Produced: Jun 20, 2025, 06:04 PM UTC - By Roseanna Guerrero
Details
Assessment
Metrics: CAEP Barriers & Metrics
Consortium Level Metric Targets
In this section, Consortium Level Actuals data from DataVista for the previous three years, including areas to input data for Consortium Level Targets are shown below.
The first row shows the required metric of Number of Adults Served. The following rows show metrics previously selected in the CAEP Barriers and Metrics workflow section.
Input Consortium Level Targets as whole numbers for the upcoming three years for all of the rows of metrics shown below
The 2023-24 data in DataVista will be made available in Spring 2025 and the 2024-25 data will be made available in Spring 2026.
| Metric Set | Metric Description | Consortium Level Metric Actuals | Consortium Level Metric Targets | ||||
|---|---|---|---|---|---|---|---|
| 2022-23 | 2023-24 | 2024-25 | 2025-26 | 2026-27 | 2027-28 | ||
| All | Reportable Individuals (200AE) | 4,126 | 4,809 | 5,049 | 5,302 | 5,567 | |
| Student Barriers | English Language Learner (149AE) | 3,287 | 3,559 | 3,880 | 4,074 | 4,277 | |
| Student Barriers | Low 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 Set | Metric Description | Member Level Metric Actuals | Member Level Metric Targets | ||||
|---|---|---|---|---|---|---|---|
| 2022-23 | 2023-24 | 2024-25 | 2025-26 | 2026-27 | 2027-28 | ||
| All | Participants (202AE) | 385 | 380 | 194 | 204 | 214 | |
| Success | Diploma, GED or High School Equivalency (633AE) | 32 | 51 | 49 | 52 | 54 | |
* Mandatory for all members
Hartnell CCD (Reported by Hartnell)
| Metric Set | Metric Description | Member Level Metric Actuals | Member Level Metric Targets | ||||
|---|---|---|---|---|---|---|---|
| 2022-23 | 2023-24 | 2024-25 | 2025-26 | 2026-27 | 2027-28 | ||
| All | Participants (202AE) | 427 | 569 | 495 | 516 | 538 | |
| Success | Diploma, 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 Set | Metric Description | Member Level Metric Actuals | Member Level Metric Targets | ||||
|---|---|---|---|---|---|---|---|
| 2022-23 | 2023-24 | 2024-25 | 2025-26 | 2026-27 | 2027-28 | ||
| All | Participants (202AE) | 13 | 31 | 266 | 280 | 294 | |
| Success | Diploma, 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 Set | Metric Description | Member Level Metric Actuals | Member Level Metric Targets | ||||
|---|---|---|---|---|---|---|---|
| 2022-23 | 2023-24 | 2024-25 | 2025-26 | 2026-27 | 2027-28 | ||
| All | Participants (202AE) | 141 | 167 | 271 | 298 | 327 | |
| Success | Diploma, 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 Set | Metric Description | Member Level Metric Actuals | Member Level Metric Targets | ||||
|---|---|---|---|---|---|---|---|
| 2022-23 | 2023-24 | 2024-25 | 2025-26 | 2026-27 | 2027-28 | ||
| All | Participants (202AE) | 1,813 | 2,111 | 3,281 | 3,445 | 3,618 | |
| Success | Diploma, 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 Set | Metric Description | Member Level Metric Actuals | Member Level Metric Targets | ||||
|---|---|---|---|---|---|---|---|
| 2022-23 | 2023-24 | 2024-25 | 2025-26 | 2026-27 | 2027-28 | ||
| All | Participants (202AE) | 213 | 222 | 356 | 374 | 392 | |
| Success | Diploma, 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 Set | Metric Description | Member Level Metric Actuals | Member Level Metric Targets | ||||
|---|---|---|---|---|---|---|---|
| 2022-23 | 2023-24 | 2024-25 | 2025-26 | 2026-27 | 2027-28 | ||
| All | Participants (202AE) | 188 | 229 | 250 | 262 | 276 | |
| Success | Diploma, 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.
| Member | % of Available Funds Spent | Member Level Targets | ||||
|---|---|---|---|---|---|---|
| 2022-23 | 2023-24 | 2024-25 | 2025-26 | 2026-27 | 2027-28 | |
| 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:
- 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.
- 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.
- 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).
- 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).
- 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
Utilizing Data
Providing Professional Development
Identifying Best Practices
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
Not Entered
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.
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 Position | Responsible Member | Proposed Completion Date |
|---|---|---|
| Ivan Pagan | Hartnell CCD | 06/30/2028 |
| Jose Yañez | North Monterey County Unified | 06/30/2028 |
| Ernesto Vela | Monterey Co. Office of Education | 06/30/2028 |
| Alexander Kirk | Salinas Union High | 06/30/2028 |
| Candice Camacho | Gonzales Unified | 06/30/2028 |
| Francisco Pinedo | Soledad Unified | 06/30/2028 |
| Christian Woods | South Monterey County Joint Union High | 06/30/2028 |
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.
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 Position | Responsible Member | Proposed Completion Date |
|---|---|---|
| Ivan Pagan | Hartnell CCD | 06/30/2028 |
| Jose Yañez | North Monterey County Unified | 06/30/2028 |
| Ernesto Vela | Monterey Co. Office of Education | 06/30/2028 |
| Alexander Kirk | Salinas Union High | 06/30/2028 |
| Candice Camacho | Gonzales Unified | 06/30/2028 |
| Francisco Pinedo | Soledad Unified | 06/30/2028 |
| Christian Woods | South Monterey County Joint Union High | 06/30/2028 |
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.
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 Position | Responsible Member | Proposed Completion Date |
|---|---|---|
| Ivan Pagan | Hartnell CCD | 06/30/2028 |
| Jose Yañez | North Monterey County Unified | 06/30/2028 |
| Ernesto Vela | Monterey Co. Office of Education | 06/30/2028 |
| Alexander Kirk | Salinas Union High | 06/30/2028 |
| Candice Camacho | Gonzales Unified | 06/30/2028 |
| Francisco Pinedo | Soledad Unified | 06/30/2028 |
| Christian Woods | South Monterey County Joint Union High | 06/30/2028 |
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.
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 Position | Responsible Member | Proposed Completion Date |
|---|---|---|
| Ivan Pagan | Hartnell CCD | 06/30/2028 |
| Jose Yañez | North Monterey County Unified | 06/30/2028 |
| Ernesto Vela | Monterey Co. Office of Education | 06/30/2028 |
| Alexander Kirk | Salinas Union High | 06/30/2028 |
| Candice Camacho | Gonzales Unified | 06/30/2028 |
| Francisco Pinedo | Soledad Unified | 06/30/2028 |
| Christian Woods | South Monterey County Joint Union High | 06/30/2028 |
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.
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 Position | Responsible Member | Proposed Completion Date |
|---|---|---|
| Ivan Pagan | Hartnell CCD | 06/30/2028 |
| Jose Yañez | North Monterey County Unified | 06/30/2028 |
| Ernesto Vela | Monterey Co. Office of Education | 06/30/2028 |
| Alexander Kirk | Salinas Union High | 06/30/2028 |
| Candice Camacho | Gonzales Unified | 06/20/2028 |
| Francisco Pinedo | Soledad Unified | 06/30/2028 |
| Christian Woods | South Monterey County Joint Union High | 06/30/2028 |
Funds Evaluation
Member Allocations and Expenditures
| Member Agency | Prior Year Total Leveraged Funds | Program Reporting Status |
|---|---|---|
| Gonzales Unified | $615,686 | Certified |
| Hartnell CCD | $817,359 | Certified |
| Monterey Co. Office of Education | $686,084 | Certified |
| North Monterey County Unified | $638,319 | Certified |
| Salinas Union High | $3,878,242 | Certified |
| Soledad Unified | $479,598 | Certified |
| South Monterey County Joint Union High | $175,594 | Certified |
| 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
Candice Camacho - c.camacho@gonzales.k12.ca.us
- (831) 675-0100 ext: 8117
Angela Rodriguez - Assistant Superintendent, CBO
- angrodriguez@gonzales.k12.ca.us
- (831) 675-8105
Guadalupe Reyes - Director of Fiscal Services
- greyes@gonzales.k12.ca.us
- (831) 675-0100 ext: 8104
Hartnell CCD - Member Representative
Juan Gonzalez - Dean of CTE & Workforce Development
- juangonzalez@hartnell.edu
- (831) 755-6702
Laura Zavala - HSI Director
- lzavala@hartnell.edu
David Techaira - Executive Director of Fiscal and Auxiliary Services
- dtechair@hartnell.edu
- (831) 755-6835
Ivan Pagan - Director of SVAEC
- ipagan@hartnell.edu
- (831) 759-6021
Monterey Co. Office of Education - Member Representative
Dr. Ernesto Vela - Assistant Superintendent
- evela@montereycoe.org
- (831) 755-1405
Telisa Rios - Accountant
- trios@montereycoe.org
Keith Gonzales - Accountant
- kgonzales@montereycoe.org
- (831) 755-0835
Brenda Ramirez - Accountant
- bramirez@montereycoe.org
- (831) 755-0327
North Monterey County Unified - Member Representative
Jose Yanez - Special Program Coordinator
- jyanez@nmcusd.org
- (831) 633-3343 ext: 1601
Brenda Ramirez - brenda_ramirez@nmcusd.org
- (831) 682-7967
Reyanna Flores - Director of Fiscal Services
- reyanna_flores@nmcusd.org
- (831) 682-8092
Rosie Avila - Accountant
- rosie_avila@nmcusd.org
- (831) 633-3343 ext: 1206
Salinas Union High - Member Representative
Ana Mendoza - ESL Program Specialist
- ana.mendozasantiago@salinasuhsd.org
- (559) 871-0012
Alex Kirk - alex.kirk@salinasuhsd.org
Burr Guthrie - Director Adult Education
- burr.guthrie@salinasuhsd.org
- (831) 796-6900 ext: 1378
Ana Aguillon - CBO
- ana.aguillon@salinasuhsd.org
Tracy Yamamoto - Accountant
- tracy.yamamoto@salinasuhsd.org
Graciela Hidalgo - Fiscal Manager
- graciela.hidalgo@salinasuhsd.org
- (831) 796-7016 ext: 1006
Soledad Unified - Member Representative
Francisco Pinedo Jr - Adult Education Lead Instructor
- fpinedo@soledad.k12.ca.us
- (831) 229-8236
Virginia Arreola - Sec III
- varreola@soledad.k12.ca.us
- (831) 678-6300
Shann Chu - schu@soledad.k12.ca.us
South Monterey County Joint Union High - Member Representative
Christian Woods - Asst. Principal
- cwoods@smcjuhsd.org
- (831) 385-4661 ext: 3200
Roseanna Guerrero - rguerrero@smcjuhsd.org
Sherrie Castellanos - Chief Business Official
- scastellanos@smcjuhsd.org
- (831) 385-0606 ext: 4338
Yvette Adams - yadams@smcjuhsd.org
Cristina Jimenez - Chief Technology Officer
- cjimenez@smcjuhsd.org