Produced: Jun 25, 2025, 06:37 PM UTC - By Leslie O'Connor
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) | 2,506 | 2,510 | 2,585 | 2,662 | 2,741 | |
Student Barriers | English Language Learner (149AE) | 1,105 | 1,228 | 1,264 | 1,301 | 1,340 | |
Student Barriers | Low Literacy (155AE) | 1,902 | 1,878 | 1,934 | 1,992 | 2,051 |
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.
Lucia Mar Unified (Reported by Lucia Mar Unified School District (LMUSD))
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) | 237 | 234 | 241 | 248 | 255 | |
Success | Diploma, GED or High School Equivalency (633AE) | 23 | 28 | 36 | 41 | 47 | |
Transition | Transitioned to ASE (500AE) | 13 | 15 | 17 | |||
Transition | Transitioned to CTE (636AE) | 1 | 3 | 5 |
* Mandatory for all members
San Luis Coastal Unified (Reported by San Luis Coastal Unified School District (SLCUSD))
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) | 113 | 107 | 110 | 113 | 116 | |
Success | Diploma, GED or High School Equivalency (633AE) | 19 | 24 | 30 | 36 | 42 | |
Transition | Transitioned to ASE (500AE) | 42 | 44 | 46 | |||
Transition | Transitioned to CTE (636AE) | 2 | 4 | 6 |
* Mandatory for all members
San Luis Obispo County CCD (Reported by San Luis Obispo)
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) | 2,024 | 2,003 | 2,063 | 2,125 | 2,189 | |
Success | Diploma, GED or High School Equivalency (633AE) | 25 | 36 | 42 | 50 | 58 | |
Transition | Transitioned to ASE (500AE) | 84 | 231 | 238 | 245 | ||
Transition | Transitioned to CTE (636AE) | 129 | 133 | 137 | 141 |
* Mandatory for all members
Templeton Unified (Reported by Templeton Unified School District)
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) | 39 | 42 | 44 | 46 | 48 | |
Success | Diploma, GED or High School Equivalency (633AE) | 24 | 21 | 24 | 27 | 30 | |
Transition | Transitioned to ASE (500AE) | 5 | 8 | 10 | |||
Transition | Transitioned to CTE (636AE) | 2 | 4 | 6 |
* 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 | |
Lucia Mar Unified | 100% | 100% | 56% | 80% | 82% | 85% |
San Luis Coastal Unified | 100% | 100% | 100% | 80% | 82% | 85% |
San Luis Obispo County CCD | 100% | 100% | 68% | 80% | 82% | 85% |
Templeton Unified | 100% | 100% | 47% | 80% | 82% | 85% |
Objectives
Objective #1: Address Educational Needs
To meet the needs of the growing English Language learner population in SLO, Cuesta will continue to provide ESL programming throughout the county. In order to keep up with demand, hiring more instructors is necessary. To serve students in rural areas, Cuesta will continue to collaborate with K-12 districts to utilize their facilities, integrate outreach, and transition students to certificate coursework and better employment opportunities. Because the ESL program at Cuesta has been so impacted, there is a need to provide ESL programming to learners at community sites when they are unable to register at Cuesta or when an instructor is not available for the community class. The consortium members will collaborate to develop this programming to ensure that it is aligned with the ESL program offered at Cuesta yet not a duplication of services. K-12 partners may also consider developing a Child Success curriculum to address the unmet need in our region.
The consortia will continue with the HSE workgroup to improve curriculum and quality of instruction. The goal is to increase course rigor and develop exit assessments to identify student progress and transition readiness. At Cuesta, the goal will be to expand offerings in person and improve the consistency of instruction. ABE is an identified gap in services. As the sole provider of Adults with Disabilities programming, Cuesta College will continue to collaborate with community partners to offer more in-person classes, expanding course offerings to community partnering facilities, and increasing on campus day programs.
In terms of meeting the CTE needs in the county, Cuesta is collaborating with local industries and the Workforce Development Board to offer Commercial Truck Driving Program, and Ranch Education has recently been launched. Digital Literacy course offerings in partnership with the Workforce Development Board will be offered throughout various K-12 agencies within the consortium. LMUSD will continue with its Cosmetology Program which launched last year, and is in the process of developing Medical Assisting and Phlebotomy pathways with a potential partnership with CalRegional. SLCUSD will continue to offer its Culinary course to students providing them the opportunity to get their food handlers/safe serv certification process for possible entry level positions in the culinary industry. In addition, SLCUSD is working with the SLO County Jail program on integrating personal finance and food handlers certification to the incarcerated adults.
Objective #2: Improve Integration of Services & Transitions
Utilizing Data
Providing Professional Development
Identifying Best Practices
Offering Flexible Courses and Services
Outreach to students by going to their location (e.g., workplace)
To improve both the integration of services and transitions to post-secondary education and the workforce, consortium members will implement a variety of coordinated strategies.
- Data will be used to monitor students who have completed programming and are ready to transition.
- Members will develop ongoing systems of communication between K-12 agencies, Cuesta College, and AJCC partners.
- The consortium will collaborate to identify and align best practices across programs, including the development of student educational plans and individualized support through Academic Success Coaches (ASCs).
- These coaches will serve as liaisons across adult education programs, postsecondary institutions, and workforce services.
- ASCs will also help students identify resources, set goals, and navigate their transitions.
- They will meet with consortium members each semester during monthly management meetings to review data, share updates, celebrate successes, identify areas of need, and plan next steps.
Within Cuesta, structured referral systems will guide ESL students at semester breaks toward GED preparation, noncredit and credit classes, and employment opportunities.
Similarly, K-12 agencies will build communication and referral systems to help ESL students transition either into local college programs—through a warm handoff—or remain within K-12 for their next steps.
- A celebration event will be held in partnership with Cuesta to welcome and support ESL students beginning their college journey.
K-12 agencies and Cuesta will also coordinate with AJCC to place and support students entering the workforce.
Finally, students in the justice system will receive onboarding and transition support based on their academic, social, and emotional needs, with placement into either K-12 programs or Cuesta College, as appropriate.
Objective #3: Improve Effectiveness of Services
Not Entered
Not Entered
By developing and committing to monthly consortium management team meetings, we feel that we will build alignment within members to best support student needs.
Activities & Outcomes
Objective #1: Address Educational Needs
Expansion of CTE Pathways
The consortium will expand Career Technical Education (CTE) programming to better meet the educational needs of adult learners and the workforce demands of local employers. This initiative includes increasing the number of short-term CTE training programs, aligning offerings with in-demand industries, and strengthening partnerships with employers to establish direct pathways to employment.
Consortium members will collaborate with the Workforce Development Board and industry partners to design and implement these programs. Key deliverables will include the development of new short-term CTE courses informed by regional labor market data, as well as the creation of work-based learning opportunities, such as internships and apprenticeships.
This expansion aligns with CAEP objectives by increasing educational attainment, enhancing workforce readiness, and supporting economic mobility for adult learners. In the short term, efforts will focus on program launch and student recruitment. Intermediate outcomes will emphasize course completion and job placement, while long-term goals aim at sustainable program growth and expanded career advancement opportunities.
Additionally, the initiative is designed to address barriers faced by adult learners—including financial limitations, lack of work experience, and restricted access to career training—ensuring equitable opportunities for all.
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).
- Launch at least two new short-term CTE programs by June 2026, based on local labor market data and employer input.
- Conduct at least five targeted outreach campaigns (e.g., social media, community events, flyers at partner agencies) by May 2026 to increase awareness of CTE opportunities and boost enrollment.
- Increase overall CTE program enrollment by at least 10% over baseline (2023–24 levels) by June 2028 through expanded offerings and outreach.
- Establish work-based learning opportunities with three to five local employers to offer externships, apprenticeships, or job shadowing experiences by the end of Year 3 (June 2028).
- Strengthen and formalize partnerships with three to five industry leaders or employer groups by 2030 to ensure CTE programs remain responsive to evolving workforce needs and regional priorities.
- Implement a long-term graduate tracking system by 2027 to monitor employment status, job retention, and career advancement of CTE program completers, with annual outcome reports starting in 2028.
Adult Education Metrics and Student Barriers
- All: Participants (202AE)
- Student Barriers: English Language Learner (149AE)
- Student Barriers: Low Literacy (155AE)
- Transition: Transitioned to CTE (636AE)
Responsible Positions, Responsible Consortium Members, and Proposed Completion Date
Responsible Position | Responsible Member | Proposed Completion Date |
---|---|---|
Principal | Lucia Mar Unified | 06/30/2028 |
Director | San Luis Obispo County CCD | 06/30/2028 |
Teacher | San Luis Coastal Unified | 06/30/2028 |
Director | Templeton Unified | 06/30/2028 |
Objective #2: Improve Integration of Services & Transitions
Transitions to College and Career
Transitions to college and career for high school graduates will be strengthened by a streamlined referral process and partnerships with county partners through monthly meetings. Each student will have a path to follow based on their desired educational and career goals. The consortium goal is to have partners at each junction to seamlessly transfer students as they progress from one program to the next one in their individual journey. This begins with the initial orientation where the student is not only introduced to the program they are entering but looking forward to their next step. As students finish one program they will be guided to the next step. After transfer, there will be reporting done quarterly or semi annually to allow both sides to view successes and failures in their collaboration. Additional refinement of the process will occur at those meetings and reporting periods.This will require coordination, standardized procedures, and follow-up reports. This will allow our consortium to quantify how our transition of students is functioning in relation to our goals of having more transitions as well as having more of our students achieving and increase in education, employment and wages.
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).
Data will be used to monitor students who have completed programming and are ready to transition.
Develop on-going systems of communication between the K-12 agencies and the local community colleges and AJCC agency within the consortium.
Students within the justice system will be on-boarded and supported in their transition to K-12 agencies or Cuesta College depending on specific academic and social and emotional needs. Structure referral ESL & GED strategies within Cuesta itself, building systems of communication, referral and review for transitioning ESL students at the semester breaks for GED preparation, non-credit and credit classes and next steps toward employment opportunities.
K-12 agencies within the consortium will work to develop systems of communication, referral and for transitioning ESL students at the semester breaks for credit, non credit, GED enrollment either to the local community college (warm hand off) or staying within the local K-12 agency for next steps.
Implement a consortium-wide referral system, aligning practices across all agencies by June 2026
Utilize Academic Success Coaches (ASCs) to support planning and transitions for at least 25 graduated students from K-12 agencies by June 2026
Host at least one ESL onboarding celebration with Cuesta, aiming for 5% participation growth year-over-year by June 2027
Establish and solidify partnership with AJCC to place transitioning students into workforce opportunities by June 2027
Launch a tracking system to monitor at least 90% of student transitions and outcomes across programs by June 2028
Create ESL to Cuesta transition systems at from K-12 agencies, increased by 3–5% annually by June 2028
Utilize Academic Success Coaches (ASCs) to support planning and transitions for at least 50 graduated students from K-12 agencies by June 2028
- Evaluate data and make adjustments to the established systems of practice to improve effectiveness of the system and support for the next 3-year plan.
Adult Education Metrics and Student Barriers
- All: Participants (202AE)
- Student Barriers: English Language Learner (149AE)
- Student Barriers: Low Literacy (155AE)
- Success: Diploma, GED or High School Equivalency (633AE)
- 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 |
---|---|---|
Principal | Lucia Mar Unified | 06/30/2028 |
Director | San Luis Obispo County CCD | 06/30/2028 |
Teacher | San Luis Coastal Unified | 06/30/2028 |
Director | Templeton Unified | 06/30/2028 |
Objective #3: Improve Effectiveness of Services
ASE (High School Diploma or Equivalency) Program
Offering ABE and ASE education is an identified need in the area as 18,000 adults do not have a High School diploma in San Luis Obispo County. Although there were functional gain increases and an increase in those who earned a GED or High School Diploma, enrollments in these programs have either remained static or decreased in recent years. In addition, improving course rigor was a goal in the last three year plan, but consortium members agree that it has not been sufficiently improved across the consortium. Ultimately, members plan to improve their programs so that the course outcomes align with HS Diploma or GED attainment. In addition, the effectiveness of instruction and wrap-around services can be improved in order to accelerate learning and reduce the amount of time it takes to achieve the Diploma or pass the GED tests.
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).
The first step in improving the GED/HSD programs will involve a consortium workgroup that is tasked with research and information gathering. This will include:
- Researching GED/HSD programs at other adult schools and community colleges across the state, focusing on course length, content area, and program structure by June 2026.
- Surveying current and former students and teachers to gather input on the strengths and weaknesses of the current programs by June 2026.
- Investigating instructional and student support practices associated with students' success in these programs by June 2026.
- Creating a consortium-wide tracking system from time of enrollment to passing GED/HSD exams by June 2026.
During this phase, strategies identified after the first year should be implemented at each level.
- One identified improvement will be made to each of the following areas and monitored during this time period: scheduling, course content/design, instruction, and student support service by June 2027.
- The consortium-wide tracking system for duration of time from enrollment to passing GED/HSD exams will be implemented by June 2027.
The identified improvements in each of the following areas will be evaluated: scheduling, course content/design, instruction, and student support service.
- Data will be compared to see if improvements were made in student retention and completion by June 2028.
- The consortium-wide tracking system for duration of time from enrollment to passing GED/HSD exams will be evaluated by June 2028.
The results of these evaluations will inform the next three-year plan.
Adult Education Metrics and Student Barriers
- All: Participants (202AE)
- Student Barriers: English Language Learner (149AE)
- Student Barriers: Low Literacy (155AE)
- Success: Diploma, GED or High School Equivalency (633AE)
- 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 |
---|---|---|
Principal | Lucia Mar Unified | 06/30/2028 |
Director | San Luis Obispo County CCD | 06/30/2028 |
Teacher | San Luis Coastal Unified | 06/30/2028 |
Director | Templeton Unified | 06/30/2028 |
Funds Evaluation
Member Allocations and Expenditures
Member Agency | Prior Year Total Leveraged Funds | Program Reporting Status |
---|---|---|
Lucia Mar Unified | $912,805 | Certified |
San Luis Coastal Unified | $1,014,098 | Certified |
San Luis Obispo County CCD | $1,750,927 | Certified |
Templeton Unified | $134,835 | Certified |
Totals | $3,812,665 | 4/4 Certified |
The CAEP funds are allocated through the San Luis Obispo County Adult Education Consortia governance process. The CFAD process ensures that all expenditures are in compliance with AB104 and directly benefit and support student learning and goal achievement. Classified salaries directly support student services, outreach, and the onboarding experience, while instructor salary will focus on delivery of instruction, curriculum development, and professional development. Adult education funds will provide students with quality and rigorous instruction, access to technology, eliminate student barriers, and college and career transitional assistance. Allocations will be aligned with the goals, objectives, activities, and strategies identified and developed in the Three-Year Plan. Funds will be allocated to ensure each member can successfully implement and sustain quality programs while providing student support services identified through best practices. The consortium will leverage resources through community college Student Equity and Achievement Plan (SEA), Strong Workforce, Workforce Innovation and Opportunity Act (WIOA II), and grant opportunities from the Workforce Development Board. The SLOCAEC members will coordinate and collaborate funds to ensure adult education programming needs are met throughout the county.
Certification
Lucia Mar Unified - Member Representative
Jennifer Bowen - Principal of Adult Education
- jennifer.bowen@lmusd.org
- (805) 474-3222
San Luis Coastal Unified - Member Representative
Leslie O'Connor - Lead Teacher of Adult Education
- loconnor@slcusd.org
- (805) 549-1222
San Luis Obispo County CCD - Member Representative
Wes Martin - Director, Continuing Education & Special Programs
- phillip_martin@cuesta.edu
- (805) 592-9503
Templeton Unified - Member Representative
Cheryl London - clondon@templetonusd.org
- (805) 434-5827