CAEP
Three-Year Plan

Produced: Jun 20, 2025, 04:55 PM UTC - By Tom Parry

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:
33 Monterey Peninsula CCD
Address:
980 Fremont St. | Monterey, CA | 93940
Website:
http://www.mpc.edu/academics/general-information/adult-education
Funding Channel 2025-26:
Direct Funded
CAEP Funds 2025-26:
$3,225,398
CAEP Funds 2024-25:
$3,148,881
CAEP Funds 2023-24:
$3,115,543

Consortium Contacts

Auto-populated

ResponsibilityNameEmailTitlePhone
Primary Contactbmartinez@pgusd.orgPrincipal(831) 646-6580
Primary Contacttparry@carmelunified.orgPrincipal of Carmel Adult School(831) 624-1821
Primary Contactjknolle@mpc.eduVice President of Academic Affairs(831) 646-3030
Fiscal Contactshaigler@mpc.eduVice President, Administrative Services(831) 646-4060
Primary Contactjsundquist@mpc.eduDean of Instruction, Library, Learning Resources and Online Education(831) 646-4036
Primary Contactcperry@mpusd.k12.ca.usFiscal Specialist(831) 392-3565
Primary Contactbwodecki@mpusd.k12.ca.usAdministrator. Monterey Adult School(831) 392-3565 ext: 2299
Primary Contactdcutler@mpusd.k12.ca.usProgram Specialist/TOSA(831) 392-3565 ext: 2293
Primary Contactjosh.jorn@pgusd.orgAssistant Superintendent
Primary Contactabollin@mpc.eduDirector(831) 646-3009
Fiscal Contactadeshields@mpusd.k12.ca.usAccountant(831) 645-1229
Fiscal Contactcadams@pgusd.orgFiscal Officer(831) 646-9208
Fiscal Contactcbeller@pgusd.org
Primary Contactkarps@pgusd.orgAdult School Program Coordinator(831) 646-6580 ext: 8441

Members

Auto-populated

Member AgencyMember TypeContactPhone
Carmel UnifiedUnified School DistrictTom Parry(831) 624-1821
Monterey Peninsula CCDDistrictAlexis Bollin(831) 646-3009
Monterey Peninsula UnifiedUnified School DistrictBeth Wodecki(831) 392-3565 ext: 2299
Pacific Grove UnifiedUnified School DistrictBarbara Martinez(831) 646-6580

Executive Summary

In the 2025-28 three-year cycle, to sustain existing programs and services, Monterey Peninsula Adult Education Consortium (MPAEC) plans to continue many of the efforts previously identified in the 2022-25 three-year planning cycle. Many of the economic, educational, and career needs identified in our community in the previous planning cycle remain today. The consortium’s ultimate three-year strategic goal is to return to pre-pandemic enrollment levels,  strengthen partnerships with academic and industry aligned agencies and meet community needs. 

In reflection of the 22-25 3-Year Plan, the consortium is proud to report the following accomplishments: 

  • Carmel Adult School (CAS): Updated technology for student use and used carryover funds to update student text books and consumables to take home.

  • Pacific Grove Adult Education (PGAE): Launched a new Parent Education train-the-trainer program; launched a new iteration of our program for adults with disabilities called the Independence Pathway Program; expanded Citizenship offerings and increased enrollment; and increased referrals and transition support to/from Monterey Peninsula College, Department of Rehabilitation, the Workforce Development Board, and other partners.

  • Monterey Adult School (MAS): Increased Enrollment in ESL and Parent Education, Parent Education Launched in 2024, updated technology and classroom facilities, stronger partnership with Monterey County Workforce Development Board and Monterey Peninsula College. 

  • Monterey Peninsula College (MPC):  Successfully hired a new Director of Dual Enrollment and K-12 Partnerships, hosted FAFSA workshop at Pacific Grove Adult School, completed MPC Push-in presentations at MAS highlighting Ready to Work courses and pathways and registration information. 

In the 2025-28 three-year cycle, to sustain existing programs and services, the MPAEC plans to continue many of the efforts previously identified in the 2022-25 three-year planning cycle. Many of the economic, educational and career needs identified in our community in the previous planning cycle remain today. The consortium’s ultimate three-year strategic goal is to provide the programming and resources the community needs. 

Needs Assessment: Analysis of the data indicates a need to continue to provide all our services with particular focus on increasing ESL, computer and math skills offerings. An additional focus area for the 2025-2028 plan will include a need for increased Parent Education and career training. The community also expressed interest in various courses that align with industry priority areas. There is a need to offer small business/entrepreneurship classes and increase or strengthen courses in education/teaching, culinary arts/food services, and healthcare. The data also revealed a need to better support transitions to postsecondary education and increase skill attainment. Finally, the data indicated the need for childcare, more guidance counseling, and improved access to instruction through varying class times.

Metrics: MPAEC understands the need to look at data continuously to ensure the three-year plan goals and objectives are attained. The consortium has selected the following metrics: 

  • Adults who became participants and became employed in the 2nd quarter after exit 

  • Participants with educational functioning levels gain ABE, ASE, and ESL

  • Participants who complete an EL Civics COAPP or course Participants who earn a high school diploma or equivalency

  • Participants who complete an EL Civics COAPP or course 

  • Participants who earn a high school diploma or equivalency 

  • Participants who earn a postsecondary credential 

  • Participants with transition to postsecondary (credit college), Participants with transition to postsecondary 

  • Participants with transition to ASE 

Strategies: To ensure we meet these metrics, the consortium has identified strategies and five corresponding activities: 

  • Objective 1: Address Educational Needs. Strategy: Expand programming in Basic Skills, English Language Development, Career Preparation, and Parent Education for Student Success and for Adults with Disabilities
  • Objective 2: Improve Integration of Services & Transitions. Strategy: College, Career, and Support Services
  • Objective 3: Improve Effectiveness of Services. Strategy 1: Professional Development. Strategy 2: Program Evaluation

Summary of Fund Evaluation: The Consortium has reviewed the fund allocation for the next three-year cycle and will work collaboratively to meet the objectives of the three-year plan by allocating unused funds to goals and objectives stated in the plan. With the Written Expenditure Plan approved in Spring 2025, the consortium will be more intentional in reviewing budgets and data outcomes quarterly. Planning and decisions around programmatic needs and allocations will guide next steps. 

CFAD Assurances: MPAEC follows the CFAD Assurances on membership, decision making, public meetings and reporting requirements. 




Assessment

MPAEC worked with Pedroso Consulting on a regional needs assessment. 

The MPAEC collaborated on our approach to preparing and executing for the 2025-28 Three Year Plan as evidenced by: 

  • Reviewing and reflecting on previous plan during consortium meetings and annual retreat. 
  • Collaborating and reviewing budgets and programming in development of the Written Expenditure Plan
  • Agreeing on a consultant for data collection and analysis
  • Review of consultant questions and feedback process
  • Informal updates from consultant and reviewing next steps for report development
  • Final data assessment from the consultant and development of writing teams for current plan
  • Ongoing site specific data collection and narrative development
  • Final agreement on plan and submission
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?

MPAEC employed Pedroso Consulting to conduct a regional needs assessment, including surveys of enrolled students and community members as well as focus groups with enrolled students. Members also rely heavily on student and community data collected by their districts (including via TE and MIS). The biggest challenge with data collection is student hesitation in sharing their personal information, including SSNs. 

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
Workforce DevelopmentBoardIndustry
Monterey Co. Office of EducationCounty Office of Education (COE)
CA Department of RehabilitationCommunity Organization
San Andreas Regional CenterCommunity Organization
Monterey County Hospitality AssociationCommunity Organization
Chamber of CommerceBusiness
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?

MPAEC supports the Monterey County Workforce Development Board (MCWDB) local workforce plan by participating in monthly meetings and supporting region- and site-specific efforts. Representatives from each member of MPAEC meet with MCWDB, AJCC One-Stop, and other partners monthly to share program updates, collaborate and plan strategic objectives, share data, and align programming and services. MPAEC supports the local workforce plan and strategies in the following ways: 

1. Educational and Workplace Skills. MPAEC aligns career pathways to sector-driven strategies that lead to jobs for the target populations by providing English language development, basic math and literacy skills, and high school diploma or equivalency classes. 

2. Support Services. MPAEC provides on-site support services to the target populations, including counseling and career guidance, transportation, childcare, citizenship, immigration assistance, and refers students to community and WIOA partners for services

3. Career Pathways. MPAEC supports career pathways by integrated employment training in ESL classes, work/career contextualized learning, free college credit or pathway classes on adult school campuses, and pre-apprenticeship opportunities. 

4. System Alignment and Accountability. MPAEC works with WIOA partners to eliminate duplicate services, collaborate on streamlining intake and assessments, facilitate student transitions, and share school data for the plan’s accountability and effectiveness. 

MPAEC worked with Pedroso Consulting to conduct a regional needs assessment. That data was considered along with data from the CAEP Fact Sheet for the MPAEC, Labor Market Information from the WDB, the American Community Survey (ACS), and TopsPro Enterprise and MIS data to determine the educational needs of the adults in the region. 

Key demographic data from the CAEP Fact Sheet for the MPAEC: 

  • Adults 18+ = 103,940
  • Foreign-born = 26,072 (25%)
  • Limited English = 9,342 (9%)
  • Adults with Disabilities = 13,455 (13%)
  • No HSD = 12,844 (12%)
  • Unemployed = 3,649 (4%)
  • At or near poverty = 15,317 (15%)
  • Biggest age group = 65+ (26%)
  • 55% White, 28% Hispanic, 8% Asian, 4% Two or more, 3% Black, 1% NHOPI, .4% Other, .2% American Indian

Analysis of the data indicates a need to continue and expand all our services with particular focus on increasing ESL, parent education, career training, and computer skills. The community also expressed interest in various courses that align with industry priority areas. There is a need to offer small business/entrepreneurship classes and increase or strengthen courses in education/teaching, culinary arts/food services, and healthcare. There is also a need to examine emerging industries to see how the consortium may support future job opportunities. The data also revealed a need to better support transitions to postsecondary education and increase skill attainment. Finally, the data indicated the need for childcare, more guidance counseling, and improved access to instruction through varying class times.

The full MPAEC Needs Assessment Report can be found here

Please identify the categories of needs of your region.

For some MPAEC members, students' economic situation is the most significant barrier followed by access to language support and availability of orientations. While the registration process has improved from the previous report and most received assistance from staff during registration, "wrap around" services for our more fragile learners continues to be a challenge. 

With the addition of Transition Specialists at PGAE (Fall, 2024) and MAS (Fall, 2025), students will have additional support to transition to their next academic or professional goal. The Transition Specialist will work closely with students to link services from MPC, Monterey County Workforce Development and other related partnerships and agencies. 

MPAEC has made progress with aligning programming and services with our agency partners since the earlier report. Although there has been progress, more will be accomplished in the next three years. MPC has been diligent in their development of Dual Enrollment for adult learners and the consortium has been developing our own understanding of how this may have positive impacts on the programing at each site and the opportunities available to our students. 

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

Although the consortium serves a diverse demographic with unique needs, there are some shared challenges in the region. Extremely high cost of living, housing and healthcare impacts the working community and has a ripple effect into other arenas. In addition, pockets of the MPAEC demographic demonstrate visible areas of economic inequity which bring on a variety of societal challenges. 

On a more practical note, the lack of qualified CTE teachers to establish and expand industry aligned educational services continues to be a challenge across the region. This may be a byproduct of the higher cost of living and the inability for schools to compete with the higher wages provided by the private sector. 

Which populations are currently being served by your programs?

Contributions by Entities*

NameRoleThree-Year Plan Contribution
Beth Wodecki Principal Participated in planning meetings
Barbara Martinez Principal Provided data
Kristen Arps Assistant Principal Provided data
Jeffrey Sundquist Community college faculty Provided data
Alexis Bolin Community college faculty Provided data
Daniel Cutler Program Specialist Provided data
Tom Parry Principal Provided data
Cris Parry Classified staff Provided data

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
*Carmel UnifiedMember Representative

0

0

0

0

0

29

0

0

0

29
*Monterey Peninsula CCDMember Representative

0

0

39

0

92

667

0

0

10

808
*Monterey Peninsula UnifiedMember Representative

53

163

25

249

0

1,532

0

0

204

2226
*Pacific Grove UnifiedMember Representative

9

75

36

357

0

168

0

0

27

672
Total Participants 62 238 100 606 92 2396 0 0 241 3735
* 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
Workforce DevelopmentBoard Industry

CA Department of Rehabilitation Community Organization

Monterey County Free Libraries Other

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

MPAEC has identified the following industry areas as priorities. In each there are both challenges and opportunities. 

Healthcare is one of the industries served in our Consortium. It is a major employer for the area and continues to demonstrate a gap in highering qualified candidates.  MPAEC members have aligned some healthcare courses from adult school to community college and MAS has provided a CNA program for 2 years with many candidates interested in pursuing higher nursing degrees at MPC and beyond. Expanding this program can be challenging as finding qualified instructors to teach our CTE and short-term CTE classes has been a difficult. It has also been difficult to find Pre-Apprenticeship Instructors. 

The other major industry is Hospitality & Tourism; many of our current and potential students work in this industry and it continues to be a major employer in the area. Both MAS and PGAE have emerging culinary programs which feed into MPC which offers a  more robust program where students are receiving industry recognized certifications. Securing a CTE Hospitality instructor, marketing to fill enrollment, and building industry partners continue to be a challenge. 

Construction is another industry of interest to students and needed in the area. Although construction continues to be an industry need and gleans student interest, securing a qualified CTE construction teacher has been a challenge. In 2024, MPAEC members have networked with local unions to explore options for a pre-apprenticeship program. MAS continues to collaborate with local high schools to explore sharing a position with their CTE construction pathway. 

Early Childhood Education: Qualified childcare givers and preschool instructors are needed in the area with MAS and PGAE interested in developing pathways to MPC and/or potential Dual Enrollment opportunities. PGAE is in initial phases of developing a pre- apprenticeship program for Early Childhood Education / Education with the hopes to use its robust Parent Education Preschool Program as a potential training facility.  

Both Business and Agriculture are areas of interest for our region. Again, securing Business and Agriculture instructors, marketing to fill enrollment, and building industry partners continue to be a challenge.  In addition, an ag pathway has yet to be developed although there is some horticulture and landscaping courses at MPC and both MAS and PGAE offer some home gardening classes. A pathway connection within these areas has potential. Home business and entrepreneurship are also areas of interest. Although MPC has business offerings, a pathway has yet to developed into the area adult schools. 

A goal for MPC in the coming years is to strengthen the dual enrollment opportunities at the local adult schools. This has potential to create industry courses for those areas where securing a qualified instructor has been a challenge. This, and shared networking and resources, can both stregthen the consortium while also provide services of interest to our industry partners and students. 

In the Monterey Peninsula region, ESL instruction is provided by all four MPAEC Members as well as some public libraries. ABE and ASE instruction is provided by Monterey Adult School and Pacific Grove Adult School. Adults with Disabilities are served by Pacific Grove Adult Education, Monterey Adult School, and Monterey Peninsula College. Training for Child School Success is provided by PGAE and MAS. Workforce Preparation is provided by MPC, MAS, and PGAE, as well as the Workforce Development Board and DOR. CTE is provided by MPC and MAS, in addition to the training provided by the WDB and DOR. 

The 23-24 Program Area Report for MPAEC reflects the following instructional hours by program area (instruction provided by MPAEC Members only, not other partners): 13,038 ABE/ASE; 54,754 AWD; 104,011 ESL & Citizenship; 22,559 K12 Success; 2,686 CTE; 17,382 Workforce Entry/Reentry. A total of 2,117 adult learners were provided instruction in the 23-24 school year. 

The biggest gaps between needs and services are: 

937 (7%) of the 12,844 adults without a HSD/HSE are being served through ABE/ASE programs

631 (7%) of the 9,342 adults with limited English are being served through ESL programs

70 (.5%) of the 13,455 adults with disabilities are being served through AWD programs

237 (6%)of the 3,649 adults who are unemployed are being served through CTE and Workforce Preparation


Metrics: CAEP Barriers & Metrics

Goals & Metrics

Metrics

Adult Ed Metrics

  • Displaced Homemaker (148AE)
  • English Language Learner (149AE)
  • Ex-Offender (150AE)
  • Homeless (152AE)
  • Long Term Unemployed (153AE)
  • Low Income (154AE)
  • Low Literacy (155AE)
  • Reported Cultural Barriers (147AE)
  • Single Parent (159AE)

Metrics

Adult Ed Metrics

  • Adult Basic Education (1001)
  • Adult Secondary Education (1000)
  • Career Technical Education (1003)
  • Child School Success (1005)
  • English as a Secondary Language (1002)
  • Pre-Apprenticeship Training Programs (125AE)
  • Programs for Adults With Disabilities (1004)
  • Short-Term CTE Training Programs (126AE)
  • Workforce Preparation (124AE)

Metrics

Adult Ed Metrics

  • Completed Educational Functioning Level Gain (400AE)
  • Immigration Integration Milestone (411AE)

Metrics

Adult Ed Metrics

  • Transitioned to ASE (500AE)
  • Transitioned to CTE (636AE)
  • Transitioned to Non-Developmental Credit College Course (637AE)

Metrics

Adult Ed Metrics

  • Diploma, GED or High School Equivalency (633AE)
  • Postsecondary Credential (624AE)

Metrics

Adult Ed Metrics

  • Employed Two Quarters After Exit (505AE)
  • Median Change in Earnings (801AE)

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) 2,810 3,365

3,501

3,571

3,642

Student BarriersEnglish Language Learner (149AE) 1,174 1,459

1,518

1,548

1,579

Student BarriersLow Literacy (155AE) 2,113 2,591

2,696

2,750

2,805

Student BarriersLow Income (154AE) 1,086 1,258

1,309

1,335

1,362

Student BarriersLong Term Unemployed (153AE) 35 36

38

39

40

Student BarriersReported Cultural Barriers (147AE) 265 345

359

366

373

Student BarriersDisplaced Homemaker (148AE) 140 129

134

137

140

Student BarriersEx-Offender (150AE) 12 15

16

16

17

Student BarriersHomeless (152AE) 13 13

14

14

15

Student BarriersSingle Parent (159AE) 116 125

130

133

135

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.

Carmel Unified (Reported by Carmel USD - Monterey Peninsula CCD)

Metric SetMetric DescriptionMember Level Metric Actuals Member Level Metric Targets
2022-23 2023-24 2024-25 2025-26 2026-27 2027-28
AllParticipants (202AE) 49 58

60

62

63

Employment & EarningsEmployed Two Quarters After Exit (505AE)

3

6

9

Employment & EarningsMedian Change in Earnings (801AE)

1.0%

1.0%

1.0%

ProgressCompleted Educational Functioning Level Gain (400AE) 0 0

1

2

3

ProgressImmigration Integration Milestone (411AE)

2

4

6

SuccessDiploma, GED or High School Equivalency (633AE) 0 0

0

0

0

SuccessPostsecondary Credential (624AE)

0

0

0

TransitionTransitioned to ASE (500AE)

0

0

0

TransitionTransitioned to Non-Developmental Credit College Course (637AE)

0

0

0

TransitionTransitioned to CTE (636AE) 0

0

0

0

Students and ProgramsAdult Secondary Education (1000) 0 0

0

0

0

Students and ProgramsAdult Basic Education (1001) 0 0

0

0

0

Students and ProgramsEnglish as a Secondary Language (1002) 49 58

60

62

63

Students and ProgramsCareer Technical Education (1003) 0 0

0

0

0

Students and ProgramsPrograms for Adults With Disabilities (1004) 0 0

0

0

0

Students and ProgramsChild School Success (1005) 0 0

0

0

0

Students and ProgramsWorkforce Preparation (124AE)

0

0

0

Students and ProgramsPre-Apprenticeship Training Programs (125AE)

0

0

0

Students and ProgramsShort-Term CTE Training Programs (126AE)

0

0

0

* Mandatory for all members


Monterey Peninsula CCD (Reported by Monterey)

Metric SetMetric DescriptionMember Level Metric Actuals Member Level Metric Targets
2022-23 2023-24 2024-25 2025-26 2026-27 2027-28
AllParticipants (202AE) 1,237 1,483

1,543

1,574

1,605

Employment & EarningsEmployed Two Quarters After Exit (505AE) 118

125

128

130

Employment & EarningsMedian Change in Earnings (801AE)

1.0%

1.0%

1.0%

ProgressCompleted Educational Functioning Level Gain (400AE) 51 99

103

105

107

ProgressImmigration Integration Milestone (411AE) 16 19

20

21

22

SuccessDiploma, GED or High School Equivalency (633AE) 28 22

23

24

25

SuccessPostsecondary Credential (624AE) 184 100

104

106

109

TransitionTransitioned to ASE (500AE) 51

54

55

56

TransitionTransitioned to Non-Developmental Credit College Course (637AE) 251

266

271

277

TransitionTransitioned to CTE (636AE) 288

306

312

318

Students and ProgramsAdult Secondary Education (1000) 896 1,034

1,076

1,097

1,119

Students and ProgramsAdult Basic Education (1001) 0 0

0

0

0

Students and ProgramsEnglish as a Secondary Language (1002) 205 292

294

300

306

Students and ProgramsCareer Technical Education (1003) 146 158

162

166

169

Students and ProgramsPrograms for Adults With Disabilities (1004) 192 206

214

219

223

Students and ProgramsChild School Success (1005) 0 0

0

0

0

Students and ProgramsWorkforce Preparation (124AE)

0

0

0

Students and ProgramsPre-Apprenticeship Training Programs (125AE)

0

0

0

Students and ProgramsShort-Term CTE Training Programs (126AE)

0

0

0

* Mandatory for all members


Monterey Peninsula Unified (Reported by Monterey Peninsula Unified School District (MPUSD))

Metric SetMetric DescriptionMember Level Metric Actuals Member Level Metric Targets
2022-23 2023-24 2024-25 2025-26 2026-27 2027-28
AllParticipants (202AE) 693 792

825

842

858

Employment & EarningsEmployed Two Quarters After Exit (505AE) 35

38

39

40

Employment & EarningsMedian Change in Earnings (801AE)

1.0%

1.0%

1.0%

ProgressCompleted Educational Functioning Level Gain (400AE) 350 417

433

442

451

ProgressImmigration Integration Milestone (411AE) 375 395

411

419

428

SuccessDiploma, GED or High School Equivalency (633AE) 67 71

74

75

77

SuccessPostsecondary Credential (624AE) 45

48

49

50

TransitionTransitioned to ASE (500AE) 50

53

54

55

TransitionTransitioned to Non-Developmental Credit College Course (637AE) 21

22

23

24

TransitionTransitioned to CTE (636AE) 32

34

35

36

Students and ProgramsAdult Secondary Education (1000) 168 134

139

142

145

Students and ProgramsAdult Basic Education (1001) 0 0

5

10

15

Students and ProgramsEnglish as a Secondary Language (1002) 526 640

665

678

692

Students and ProgramsCareer Technical Education (1003) 50 0

5

10

15

Students and ProgramsPrograms for Adults With Disabilities (1004) 0 0

5

10

15

Students and ProgramsChild School Success (1005) 25 61

224

228

233

Students and ProgramsWorkforce Preparation (124AE)

10

20

30

Students and ProgramsPre-Apprenticeship Training Programs (125AE)

5

10

15

Students and ProgramsShort-Term CTE Training Programs (126AE)

5

10

15

* Mandatory for all members


Pacific Grove Unified (Reported by Pacific Grove Unified School District (PGUSD))

Metric SetMetric DescriptionMember Level Metric Actuals Member Level Metric Targets
2022-23 2023-24 2024-25 2025-26 2026-27 2027-28
AllParticipants (202AE) 458 619

663

669

670

Employment & EarningsEmployed Two Quarters After Exit (505AE) 13

13

14

14

Employment & EarningsMedian Change in Earnings (801AE)

1.0%

1.0%

1.0%

ProgressCompleted Educational Functioning Level Gain (400AE) 28 52

54

55

57

ProgressImmigration Integration Milestone (411AE) 64 44

45

47

48

SuccessDiploma, GED or High School Equivalency (633AE) 19

20

20

21

SuccessPostsecondary Credential (624AE)

2

2

2

TransitionTransitioned to ASE (500AE) 19

10

10

10

TransitionTransitioned to Non-Developmental Credit College Course (637AE)

1

1

1

TransitionTransitioned to CTE (636AE)

1

1

1

Students and ProgramsAdult Secondary Education (1000) 28 52

53

54

55

Students and ProgramsAdult Basic Education (1001) 27 73

28

29

30

Students and ProgramsEnglish as a Secondary Language (1002) 116 173

180

183

186

Students and ProgramsCareer Technical Education (1003) 0 0

0

0

0

Students and ProgramsPrograms for Adults With Disabilities (1004) 39 37

24

24

24

Students and ProgramsChild School Success (1005) 281 368

375

383

391

Students and ProgramsWorkforce Preparation (124AE)

50

51

52

Students and ProgramsPre-Apprenticeship Training Programs (125AE)

0

0

0

Students and ProgramsShort-Term CTE Training Programs (126AE)

0

0

0

* 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
Carmel Unified 100% 100% 61%

65%

70%

75%

Monterey Peninsula CCD 100% 100% 35%

40%

45%

50%

Monterey Peninsula Unified 100% 100% 44%

50%

55%

60%

Pacific Grove Unified 100% 100% 55%

80%

80%

80%

Objectives

Objective #1: Address Educational Needs

Expand programming in Basic Skills, English Language Development, Adults with Disabilities, Career Preparation, and Parent Education for Student Success. 

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

Expand College, Career, and Support Services

Provide additional support through transition specialists/navigators/guidance counselors, adult dual enrollment, and workshops related to college and career pathways. 

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

Not Entered

Activities & Outcomes

Objective #1: Address Educational Needs

Expand Instructional Programming

To meet the educational needs of the community, the consortium will develop additional courses in adult basic skills, English language development, career preparation, college preparation, and programming for adults with disabilities. MPAEC will develop, publish, and promote specific pathways identifying options for starting coursework at the adult school and preparing for transition to college programs in particular fields. MPC’s ESL and CTE faculty will develop contextualized ESL/CTE content, resources, and services to support ESL students' transition into and success in CTE and/or workforce preparation. 

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).

Each site will identify and implement at least one additional basic needs course and/or career pathway to meet educational needs.

Fill courses created and increase enrollment. 

Increase overall enrollment by 5%. For ABE level courses, increase gains by 5%. 

Adult Education Metrics and Student Barriers

  • Employment & Earnings: Employed Two Quarters After Exit (505AE)
  • Progress: Immigration Integration Milestone (411AE)
  • Student Barriers: English Language Learner (149AE)
  • Student Barriers: Homeless (152AE)
  • Student Barriers: Low Income (154AE)
  • Student Barriers: Low Literacy (155AE)
  • Student Barriers: Single Parent (159AE)
  • Students and Programs: Adult Secondary Education (1000)
  • Students and Programs: English as a Secondary Language (1002)
  • Success: Diploma, GED or High School Equivalency (633AE)

Responsible Positions, Responsible Consortium Members, and Proposed Completion Date

Responsible PositionResponsible MemberProposed Completion Date
Barbara MartinezPacific Grove Unified06/01/2028
Jeffrey SudquistMonterey Peninsula CCD06/01/2028
Kristen ArpsPacific Grove Unified06/01/2028
Alexis BolinMonterey Peninsula CCD06/01/2028
Beth WodeckiMonterey Peninsula Unified06/01/2028
Tom ParryCarmel Unified06/01/2028

Objective #2: Improve Integration of Services & Transitions

Parent Education for Student Success

In response to the student and community needs assessments, PGAE and MAS will address their communities’ needs by expanding Parent Education for Student Success programming (for parents, guardians, and others helping children succeed in school) across multiple school sites and levels (early childhood education, elementary, and secondary). As needed, ESL and Family Literacy will be integrated into the Parent Education programming. 

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).

Expand the current parent education programming by holding more train-the-trainer courses and providing programming at elementary school sites. 

Expand to middle school sites. 

Expand to high school sites. 

Adult Education Metrics and Student Barriers

  • Student Barriers: English Language Learner (149AE)
  • Student Barriers: Low Income (154AE)
  • Student Barriers: Low Literacy (155AE)
  • Student Barriers: Single Parent (159AE)
  • Students and Programs: Child School Success (1005)

Responsible Positions, Responsible Consortium Members, and Proposed Completion Date

Responsible PositionResponsible MemberProposed Completion Date
Barbara MartinezPacific Grove Unified06/01/2028
Kristen ArpsPacific Grove Unified06/01/2028
Beth WodeckiMonterey Peninsula Unified06/01/2028
Daniel CutlerMonterey Peninsula Unified06/01/2028

Objective #3: Improve Effectiveness of Services

Professional Development

To increase student educational level gains, consortium members will provide regular staff meetings and time for collaboration and professional learning communities, and will support professional development activities. 

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).

MPAEC will identify consortium-wide and site-specific professional development that will increase staff knowledge and skill set.

Increase member participation in professional development opportunities by attending a significant, relevant conference, training, or workshop.

 Expand professional development opportunities to non-members to strengthen knowledge sharing with consortium partnerships.


Adult Education Metrics and Student Barriers

  • Student Barriers: Low Income (154AE)
  • Student Barriers: Single Parent (159AE)
  • Transition: Transitioned to ASE (500AE)
  • Transition: Transitioned to Non-Developmental Credit College Course (637AE)

Responsible Positions, Responsible Consortium Members, and Proposed Completion Date

Responsible PositionResponsible MemberProposed Completion Date
Barbara MartinezPacific Grove Unified06/01/2028
Tom ParryCarmel Unified06/01/2028
Alexis BolinMonterey Peninsula CCD06/01/2028
Jeffrey SundquistMonterey Peninsula CCD06/01/2028
Beth WodeckiMonterey Peninsula Unified06/01/2028
Kristen ArpsPacific Grove Unified06/01/2028

College, Career, and Support Services

Develop systems and expand programs and services to support students' transition into and out of educational and career preparation to ultimately increase transitions to postsecondary education or career training. This includes pathways/transition support staff who provide student onboarding/orientation, advising, and referral services. It also includes new adult dual enrollment agreements. Review student progress and identify barriers, including specialized learning designations, to strengthen enrollment, persistence, and completion and improve transition support between adult schools and the college and/or career services. In addition, provide child care support, transportation support, and technology services to students enrolled in courses when possible. 

The consortium also recognizes the need to support the mature workforce which may need to upskill to remain current and relevant with the demands for tech and AI. 

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).

Develop site-specific and consortium-wide materials and resources that support access to educational services. Continue CCAP agreements with local K-12 districts to support Adult Dual Enrollment.

Institutionalize MPC and other college outreach presentations. Increase counseling and transition support.

5% increase in adult education students transitioning to postsecondary education.

Adult Education Metrics and Student Barriers

  • Employment & Earnings: Employed Two Quarters After Exit (505AE)
  • Student Barriers: English Language Learner (149AE)

Responsible Positions, Responsible Consortium Members, and Proposed Completion Date

Responsible PositionResponsible MemberProposed Completion Date
Tom ParryCarmel Unified06/01/2028
Barbara MartinezPacific Grove Unified06/01/2028
Alexis BolinMonterey Peninsula CCD06/01/2028
Beth WodeckiMonterey Peninsula Unified06/01/2028
Kristen ArpsPacific Grove Unified06/01/2028
Jeff SundquistPacific Grove Unified06/01/2028

Program Evaluation

The consortium will conduct regular meetings using a variety of data sources to evaluate current courses, programs, and services and identify gaps for enrolled students and the community at large. The consortium will develop site-specific program effectiveness measures, methods of collection, and reporting. 

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).

Identify dedicated staff within the consortium to gather and evaluate information.  Conduct a landscape study of effectiveness measures used by consortia to inform the development of internal effectiveness measures by developing, implementing, collecting, and reporting on effectiveness measures by site. 

At least once a year, meet to review data.

Institutionalize the evaluation process within the consortium regularly with the expectation of a 5% increase in enrollment, transitions, and employment. 

Adult Education Metrics and Student Barriers

  • Student Barriers: English Language Learner (149AE)

Responsible Positions, Responsible Consortium Members, and Proposed Completion Date

Responsible PositionResponsible MemberProposed Completion Date
Barbara MartinezPacific Grove Unified06/01/2028
Alexis BolinMonterey Peninsula CCD06/01/2028
Tom ParryCarmel Unified06/01/2028
Beth WodeckiMonterey Peninsula Unified06/01/2028
Jeff SundquistMonterey Peninsula CCD06/01/2028
Kristen ArpsPacific Grove Unified06/01/2028

Funds Evaluation

Member Allocations and Expenditures

Member AgencyPrior Year Total Leveraged FundsProgram Reporting Status
Carmel Unified $65,546Certified
Monterey Peninsula CCD $78,131Certified
Monterey Peninsula Unified $1,629,677Certified
Pacific Grove Unified $2,235,403Certified
Totals$4,008,757 4/4 Certified

The consortium has reviewed fund allocation for the next three-year cycle and will align unused funds with objectives in the Three-Year Plan. With the approved Written Carryover Expenditure Plan (Spring 2025), the consortium will take a more intentional, data-driven approach to quarterly budget reviews, focusing decisions on programmatic needs.

CAS will continue using funding for staffing, technology, and educational materials to support students. ESL funds are primarily used for the instructor’s salary and benefits, a part-time administrative assistant, and a small coordinator stipend. Instruction is delivered both in person at CUSD sites and online via Zoom.

MPC will further develop its ESL program to support students transitioning to college-level English and CTE pathways. MPC will expand current credit and non-credit short-term CTE offerings to create bridge programs. CAEP funds will be allocated to a strategic marketing plan to increase student awareness of certificate and degree programs. 

MAS will use student data and demographics to guide resource allocation. CAEP and WIOA funds will continue to support ESL and HSD programs, with ESL as a primary focus. MAS will grow its Parent Education efforts to promote family literacy and TK–12 success. The Healthcare Pathway, including a CNA program, will expand to include phlebotomy and medical assisting. Carryover funds have improved classrooms to accommodate growing enrollment.

PGAE will align CAEP and WIOA resources with consortium goals to support student academic, transition, and support needs. Funds will sustain staffing and programs in ESL, Citizenship, ABE,ASE, and will expand efforts in K–12 Success and AWD. PGAE also plans to develop CTE pathways in Culinary/Hospitality and ECE/Education through pre-apprenticeship programs. Carryover funds are being used for a capital outlay project to expand classroom capacity for adult education programs.

MPAEC remains committed to data-informed planning and collaboration among members to support student outcomes across the 7 CAEP program areas.


Certification

Carmel Unified - Member Representative

Approved by Tom Parry

06/20/2025 09:55 AM PDT

Monterey Peninsula CCD - Member Representative

  • Vice President of Academic Affairs
  • jknolle@mpc.edu
  • (831) 646-3030
  • Dean of Instruction, Library, Learning Resources and Online Education
  • jsundquist@mpc.edu
  • (831) 646-4036
Approved by Alexis Bollin

06/18/2025 03:52 PM PDT

Monterey Peninsula Unified - Member Representative

Approved by Beth Wodecki

06/18/2025 03:52 PM PDT

Pacific Grove Unified - Member Representative

  • Adult School Program Coordinator
  • karps@pgusd.org
  • (831) 646-6580 ext: 8441
Approved by Kristen Arps

06/18/2025 03:52 PM PDT