Produced: Jun 20, 2025, 04:55 PM UTC - By Tom Parry
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) | 2,810 | 3,365 | 3,501 | 3,571 | 3,642 | |
| Student Barriers | English Language Learner (149AE) | 1,174 | 1,459 | 1,518 | 1,548 | 1,579 | |
| Student Barriers | Low Literacy (155AE) | 2,113 | 2,591 | 2,696 | 2,750 | 2,805 | |
| Student Barriers | Low Income (154AE) | 1,086 | 1,258 | 1,309 | 1,335 | 1,362 | |
| Student Barriers | Long Term Unemployed (153AE) | 35 | 36 | 38 | 39 | 40 | |
| Student Barriers | Reported Cultural Barriers (147AE) | 265 | 345 | 359 | 366 | 373 | |
| Student Barriers | Displaced Homemaker (148AE) | 140 | 129 | 134 | 137 | 140 | |
| Student Barriers | Ex-Offender (150AE) | 12 | 15 | 16 | 16 | 17 | |
| Student Barriers | Homeless (152AE) | 13 | 13 | 14 | 14 | 15 | |
| Student Barriers | Single 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 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) | 49 | 58 | 60 | 62 | 63 | |
| Employment & Earnings | Employed Two Quarters After Exit (505AE) | 3 | 6 | 9 | |||
| Employment & Earnings | Median Change in Earnings (801AE) | 1.0% | 1.0% | 1.0% | |||
| Progress | Completed Educational Functioning Level Gain (400AE) | 0 | 0 | 1 | 2 | 3 | |
| Progress | Immigration Integration Milestone (411AE) | 2 | 4 | 6 | |||
| Success | Diploma, GED or High School Equivalency (633AE) | 0 | 0 | 0 | 0 | 0 | |
| Success | Postsecondary Credential (624AE) | 0 | 0 | 0 | |||
| Transition | Transitioned to ASE (500AE) | 0 | 0 | 0 | |||
| Transition | Transitioned to Non-Developmental Credit College Course (637AE) | 0 | 0 | 0 | |||
| Transition | Transitioned to CTE (636AE) | 0 | 0 | 0 | 0 | ||
| Students and Programs | Adult Secondary Education (1000) | 0 | 0 | 0 | 0 | 0 | |
| Students and Programs | Adult Basic Education (1001) | 0 | 0 | 0 | 0 | 0 | |
| Students and Programs | English as a Secondary Language (1002) | 49 | 58 | 60 | 62 | 63 | |
| Students and Programs | Career Technical Education (1003) | 0 | 0 | 0 | 0 | 0 | |
| Students and Programs | Programs for Adults With Disabilities (1004) | 0 | 0 | 0 | 0 | 0 | |
| Students and Programs | Child School Success (1005) | 0 | 0 | 0 | 0 | 0 | |
| Students and Programs | Workforce Preparation (124AE) | 0 | 0 | 0 | |||
| Students and Programs | Pre-Apprenticeship Training Programs (125AE) | 0 | 0 | 0 | |||
| Students and Programs | Short-Term CTE Training Programs (126AE) | 0 | 0 | 0 | |||
* Mandatory for all members
Monterey Peninsula CCD (Reported by Monterey)
| 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) | 1,237 | 1,483 | 1,543 | 1,574 | 1,605 | |
| Employment & Earnings | Employed Two Quarters After Exit (505AE) | 118 | 125 | 128 | 130 | ||
| Employment & Earnings | Median Change in Earnings (801AE) | 1.0% | 1.0% | 1.0% | |||
| Progress | Completed Educational Functioning Level Gain (400AE) | 51 | 99 | 103 | 105 | 107 | |
| Progress | Immigration Integration Milestone (411AE) | 16 | 19 | 20 | 21 | 22 | |
| Success | Diploma, GED or High School Equivalency (633AE) | 28 | 22 | 23 | 24 | 25 | |
| Success | Postsecondary Credential (624AE) | 184 | 100 | 104 | 106 | 109 | |
| Transition | Transitioned to ASE (500AE) | 51 | 54 | 55 | 56 | ||
| Transition | Transitioned to Non-Developmental Credit College Course (637AE) | 251 | 266 | 271 | 277 | ||
| Transition | Transitioned to CTE (636AE) | 288 | 306 | 312 | 318 | ||
| Students and Programs | Adult Secondary Education (1000) | 896 | 1,034 | 1,076 | 1,097 | 1,119 | |
| Students and Programs | Adult Basic Education (1001) | 0 | 0 | 0 | 0 | 0 | |
| Students and Programs | English as a Secondary Language (1002) | 205 | 292 | 294 | 300 | 306 | |
| Students and Programs | Career Technical Education (1003) | 146 | 158 | 162 | 166 | 169 | |
| Students and Programs | Programs for Adults With Disabilities (1004) | 192 | 206 | 214 | 219 | 223 | |
| Students and Programs | Child School Success (1005) | 0 | 0 | 0 | 0 | 0 | |
| Students and Programs | Workforce Preparation (124AE) | 0 | 0 | 0 | |||
| Students and Programs | Pre-Apprenticeship Training Programs (125AE) | 0 | 0 | 0 | |||
| Students and Programs | Short-Term CTE Training Programs (126AE) | 0 | 0 | 0 | |||
* Mandatory for all members
Monterey Peninsula Unified (Reported by Monterey Peninsula Unified School District (MPUSD))
| 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) | 693 | 792 | 825 | 842 | 858 | |
| Employment & Earnings | Employed Two Quarters After Exit (505AE) | 35 | 38 | 39 | 40 | ||
| Employment & Earnings | Median Change in Earnings (801AE) | 1.0% | 1.0% | 1.0% | |||
| Progress | Completed Educational Functioning Level Gain (400AE) | 350 | 417 | 433 | 442 | 451 | |
| Progress | Immigration Integration Milestone (411AE) | 375 | 395 | 411 | 419 | 428 | |
| Success | Diploma, GED or High School Equivalency (633AE) | 67 | 71 | 74 | 75 | 77 | |
| Success | Postsecondary Credential (624AE) | 45 | 48 | 49 | 50 | ||
| Transition | Transitioned to ASE (500AE) | 50 | 53 | 54 | 55 | ||
| Transition | Transitioned to Non-Developmental Credit College Course (637AE) | 21 | 22 | 23 | 24 | ||
| Transition | Transitioned to CTE (636AE) | 32 | 34 | 35 | 36 | ||
| Students and Programs | Adult Secondary Education (1000) | 168 | 134 | 139 | 142 | 145 | |
| Students and Programs | Adult Basic Education (1001) | 0 | 0 | 5 | 10 | 15 | |
| Students and Programs | English as a Secondary Language (1002) | 526 | 640 | 665 | 678 | 692 | |
| Students and Programs | Career Technical Education (1003) | 50 | 0 | 5 | 10 | 15 | |
| Students and Programs | Programs for Adults With Disabilities (1004) | 0 | 0 | 5 | 10 | 15 | |
| Students and Programs | Child School Success (1005) | 25 | 61 | 224 | 228 | 233 | |
| Students and Programs | Workforce Preparation (124AE) | 10 | 20 | 30 | |||
| Students and Programs | Pre-Apprenticeship Training Programs (125AE) | 5 | 10 | 15 | |||
| Students and Programs | Short-Term CTE Training Programs (126AE) | 5 | 10 | 15 | |||
* Mandatory for all members
Pacific Grove Unified (Reported by Pacific Grove Unified School District (PGUSD))
| 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) | 458 | 619 | 663 | 669 | 670 | |
| Employment & Earnings | Employed Two Quarters After Exit (505AE) | 13 | 13 | 14 | 14 | ||
| Employment & Earnings | Median Change in Earnings (801AE) | 1.0% | 1.0% | 1.0% | |||
| Progress | Completed Educational Functioning Level Gain (400AE) | 28 | 52 | 54 | 55 | 57 | |
| Progress | Immigration Integration Milestone (411AE) | 64 | 44 | 45 | 47 | 48 | |
| Success | Diploma, GED or High School Equivalency (633AE) | 19 | 20 | 20 | 21 | ||
| Success | Postsecondary Credential (624AE) | 2 | 2 | 2 | |||
| Transition | Transitioned to ASE (500AE) | 19 | 10 | 10 | 10 | ||
| Transition | Transitioned to Non-Developmental Credit College Course (637AE) | 1 | 1 | 1 | |||
| Transition | Transitioned to CTE (636AE) | 1 | 1 | 1 | |||
| Students and Programs | Adult Secondary Education (1000) | 28 | 52 | 53 | 54 | 55 | |
| Students and Programs | Adult Basic Education (1001) | 27 | 73 | 28 | 29 | 30 | |
| Students and Programs | English as a Secondary Language (1002) | 116 | 173 | 180 | 183 | 186 | |
| Students and Programs | Career Technical Education (1003) | 0 | 0 | 0 | 0 | 0 | |
| Students and Programs | Programs for Adults With Disabilities (1004) | 39 | 37 | 24 | 24 | 24 | |
| Students and Programs | Child School Success (1005) | 281 | 368 | 375 | 383 | 391 | |
| Students and Programs | Workforce Preparation (124AE) | 50 | 51 | 52 | |||
| Students and Programs | Pre-Apprenticeship Training Programs (125AE) | 0 | 0 | 0 | |||
| Students and Programs | Short-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.
| Member | % of Available Funds Spent | Member Level Targets | ||||
|---|---|---|---|---|---|---|
| 2022-23 | 2023-24 | 2024-25 | 2025-26 | 2026-27 | 2027-28 | |
| 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
Utilizing Data
Providing Professional Development
Identifying Best Practices
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
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.
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 Position | Responsible Member | Proposed Completion Date |
|---|---|---|
| Barbara Martinez | Pacific Grove Unified | 06/01/2028 |
| Jeffrey Sudquist | Monterey Peninsula CCD | 06/01/2028 |
| Kristen Arps | Pacific Grove Unified | 06/01/2028 |
| Alexis Bolin | Monterey Peninsula CCD | 06/01/2028 |
| Beth Wodecki | Monterey Peninsula Unified | 06/01/2028 |
| Tom Parry | Carmel Unified | 06/01/2028 |
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.
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 Position | Responsible Member | Proposed Completion Date |
|---|---|---|
| Barbara Martinez | Pacific Grove Unified | 06/01/2028 |
| Kristen Arps | Pacific Grove Unified | 06/01/2028 |
| Beth Wodecki | Monterey Peninsula Unified | 06/01/2028 |
| Daniel Cutler | Monterey Peninsula Unified | 06/01/2028 |
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.
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 Position | Responsible Member | Proposed Completion Date |
|---|---|---|
| Barbara Martinez | Pacific Grove Unified | 06/01/2028 |
| Tom Parry | Carmel Unified | 06/01/2028 |
| Alexis Bolin | Monterey Peninsula CCD | 06/01/2028 |
| Jeffrey Sundquist | Monterey Peninsula CCD | 06/01/2028 |
| Beth Wodecki | Monterey Peninsula Unified | 06/01/2028 |
| Kristen Arps | Pacific Grove Unified | 06/01/2028 |
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.
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 Position | Responsible Member | Proposed Completion Date |
|---|---|---|
| Tom Parry | Carmel Unified | 06/01/2028 |
| Barbara Martinez | Pacific Grove Unified | 06/01/2028 |
| Alexis Bolin | Monterey Peninsula CCD | 06/01/2028 |
| Beth Wodecki | Monterey Peninsula Unified | 06/01/2028 |
| Kristen Arps | Pacific Grove Unified | 06/01/2028 |
| Jeff Sundquist | Pacific Grove Unified | 06/01/2028 |
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.
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 Position | Responsible Member | Proposed Completion Date |
|---|---|---|
| Barbara Martinez | Pacific Grove Unified | 06/01/2028 |
| Alexis Bolin | Monterey Peninsula CCD | 06/01/2028 |
| Tom Parry | Carmel Unified | 06/01/2028 |
| Beth Wodecki | Monterey Peninsula Unified | 06/01/2028 |
| Jeff Sundquist | Monterey Peninsula CCD | 06/01/2028 |
| Kristen Arps | Pacific Grove Unified | 06/01/2028 |
Funds Evaluation
Member Allocations and Expenditures
| Member Agency | Prior Year Total Leveraged Funds | Program Reporting Status |
|---|---|---|
| Carmel Unified | $65,546 | Certified |
| Monterey Peninsula CCD | $78,131 | Certified |
| Monterey Peninsula Unified | $1,629,677 | Certified |
| Pacific Grove Unified | $2,235,403 | Certified |
| 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
Tom Parry - Principal of Carmel Adult School
- tparry@carmelunified.org
- (831) 624-1821
Monterey Peninsula CCD - Member Representative
Alexis Bollin - Director
- abollin@mpc.edu
- (831) 646-3009
Dr. Jon Knolle - Vice President of Academic Affairs
- jknolle@mpc.edu
- (831) 646-3030
Jeffery Sundquist - Dean of Instruction, Library, Learning Resources and Online Education
- jsundquist@mpc.edu
- (831) 646-4036
Monterey Peninsula Unified - Member Representative
Beth Wodecki - Administrator. Monterey Adult School
- bwodecki@mpusd.k12.ca.us
- (831) 392-3565 ext: 2299
Daniel Cutler M.A. - Program Specialist/TOSA
- dcutler@mpusd.k12.ca.us
- (831) 392-3565 ext: 2293
Cris Perry - Fiscal Specialist
- cperry@mpusd.k12.ca.us
- (831) 392-3565
Pacific Grove Unified - Member Representative
Barbara Martinez - Principal
- bmartinez@pgusd.org
- (831) 646-6580
Mrs. Carly Adams - Fiscal Officer
- cadams@pgusd.org
- (831) 646-9208
Josh Jorn - Assistant Superintendent
- josh.jorn@pgusd.org
Kristen Arps - Adult School Program Coordinator
- karps@pgusd.org
- (831) 646-6580 ext: 8441