Produced: Jun 18, 2025, 09:07 PM UTC - By Lisa Voss
Details
Assessment
Metrics: CAEP Barriers & Metrics
Consortium Level Metric Targets
In this section, Consortium Level Actuals data from DataVista for the previous three years, including areas to input data for Consortium Level Targets are shown below.
The first row shows the required metric of Number of Adults Served. The following rows show metrics previously selected in the CAEP Barriers and Metrics workflow section.
Input Consortium Level Targets as whole numbers for the upcoming three years for all of the rows of metrics shown below
The 2023-24 data in DataVista will be made available in Spring 2025 and the 2024-25 data will be made available in Spring 2026.
| Metric Set | Metric Description | Consortium Level Metric Actuals | Consortium Level Metric Targets | ||||
|---|---|---|---|---|---|---|---|
| 2022-23 | 2023-24 | 2024-25 | 2025-26 | 2026-27 | 2027-28 | ||
| All | Reportable Individuals (200AE) | 4,092 | 4,730 | 6,250 | 7,500 | 8,000 | |
| Student Barriers | English Language Learner (149AE) | 1,463 | 1,698 | 2,500 | 2,750 | 3,000 | |
| Student Barriers | Low Literacy (155AE) | 2,534 | 2,958 | 3,250 | 3,500 | 3,750 | |
| Student Barriers | Low Income (154AE) | 1,991 | 2,296 | 3,250 | 3,500 | 3,750 | |
| Student Barriers | Ex-Offender (150AE) | 833 | 763 | 850 | 925 | 1,000 | |
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.
Placer Union High (Reported by Placer Union High School District (PUHSD))
| 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) | 336 | 532 | 2,000 | 2,500 | 3,000 | |
| Employment & Earnings | Employed Two Quarters After Exit (505AE) | 50 | 150 | 185 | 250 | ||
| Progress | Completed Educational Functioning Level Gain (400AE) | 65 | 94 | 350 | 400 | 450 | |
| Success | Diploma, GED or High School Equivalency (633AE) | 39 | 46 | 150 | 190 | 235 | |
| Transition | Transitioned to ASE (500AE) | 10 | 30 | 50 | 65 | ||
| Transition | Transitioned to CTE (636AE) | 20 | 50 | 30 | |||
| Students and Programs | Adult Basic Education (1001) | 10 | 0 | 500 | 575 | 625 | |
| Students and Programs | English as a Secondary Language (1002) | 112 | 149 | 250 | 350 | 450 | |
| Students and Programs | Career Technical Education (1003) | 140 | 316 | 500 | 625 | 700 | |
| Students and Programs | Short-Term CTE Training Programs (126AE) | 55 | 75 | 80 | |||
* Mandatory for all members
Roseville Joint Union High (Reported by Roseville Adult School)
| 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) | 1,412 | 1,625 | 2,500 | 3,000 | 3,500 | |
| Employment & Earnings | Employed Two Quarters After Exit (505AE) | 172 | 220 | 250 | 270 | ||
| Progress | Completed Educational Functioning Level Gain (400AE) | 297 | 387 | 470 | 560 | 650 | |
| Success | Diploma, GED or High School Equivalency (633AE) | 152 | 154 | 120 | 130 | 145 | |
| Transition | Transitioned to ASE (500AE) | 32 | 50 | 55 | 60 | ||
| Transition | Transitioned to CTE (636AE) | 171 | 180 | 185 | 190 | ||
| Students and Programs | Adult Basic Education (1001) | 31 | 82 | 130 | 140 | 150 | |
| Students and Programs | English as a Secondary Language (1002) | 514 | 516 | 600 | 650 | 660 | |
| Students and Programs | Career Technical Education (1003) | 626 | 904 | 960 | 970 | 980 | |
| Students and Programs | Short-Term CTE Training Programs (126AE) | 20 | 30 | 40 | |||
* Mandatory for all members
Sierra Joint CCD (Reported by Sierra)
| 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) | 633 | 891 | 900 | 905 | 910 | |
| Employment & Earnings | Employed Two Quarters After Exit (505AE) | 84 | 0 | 0 | 0 | ||
| Progress | Completed Educational Functioning Level Gain (400AE) | 109 | 190 | 180 | 185 | 190 | |
| Success | Diploma, GED or High School Equivalency (633AE) | 23 | 30 | 25 | 25 | 25 | |
| Transition | Transitioned to ASE (500AE) | 10 | 0 | 0 | 0 | ||
| Transition | Transitioned to CTE (636AE) | 69 | 0 | 0 | 0 | ||
| Students and Programs | Adult Basic Education (1001) | 0 | 0 | 0 | 0 | 0 | |
| Students and Programs | English as a Secondary Language (1002) | 343 | 552 | 500 | 510 | 520 | |
| Students and Programs | Career Technical Education (1003) | 170 | 161 | 160 | 165 | 170 | |
| 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 | |
| Placer Union High | 100% | 100% | 50% | 85% | 90% | 100% |
| Roseville Joint Union High | 100% | 100% | 57% | 95% | 95% | 100% |
| Sierra Joint CCD | 100% | 100% | 30% | 100% | 100% | 100% |
Objectives
Objective #1: Address Educational Needs
The strategies and objectives outlined below align with the priorities of our previous three-year plan, which remain relevant, as evidenced by our data. They aim to address the educational needs in the region and support the new structure of the consortium. Our efforts will be guided by data, discussions with partners, and input from all consortium members.
Targeted Outreach and Enrollment:
- Provide English as a Second Language (ESL), High School Diploma (HSD), High School Equivalency (HSE), and Career and Technical Education (CTE) classes in underserved communities.
- Focus marketing efforts on younger adults, males, ESL learners, and low-income individuals.
- Establish tailored recruitment and enrollment processes that address the specific needs of Tahoe/Truckee and Nevada County.
- Collaborate with nonprofits, libraries, and schools to raise community awareness of our new offerings.
- Launch new programs in Lincoln and Rocklin, while expanding ESL classes in Roseville.
Service expansion and Diversification:
- Extend further services to Western Placer County and parts of Nevada County, including Tahoe/Truckee.
- Offer multiple instructional formats to enhance accessibility.
- Customize ESL instruction to meet the industry-specific requirements.
Enhanced Support Services:
- Implement managed enrollment processes and provide bilingual assistance for English language learners.
- Offer part-time counseling services in Lincoln and coordinate transportation and childcare support.
CTE Program Development:
- Ensure CTE programs are aligned with local job opportunities and strengthen partnerships with industry stakeholders.
- Emphasize Integrated Education and Training (IET) to effectively combine essential skills with technical training.
Resource Alignment:
- Leverage resources, including CAEP (California Adult Education Program) funds, to support these initiatives.
These strategies and objectives aim to improve enrollment, persistence, and completion rates among underserved populations, ultimately enhancing literacy and facilitating smoother transitions into the workforce.
Objective #2: Improve Integration of Services & Transitions
Utilizing Data
Providing Professional Development
Identifying Best Practices
Offering Flexible Courses and Services
Not Entered
Objective #3: Improve Effectiveness of Services
Not Entered
Not Entered
Activities & Outcomes
Objective #1: Address Educational Needs
Addressing Educational Needs for the Consortium
**Outreach and Enrollment for ESL, HSD/HSE, and CTE**
**Overview of the Activity:**
This initiative involves a coordinated effort by all members of the Sierra Joint Consortium (SJC) to provide English as a Second Language (ESL), High School Diploma (HSD/HSE), and Career and Technical Education (CTE) classes in underserved areas. The goal is to target marketing efforts to reach these populations effectively. Additionally, support for managed enrollment and contextualized ESL instruction will be provided to meet industry needs.
- **Roseville Adult School (RAS)** will expand its High School Diploma Program and ESL classes in Western Placer County and CTE opportunities. This includes launching new courses and collaborating with local high schools, such as Phoenix High School, and libraries for student referrals and outreach. RAS will also increase ESL classes in Roseville to respond to demand, particularly due to the downsizing of Highlands Charter, ensuring that students are not turned away due to space or funding limitations.
- **Placer School for Adults (PSA)** plans to implement new enrollment and recruitment processes in the Tahoe/Truckee and Nevada County regions as it takes on responsibility for adult education services in these areas. PSA will focus on securing long-term facilities to facilitate growth and will adapt its existing enrollment procedures to these new locations. This includes managed enrollment, counseling, CASAS testing, goal setting, and collaboration with local partners to secure new facilities.
- A significant aspect of this effort involves developing and distributing targeted messaging and branding to educate communities in the newly configured service areas about available course offerings and the new consortium structure. This outreach will be conducted through strategic partnerships with non-profit organizations, government agencies, local libraries, and schools, as well as through direct advertising on social media, in movie theaters, at the DMV, and on local radio stations.
- **Sierra College** will utilize its dedicated CTE enrollment specialist to assist with outreach and onboarding for career education programs and will explore additional opportunities to enhance recruitment efforts across the consortium.
**Participating Agencies and Individuals:**
This initiative will be executed collaboratively by all Sierra Joint Consortium members, including Placer School for Adults (PSA), Roseville Adult School (RAS), and Sierra Joint Community College District (CCD).
Key individuals responsible for implementing this initiative include Lisa Voss, Steven Casperite, and Lindsey Kerr. The project will also involve collaborations with local K-12 feeder schools (e.g., Lincoln High School, Phoenix High School), public libraries (e.g., Rocklin Public Library), local non-profits, the Alliance for Workforce Development, and other community partners.
**Key Deliverables:**
- Launch additional HSE/HSD, ESL, and initial CTE offerings in Lincoln by RAS by August 2025. RAS will collaborate with Sierra College to ensure transitional offerings are available for transfer students.
- Establish new enrollment and recruitment processes at PSA in Tahoe/Truckee and Nevada County, including adapted procedures for managed enrollment, counseling, and CASAS testing.
- Develop and widely disseminate marketing and branding materials tailored to the new service areas.
- Identify specific underserved areas within the consortium by August 2025.
- Create a comprehensive marketing plan to reach the identified underserved populations by August 2025.
**Contribution to CAEP Objectives:**
- **Objective #1: Address Educational Needs:** This initiative is essential for achieving Objective #1 by expanding the availability and accessibility of vital adult education programs (ESL, HSD/HSE, CTE) in regions previously lacking sufficient services, such as Western Placer County, Tahoe/Truckee, and Nevada County. It directly targets the identified needs to increase English language literacy, support high school completion, and provide relevant industry-specific skills training.
- **Objective #2: Improve Integration of Services & Transitions:** By launching collaborative outreach efforts with K-12 schools and utilizing a CTE enrollment specialist, this initiative facilitates the early identification of students who need to transition into adult education or postsecondary programs, thereby improving seamless educational pathways.
Objective #3: Improve Effectiveness of Services:** The initiative focuses on refining data collection through managed enrollment processes and regularly reviewing the effectiveness of outreach (e.g., via enrollment and persistence data). This objective ensures that programs remain aligned with identified regional needs and demonstrate effectiveness
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).
**Short-Term Outcomes (12 months - by June 2025):**
- RAS will develop further High School Equivalency (HSE) and High School Diploma (HSD) program offerings, along with English as a Second Language (ESL) offerings in the Western Placer Region by August 2025, aiming to enroll at least 50 new students. New Career and Technical Education (CTE) programs will also be introduced by then.
- PSA will create new enrollment and recruitment processes for Tahoe/Truckee and Nevada County by August 2025. This will involve at least three community outreach events in each region and the development of localized marketing materials. PSA will also secure new facilities to support program growth.
- The consortium will pinpoint underserved geographic areas and demographic groups within the SJC region, develop a targeted marketing plan based on this assessment, and collaborate with Sierra College on student transition opportunities through credit for prior learning in CTE.
**Intermediate Outcomes (1-3 years - by June 2026 & 2027)**
The consortium will offer new/additional sections of ESL, HSD/HSE, and CTE classes based on insights from short-term outreach efforts, leading to an extra 3% increase in enrollment, persistence, and completion rates across the consortium for younger age groups, males, ELL students, and low-income students.
▪
Consortium members will annually review course offerings and the effectiveness of marketing/outreach efforts based on enrollment and persistence data, making adjustments to maximize program growth in underserved areas.
**Long-term Outcomes (3-5 years - by 2027 - 2030)***
SJC will demonstrate a sustained increase in the number of adults served and participants from targeted underserved populations, leading to a demonstrable reduction in educational gaps in previously underserved regions.
A measurable increase in student completion of IET/IELCE programs will enhance employability and advancement into high-need, high-wage, and middle- and high-skilled industry sectors across the region.
The goal is to address barriers faced by English Language Learners (ELL), Low-Income (LI), and Low Literacy (LL) individuals over the next three years. We plan to expand programs and outreach in areas with high concentrations of these populations, to increase enrollment and completion rates by 3%. For instance, offering more ESL classes in Lincoln will support ELL students, who currently represent only 6.8% of those speaking English "less than well," and assist 12,000 individuals aged 20-49 without a high school diploma.
Adult Education Metrics and Student Barriers
- All: Participants (202AE)
- Student Barriers: English Language Learner (149AE)
- Student Barriers: Ex-Offender (150AE)
- Student Barriers: Low Income (154AE)
- Student Barriers: Low Literacy (155AE)
- Students and Programs: Adult Basic Education (1001)
- Students and Programs: Career Technical Education (1003)
- 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 |
|---|---|---|
| Principal | Placer Union High | 06/18/2027 |
| Principal | Roseville Joint Union High | 06/18/2027 |
| Representative | Sierra Joint CCD | 06/18/2027 |
Objective #2: Improve Integration of Services & Transitions
Improving Integration of Services and Transitions
The Sierra Joint Consortium (SJC) is committed to enhancing service integration and transitions for further education and employment as part of its three-year plan for 2025-2028, particularly focusing on Objective #2: Improve Integration of Services & Transitions.
The strategy aims to make educational pathways more accessible, especially for underserved populations. The service areas were recently realigned: Placer School for Adults (PSA) now serves Eastern Placer County and Western Nevada County, while Roseville Adult School (RAS) covers Western Placer County. This change aims to improve service integration and extend reach into Lincoln, Rocklin, and parts of Nevada County and Tahoe/Truckee.
Key integration activities include:
- Developing new enrollment processes tailored to reconfigured areas, such as managed enrollment and counselor meetings. RAS has introduced a High School Diploma Program in Lincoln and plans to offer ESL classes at the Rocklin Public Library through outreach efforts.
- Providing contextualized ESL instruction linked to industry needs and hiring additional ESL teachers to support workforce preparation and facilitate transitions to relevant employment.
- Sharing resources and courses through various instructional models, ensuring access to a broad range of educational opportunities in previously underserved regions.
- Collaborating with K-12 schools and community colleges at least twice yearly to assess educational needs and align Career and Technical Education (CTE) pathways.
- Identifying opportunities for program articulation between adult schools and Sierra College to formalize educational pathways and reduce barriers for advancing students.
- Utilizing a transition counselor role to assist students moving from Adult Education programs to Sierra College, facilitating smoother transitions to educational or career goals.
- Sierra College has appointed a CTE enrollment specialist to support outreach for career education programs and workforce boards, enhancing integration with vocational training and employment opportunities.
- Partnering with organizations like the Undocumented Student Center at Sierra College to identify job training opportunities for specific student populations.
All SJC member agencies—PSA, RAS, and Sierra Joint CCD—will implement these initiatives, led by Steven Casperite, Lisa Voss, and Lindsey Kerr.
Key deliverables for enhancing integration and transitions include:
- By June 2025, identify underserved areas and create targeted marketing strategies.
- Offering additional ESL, High School Diploma (HSD)/High School Equivalency (HSE), and CTE classes based on outreach outcomes.
- Conducting annual reviews of course offerings and marketing effectiveness through enrollment data.
- Initiating regular collaborative meetings with K-12 and community colleges by June 2025 to address transition needs and explore articulation opportunities.
- Reviewing collaboration and articulation agreements for continuous improvement.
This comprehensive approach targets barriers faced by English Language Learners (ELL), low-income individuals, and those with low literacy, aiming for a 3% increase in enrollment, persistence, and completion rates for younger groups, males, ELL, and low-income students—building on a 2% increase from the prior year. By integrating services and facilitating transitions, the SJC ensures more individuals facing significant challenges are effectively served and connected to opportunities.
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).
**Short-Term Goal (Next 12 months – by June 30, 2025)**
- **Specific:** Increase enrollment of English Language Learners (ELL) and low-income students, as well as participation in High School Diploma (HSD)/High School Equivalency (HSE) and English as a Second Language (ESL) programs in the Western Placer County (Lincoln, Rocklin) and Nevada County/Tahoe Truckee areas.
- **Measurable:** Achieve an additional 3% increase in enrollment for ELL and low-income students, measured through tracking enrollment data from new classes and recruitment efforts.
- **Achievable:** Supported by launching new HSD and ESL classes in Lincoln and Rocklin, and establishing new enrollment processes in Tahoe/Truckee and Nevada County.
- **Relevant:** Addresses the need for outreach to underserved populations and expands adult education in these areas.
- **Time-bound:** By June 30, 2025.Short-Term Goal (Next 12 months – by June 30, 2025)
**Intermediate-Term Goal (1-3 Years – by June 30, 2027)**
- **Specific:** Improve persistence and completion rates in adult education programs, targeting younger age groups, males, English Language Learners (ELL), and low-income students. Focus on strengthening transition pathways to postsecondary programs like Sierra College and evaluating collaboration effectiveness.
- **Measurable:** Aim for a 3% increase in persistence and completion rates. Hold semi-annual meetings with K-12 schools and community colleges to identify transition needs, with annual reviews of articulation agreements and transition services by June 2027.
- **Achievable:** Build on initial enrollment successes and utilize the consortiums and Sierra's transition counselors to support student matriculation.
- **Relevant:** This goal supports the consortium's mission to enhance service integration and address barriers for ELL, low-income, and low-literacy students.
- **Time-bound:** Target completion by June 30, 2027.
**Long-Term Goal (by June 30, 2029)**
**Specific:** Increase the percentage of students achieving sustainable employment and navigating flexible educational and career pathways that meet their needs and labor market demands, focusing on transitioning from Adult Education to Sierra College for job training.
**Measurable:** Improve completion rates in Integrated Education and Training (IET) and Integrated English Literacy and Civics Education (IELCE) programs. Effectiveness will be assessed through annual reviews using data on enrollment, persistence, and employment outcomes.
**Achievable:** Hire a Career and Technical Education (CTE) enrollment specialist to enhance outreach and student transitions across institutions.
**Relevant:** This goal aligns with the consortium's vision of providing education and workforce training that fosters employability and economic mobility for individuals facing barriers.
**Time-bound:** Target date is June 30, 2029.
Adult Education Metrics and Student Barriers
- Student Barriers: English Language Learner (149AE)
- Student Barriers: Ex-Offender (150AE)
- Student Barriers: Low Income (154AE)
- Student Barriers: Low Literacy (155AE)
- 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 | Roseville Joint Union High | 06/16/2028 |
| Principal | Placer Union High | 06/16/2028 |
| Representative | Sierra Joint CCD | 06/16/2028 |
Objective #3: Improve Effectiveness of Services
Improve effectiveness of services
1. Agencies or Individuals Who Will Carry Out the Activity
The following agencies and individuals will be involved in implementing the activity:
Lead Agency: Roseville Adult School, Placer School for Adults, Sierra College
Partner Agencies: Community College partners, Workforce Development Board, Department of Rehabilitation,
Individuals Involved: Adult Education Instructors, Counselors, Transition Specialists, Data Technicians, Program Coordinators, Workforce Partners
2. Key Deliverables
Development and implementation of a professional development plan focused on data-informed instruction, differentiated instruction, and integrated education and training (IET).
Conducting joint professional learning communities (PLCs) that include faculty and student support staff across agencies.
Revision and alignment of intake, assessment, and transition processes to ensure consistent and effective services.
Implementation of a shared data dashboard to track student progress across partner agencies.
Increased staff participation in CAEP regional and statewide training.
3. How the Activity Will Contribute to Achieving One or More of the Three CAEP Objectives
Seamless Transitions (Objective 1): Improved data sharing, aligned assessments, and collaborative case management will ensure students experience coordinated services as they move between programs and agencies.
Gaps in Services (Objective 2): Regular review of service data will help identify underserved populations and adjust programming to meet emerging student needs.
Student Acceleration (Objective 3): Professional development in evidence-based instructional strategies will increase student engagement, support differentiated learning, and accelerate skill gains.
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).
Increased staff capacity to use data; updated intake processes; expanded cross-agency collaboration; consistent use of shared data dashboard.
Improved student placement accuracy; better educational planning; increased measurable skill gains (MSGs); higher transition rates to postsecondary education and employment.
Sustained increases in credential attainment, employment retention, wage growth, and postsecondary completions across the consortium.
Adult Education Metrics and Student Barriers
- Student Barriers: Low Income (154AE)
- Student Barriers: Low Literacy (155AE)
Responsible Positions, Responsible Consortium Members, and Proposed Completion Date
| Responsible Position | Responsible Member | Proposed Completion Date |
|---|---|---|
| Principal | Roseville Joint Union High | 07/31/2026 |
| Principal | Placer Union High | 03/31/2027 |
Funds Evaluation
Member Allocations and Expenditures
| Member Agency | Prior Year Total Leveraged Funds | Program Reporting Status |
|---|---|---|
| Nevada Joint Union High | $237,675 | Certified |
| Placer Union High | $2,515,291 | Certified |
| Roseville Joint Union High | $1,747,008 | Certified |
| Sierra Joint CCD | $1,412,828 | Certified |
| Tahoe-Truckee Unified | $5,531 | Certified |
| Totals | $5,918,333 | 5/5 Certified |
The Sierra Joint Consortium's (SJC) fund evaluation for the 2023-24 fiscal year emphasizes a strategic reallocation to address urgent educational and workforce needs following recent reconfigurations.
**Fund Allocation Overview (2025-2028):** SJC's fiscal strategy for the next three years prioritizes service delivery to underserved areas. The Placer School for Adults (PSA) now serves Eastern Placer and Western Nevada Counties, while the Roseville Adult School (RAS) covers Western Placer County. Carryover funds from 2023-24 will support one-time start-up costs, staff, infrastructure upgrades, and curriculum development in new regions like Tahoe/Truckee. Ongoing funds will focus on personnel, with PSA aiming to utilize 85-100% of available funds by 2027-28 and RAS targeting 95-100%.
**Exploring Additional Resources:** In addition to standard CAEP allocations, SJC seeks extra funding from sources like WIOA Title II, CalWORKs, and contributions from the Workforce Investment Board/WIOA I, including Jail ADA. Collaborating through Memoranda of Understanding (MOUs) with partners like the Golden Sierra Job Training Agency (GSJTA) will enhance initiatives in Placer and Nevada Counties, promoting co-enrollment and resource sharing in education and workforce development.
**Fund Utilization for Strategic Goals:** CAEP and supplemental funds will support the objectives outlined in the Three-Year Plan. Investments will enhance teacher salaries, instructional spaces, and curriculum development while facilitating targeted outreach and diverse instructional methodologies (in-person, HYFLEX, blended). The focus will be on contextualized ESL instruction and Career and Technical Education (CTE) aligned with high-demand sectors, such as construction and healthcare.
The goal is to increase the number of adults served by 3%, enhancing enrollment, persistence, and completion rates among younger adults, males, English Language Learners (ELL), and low-income students. Funds will also help create smoother transitions into postsecondary education and the workforce, improving employability in middle- and high-skilled sectors. New transition counselors and a CTE enrollment specialist will enrich educational pathways. Investments will also focus on improving data utilization, staff training, marketing strategies, and rebuilding programs post-pandemic.
Certification
Placer Union High - Member Representative
Steven Casperite - Principal
- scasperite@puhsd.k12.ca.us
- (530) 368-2369
Roseville Joint Union High - Member Representative
Lisa Voss - lvoss@rjuhsd.us
Sierra Joint CCD - Member Representative
Lindsay Kerr - Program Manager for Workforce Innovation
- lkerr1@sierracollege.edu
- (916) 660-7801
Amy Schulz PhD, MBA - Dean of Career, Continuing & Technical Education
- aschulz1@sierracollege.edu
- (916) 660-7802