CAEP
Three-Year Plan

Produced: Jun 18, 2025, 09:07 PM UTC - By Lisa Voss

Details

Consortium Information

In this section, information about the consortium, its primary and fiscal contacts, and CAEP funds received is auto-populated in NOVA.

As this information is auto-populated from your consortium's landing page in NOVA, make sure the information there is up-to-date, especially the Primary and Fiscal Contacts. This will ensure the correct information is auto-populated properly into the three-year plan.

Consortium Name:
59 Sierra Joint Consortium
Address:
3775 Richardson Drive | Auburn, CA | 95602
Website:
https://www.placeronline.org/sierra-joint-consortium
Funding Channel 2025-26:
Fiscal Agent
CAEP Funds 2025-26:
$0
CAEP Funds 2024-25:
$0
CAEP Funds 2023-24:
$0

Consortium Contacts

Auto-populated

ResponsibilityNameEmailTitlePhone
Primary Contactlvoss@rjuhsd.us
Primary Contactscasperite@puhsd.k12.ca.usPrincipal(530) 368-2369
Primary Contactmraymond@puhsd.k12.ca.usSr School Administrative Assistant(530) 885-8585 ext: 6010
Primary Contactlkerr1@sierracollege.eduProgram Manager for Workforce Innovation(916) 660-7801

Members

Auto-populated

Member AgencyMember TypeContactPhone
Nevada Joint Union HighHigh School DistrictSteven Casperite(530) 368-2369
Placer Union HighHigh School DistrictSteven Casperite(530) 368-2369
Roseville Joint Union HighHigh School DistrictLisa Voss
Sierra Joint CCDDistrictLindsay Kerr(916) 660-7801
Tahoe-Truckee UnifiedUnified School DistrictSteven Casperite(530) 368-2369

Executive Summary


The Sierra Joint Consortium (SJC) has crafted its 2025-2028 Three-Year Plan through a collaborative effort involving consortium members, key stakeholders, and community partners, aiming to address regional adult education and workforce needs effectively.


**Consortium Members and Planning Participants:**  

The SJC includes Placer School for Adults, Roseville Adult School, and the Sierra Joint Community College District. The planning process engaged a diverse group, including principals, teachers, administrators, classified staff, community college faculty, transition counselors, workforce board representatives, students, community partners, and regional employers.


**Identified Needs:**  

A needs assessment, drawing on labor data from the EDD, census information, insights from regional workforce boards, and community feedback, uncovered several urgent educational and workforce challenges:

- **Under-served Populations:** There is a pressing need to enhance participation among under-represented groups such as young adults, males, ESL learners, and low-income individuals. Only 2.4% of around 50,000 individuals who speak English "less than well" are served, alongside just 10% of 40,000 low-income adults.

- **Low Literacy and High School Completion:** Roughly 12,000 individuals aged 20-49 in Placer and Nevada Counties lack a high school diploma or equivalent, with only a small percentage currently being served by the consortium.

- **Career Technical Education (CTE) and Workforce Preparation:** There is a significant demand for middle-skilled workers in industries like construction, local and state government, private education, and allied healthcare. An estimated 20,000 unemployed residents could benefit from CTE programs.

- **Geographic Service Gaps:** Adult education programs have historically been sparse in Western Placer County, Tahoe/Truckee, and certain parts of Nevada County/North San Juan.

- **Challenges:** The region experiences barriers including high living costs, economic inequality, staff turnover, limited internet access in rural areas, and low program capacity, resulting in waiting lists.


**Metrics to Measure Progress:**  

The SJC plans to monitor key metrics to assess progress:

- **Consortium Level:** Targeting to serve 8,000 adults by 2027-28, an increase from 6,250 in 2024-25, as well as tracking barriers faced by students, including English Language Learners, low literacy, low-income, and ex-offenders.

- **Member Level:** Focus on the number of adults served who transitioned to participants and aiming for 85-100% of available funds to be spent by 2027-28.

- **Optional Metrics:** Include Adult Basic Education, CTE, ESL, short-term CTE training results, educational functioning level gains, transitions to Adult Secondary Education/CTE, diploma/GED attainment, and employment two quarters after exit.


**Core Objectives:**  

The plan focuses on three primary objectives aligned with the California Education Code:

1. **Address Educational Needs:** Increase access to essential adult education programs in underserved areas.

2. **Improve Integration of Services:** Create seamless pathways into postsecondary education and the workforce.

3. **Enhance Service Effectiveness:** Strengthen consortium operations and service delivery through continuous improvement.


**Strategies for Implementation:**  

To meet these objectives, the SJC will deploy several strategies:

- **Targeted Outreach:** Improve outreach and enrollment efforts, expand Western Placer and Nevada Counties services, provide varied instructional formats, customize ESL programs for industry needs, enhance support services like part-time counseling, and develop CTE programs aligned with local job opportunities.

- **Service Integration:** Employ data for quarterly reviews, foster professional development, align consortium practices, and offer flexible course delivery. Activities will include establishing new enrollment processes and collaborating with K-12 schools and community colleges for CTE pathway alignment.

- **Service Effectiveness:** Enhance pathways and community partnerships, improve transition and counseling services, boost distance learning capabilities, and address the needs of students in the justice system. Operational strategies involve better use of data, increased staff training, and enhanced marketing initiatives.


This systematic plan by the SJC aims not only to increase accessible opportunities for adult learners but also to adapt and respond effectively to the workforce demands of the region, thereby contributing to the economic stability and growth of the community.

Assessment

Each member of the Sierra Joint Consortium (SJC) conducts an internal assessment of students and stakeholders within their districts to determine the programmatic and educational needs of the overall SJC region. This data, along with the annual and quarterly Labor Force and Industry Employment Estimates provided by the Employment Development Department (EDD), current census information, and insights from consortium members regarding regional workforce boards and their alignment with regional board plans, informs decision-making. Furthermore, assessment data from regional partners, including Placer County and Nevada County Employment Agencies, the regional Department of Rehabilitation (DOR), and anecdotal information gathered from local school districts, families, and employers, enhance this evaluation process. Each member of the Sierra Joint Consortium (SJC) undertakes a comprehensive internal assessment to evaluate students' and stakeholders' educational and programmatic needs throughout their respective districts. This assessment focuses on gathering detailed insights on student performance, educational resources, and community expectations, which are crucial for understanding the overall needs of the SJC region.

To inform their decision-making processes, SJC members utilize a variety of data sources. These sources include the annual and quarterly Labor Force and Industry Employment Estimates provided by the Employment Development Department (EDD), which offer valuable statistics on employment trends and industry demands within the region. Additionally, the consortium utilizes current census data, providing demographic insights to identify population and workforce characteristics shifts. 

Insights and feedback from consortium members regarding the local workforce boards also play a pivotal role. This collaboration ensures that the educational programs are aligned with the strategic plans established by the regional boards, promoting a cohesive approach to workforce development.

Furthermore, data from regional partners, such as Placer County and Nevada County Employment Agencies, enrich the assessment process. These agencies contribute valuable information on job market conditions and employment opportunities. The consultation with the regional Department of Rehabilitation (DOR) adds another layer of understanding, particularly in supporting individuals with disabilities.

Anecdotal evidence collected from local school districts, families, and employers also plays a significant part in this evaluation process. Through community engagement and dialogues, the consortium gathers firsthand insights that help illuminate the unique needs and challenges residents face in the area, thereby enhancing the overall effectiveness of their programs and initiatives.

What type of representatives make up your assessment planning board members?

Employers and Title One partners.

Which of the following data sources were referenced and contributed to the consortium's understanding of needs, current levels and types of services, and gaps?

The newly introduced Data Vista dashboard has quickly become an essential resource for our consortium lead, who is committed to mastering its comprehensive features. This powerful tool effectively aggregates data from various sources within our region, offering a holistic view of our initiatives. It synthesizes information collected from five distinct categorical data collection reports, each focusing on critical areas of our work. This data, along with information gathered during the pre-planning assessment and details reviewed in prior evaluations, serves as a foundation for understanding both regional and local needs for student programming and for developing our three-year planning goals.

Additionally, the dashboard integrates supplementary data from the North Far North Regional Consortium (NFNRC) Regional Plan, enhancing our understanding of regional trends and priorities. Our consortium meetings with partners also include detailed attendance records from our monthly and quarterly meetings, providing insights into engagement levels and collaborative efforts within our group. With these combined elements and the Data Vista dashboard, our consortium was able to make data-driven decisions and strategic planning.

Regional Alignment and Priorities

Provide the names and types of the regional partner organizations that your consortium works with to ensure programs offered align with regional needs. *

Click Add Partner Organization, search for the organization’s name, and select it. If the organization is not listed, click Create a new one in the modal, enter the Partner Organization Name, and select the Partner Organization Type.

Partner Organization NamePartner Organization Type
Golden Sierra Job Training AgencyWorkforce Development Board
Alliance for Workforce Development- NorTecCommunity Organization
Placer County HHSCommunity Organization
Nevada Joint Union HighHigh School District
Placer Union HighHigh School District
Western Placer UnifiedUnified School District
Western Pacific TruckingVendor/Non-Profit
Department of RehabilitationCommunity Organization
Placer County Office of EducationCommunity Organization
Nevada County Sheriff's OfficeCommunity Organization
Placer County Sheriff's OfficeCommunity Organization
Roseville Joint Union HighHigh School District
Employment Development DepartmentCommunity Organization
Tahoe-Truckee UnifiedUnified School District
Nevada Co. Office of EducationCounty Office of Education (COE)
Kaiser PermanenteIndustry
Sutter HealthIndustry
Dignity HealthIndustry
Sierra Community CollegeCommunity Organization
What relevant education and workforce plans that guide services in the region were used to develop this Three-Year Plan?

What are the top priorities in relation to regional alignment?

The Sierra Joint Consortium (SJC) strategically aligns its adult education and workforce services with various regional education and workforce plans to meet community needs and labor market demands effectively. This process involves collaboration among consortium members and diverse community partners.

### Key Plans and Entities

- **California Adult Education Program (CAEP) Three-Year Plan:** Developed collaboratively by SJC members, including Roseville Joint Union High School District, Placer Union High School District, and the Sierra Community College District, and supported by partners such as the Alliance for Workforce Development and local libraries.

- **California Workforce Development Board (CWDB) 2024-2027 Strategic Plan:** This plan guides statewide workforce development efforts.

- **Workforce Innovation and Opportunity Act (WIOA) Plans:**

  - **Golden Sierra Job Training Agency (GSJTA) WIOA Local Plan 2025-2028:** Engages employers and community partners across Placer, El Dorado, and Alpine counties.

  - **Capital Area Regional Strategic Workforce Development Plan (Cap RPU Plan) 2025-2028:** Collaboration among Chief Local Elected Officials (CLEOs) and four Local Workforce Development Boards across a nine-county region.

- **WIOA Title II Continuous Improvement Plan (CIP):** Focuses on enhancing adult education.

- **Carl D. Perkins Career Technical Education Act Local Application:** Emphasizes K-14+ college and career pathways.

- **California Strong Workforce Program (SWP):** Addresses Career Technical Education needs at both the postsecondary and secondary levels.

## Overview of Services

The primary objective of these plans is to improve education and workforce development:

- **CAEP Three-Year Plan Objectives:** This plan aims to enhance English Language Literacy, support students in obtaining high school diplomas, and develop essential industry-specific and soft skills. Services include ESL, HSD/HSE, and CTE classes, with targeted outreach to underserved populations.

- **CWDB 2024-2027 Strategic Plan:** This plan envisions a fair, high-quality, and sustainable workforce system, prioritizing job quality and equity for underserved groups.

- **WIOA Title I Plans:** These plans focus on improving employment opportunities and skills for vulnerable populations while identifying key sectors for investment. Services include career support, training, and youth activities.


The Sierra Joint Consortium (SJC) has thoroughly assessed adult educational needs in Nevada and Placer Counties, which informs its service priorities and resource allocation.

### Summary of Key Data Points Indicating Educational Needs:

The SJC identified several significant educational needs through a collaborative assessment of consortium, demographic, and labor market data:

- **Under-Served Populations and Participation:** There's a continual need to enhance participation among existing students and to reach out to underserved populations, particularly younger individuals, males, English as a Second Language (ESL) learners, and low-income individuals. 

- **English Language Literacy (ELL) Deficiencies:**

    - Approximately 50,000 individuals in the region speak English "less than well." The SJC serves only about 2.4% (1,185 students) of this population. . 

 - Previously, there was no ESL program available within Inmate Education. In 2024-25, PSA brought an ESL program into all three jails served by PSA and served a total of fifty students, with the need increasing yearly.

- **Low-Income (LI) Population:** Only 10% (4,000 of 40,000) low-income adults aged 18 and older are being served in the consortium's region due to various barriers such as child care, transportation, and scheduling needs.

- **Low Literacy (LL) and High School Completion:** 

    - About 12,000 individuals aged 20-49 in Placer and Nevada Counties lack a high school diploma or equivalent. The consortium only serves 10% of this group.

    - More broadly, approximately 60,000 people aged 20-49 lack a high school diploma in the broader region of the north and far north, with the SJC serving only 2.0% (1,200 individuals) of this population. In 2022-23, 1,696 low literacy students were served.

- **Career Technical Education (CTE) and Workforce Preparation:** 20,000 unemployed residents could benefit from CTE. Significant demand exists for middle-skilled workers in various sectors, including Education, Health, Transportation, Construction, and Utilities. Key sectors include construction, local/state government, private education, and allied healthcare.

- ****Geographic Service Gaps:** There have historically been no adult school programs available in Western Placer County, specifically in Lincoln and Rocklin. Roseville Adult School is actively working to address this gap, while Placer School for Adults aims to serve the Tahoe/Truckee area and Nevada County, including the North San Juan area. Lincoln, which has a population of 56,000, is projected to grow at an annual rate of 2.6%.

- **Inmate Education:** Which combined has over 900 inmate students across the Placer and Nevada County Regions, is in need of short-term CTE training opportunities with an increased need for ESL classes.

### Implications for Prioritization and Resource Allocation:

These identified educational needs influence the SJC's strategies and resource allocation, prioritizing expanded access and service effectiveness.

- **Strategic Reconfiguration and Funding Redistribution:** After the withdrawal of two member schools in 2023-24, PSA took over services in Eastern Placer County and Western Nevada County, while RAS assumed responsibility for Western Placer County. This required a redistribution of consortium funding to support programming in these newly covered areas for the 2024-25 fiscal year, allocating surplus funds from the withdrawn districts to address these needs.

- **Targeted Outreach and Enrollment:** The SJC will prioritize outreach to underserved populations, including younger adults, males, ESL learners, and low-income individuals, through targeted marketing. This includes offering ESL, High School Diploma (HSD) / High School Equivalency (HSE), and CTE classes in underserved areas with in-person and hybrid options. RAS launched a High School Diploma Program in Lincoln in July 2024 and continues to offer ESL classes in the region with a goal to bring CTE offerings in August 2025. PSA is establishing new enrollment processes in Tahoe/Truckee and Nevada County with revamped messaging and partnerships.

- **Expansion of Program Offerings:**

    - **ESL:** The SJC will continue to support and expand ESL programs, particularly in Roseville, Western Placer, Nevada County, Truckee, and Inmate Education, aiming to increase English Language Literacy. RAS has hired new ESL teachers and added classes to serve more students.

    - **High School Completion:** Efforts will continue to increase high school completion rates and access to GED testing and diplomas.

    - **CTE Training:** The SJC aims to expand quality CTE training and industry certifications aligned with livable wage careers and local market demands. 

- **Collaborative Service Integration and Transitions:** The SJC will work with K-12 partners to identify the educational needs of graduating students and align CTE pathways, facilitated by a consortium transition counselor.

Please identify the categories of needs of your region.

The Sierra Joint Consortium (SJC) has identified several critical educational needs within its region, which are influenced by demographic factors, labor market demands, and recent structural changes.

**Key Educational Needs:**

- **Enhancing Participation:** It is imperative to increase student participation hours in order to improve retention rates.

- **Outreach to Underserved Populations:** Focused outreach efforts are required for younger demographic groups, males, English as a Second Language (ESL) students, and low-income individuals.

- **Expansion of ESL Programs:** There is a pressing necessity for the continued expansion of ESL programs, particularly in Roseville, Truckee, Western Placer, and Inmate Education initiatives. Approximately 22,000 individuals in this region speak English "less than well," with the SJC currently serving only a limited fraction of this population.

- **Provision of Quality Career Technical Education (CTE) Training:** The development of high-quality CTE training and industry certifications is essential to meet the demand for middle-skilled workers in sectors such as construction, healthcare, and government.

- **Enhancing High School Completion Rates:** Significant support is needed for individuals aged 20 to 49 who are seeking high school diplomas or General Educational Development (GED) certifications, with an estimated 12,000 individuals lacking a diploma in Placer and Nevada Counties.

- **Support for Low-Income Individuals:** Despite an estimated 40,000 low-income adults over the age of 20, the SJC is currently serving only between 1,000 and 2,500 of these individuals.

**Regional Challenges:**

- **Barriers to Access:** The geographically diverse nature of the region, which includes rural areas, presents challenges in accessing services, thus necessitating the implementation of distance learning options.

- **Recent Institutional Reconfiguration:** The withdrawal of two schools in 2023 has resulted in gaps in both enrollment and staffing, prompting the SJC to establish new services in the impacted areas.

- **Labor Market Demands:** There exists a significant need for CTE training that is aligned with local industry requirements.

- **Economic Challenges:** High living costs and economic inequities further exacerbate barriers to education.

- **Staffing and Internet Access Issues:** Staff turnover and limited internet access in rural regions hinder the effective delivery of services.

In summary, the SJC region confronts distinct challenges that necessitate targeted strategies to better serve its adult population.

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

The Sierra Joint Consortium (SJC) region faces several significant challenges impacting the adult education programs. These challenges arise from demographic realities, geographic characteristics, recent structural changes within the consortium, and broader economic factors. Below are the key challenges affecting SJC programs:

1. **Outreach and Access to Underserved Populations**: A significant challenge is effectively reaching and serving specific populations that could benefit from adult education but are currently underrepresented in programs. This demographic includes younger age groups, males, English as a Second Language (ESL) students, and low-income individuals. Data reveals significant gaps, such as serving only a percentage (12% in one reporting period) of the estimated 22,000 individuals in the consortium region who speak English "less than well." Similarly, only about 12% of the estimated 40,000 low-income adults aged 20 and over are being served. Reaching these groups requires more intensive outreach efforts.

2. **High Demand for High School Completion/GED**: There is substantial demand for support among individuals aged 20 to 49 who lack a high school diploma or equivalent, with approximately 12,000 such individuals in Placer and Nevada Counties. While the consortium serves about 18% of this specific group in those counties, the large number still needing this service presents an ongoing challenge and gap.

3. **Service Gaps Due to Reconfiguration**: A unique challenge stems from the consortium's reconfiguration in the 2023-24 school year. The withdrawal of two member districts (Nevada Joint Union High School District and Tahoe Truckee Unified School District) has created service gaps in Tahoe/Truckee and large parts of Nevada County/North San Juan. The remaining members (Placer School for Adults and Roseville Adult School) are now responsible for filling these service gaps, along with the continued need in Western Placer County being covered by RAS. This transition requires establishing new enrollment and recruitment processes, hiring new staff, and building awareness in these previously underserved or newly covered areas. To address these gaps, Carryover funds are utilized for one-time start-up expenses, additional personnel, infrastructure development, and curriculum creation.

4. **Geographic Access Barriers in a Rural Region**: The SJC region features a "vast and varied topography," ranging from urban areas in western Placer to the foothills and the Lake Tahoe area, with significant rural areas. This geography complicates access to services through traditional means due to uncertain conditions and road obstacles. As a result, there is a need to adopt and expand distance learning and virtual service models. Although efforts are underway to improve broadband access, limited connectivity in some rural areas continues to challenge the full leveraging of technology.

5. **Aligning Training with Labor Market Demands**: The region requires preparation for more employees in high-need, high-wage, and middle-to-high-skilled industry sectors, such as construction and trades, local/state government, private education, and allied healthcare. This growth necessitates expanding quality Career Technical Education (CTE) training, industry certifications, and viable post-secondary pathways that align with these specific regional labor market demands. There is also a noted shortage of candidates with the requisite technical and soft skills in the broader Capital Region Planning Unit (RPU), which includes the SJC area.

6. **High Cost of Living and Economic Challenges**: The region faces challenges related to a high cost of living, housing, healthcare, and economic inequity. Rising inflation and escalating rents make supportive services even more critical for participants with limited financial resources. These economic factors can create significant barriers for students seeking to enroll in or persist in educational programs.

7. **Internal Operational and Staffing Challenges**: The recent reconfiguration has led to challenges concerning staffing, including the need to hire new personnel for the expanded service areas. Issues such as staff turnover and burnout have also impacted programs. Additionally, data consistency and collection across agencies can be problematic. Capacity issues, space to hold classes,  and potential waiting lists are further challenges.


In summary, the challenges faced by the SJC are influenced by its diverse geography, the necessity to serve specific underserved populations in the region, the complexities of a recent organizational reconfiguration, and the broader economic context of the North/Far North Regions. This includes aligning skills with identified industry demands and addressing the high cost of living.


Which populations are currently being served by your programs?

Contributions by Entities*

NameRoleThree-Year Plan Contribution
Steven Casperite Principal Designed proposed strategies
Lisa Voss Principal Participated in planning meetings
Jaime Bolander Classified staff Provided data
Michelle Raymond Classified staff Participated in planning meetings
Chris Staver Teacher employed by local educational agencies Participated in planning meetings
Jason Harm Administrator Designed proposed strategies
Noah Levinson Administrator Designed proposed strategies
Lindsey Kerr Community college faculty Participated in planning meetings
Amy Schultz Community college faculty Proposed staff collaboration
Student 1 Student Participated in planning meetings
Student 2 Student Participated in planning meetings
Michelle Beasley Teacher employed by local educational agencies Participated in planning meetings
Kaeli Hogan Transition Counselor Contributed to Objectives, student invitations, and transitions input
Jason Buckingham Workforce Board Rep Designed proposed strategies
Darlene Galipo Workforce Board Provided data
Mike Brockman Transition Counselor Transitions and Student Supports
Chrissy Agee Teacher employed by local educational agencies Provided data
Student 3 Student Participated in planning meetings
Student 4 Student Participated in planning meetings

Regional Service Providers

For each Consortium Member service provider, enter the number of Participants in each program area.

Provider NameProvider TypeNumber of Participants in Program AreaTotal Participants
ABEASEAWDCSSCTEESLPre-ApprenticeshipShort Term CTEWorkforce Reentry
*Placer Union HighMember Representative

1

1

1

1

1

2

0

1

1

9
*Roseville Joint Union HighMember Representative

1

1

1

1

1

2

0

1

1

9
*Sierra Joint CCDMember Representative

0

1

1

1

1

1

1

1

0

7
Total Participants 2 3 3 3 3 5 1 3 2 25
* Consortium Member required to input number of Participants

For each service provider added, check the box in the program areas where services are provided.

No Service Providers for this consortium.

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

Not Entered

The Sierra Joint Consortium (SJC) provides extensive adult education services across the seven areas defined by the California Adult Education Program (CAEP). These areas include:

1. Elementary and secondary skills, leading to a high school diploma or equivalency certificate.

2. Programs for immigrants that focus on citizenship, English as a Second Language (ESL), and workforce preparation.

3. Workforce preparation for adults entering or re-entering the job market.

4. Programs designed to support K-12 students academically.

5. Programs specifically for adults with disabilities.

6. Short-term Career Technical Education (CTE) programs with high employment potential.

7. Pre-apprenticeship training.

Consortium members, including Placer School for Adults (PSA), Roseville Adult School (RAS), and Sierra Joint Community College District (Sierra Joint CCD), offer a variety of programs in these areas, such as Adult Basic Education (ABE), Adult Secondary Education (ASE), ESL, Civics, K-12 Success, Short-term CTE, and Workforce Reentry. Accommodations for adults with disabilities are provided across all these categories.


**Evaluation of Services Against Identified Needs and Gaps:**

Despite the diverse range of programs available, SJC's services are significantly underutilized compared to the potential student population based on regional demographics. Underutilization was exacerbated by the COVID-19 pandemic, though trend data from 2021 to 2024 shows signs of improvement.


**Key Gaps Identified:**

- **English Language Literacy (ELL) Deficiencies:** The consortium serves only 2.4% (1,185 students) of the approximately 50,000 individuals in the region who speak English "less than well." In 2020-2021, 705 ESL students were served, with 740 in 2021-2022, and 1,185 in 2023-2024, which still represents a small fraction of the total need.


- **Low-Income Population:** SJC serves a very small percentage of low-income adults. Only 2.0% (2,000 out of 40,000) of low-income adults aged 18 and over are being served. In 2020-2021, 990 low-income students were served, increasing slightly to 1,039 in 2021-2022, with close to 4,000 projected to be served between 2022 and 2024.


- **Low Literacy and High School Completion:** Approximately 60,000 individuals aged 20-49 in the region do not have a high school diploma, yet the consortium currently serves only 2.5% of this population, totaling 1,500 people. During the 2021-2022 period, 1,696 low-literacy students received support, with an estimated 2,000 expected to work on a high school diploma or high school equivalency between 2023 and 2024.


- **Career Technical Education (CTE) and Workforce Preparation:** Although CTE is offered, about 20,000 unemployed residents could benefit from these programs. There is significant demand for middle-skilled workers in sectors such as Education and Human Development, Health, Advanced Transportation and Logistics, Energy, Construction, and Utilities, where the demand for workers far exceeds the availability of trained candidates. The consortium has identified high-need sectors, including construction and trades, local/state government, private education, and allied healthcare.


Overall, the SJC Consortium has experienced an increase in student learning hours, projected to rise from 250,000 hours in 2023-2024 to 300,000 hours in 2024-2025. This increase indicates a steady rise in enrollments and a recovery from the pandemic, highlighting the growing need for programs that meet student needs.


- **Geographic Service Gaps:** Historically, there has been a lack of adult school programs in Western Placer County (Lincoln, Rocklin), Tahoe/Truckee, and parts of Nevada County/North San Juan area. Lincoln alone has a population of 56,000, with projected annual growth.


**Addressing Gaps through Reconfiguration and Future Plans:**


To address these critical gaps, the consortium underwent a significant reconfiguration for the 2023-2024 school year. Following the withdrawal of two member schools (Nevada Joint Union High School District and Tahoe Truckee Unified School District), PSA assumed responsibility for services in Eastern Placer County and Western Nevada County, while RAS took over in Western Placer County. This realignment required a redistribution of consortium funding to support programming in these newly covered areas for the 2024-2025 fiscal year, utilizing surplus funds from the withdrawn districts.


The SJC plans to use new funding to expand education programs in the region with in-person, HYFLEX, and blended models. Initiatives include RAS launching a High School Diploma Program in Lincoln in July 2024 and an ESL class in August. PSA is also improving enrollment processes in Tahoe/Truckee and Nevada County. The consortium aims for a 3% increase in enrollment, persistence, and completion rates among younger students, males, ELL students, and low-income students for 2024-2025.

Metrics: CAEP Barriers & Metrics

Goals & Metrics

Metrics

Adult Ed Metrics

  • English Language Learner (149AE)
  • Ex-Offender (150AE)
  • Low Income (154AE)
  • Low Literacy (155AE)

Metrics

Adult Ed Metrics

  • Adult Basic Education (1001)
  • Career Technical Education (1003)
  • English as a Secondary Language (1002)
  • Short-Term CTE Training Programs (126AE)

Metrics

Adult Ed Metrics

  • Completed Educational Functioning Level Gain (400AE)

Metrics

Adult Ed Metrics

  • Transitioned to ASE (500AE)
  • Transitioned to CTE (636AE)

Metrics

Adult Ed Metrics

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

Metrics

Adult Ed Metrics

  • Employed Two Quarters After Exit (505AE)

Consortium Level Metric Targets

In this section, Consortium Level Actuals data from DataVista for the previous three years, including areas to input data for Consortium Level Targets are shown below.

The first row shows the required metric of Number of Adults Served. The following rows show metrics previously selected in the CAEP Barriers and Metrics workflow section.

Input Consortium Level Targets as whole numbers for the upcoming three years for all of the rows of metrics shown below

The 2023-24 data in DataVista will be made available in Spring 2025 and the 2024-25 data will be made available in Spring 2026.

Metric SetMetric DescriptionConsortium Level Metric Actuals Consortium Level Metric Targets
2022-23 2023-24 2024-25 2025-26 2026-27 2027-28
AllReportable Individuals (200AE) 4,092 4,730

6,250

7,500

8,000

Student BarriersEnglish Language Learner (149AE) 1,463 1,698

2,500

2,750

3,000

Student BarriersLow Literacy (155AE) 2,534 2,958

3,250

3,500

3,750

Student BarriersLow Income (154AE) 1,991 2,296

3,250

3,500

3,750

Student BarriersEx-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 SetMetric DescriptionMember Level Metric Actuals Member Level Metric Targets
2022-23 2023-24 2024-25 2025-26 2026-27 2027-28
AllParticipants (202AE) 336 532

2,000

2,500

3,000

Employment & EarningsEmployed Two Quarters After Exit (505AE) 50

150

185

250

ProgressCompleted Educational Functioning Level Gain (400AE) 65 94

350

400

450

SuccessDiploma, GED or High School Equivalency (633AE) 39 46

150

190

235

TransitionTransitioned to ASE (500AE) 10

30

50

65

TransitionTransitioned to CTE (636AE)

20

50

30

Students and ProgramsAdult Basic Education (1001) 10 0

500

575

625

Students and ProgramsEnglish as a Secondary Language (1002) 112 149

250

350

450

Students and ProgramsCareer Technical Education (1003) 140 316

500

625

700

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

55

75

80

* Mandatory for all members


Roseville Joint Union High (Reported by Roseville Adult School)

Metric SetMetric DescriptionMember Level Metric Actuals Member Level Metric Targets
2022-23 2023-24 2024-25 2025-26 2026-27 2027-28
AllParticipants (202AE) 1,412 1,625

2,500

3,000

3,500

Employment & EarningsEmployed Two Quarters After Exit (505AE) 172

220

250

270

ProgressCompleted Educational Functioning Level Gain (400AE) 297 387

470

560

650

SuccessDiploma, GED or High School Equivalency (633AE) 152 154

120

130

145

TransitionTransitioned to ASE (500AE) 32

50

55

60

TransitionTransitioned to CTE (636AE) 171

180

185

190

Students and ProgramsAdult Basic Education (1001) 31 82

130

140

150

Students and ProgramsEnglish as a Secondary Language (1002) 514 516

600

650

660

Students and ProgramsCareer Technical Education (1003) 626 904

960

970

980

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

20

30

40

* Mandatory for all members


Sierra Joint CCD (Reported by Sierra)

Metric SetMetric DescriptionMember Level Metric Actuals Member Level Metric Targets
2022-23 2023-24 2024-25 2025-26 2026-27 2027-28
AllParticipants (202AE) 633 891

900

905

910

Employment & EarningsEmployed Two Quarters After Exit (505AE) 84

0

0

0

ProgressCompleted Educational Functioning Level Gain (400AE) 109 190

180

185

190

SuccessDiploma, GED or High School Equivalency (633AE) 23 30

25

25

25

TransitionTransitioned to ASE (500AE) 10

0

0

0

TransitionTransitioned to CTE (636AE) 69

0

0

0

Students and ProgramsAdult Basic Education (1001) 0 0

0

0

0

Students and ProgramsEnglish as a Secondary Language (1002) 343 552

500

510

520

Students and ProgramsCareer Technical Education (1003) 170 161

160

165

170

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

0

0

0

* Mandatory for all members

Member Spending Targets

The Percent of Available Funds Spent in 2022-23, 2023-24, and 2024-25, imported from NOVA, is in the first row. This is a required metric. Add 2025-26, 2026-27, and 2027-28 Targets for each member district’s Percent of Available Funds Spent.

Enter each of the Percent of Available Funds Spent as percentages for each year
Member% of Available Funds SpentMember Level Targets
2022-232023-242024-252025-262026-272027-28
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

Select the strategies that your consortium is using to improve 1) integration of services and 2) transitions to post-secondary education and the workforce
  1. Utilizing Data

  2. Providing Professional Development

  3. Identifying Best Practices

  4. Offering Flexible Courses and Services

Not Entered

Not Entered

Objective #3: Improve Effectiveness of Services

Select the programmatic strategies that your consortium is using to improve effectiveness of services:

Not Entered

Select the operational strategies that your consortium is using to improve effectiveness of services:

Not Entered

Not Entered

Activities & Outcomes

Objective #1: Address Educational Needs

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


Outcomes

Use the space provided to identify the Outcomes that the activity will accomplish in the next year (Short-Term), in one to three years (Intermediate), and in three to five years (Long-Term). The brief description of each of these three types of outcomes should include one or more outcomes that are specific, measurable, achievable, relevant, and time-bound (SMART).

**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 PositionResponsible MemberProposed Completion Date
PrincipalPlacer Union High06/18/2027
PrincipalRoseville Joint Union High06/18/2027
RepresentativeSierra Joint CCD06/18/2027

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.

Outcomes

Use the space provided to identify the Outcomes that the activity will accomplish in the next year (Short-Term), in one to three years (Intermediate), and in three to five years (Long-Term). The brief description of each of these three types of outcomes should include one or more outcomes that are specific, measurable, achievable, relevant, and time-bound (SMART).

**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 PositionResponsible MemberProposed Completion Date
PrincipalRoseville Joint Union High06/16/2028
PrincipalPlacer Union High06/16/2028
RepresentativeSierra Joint CCD06/16/2028

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.

Outcomes

Use the space provided to identify the Outcomes that the activity will accomplish in the next year (Short-Term), in one to three years (Intermediate), and in three to five years (Long-Term). The brief description of each of these three types of outcomes should include one or more outcomes that are specific, measurable, achievable, relevant, and time-bound (SMART).

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 PositionResponsible MemberProposed Completion Date
PrincipalRoseville Joint Union High07/31/2026
PrincipalPlacer Union High03/31/2027

Funds Evaluation

Member Allocations and Expenditures

Member AgencyPrior Year Total Leveraged FundsProgram Reporting Status
Nevada Joint Union High $237,675Certified
Placer Union High $2,515,291Certified
Roseville Joint Union High $1,747,008Certified
Sierra Joint CCD $1,412,828Certified
Tahoe-Truckee Unified $5,531Certified
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

Approved by Steven Casperite

06/18/2025 01:21 PM PDT

Roseville Joint Union High - Member Representative

Approved by Lisa Voss

06/18/2025 02:07 PM PDT

Sierra Joint CCD - Member Representative

Approved by Lindsay Kerr

06/18/2025 01:44 PM PDT