

90%

90%

90%

Soledad Unified 100% 100% 155%

80%

80%

80%

South Monterey County Joint Union High 100% 100% 55%

80%

80%

80%

Objectives

Objective #1: Address Educational Needs

For this objective, the SVAEC is focusing on increasing enrollment, which may be particularly challenging in the coming years given the national political and economic outlook, which could create greater barriers to entry for our students (e.g., a climate of fear that may prevent adults from seeking services).  Given this outlook, here are the strategies we would employ to address educational needs:

  1. Fortify Community Trust and Ensure Inclusive, Safe Access:
    • Strategy: Proactively address potential hesitancy, particularly among immigrant communities, by reinforcing SVAEC as a safe, welcoming, and supportive environment.
    • Tactics:
      • Launch targeted, multilingual outreach campaigns through established and trusted community-based organizations (CBOs), faith-based groups, and ethnic media, emphasizing privacy, inclusivity, and the tangible benefits of education.
      • Host community listening sessions and informational sessions in accessible, familiar neighborhoods.
      • Establish data privacy policies and ensure all staff are trained in cultural competency and trauma-informed practices.
      • Continue to serve as a leader for the region's Social Emotional Learning (SEL) training.
  2. Enhance Economic Relevance and Promote Rapid Pathways to Employment:
    • Strategy: Position SVAEC programs as vital tools for economic resilience and advancement in a potentially challenging economy.
    • Tactics:
      • Prioritize and expand short-term Career Technical Education (CTE) certificate programs directly aligned with in-demand, resilient local industries such as healthcare, agriculture/AgTech, logistics, and essential skilled trades. This includes developing pre-apprenticeship programs where there's a current gap.
      • Integrate contextualized digital literacy, financial literacy, and workforce preparation skills (e.g., résumé building, interview skills) into all core programs (ESL, ABE, ASE) to enhance immediate employability.
      • Develop or expand programming supporting entrepreneurship and small business development, offering pathways to self-sufficiency.
      • Promote the IELCE model wherever possible.
      • Expand apprenticeship programs beyond ECE and EDU.
  3. Systematically Reduce Barriers to Participation and Persistence:
    • Strategy: Make enrollment and consistent attendance more feasible for adults facing increased economic pressure or logistical challenges.
    • Tactics:
      • Increase flexible learning options, including hybrid/online classes, modularized course structures, and varied class times (evenings, weekends) to accommodate working adults.
      • Actively pursue and pilot solutions for critical non-academic barriers, particularly childcare (e.g., through partnerships, information/referral hubs, or direct stipends) and transportation assistance.
      • Ensure equitable access to technology and support for students in distance or hybrid learning environments.
      • Employ models that accelerate learning towards completion (e.g., dual enrollment, summer momentum).
  4. Deepen Strategic Partnerships for Coordinated Outreach and Holistic Support:
    • Strategy: Leverage the collective impact of regional partners to expand reach into underserved communities and provide comprehensive support that fosters enrollment and retention.
    • Tactics:
      • Strengthen referral pathways and co-enrollment processes with WIOA partners (like MCWDB), social service agencies, libraries, and CBOs to facilitate cross-referrals and provide wraparound services.
      • Collaborate more closely with employers to train incumbent workers, identify skill needs, and promote SVAEC programs to their employees.
      • Partner with K-12 districts to engage parents through "Child School Success" initiatives, creating a pipeline to adult education.
      • Continue educational partnerships with local government (e.g., City of Salinas Community Leadership Academy).
  5. Implement Agile, Data-informed Program Adaptation and Marketing:
    • Strategy: Continuously monitor community needs and enrollment trends to make timely program adjustments and effectively communicate value to potential students.
    • Tactics:
      • Regularly analyze enrollment data, student feedback, and local labor market information to identify emerging needs and swiftly adapt course offerings, schedules, and locations.
      • Develop targeted marketing campaigns that speak directly to the motivations and concerns of different learner segments (e.g., those seeking immediate job skills vs. language acquisition), highlighting success stories, and the supportive nature of SVAEC.
      • Collaborate and support SVAEC members through the TE users group.

By focusing on building trust, demonstrating clear economic value, making access easier, and working collaboratively, SVAEC can create a compelling case for increasing enrollment even in the challenging environment we will face in the coming years, given the national economic and political outlook.


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

The Salinas Valley Adult Education Consortium (SVAEC) will implement a series of interconnected strategies to improve service integration and create clearer, more supportive transitions for adult learners into postsecondary education and the workforce. These strategies address identified student needs for career advancement and further education, the regional demand for a skilled workforce, and existing gaps in system alignment and student support. 

A primary focus will be enhancing collaboration and streamlining student navigation between SVAEC members and key external partners, including Hartnell College, the Monterey County Workforce Development Board (MCWDB), America's Job Centers of California (AJCCs), and community-based organizations. To address the barrier of navigating complex systems, SVAEC will work to establish co-located or integrated service hubs where feasible.  This might involve SVAEC transition specialists being present at Hartnell College or AJCC sites, and conversely, partner staff offering dedicated hours at adult school locations.  This approach facilitates immediate, personalized support. Furthermore, SVAEC will implement comprehensive "warm handoff" protocols and transition support packages.  These protocols will ensure that students are not just referred but actively connected to specific counselors, programs, or services at receiving institutions or workforce agencies, including guided campus visits and co-facilitated application workshops.  Transition packages with checklists and key contacts will further empower students. 

To directly support transitions to postsecondary education, SVAEC will expand and formalize joint/dual enrollment programs and articulation agreements with Hartnell College and other relevant institutions.  Creating more structured dual enrollment opportunities will allow adult learners to earn college credit while completing their adult secondary education or advanced ESL courses, accelerating their progress towards degrees and certificates—a key goal identified in our needs assessment.  Formalizing articulation agreements for CTE courses will ensure seamless credit transfer, reduce duplication of coursework, and save students time and resources.  This directly addresses the CAEP priority of aligning academic standards and curricula. 

SVAEC will ensure that career exploration, planning, and employability skills are systematically embedded from early program stages, including ESL, ABE, and ASE, for more effective workforce transitions.  This involves integrating career awareness, labor market information, and soft skills development throughout the curriculum, ensuring all students prepare for their next steps.  To meet the needs of regional high-demand industries like healthcare, agriculture/AgTech, and construction, SVAEC will also create sector-specific "bridge" programs or academies.  These short-term, intensive programs will bridge adult education completion with the specific entry requirements or foundational skills needed for CTE pathways at community colleges or entry into apprenticeship programs, a current gap highlighted in our service evaluation.  Additionally, SVAEC will facilitate industry-specific mentorship and networking opportunities to provide students with invaluable insights and connections.  Exploring pathways for Credit for Prior Learning (CPL) and Competency-Based Education (CBE) will also be a priority to accelerate student progress based on demonstrated skills. 

Underpinning these efforts, SVAEC will continue utilizing data through quarterly reviews and dashboards to monitor student transitions and identify areas for improvement.  Professional development for education providers, including training in technology, student tracking, and best practices for transition counseling, will be crucial for successfully implementing these strategies.  By strengthening feedback loops with postsecondary institutions and employers on the performance of transitioned students, SVAEC will continuously refine its programs and support services. 

These integrated strategies aim to create more structured, supportive, and seamless boundaries between adult education, postsecondary systems, and the workforce, ultimately empowering SVAEC students to achieve their educational and career aspirations.

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

The Salinas Valley Adult Education Consortium (SVAEC) will implement a multifaceted approach focusing on programmatic excellence, operational efficiencies, and data-informed decision-making to enhance the overall effectiveness of its services and consortium operations. These strategies aim to ensure all adult learners in our region can achieve their educational and career goals by addressing identified needs, barriers, and service gaps. 

Enhancing Programmatic Effectiveness: A cornerstone of improving effectiveness is to develop or improve professional development activities for all staff.  This will include training in evidence-based instructional strategies for ESL, Basic Skills, and HSD/HSE programs, culturally responsive teaching practices, trauma-informed care, and the integration of contextualized digital literacy across all curricula. This focus addresses the needs of our diverse student population, including many English Language Learners and adults with low literacy levels.  We will also prioritize training on Integrated Education and Training (IET) models to better combine foundational skills with workforce preparation. 

To directly close gaps in services identified in our needs assessment and service evaluation, SVAEC will develop or improve pre-apprenticeship, apprenticeship, or work experience opportunities, particularly in construction and other skilled trades where pre-apprenticeship hours are currently lacking.  We will also focus on developing or identifying industry and workforce needs courses, specifically expanding targeted CTE in agriculture/AgTech, healthcare, and hospitality sectors. We will ensure these programs offer micro-credentialing or stackable certificate options for quicker workforce entry and advancement.  Enhancing pathways and maps, and improving transition and counseling services and resources, will make program navigation more straightforward.

Addressing student barriers remains critical. We will develop or improve wraparound services for students and families by formalizing and resourcing "warm handoffs" to community partners for services like childcare, transportation, and financial literacy, which our needs assessment identified as significant obstacles.  We will also develop or improve distance learning capabilities with flexible hybrid/hyflex options to meet students where they are, ensuring equitable access to technology and support, a need amplified by community members citing internet/Wi-Fi access as a barrier. 

Strengthening Operational Effectiveness: SVAEC will better use data and analytics to evaluate and prioritize services.  This includes developing standardized data collection protocols and shared performance dashboards across all member agencies.  This will allow us to monitor progress on key objectives like increasing student enrollment, EFL gains, and workforce outcomes and enhance student completion, recruiting, and retention efforts.  Insights from focus groups and exit surveys will provide crucial qualitative data to complement these analytics.

We will implement a centralized or coordinated intake, assessment, and referral system to improve efficiency and consistency.  An established consortium-wide resource and expertise-sharing platform/protocol will optimize the use of specialized instructors, curriculum, and technology. Regular accessibility audits (physical and digital) with actionable improvement plans will ensure all offerings are inclusive.  Finally, enhancing marketing and messaging efforts will increase awareness of our improved and more accessible services across the Salinas Valley.

By implementing these interconnected programmatic and operational strategies, SVAEC aims to create a more responsive, equitable, and effective adult education system that significantly contributes to student success and regional prosperity.

Activities & Outcomes

Objective #1: Address Educational Needs

STUDENT ENROLLMENT

This activity focuses on strategically expanding student participation across all SVAEC member districts and programs by a target of 5% annually throughout the 2025-2028 planning period. Achieving this will involve a multi-faceted approach centered on deepening community trust, enhancing program relevance to meet evolving learner and economic needs, systematically reducing barriers to access and persistence, and strengthening collaborative outreach and support systems.

Key components will include:

  • Targeted Outreach and Inclusive Engagement: Launching culturally sensitive, multilingual outreach campaigns directed at historically underserved populations and geographic areas within the Salinas Valley. This will involve leveraging partnerships with trusted community-based organizations (CBOs), faith-based institutions, and ethnic media to build confidence and address potential hesitancy, especially among immigrant communities concerned about political uncertainties.
  • Responsive Program Development and Enhancement: Continuously adapting and expanding course offerings—particularly short-term CTE programs in high-demand local sectors like agriculture/AgTech, healthcare, hospitality, and essential trades—to provide clear pathways to economic resilience and upward mobility. This includes developing new curricula for in-demand fields and ensuring existing programs like ESL and ABE/ASE remain highly relevant.
  • Systematic Barrier Reduction: Implementing and scaling solutions to address critical student barriers such as childcare, transportation, class scheduling conflicts, and the digital divide, as identified in the SVAEC 2024-2025 Final Report. This involves expanding flexible learning options (hybrid, online) and piloting support mechanisms.
  • Strengthened Partnerships: Deepening collaborations with local workforce development boards (e.g., MCWDB), social service agencies, community colleges, and employers for coordinated outreach, co-enrollment strategies, and seamless referrals for wraparound support.
  • Data-informed Strategies: Utilizing enrollment data, community feedback, and labor market information to continuously refine outreach tactics, program schedules, locations, and support services to maximize impact and reach new learner segments.

This activity aims to meet the quantitative target of 5% annual growth and ensure that SVAEC’s programs are increasingly accessible, valuable, and responsive to the diverse needs of all adult learners in the region. Thus, it fosters individual success and contributes to regional economic vitality.

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).

  • Successful development and launch of at least two new targeted outreach campaigns in underserved geographic areas or for specific demographics with low participation.
  • Establish or formalize referral agreements with at least three new community partners to broaden the intake pipeline.
  • Implement at least one pilot program addressing a key student barrier (e.g., childcare assistance pilot, transportation voucher system).
  • An increase in unique inquiries and applications received across SVAEC programs compared to the prior year's baseline.
  • Collection and initial analysis of data regarding the effectiveness of new outreach strategies and barrier-reduction pilots.
  • Increased staff awareness and training on new enrollment strategies, community engagement techniques, and understanding potential students' challenges in the current socio-economic climate.
  • Marketing media campaign in different formats (e.g., view book, website, printed materials, etc.).
  • Participation and input by SVAEC student council.
  • Expansion of successful barrier-reduction pilot programs (e.g., childcare, transportation) to serve more students across multiple member sites.
  • Measurable enrollment growth (e.g., 10-15%) from specific historically underserved populations (e.g., immigrant communities, individuals in rural areas, adults with low literacy/basic skills).
  • Demonstrated increased student enrollment in newly developed or enhanced CTE programs aligned with local economic needs (e.g., AgTech, healthcare, skilled trades).
  • Tracking improvements in student persistence rates due to enhanced support and more relevant programming, contributing to sustained enrollment figures.
  • Fully operational and utilized referral systems with key partners, resulting in a consistent and diversified stream of student enrollments.
  • Increased SVAEC program visibility and positive perception within the community, evidenced by surveys or focus group feedback.
  • A diverse SVAEC student population that accurately reflects the demographic makeup of the Salinas Valley region.
  • SVAEC is broadly recognized throughout the region as a primary, trusted, and accessible provider of high-quality adult education.
  • A demonstrable increase in adult learners in the region achieving significant life outcomes such as obtaining a high school diploma/equivalency, transitioning to postsecondary education, securing employment or better employment, and increased civic engagement.
  • Strengthened regional workforce and economic development partnerships with the SVAEC, which is key in upskilling the local adult population.
  • Reduced waiting lists for high-demand SVAEC programs due to strategic program expansion and capacity building.
  • Robust, ongoing feedback mechanisms and data analysis practices ensure SVAEC's enrollment strategies and program offerings remain adaptive and responsive to future community needs and socio-economic shifts.

Adult Education Metrics and Student Barriers

  • All: Participants (202AE)
  • All: Reportable Individuals (200AE)
  • Student Barriers: English Language Learner (149AE)
  • Student Barriers: Low Literacy (155AE)

Responsible Positions, Responsible Consortium Members, and Proposed Completion Date

Responsible PositionResponsible MemberProposed Completion Date
Ivan PaganHartnell CCD06/30/2028
Jose YañezNorth Monterey County Unified06/30/2028
Ernesto VelaMonterey Co. Office of Education06/30/2028
Alexander KirkSalinas Union High06/30/2028
Candice CamachoGonzales Unified06/30/2028
Francisco PinedoSoledad Unified06/30/2028
Christian WoodsSouth Monterey County Joint Union High06/30/2028

Objective #2: Improve Integration of Services & Transitions

WORKFORCE GOALS

This activity is designed to significantly enhance the workforce success of SVAEC students by achieving a 10% annual increase in the number of students who: (a) acquire essential workforce readiness skills, (b) obtain an occupational skills licensure or certificate, and (c) enter a dedicated job training program. To achieve these targets, SVAEC will implement comprehensive strategies focused on curriculum enhancement, direct skill-building, pathway development, and robust partnerships.

Key components will include:

  • Strategic Program Alignment and Enhancement: SVAEC will systematically review, update, and expand its Career Technical Education (CTE) offerings to ensure direct alignment with high-demand local industries such as agriculture/AgTech, healthcare, hospitality, construction/skilled trades, and education/childcare, as identified in the SVAEC 2024-2025 Final Report and regional plans. This includes developing new short-term certificate programs and modularized credentials responsive to employer needs and providing quick wins for students.
  • Integration of Workforce Readiness Skills: Workforce readiness skills—including digital literacy, critical thinking, communication, problem-solving, and other soft skills—will be explicitly defined and systematically embedded across all core instructional areas (ESL, ABE, ASE) and CTE programs. This ensures foundational employability for all students.
  • Pathway Development to Licensure, Certification, and Further Training: SVAEC will strengthen and create clear pathways for students to attain industry-recognized licenses and certifications. This involves curriculum mapping, articulation with postsecondary institutions, and direct support for students navigating these processes. Additionally, SVAEC will enhance collaborations with WIOA partners, apprenticeship programs, and other job training providers to facilitate seamless student transitions into more intensive or specialized training.
  • Expanded Work-based Learning and Employer Engagement: SVAEC will increase opportunities for students to gain practical experience and connect with employers through internships, job shadowing, pre-apprenticeships (a noted service gap), and other work-based learning models. Stronger employer partnerships will inform curriculum and create direct hiring pipelines.
  • Enhanced Career Counseling and Transition Support: Dedicated resources will help students identify career goals, develop job search strategies, understand pathways to credentials, and successfully enroll in further job training programs.
  • Data Tracking and Continuous Improvement: Robust data collection and analysis systems will be utilized to monitor student progress towards these three specific workforce outcomes, identify areas for program improvement, and ensure accountability in meeting the 10% annual growth targets.

This activity directly addresses the career aspirations of SVAEC students and aims to equip them with the skills and credentials necessary for economic self-sufficiency and advancement.

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).

  • At least two CTE curricula reviewed/updated for industry alignment (e.g., healthcare and agriculture).
  • One new short-term certificate module or workforce readiness skills bootcamp piloted.
  • Core workforce readiness skills integrated into 50% of ESL, ABE, and ASE courses.
  • Accurate baseline data established for students achieving: a) workforce readiness skills, b) licensure/certificate, and c) entry into job training.
  • Achieve a 5-10% increase in attainment for each of the three workforce outcomes over baseline.
  • At least two new formal employer/industry partnerships established for CTE or work-based learning.
  • Increased student guidance on pathways to credentials and further training.
  • Staff trained on new curricula, readiness skills integration, and outcome tracking.
  • Consistent 10% annual increase in students attaining the three specified workforce outcomes (readiness skills, licensure/certificate, job training entry) in years 1-3.
  • New/revised CTE programs and integrated workforce readiness curricula fully implemented and scaled across relevant SVAEC sites.
  • Measurable cumulative increase (e.g., 20-30% over baseline) in students earning industry-recognized licenses or certificates.
  • Significant cumulative increase (e.g., 20-30% over baseline) in students transitioning to external job training programs (apprenticeships, WIOA).
  • Positive employer feedback on SVAEC student skills.
  • Workforce readiness skills assessment is systematically integrated, showing improved student competency.
  • Expanded pre-apprenticeship and work-based learning opportunities with higher student participation.
  • SVAEC is recognized as a key regional provider for developing skilled workers meeting specified workforce outcome targets.
  • Substantial, sustained percentage of SVAEC students annually achieve targeted workforce outcomes, leading to documented employment, wage, and career advancement improvements.
  • Strong, enduring partnerships with employers, industry, and workforce agencies ensure program alignment and clear pathways for students.
  • Enhanced economic mobility and self-sufficiency for adult learners, especially those from marginalized communities, due to achieving these workforce outcomes.
  • A culture of continuous improvement; workforce outcome data consistently used to refine programs and partnerships for long-term effectiveness.
  • Increased SVAEC capacity to offer diverse, relevant occupational skills training and credentialing.
  • Positive impact on the regional economy through a more skilled and adaptable workforce.

Adult Education Metrics and Student Barriers

  • All: Participants (202AE)
  • All: Reportable Individuals (200AE)
  • Student Barriers: English Language Learner (149AE)
  • Student Barriers: Low Literacy (155AE)

Responsible Positions, Responsible Consortium Members, and Proposed Completion Date

Responsible PositionResponsible MemberProposed Completion Date
Ivan PaganHartnell CCD06/30/2028
Jose YañezNorth Monterey County Unified06/30/2028
Ernesto VelaMonterey Co. Office of Education06/30/2028
Alexander KirkSalinas Union High06/30/2028
Candice CamachoGonzales Unified06/30/2028
Francisco PinedoSoledad Unified06/30/2028
Christian WoodsSouth Monterey County Joint Union High06/30/2028

IMMIGRANT INTEGRATION

This activity reaffirms and operationalizes SVAEC's commitment to equity by continuing to increase support and opportunities for immigrant learners through a comprehensive immigrant integration framework, as outlined in the AB2098 Work Group Final Recommendations. A key, measurable objective is to increase the number of students successfully passing an Immigrant Integration Indicator (I-3) by 5% each year. "Passing an I-3 indicator" will be defined as a student being successfully referred to and engaged with a partner agency or resource to address a specific need within one of the ten CAEP immigrant integration goal areas (e.g., Economic Security, Health and Wellbeing, Education and Career, Civic Participation, Digital Literacy, etc.).

To achieve this, SVAEC will:

  • Adopt and Embed the Framework: Formally adopt the AB2098 definition of immigrant integration and systematically embed the ten goal areas into program planning, curriculum development, and student support services across all relevant programs (ESL, ABE, ASE, CTE).
  • Enhance Needs Assessment: Integrate questions related to the ten immigrant integration goal areas into student intake and counseling processes to identify individual needs and facilitate appropriate referrals. This will help identify students who could benefit from a referral (I-3 outcome).
  • Strengthen Community Partnerships: Proactively develop and deepen collaborations with community-based organizations, government agencies, and other service providers that offer resources aligned with the ten immigrant integration goal areas. This is critical for successful I-3 referrals.
  • Develop and Contextualize Services: Create or adapt short-term modules, workshops, or contextualized instruction that address specific integration competencies (e.g., navigating the U.S. healthcare system, understanding tenant rights, digital literacy for job searching, civic engagement basics) and can lead to referrals for deeper support.
  • Provide Professional Development: Equip SVAEC staff (instructors, counselors, support staff) with training on the immigrant integration framework and cultural competency, identify student needs across the ten goal areas, and effectively make and track referrals to partner agencies.
  • Implement Tracking and Data Analysis: Develop a clear system for tracking student referrals to partners (I-3 indicator) and analyzing this data to monitor progress towards the 5% annual increase, identify successful referral pathways, and pinpoint areas needing more partnership development or service enhancement.
  • Promote Pathways to Citizenship: For those who qualify for citizenship, our adult schools offer preparation classes for the citizenship exam.

This activity aims to provide immigrants with adequate, culturally relevant, and linguistically accessible programs and services that facilitate upward social and economic mobility, increased civic participation, and multigenerational integration, thus building secure, thriving, and inclusive communities in the Salinas Valley. It acknowledges the diverse needs of immigrant-origin students beyond language acquisition, including those identified in the SVAEC 2024-2025 Final Report.

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).

  • SVAEC formally adopts the AB2098 definition of immigrant integration.
  • Priority immigrant integration goal areas for SVAEC are identified based on local needs data.
  • A clear definition and tracking mechanism for passing an Immigrant Integration Indicator (I-3: Referral to Partners) has been established.
  • Baseline data on students passing an I-3 indicator collected and analyzed.
  • Staff receive foundational training on the Immigrant Integration framework, the 10 goal areas, and referral processes.
  • At least 3 new/strengthened partnerships for I-3 referrals in priority goal areas (e.g., health, legal services, financial literacy).
  • Immigrant Integration needs assessment questions piloted in intake/counseling for a select student cohort.
  • Achieve a 2-5% increase in students passing an I-3 indicator over the established baseline.
  • A consistent 5% annual increase in students passing an I-3 indicator (Referral to Partners) was achieved.
  • Immigrant Integration needs assessment fully integrated into student intake/counseling across relevant SVAEC programs.
  • Portfolio of workshops/services addressing at least 5-7 of the 10 Immigrant Integration goal areas developed and offered.
  • Robust network of community partners actively receiving and serving referred SVAEC students, documented through referral tracking.
  • Staff demonstrate proficiency in identifying Immigrant Integration needs and making effective, tracked referrals.
  • Increased student self-reporting of accessing and benefiting from services received via referrals.
  • Data shows successful referrals across diverse Immigrant Integration goal areas, reflecting comprehensive support.
  • SVAEC is a recognized regional model for effective Immigrant Integration within adult education, contributing to a welcoming community.
  • Sustained achievement of the 5% (or greater) annual increase in students passing I-3 indicators, showing tangible progress in connecting immigrants to vital support services.
  • Immigrant students report increased self-efficacy, system navigation skills, and overall well-being due to integrated support and successful referrals.
  • Strong, sustainable, and reciprocal partnerships create a comprehensive support ecosystem for immigrants in the Salinas Valley.
  • The Immigrant Integration framework is deeply embedded in SVAEC’s culture, strategic planning, and all aspects of service delivery.
  • Demonstrable positive contributions to the civic, economic, and social fabric of the Salinas Valley through the enhanced integration of its immigrant residents.

Adult Education Metrics and Student Barriers

  • All: Participants (202AE)
  • All: Reportable Individuals (200AE)
  • Student Barriers: English Language Learner (149AE)
  • Student Barriers: Low Literacy (155AE)

Responsible Positions, Responsible Consortium Members, and Proposed Completion Date

Responsible PositionResponsible MemberProposed Completion Date
Ivan PaganHartnell CCD06/30/2028
Jose YañezNorth Monterey County Unified06/30/2028
Ernesto VelaMonterey Co. Office of Education06/30/2028
Alexander KirkSalinas Union High06/30/2028
Candice CamachoGonzales Unified06/30/2028
Francisco PinedoSoledad Unified06/30/2028
Christian WoodsSouth Monterey County Joint Union High06/30/2028

Objective #3: Improve Effectiveness of Services

EDUCATIONAL GOALS

This activity centers on a core educational objective for SVAEC: ensuring that 35% of enrolled students participating in programs below the postsecondary level achieve a measurable gain of one or more Educational Functioning Levels (EFLs) annually. An EFL gain signifies concrete progress in foundational skills such as literacy, numeracy, and English language proficiency, as measured by standardized assessments (e.g., CASAS). This activity is fundamental to SVAEC’s mission of empowering adult learners and directly addresses the primary educational goals identified by many students, such as learning English and improving basic skills.

To achieve this 35% EFL gain target, SVAEC will implement strategies including:

  • Enhancing Instructional Excellence: Promoting evidence-based instructional methodologies, differentiated instruction, and contextualized learning within ESL, Adult Basic Education (ABE), and Adult Secondary Education (ASE) programs. Curricula will be closely aligned with EFL descriptors to ensure targeted teaching.
  • Strengthening Assessment Practices: Ensuring rigorous and consistent administration of standardized pre- and post-tests (e.g., CASAS) for all eligible students to measure learning gains accurately. This includes timely post-testing upon completion of recommended instructional hours.
  • Targeted Professional Development: Providing ongoing training for instructors and staff on effective teaching strategies for adult learners, data literacy (understanding and using EFL gain reports to inform instruction), assessment administration, and curriculum alignment with EFL standards.
  • Data-driven Program Improvement: Systematically collecting, analyzing, and utilizing EFL gain data at the class, program, and consortium levels to identify successful instructional approaches, pinpoint improvement areas, and address achievement gaps among different student populations.
  • Focused Student Support: Implementing strategies to support student persistence and engagement, such as supplemental instruction, tutoring, and academic counseling, as consistent attendance and effort are crucial for achieving EFL gains. Barriers to attendance identified in the SVAEC 2024-2025 Final Report will be considered.
  • Clear Program Pathways: Ensuring students are appropriately placed in programs based on their initial EFL and clearly understand the learning pathway and the importance of EFL gains for their overall educational and career goals.

This activity is critical for demonstrating program effectiveness, ensuring accountability, and providing students with the foundational skills necessary for further education, workforce entry or advancement, and fuller community participation.

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).

  • All relevant instructional staff trained on current EFL descriptors, standardized assessment (e.g., CASAS) administration, scoring, and interpretation.
  • Curricula for core ESL, ABE, and basic skills programs reviewed and explicitly aligned with EFL benchmarks.
  • Accurate baseline EFL gain rates established across all programs and member agencies based on prior year data or initial testing cycles.
  • Consistent pre-testing implemented for at least 90% of eligible incoming students in targeted programs.
  • Consistent paired scores for at least 90% of eligible students.
  • Achieve an EFL gain rate of 15-20% among students who have sufficient instructional hours and are post-tested.
  • System established for timely post-testing and regular (e.g., quarterly) consortium-level monitoring and reporting of EFL gain data.
  • Initial identification of high-performing instructional strategies or support mechanisms linked to EFL gains.
  • Consistent annual achievement of the 35% EFL gain target for students with sufficient instructional hours and matched pre-/post-tests.
  • Full implementation of evidence-based instructional practices and aligned curricula to maximize EFL gains across all relevant SVAEC programs.
  • Measurable reduction of achievement gaps in EFL gains among student demographic groups or program areas.
  • Increased student persistence within EFL levels and successful progression to higher levels or program completion.
  • Programmatic adjustments and resource allocations are demonstrably informed by ongoing analysis of EFL gain data.
  • SVAEC instructors and staff regularly use EFL data to adapt teaching methods and provide targeted student support.
  • Increased student understanding of their EFL progress and its importance for their goals.
  • SVAEC consistently meets or exceeds the 35% EFL gain target, establishing a reputation for excellence in foundational adult education.
  • A significant majority of SVAEC students who persist in programs demonstrate meaningful progress in their foundational skills, empowering them for future success.
  • Strong correlation demonstrated between student EFL gains and positive post-SVAEC outcomes such as transition to higher education or job training, improved employment, and enhanced civic engagement.
  • SVAEC is recognized as a high-performing consortium by state agencies and regional partners due to consistent and verifiable student skill gains.
  • A deeply embedded culture of data-informed continuous improvement related to EFL achievement exists across the consortium.
  • Increased overall literacy, numeracy, and English proficiency levels within the Salinas Valley adult population, contributing to greater community and economic well-being.

Adult Education Metrics and Student Barriers

  • All: Participants (202AE)
  • All: Reportable Individuals (200AE)
  • Student Barriers: English Language Learner (149AE)
  • Student Barriers: Low Literacy (155AE)

Responsible Positions, Responsible Consortium Members, and Proposed Completion Date

Responsible PositionResponsible MemberProposed Completion Date
Ivan PaganHartnell CCD06/30/2028
Jose YañezNorth Monterey County Unified06/30/2028
Ernesto VelaMonterey Co. Office of Education06/30/2028
Alexander KirkSalinas Union High06/30/2028
Candice CamachoGonzales Unified06/30/2028
Francisco PinedoSoledad Unified06/30/2028
Christian WoodsSouth Monterey County Joint Union High06/30/2028

FOCUS GROUPS

This activity establishes a systematic process for gathering in-depth qualitative feedback directly from students through focus groups to enhance program effectiveness and ensure student-centered services. The objective is: "Over the next three years, each semester, focus groups will be conducted at each agency/program. Each semester, we shall evaluate one of these six major program areas: ESL, HSD/HSE, Basic Computer Skills, Citizenship, CTE, and CSS."

This initiative aims to achieve the following goals:

  • Gain Rich Insights: Move beyond quantitative data to understand the "why" behind student experiences, satisfaction levels, perceived strengths and weaknesses of programs, and barriers to success within each specified program area. This aligns with the need to understand student challenges as highlighted in the SVAEC 2024-2025 Final Report.
  • Inform Programmatic Improvements: Use the qualitative data gathered to make targeted improvements to curriculum, instructional delivery, student support services, scheduling, resource accessibility, and the overall learning environment for each program area on a rotating basis.
  • Enhance Student Voice and Engagement: Provide a structured platform for students to share their perspectives, fostering a sense of ownership and partnership in their educational journey. This directly supports SVAEC's commitment to equity.
  • Systematic Evaluation: Ensure that each of the six core program areas undergoes a qualitative review cycle through student feedback over the three years, allowing for comprehensive assessment across the consortium.
  • Complement Existing Data: Use focus group findings to triangulate with other data sources (e.g., enrollment data, EFL gains, completion rates, exit surveys) for a more holistic understanding of program performance and student needs.

The operationalization of this activity will involve developing standardized focus group protocols (including a question guide, recruitment strategies, consent forms, and culturally sensitive questioning techniques), systematically recruiting diverse student participants for each focus group, conducting the sessions, transcribing/summarizing findings, and disseminating actionable reports to relevant program staff, administrators, and advisory bodies for review and implementation of recommendations. This continuous feedback loop is crucial for adapting to the evolving needs of Salinas Valley 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).

  • Standardized focus group protocols and questions developed for the initial two program areas (e.g., ESL, HSD/HSE).
  • At least one staff member per SVAEC agency/major program trained as a focus group coordinator.
  • The first two rounds of focus groups were successfully conducted at each agency/program, covering the initial two designated program areas (one per semester).
  • Qualitative data from the first two rounds of focus groups were analyzed, with summary reports highlighting key themes, student perceptions, and actionable insights for the evaluated programs.
  • Initial recommendations based on focus group findings were shared with relevant program coordinators and SVAEC leadership.
  • Increased awareness among SVAEC staff of the value and process of using qualitative student feedback for program improvement.
  • Baseline understanding established for student experiences within the first two evaluated program areas.
  • All six major program areas (ESL, HSD/HSE, Basic Computer Skills, Citizenship, CTE, CSS) have been evaluated through at least one cycle of student focus groups across all SVAEC member agencies/programs by the end of year three.
  • A repository of focus group findings and resulting action plans created and made accessible for ongoing learning and strategic planning within SVAEC.
  • Documented evidence of at least 3-5 specific programmatic changes or service improvements implemented across the consortium directly resulting from focus group recommendations (e.g., adjustments to course content, scheduling, support resources).
  • Increased student satisfaction reported in program areas that have undergone revisions based on focus group feedback.
  • Staff regularly utilize focus group insights during program review and planning cycles.
  • A comparative understanding of student experiences and needs across different program areas and agencies begins to emerge.
  • The practice of conducting focus groups is institutionalized as a core component of SVAEC's continuous quality improvement and program evaluation framework.
  • A demonstrable culture of student-centered decision-making within SVAEC, where qualitative student feedback consistently informs programmatic enhancements, resource allocation, and strategic priorities.
  • Measurable improvements in student engagement, persistence, and success in programs that have been iteratively refined based on insights from focus groups.
  • SVAEC programs are recognized for their responsiveness to student needs and their commitment to incorporating student voice, enhancing trust and rapport with the community.
  • Enhanced ability of SVAEC to adapt proactively to the evolving educational and support needs of the Salinas Valley adult learner population.
  • Qualitative data from focus groups contributes to more compelling narratives of student success and program impact for reporting and advocacy purposes.

Adult Education Metrics and Student Barriers

  • All: Participants (202AE)
  • All: Reportable Individuals (200AE)
  • Student Barriers: English Language Learner (149AE)
  • Student Barriers: Low Literacy (155AE)

Responsible Positions, Responsible Consortium Members, and Proposed Completion Date

Responsible PositionResponsible MemberProposed Completion Date
Ivan PaganHartnell CCD06/30/2028
Jose YañezNorth Monterey County Unified06/30/2028
Ernesto VelaMonterey Co. Office of Education06/30/2028
Alexander KirkSalinas Union High06/30/2028
Candice CamachoGonzales Unified06/20/2028
Francisco PinedoSoledad Unified06/30/2028
Christian WoodsSouth Monterey County Joint Union High06/30/2028

Funds Evaluation

Member Allocations and Expenditures

Member AgencyPrior Year Total Leveraged FundsProgram Reporting Status
Gonzales Unified $615,686Certified
Hartnell CCD $817,359Certified
Monterey Co. Office of Education $686,084Certified
North Monterey County Unified $638,319Certified
Salinas Union High $3,878,242Certified
Soledad Unified $479,598Certified
South Monterey County Joint Union High $175,594Certified
Totals$7,290,882 7/7 Certified

SVAEC will strategically allocate its FY 2025-26 CAEP funds ($4.7M) and subsequent years' funds, including carryover, to achieve its Three-Year Plan objectives.

(1) CAEP Fund Allocation Overview (2025-2028) CAEP funds will prioritize:

  • Core Programs: Sustaining high-demand ESL, ABE, and ASE programs to support the "Educational Goals" (35% EFL gain) objective.
  • Strategic Expansion & Gap Filling:
    • Targeted CTE development in sectors like Agriculture, Healthcare, and Construction that are crucial for "Workforce Goals" (10% annual increase in outcomes).
    • Initiating Pre-Apprenticeship programs, a current service gap.
    • Funding barrier reduction pilots (childcare, transportation) and flexible learning to boost "Student Enrollment" (5% annual increase).
    • Supporting the "Immigrant Integration" activity (5% annual increase in I-3 indicators) through staff training, partnership development, and contextualized services.
    • Resourcing the new "Focus Groups" activity for qualitative program feedback. Carryover funds will support one-time costs like curriculum development or technology.

(2) Other leveraged resources: SVAEC members will leverage WIOA II, LCFF, Hartnell College general funds/fees, HEP, ELL grant, CAI grant, CalWORKs, significant in-kind contributions (facilities, staff time), private grants, partnerships with the Monterey County Workforce Development Board (MCWDB) for WIOA Title I services, and others.

(3) Leveraging CAEP and other funds for strategies and outcomes: SVAEC will braid CAEP funds with the following leveraged resources for comprehensive impact.

  • Workforce Goals: CAEP may fund CTE curriculum design; WIOA I/II and Perkins can support training delivery and infrastructure; employers offer in-kind expertise.
  • Student Enrollment & Barrier Reduction: CAEP pilots for barrier solutions (e.g., childcare stipends); CalWorks may offer participant support; CBOs contribute in-kind outreach.
  • Immigrant Integration: CAEP supports framework implementation and focus groups; WIOA II funds ESL/EL Civics; CBO partners provide referred services.
  • Educational Goals (EFL Gains): CAEP, WIOA II, and LCFF collectively fund core instruction and assessment; CAEP supports targeted professional development.

This blended approach maximizes resources, avoids duplication, and enables SVAEC to address diverse student needs and achieve its ambitious three-year objectives, building on strengths and addressing gaps identified in community assessments.

Certification

Gonzales Unified - Member Representative

Approved by Candice Camacho

06/19/2025 09:23 AM PDT

Hartnell CCD - Member Representative

Approved by Ivan Pagan

06/18/2025 06:09 PM PDT

Monterey Co. Office of Education - Member Representative

Approved by Keith Gonzales

06/20/2025 08:32 AM PDT

North Monterey County Unified - Member Representative

Approved by Jose Yanez

06/19/2025 12:00 PM PDT

Salinas Union High - Member Representative

Approved by Ana Mendoza

06/18/2025 06:26 PM PDT

Soledad Unified - Member Representative

Approved by Francisco Pinedo Jr

06/18/2025 09:20 PM PDT

South Monterey County Joint Union High - Member Representative

Approved by Roseanna Guerrero

06/20/2025 11:04 AM PDT