Produced: Jun 18, 2025, 07:02 PM UTC - By Mark Manrose
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) | 11,729 | 14,981 | 16,000 | 17,000 | 18,000 | |
| Student Barriers | English Language Learner (149AE) | 8,326 | 9,253 | 9,600 | 10,200 | 10,800 | |
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.
Campbell Union High (Reported by Campbell Adult and Community Education (CACE))
| 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) | 1,353 | 1,513 | 1,655 | 1,737 | 1,800 | |
| Progress | Completed Educational Functioning Level Gain (400AE) | 630 | 727 | 811 | 851 | 882 | |
| Progress | Immigration Integration Milestone (411AE) | 566 | 622 | 662 | 695 | 720 | |
| Success | Diploma, GED or High School Equivalency (633AE) | 70 | 72 | 72 | 70 | 75 | |
| Success | Postsecondary Credential (624AE) | 35 | 47 | 0 | 0 | 0 | |
| Transition | Transitioned to ASE (500AE) | 72 | 0 | 0 | 0 | ||
| Transition | Transitioned to Non-Developmental Credit College Course (637AE) | 61 | 0 | 0 | 0 | ||
| Transition | Transitioned to CTE (636AE) | 127 | 0 | 0 | 0 | ||
* Mandatory for all members
East Side Union High (Reported by East Side Adult Education (ESUHSD))
| Metric Set | Metric Description | Member Level Metric Actuals | Member Level Metric Targets | ||||
|---|---|---|---|---|---|---|---|
| 2022-23 | 2023-24 | 2024-25 | 2025-26 | 2026-27 | 2027-28 | ||
| All | Participants (202AE) | 3,037 | 3,030 | 3,300 | 3,400 | 3,500 | |
| Progress | Completed Educational Functioning Level Gain (400AE) | 1,161 | 1,378 | 1,400 | 1,500 | 1,600 | |
| Progress | Immigration Integration Milestone (411AE) | 1,151 | 1,111 | 1,150 | 1,200 | 1,250 | |
| Success | Diploma, GED or High School Equivalency (633AE) | 108 | 134 | 115 | 120 | 125 | |
| Success | Postsecondary Credential (624AE) | 182 | 222 | 0 | 0 | 0 | |
| Transition | Transitioned to ASE (500AE) | 120 | 0 | 0 | 0 | ||
| Transition | Transitioned to Non-Developmental Credit College Course (637AE) | 176 | 0 | 0 | 0 | ||
| Transition | Transitioned to CTE (636AE) | 226 | 0 | 0 | 0 | ||
* Mandatory for all members
Metropolitan Education District (Reported by MetroED - Silicon Valley Adult Education)
| Metric Set | Metric Description | Member Level Metric Actuals | Member Level Metric Targets | ||||
|---|---|---|---|---|---|---|---|
| 2022-23 | 2023-24 | 2024-25 | 2025-26 | 2026-27 | 2027-28 | ||
| All | Participants (202AE) | 830 | 1,282 | 1,000 | 1,100 | 1,200 | |
| Progress | Completed Educational Functioning Level Gain (400AE) | 347 | 556 | 450 | 460 | 470 | |
| Progress | Immigration Integration Milestone (411AE) | 312 | 298 | 180 | 190 | 200 | |
| Success | Diploma, GED or High School Equivalency (633AE) | 45 | 95 | 50 | 55 | 60 | |
| Success | Postsecondary Credential (624AE) | 243 | 399 | 0 | 0 | 0 | |
| Transition | Transitioned to ASE (500AE) | 405 | 0 | 0 | 0 | ||
| Transition | Transitioned to Non-Developmental Credit College Course (637AE) | 39 | 0 | 0 | 0 | ||
| Transition | Transitioned to CTE (636AE) | 439 | 100 | 100 | 100 | ||
* Mandatory for all members
Milpitas Unified (Reported by Milpitas Unified School District (MUSD))
| 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) | 470 | 562 | 578 | 606 | 637 | |
| Progress | Completed Educational Functioning Level Gain (400AE) | 277 | 336 | 332 | 319 | 335 | |
| Progress | Immigration Integration Milestone (411AE) | 270 | 351 | 303 | 319 | 335 | |
| Success | Diploma, GED or High School Equivalency (633AE) | 18 | 16 | 11 | 11 | 12 | |
| Success | Postsecondary Credential (624AE) | 24 | 26 | 15 | 20 | 25 | |
| Transition | Transitioned to ASE (500AE) | 28 | 0 | 0 | 0 | ||
| Transition | Transitioned to Non-Developmental Credit College Course (637AE) | 22 | 0 | 0 | 0 | ||
| Transition | Transitioned to CTE (636AE) | 80 | 80 | 80 | 80 | ||
* Mandatory for all members
San Jose-Evergreen CCD (Reported by San Jose-Evergreen)
| 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) | 1,280 | 1,827 | 2,250 | 2,300 | 2,400 | |
| Progress | Completed Educational Functioning Level Gain (400AE) | 215 | 244 | 75 | 75 | 75 | |
| Progress | Immigration Integration Milestone (411AE) | 62 | 82 | 0 | 0 | 0 | |
| Success | Diploma, GED or High School Equivalency (633AE) | 39 | 42 | 0 | 0 | 0 | |
| Success | Postsecondary Credential (624AE) | 56 | 59 | 0 | 0 | 0 | |
| Transition | Transitioned to ASE (500AE) | 25 | 0 | 0 | 0 | ||
| Transition | Transitioned to Non-Developmental Credit College Course (637AE) | 188 | 150 | 150 | 150 | ||
| Transition | Transitioned to CTE (636AE) | 220 | 75 | 75 | 75 | ||
* Mandatory for all members
Santa Clara Unified (Reported by Santa Clara Unified School District (SCUSD))
| 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) | 1,002 | 1,154 | 1,022 | 1,052 | 1,084 | |
| Progress | Completed Educational Functioning Level Gain (400AE) | 208 | 330 | 258 | 265 | 273 | |
| Progress | Immigration Integration Milestone (411AE) | 249 | 351 | 363 | 373 | 385 | |
| Success | Diploma, GED or High School Equivalency (633AE) | 57 | 111 | 98 | 100 | 103 | |
| Success | Postsecondary Credential (624AE) | 226 | 110 | 0 | 0 | 0 | |
| Transition | Transitioned to ASE (500AE) | 77 | 80 | 83 | 86 | ||
| Transition | Transitioned to Non-Developmental Credit College Course (637AE) | 63 | 135 | 139 | 143 | ||
| Transition | Transitioned to CTE (636AE) | 111 | 114 | 117 | 120 | ||
* Mandatory for all members
West Valley-Mission CCD (Reported by West Valley-Mission)
| 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) | 1,697 | 2,348 | 2,603 | 2,733 | 2,870 | |
| Progress | Completed Educational Functioning Level Gain (400AE) | 90 | 256 | 275 | 287 | 301 | |
| Progress | Immigration Integration Milestone (411AE) | 49 | 64 | 0 | 0 | 0 | |
| Success | Diploma, GED or High School Equivalency (633AE) | 26 | 51 | 0 | 0 | 0 | |
| Success | Postsecondary Credential (624AE) | 194 | 168 | 118 | 126 | 140 | |
| Transition | Transitioned to ASE (500AE) | 17 | 0 | 0 | 0 | ||
| Transition | Transitioned to Non-Developmental Credit College Course (637AE) | 153 | 318 | 340 | 364 | ||
| Transition | Transitioned to CTE (636AE) | 201 | 341 | 365 | 389 | ||
* 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 | |
| Campbell Union High | 100% | 100% | 65% | 80% | 80% | 80% |
| East Side Union High | 100% | 100% | 41% | 80% | 80% | 80% |
| Metropolitan Education District | 100% | 100% | 66% | 80% | 80% | 80% |
| Milpitas Unified | 100% | 100% | 78% | 80% | 80% | 80% |
| San Jose-Evergreen CCD | 100% | 100% | 31% | 80% | 80% | 80% |
| Santa Clara Unified | 100% | 100% | 70% | 80% | 80% | 80% |
| West Valley-Mission CCD | 100% | 118% | 11% | 80% | 80% | 80% |
Objectives
Objective #1: Address Educational Needs
This set of strategies to accomplish the three objectives of the CAEP three-year plan have been conjoined to ensure efforts to address educational needs are narrow but impactful. This structure means that our strategy model addresses multiple objectives via a set of focused activities.
The primary focus for SBCAE to address educational needs in our region will be Increase Access to Career Pathway Programs that more effectively lead to employment and economic mobility. In order to do this, a focus on a student level Individual Academic Plan (IAP) will be paramount and while the IAP strategy better fits into Objective 2, it's importance to strategy 1 and SBCAE's 2025-28 plan as a whole necessitates its explanation here.
Implementing IAPs will allow us to better share our understanding of our students' goals, and to identify key outcomes such as EFL gains, HSD/E completions, and transitions to CE, and to target supports to those areas. If we can implement this effectively, we will have made meaningful progress to addressing the educational needs in the region as identified in section 2.
For the purpose of this objective the focus will be to expand our career pathway offerings and increase the opportunities for gainful employment from those pathways by focusing on employer partnerships and work-based learning opportunities.
Objective #2: Improve Integration of Services & Transitions
Utilizing Data
Providing Professional Development
Identifying Best Practices
Offering Flexible Courses and Services
Not Entered
The overall strategy which address the above bullets is to: Improve Student throughput to Support Services and Transition Points. SBCAE will achieve this with two focused activities, 1) Implementing Individual Academic Plans for Students, and 2) Establishing a Shared, Intentional, Adult Dual Enrollment System.
1) Members will contribute to the construction of the IAP by collaborating on the template and sharing how it will be included in student enrollment, progression, and exit processes. Additionally, College stakeholders will ensure it is able to be incorporated into a College Ed Plan upon student transition.
2) While students are currently taking advantage of the opportunity for Adult Dual Enrollment, more bandwidth is required to ensure the processes between our members are running smoothly, the options across all members are understood by all members, data on Adult Dual Enrollment is accessible and that students supported with their courses to the best of our ability.
Lastly, many of these bullets are operations that are under the engagement of the SBCAE Consortium-wide support team. Their ongoing projects, which support the whole of these specific initiatives, involved Data Infrastructure, building out SBCAE's Community Partner network, and improving our internal and external pathway exploration tools and transition support infrastructure.
Objective #3: Improve Effectiveness of Services
Not Entered
Not Entered
Expanding PD opportunities is a critical strategy for the success of our overall plan. Individual Academic Plans, Expanded Adult Dual Enrollment, and enhancing our Career Pathways will all require training. Expanding our consortia-wide PD to allow space for Faculty Peer Learning Communities, and to ensure wider awareness and access to the bevy of existing PD resources will show itself in the success of the Activities stated in the next section and by increasing student outcomes.
It bears repeating that many of the above bullets are part of the ongoing projects engaged in by the SBCAE Consortium-wide support team. For this objective in particular, building out SBCAE's Community Partner network is key to ensuring students and their families have the necessary services to support their education.
Activities & Outcomes
Objective #1: Address Educational Needs
Enhance & Expand Career Pathway Offerings
The following components of the activity are primary focus areas for this activities success.
- Mapping Career Pathways from AE and Noncredit to Credit Degrees/Certificates including Industry Partnerships
- Leverage Credit for Prior Learning to Credit Courses
- Work with industry partners and establish MOU’s to increase internships, apprenticeships and direct hire opportunities
- Pathway maps will be created to help guide shared understanding of opportunities for students and key transition points for schools
All members with Active CE will contribute to this Activity by supporting pathway mapping via data sharing.
A committee to focus on managing the above components which will consist of SBCAE leadership and representatives from Adult Ed and College Administration, CE faculty, and leverage industry partner consultation. This committee will share the responsibility of executing this activity.
Enhancing our existing career pathways and being intentional about building new pathways will support more students engaging in CE while increasing their employment opportunities upon completion. If successful, this will support adults with achieving their goals and addressing the need for gainful employment and economic mobility.
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).
- Establish Career Pathway Committee
- Identify and inventory partnership gaps
Improve percentage of training programs with partnered employers
Implement pathway evaluation and stakeholder feedback process
Adult Education Metrics and Student Barriers
- All: Participants (202AE)
- Student Barriers: English Language Learner (149AE)
- Success: Diploma, GED or High School Equivalency (633AE)
- Success: Postsecondary Credential (624AE)
- Transition: Transitioned to CTE (636AE)
- Transition: Transitioned to Non-Developmental Credit College Course (637AE)
Responsible Positions, Responsible Consortium Members, and Proposed Completion Date
| Responsible Position | Responsible Member | Proposed Completion Date |
|---|---|---|
| SBCAE Director | Campbell Union High | 06/30/2028 |
| SBCAE Community College Co-chair | San Jose-Evergreen CCD | 06/30/2028 |
| SBCAE Adult Education Co-chair | East Side Union High | 06/30/2028 |
| Director of Educational Partnerships | West Valley-Mission CCD | 06/30/2028 |
Objective #2: Improve Integration of Services & Transitions
Implement Individual Academic Plans
SBCAE will implement an Individual Academic Plan for all students via the following project components
- Build a project model and incorporate lessons learned from CAERC’s Academic and Career Plans
- Establish infrastructure for IAPs, including points of contact, and responsible stakeholders
- Establish template which accommodates student enrollment and exit processes and overlays onto college ed plans
- Identify pilot agencies and/or cohort and CIP processes
- Implement and iterate during pilot
- Expand footprint to whole network, incorporate CIP methodology
All members will participate in this activity at various stages
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).
Agree on template, transition points and identify key levers for implementation
Implement IAPs at volunteer pilot members
Expand pilot to network and evaluate use
Adult Education Metrics and Student Barriers
- All: Participants (202AE)
- All: Reportable Individuals (200AE)
- Progress: Completed Educational Functioning Level Gain (400AE)
- Progress: Immigration Integration Milestone (411AE)
- Student Barriers: English Language Learner (149AE)
- Success: Diploma, GED or High School Equivalency (633AE)
- Success: Postsecondary Credential (624AE)
- Transition: Transitioned to ASE (500AE)
- Transition: Transitioned to CTE (636AE)
- Transition: Transitioned to Non-Developmental Credit College Course (637AE)
Responsible Positions, Responsible Consortium Members, and Proposed Completion Date
| Responsible Position | Responsible Member | Proposed Completion Date |
|---|---|---|
| SBCAE Director | Campbell Union High | 06/30/2028 |
| SBCAE Community College Co-chair | San Jose-Evergreen CCD | 06/30/2028 |
| SBCAE Adult Education Co-chair | East Side Union High | 06/30/2028 |
Establish a shared adult dual enrollment system
The following components of the activity are primary focus areas for this activities success.
- Collect and engage key personnel at AE’s and CC’s
- Inventory current assets and processes under which students are currently engaged in Adult Dual Enrollment
- Establish consensus on processes and document member specific needs
- Establish ASE and CE pathways based on student goals for ADE
- Identify and engage support services to ensure student success
Each member will be responsible to assign individuals to this project based on their current enrollment, transition, and administration support staff who are focused on the ASE program area. Colleges will provide support with enrollment and course selection via the IAP/EdPlan. This process will also highlight priority CE pathways for ADE students for high-touch support services.
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).
Assess current status of dual enrollment processes and identify system gaps and student challenges
Reduce gaps/challenges and increase number of adult dual enrollment students by 5% from the 2024-25 baseline
- Codify process to reanalyze gaps/challenges annually
- Increase number of ADE students by 8% from 2024-25 baseline
Adult Education Metrics and Student Barriers
- All: Participants (202AE)
- All: Reportable Individuals (200AE)
- Student Barriers: English Language Learner (149AE)
- Success: Diploma, GED or High School Equivalency (633AE)
- Transition: Transitioned to CTE (636AE)
- Transition: Transitioned to Non-Developmental Credit College Course (637AE)
Responsible Positions, Responsible Consortium Members, and Proposed Completion Date
| Responsible Position | Responsible Member | Proposed Completion Date |
|---|---|---|
| SBCAE Director | Campbell Union High | 06/30/2028 |
| Director of Educational Partnerships | West Valley-Mission CCD | 06/30/2028 |
| SBCAE Community College Co-chair | San Jose-Evergreen CCD | 06/30/2028 |
| SBCAE Adult Education Co-chair | East Side Union High | 06/30/2028 |
Objective #3: Improve Effectiveness of Services
Expand Professional Development Opportunities
The following components of the activity are primary focus areas for this activities success.
- Integrate Faculty Networking Groups as Peer Learning Communities
- Expand and improve AWD Support offerings
- Incorporate shared initiatives
- CASAS Teacher Portal
- Adult Dual Enrollment
- Career Exploration Tools
- Individual Academic Plan Support
Acting as a support to all other activities in this three-year plan, the expansion of SBCAE's capacity to deliver professional development is a critical lever for success. Aside from providing stakeholder feedback to consortium efforts, there is much to be gained from a broader shared understanding of these shared initiatives, and ensuring staff have the opportunity to develop and connect is a necessary aspect of operation.
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).
- Establish Profession Development Committee
- Plan integration of Faculty Networking Group, AWD Support and Shared initiatives
Provide employee Peer Learning Communities and Networking Opportunities
Student EFL Gains will have increased by 5% from the 2024-25 Baseline
Adult Education Metrics and Student Barriers
- All: Participants (202AE)
- All: Reportable Individuals (200AE)
- Progress: Completed Educational Functioning Level Gain (400AE)
- Progress: Immigration Integration Milestone (411AE)
- Student Barriers: English Language Learner (149AE)
- Success: Diploma, GED or High School Equivalency (633AE)
- Success: Postsecondary Credential (624AE)
- Transition: Transitioned to ASE (500AE)
- Transition: Transitioned to CTE (636AE)
Responsible Positions, Responsible Consortium Members, and Proposed Completion Date
| Responsible Position | Responsible Member | Proposed Completion Date |
|---|---|---|
| SBCAE Director | Campbell Union High | 06/30/2028 |
| SBCAE Community College Co-chair | San Jose-Evergreen CCD | 06/30/2028 |
| SBCAE Adult Education Co-chair | East Side Union High | 06/30/2028 |
Funds Evaluation
Member Allocations and Expenditures
| Member Agency | Prior Year Total Leveraged Funds | Program Reporting Status |
|---|---|---|
| Campbell Union High | $5,441,066 | Certified |
| East Side Union High | $8,651,600 | Certified |
| Metropolitan Education District | $4,852,059 | Certified |
| Milpitas Unified | $2,229,389 | Certified |
| San Jose-Evergreen CCD | $5,134,723 | Certified |
| Santa Clara Unified | $3,336,104 | Certified |
| West Valley-Mission CCD | $118,252 | Certified |
| Totals | $29,763,193 | 7/7 Certified |
The South Bay Consortium for Adult Education's (SBCAE) five adult education schools and four colleges will continue to expend their allocation within their served CAEP Program Areas and in alignment with this plan and it's subsequent annual plans. SBCAE does not anticipate any major changes to the overall allocation ratios between members during the next three years, however, we anticipate exploring any available options to bolster the budgets of two of our members, Santa Clara Adult Education and Milpitas Adult Education, who's capacity is most immediately constrained by their respective budget ceilings. The primary method for this is via SBCAE's Innovation Fund, which provides an outlet for any carryover that any member is unable to expend in line with the plan.
SBCAE's Adult Education partners will continue to expend funds on certified salaries and benefits, as well as select classified and administrative salaries and benefits, to support their students success in CAEP program areas and in alignment with the CAEP Fiscal requirements as indicated in EdCode. College partners allocations are expended on dedicated Transition support and expanding counseling bandwidth to support Adult Education students through their transition to Community College Programs. Additional funds will be leveraged for Faculty to develop curriculum and for pilot noncredit programs in CE and ESL programs dedicated to students transitioning from SBCAE Adult Ed members.
The seven members of SBCAE who are participating in the ELL Healthcare Pathways Grant Rounds 1 and 2 will have additional resources separate from the Program Area Reported Funds. These funds are being utilized in accordance with their approved plans which fully align to SBCAE's 2022-25 Three-year Plan, it's subsequent Annuals plans, and the upcoming 2025-28 Three-year Plan. Capacity built, resources shared, and service delivery improvements resultant of this funding source will be integrated into the consortium's regional practice.
As part of their work in administration as SBCAE members, administrative staff will be tasked with contributing to at least one of the 2025-28 Three-year plan activities directly, as well as ensuring adequate funding is available for any support staff bandwidth or certificated staff stipends. SBCAE leverages funds to employ consortium-wide support roles, providing the necessary bandwidth to achieve the outcomes described above, via project management and infrastructure.
Certification
Campbell Union High - Member Representative
Dr. Usha Narayanan - Director
- unarayanan@cuhsd.org
- (408) 626-6402 ext: 2601
Leslie Johnson-Tatsuta - Assistant Director
- ltatsuta@cuhsd.org
East Side Union High - Member Representative
Traci Williams - Director
- williamst@esuhsd.org
- (408) 928-9310
Metropolitan Education District - Member Representative
Maliheh Vafai Ph.D. - Director of Adult Education
- mvafai@metroed.net
- (408) 723-4259 ext: 1259
Sheena Fuentes - Senior Accountant
- sfuentes@metroed.net
- (408) 723-6428
Lars Guntvedt - Assistant Principal
- lguntvedt@metroed.net
- (408) 723-4230
Wendy Zhang - CBO
- wzhang@metroed.net
- (408) 723-6419
Milpitas Unified - Member Representative
51 Giuliana Brahim - Principal
- gbrahim@musd.org
- (408) 635-2692 ext: 4556
Priti Johari - Executive Director
- pjohari@musd.org
San Jose-Evergreen CCD - Member Representative
Tu Nguyen - Staff Accountant
- tu.nguyen@sjeccd.edu
- (408) 298-2181 ext: 3271
Dr. Maniphone Dickerson - Vice President Strategic Partnerships and Workforce Innovation
- Maniphone.dickerson@sjcc.edu
- (408) 288-3180
Edwin Chandrasekar - VIce Chancellor, Admin Services
- edwin.chandrasekar@sjeccd.edu
- (408) 270-6428
Santa Clara Unified - Member Representative
Carrie Casto - Principal, Adult Ed.
- ccasto@scusd.net
- (408) 423-3501
Christine Berdiansky - Program Administrator
- cberdiansky@scusd.net
- (408) 423-3503
West Valley-Mission CCD - Member Representative
Julian Branch - Director of Educational Partnerships
- julian.branch@missioncollege.edu
Erika Vargas - Interim Dean Health & Human Development
- erika.vargas@westvalley.edu
- (408) 741-2523 ext: 2523
Mark Manrose - Director of Continuing Education
- mark.manrose@westvalley.edu
- (408) 741-2469
Eric Grabiel - Director, School of Continuing Education
- Eric.Grabiel@westvalley.edu
- (408) 741-2137