Produced: Jun 18, 2025, 01:26 AM UTC - By Brian Wiliams
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) | 10,407 | 11,847 | 11,897 | 11,947 | 11,997 | |
Student Barriers | English Language Learner (149AE) | 4,691 | 5,539 | 5,559 | 5,579 | 5,599 |
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.
Petaluma Joint Union High (Reported by Petaluma Joint Union High School District (PJUHSD))
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) | 1,158 | 1,290 | 1,310 | 1,330 | 1,350 |
* Mandatory for all members
Santa Rosa City Schools (Reported by Santa Rosa City Schools)
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) | 0 | 0 | 0 |
* Mandatory for all members
Sonoma Co. Office of Education (Reported by Sonoma County Office of Education)
Metric Set | Metric Description | Member Level Metric Actuals | Member Level Metric Targets | ||||
---|---|---|---|---|---|---|---|
2022-23 | 2023-24 | 2024-25 | 2025-26 | 2026-27 | 2027-28 | ||
All | Participants (202AE) | 38 | 19 | 40 | 45 | 50 |
* Mandatory for all members
Sonoma County CCD (Reported by Sonoma)
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) | 7,935 | 9,016 | 9,050 | 9,100 | 9,150 |
* Mandatory for all members
Sonoma Valley Unified (Reported by Sonoma Valley Unified School District)
Metric Set | Metric Description | Member Level Metric Actuals | Member Level Metric Targets | ||||
---|---|---|---|---|---|---|---|
2022-23 | 2023-24 | 2024-25 | 2025-26 | 2026-27 | 2027-28 | ||
All | Participants (202AE) | 0 | 0 | 0 |
* Mandatory for all members
Windsor Unified (Reported by Windsor Unified School District)
Metric Set | Metric Description | Member Level Metric Actuals | Member Level Metric Targets | ||||
---|---|---|---|---|---|---|---|
2022-23 | 2023-24 | 2024-25 | 2025-26 | 2026-27 | 2027-28 | ||
All | Participants (202AE) | 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 | |
Petaluma Joint Union High | 100% | 100% | 52% | 95% | 95% | 95% |
Sonoma Co. Office of Education | 82% | 0% | 0% | 10% | 60% | 90% |
Sonoma County CCD | 100% | 100% | 22% | 85% | 90% | 95% |
Objectives
Objective #1: Address Educational Needs
SCAEC is committed to addressing the educational and workforce preparation needs of its community by targeting under-enrolled populations and expanding its CTE offerings to meet workforce demand.
As mentioned in Section 2: Assessment, SCAEC has identified a few persistent gaps. Two of these align with statewide gaps, while the third appears to be unique to the region. These gaps relate to SCAEC’s ability to reach, enroll, and retain men, people aged 45 and older, and White individuals who could benefit from the services SCAEC offers. There are many societal and cultural reasons for these gaps, many of them beyond SCAEC’s control. However, having a more diverse workforce in both instruction and student support services—one that better reflects the demographic diversity of those who could benefit from adult education and workforce services—would be a step in the right direction. While this is a reasonable goal, it can be challenging to achieve due to some of the hiring difficulties described earlier.
One strategy to address this under-enrollment is to provide professional development opportunities that focus on best practices for retaining students. These include community building, keeping course content relevant and culturally responsive, and incorporating student goal-setting and ownership of learning into the curriculum. The EMLS Department is taking steps in this direction by revising the course outlines of record (CORs) to better meet students’ educational needs. The next step will be to revise the EMLS leveled readers to reflect these changes in the CORs.
Another strategy that will increase enrollment and potentially help address the persistent gaps described above is for SRJC to offer GED/HiSET Preparation and short-term CTE courses at off-site locations. In Spring 2026, SRJC plans to offer one GED/HiSET Preparation course and one short-term CTE course at off-site locations in each of the following cities: Healdsburg, Rohnert Park, and Windsor.
An additional strategy that addresses low ESL retention as referenced in Section 2: Assessment Needs - Further Context, is to modify the ESL class schedule by shortening both the semester length and the length of each class session. Offering eight-week A and B versions of courses would give students the opportunity to complete a course quickly, maintaining momentum in a shorter time frame and enabling them to progress to the next class. In response to the results of the student survey and forums, offering classes on Fridays and Saturdays, as well as earlier in the evening, will allow classes to end earlier. This adjustment makes it easier for students to fit classes into their busy lives and keep them in their programs.
SCAEC is excited to be expanding its CTE offerings to meet skilled workforce demands, especially in the construction, landscaping, technology, and healthcare industries. SRJC opened a Construction Training Center in Fall 2024 at the SRJC Petaluma Campus to house several short-term, noncredit vocational programs. Two new certificate programs—Carpentry Fundamentals and Fire Resilient Landscaping—have generated strong student interest, as the skills acquired in these programs lead to living-wage jobs that support Sonoma County’s rebuilding efforts after the fires and the need for affordable housing.
SCAEC has also collaborated with faculty from SRJC’s Computer Studies Department to develop two noncredit CTE certificates that mirror existing credit certificates. The first is a Web and Mobile Front-End certificate—a three-course sequence that provides students with the skills needed to succeed in the field of web development. The second is a multi-disciplinary certificate in Virtual Production Fundamentals which integrates skills from film production, computer graphics, digital imaging, visual effects, and game engines into the virtual production process. Courses required for this 400-hour program may be offered at SRJC or other participating colleges in the Bay Area.
Finally, SRJC will revitalize its Personal Care Attendant certificate program and begin developing several health science pathways, including medical interpretation, phlebotomy, pharmacy technology, dietary management, and dental assisting.
Objective #2: Improve Integration of Services & Transitions
To strengthen the integration of services and support smooth transitions to postsecondary education and the workforce, SCAEC is implementing a coordinated set of strategies focused on data use, professional development, and instructional flexibility. The goal of these efforts is to create a more cohesive and responsive adult education system.
Utilizing Data
With a new team at PAS and the ability to analyze accurate data for SRJC’s adult education programs (see Section #2: Assessment, Data Collection Process - Further Context), SCAEC is excited to begin formalizing a process for using data to inform decision-making, understand the effects of program changes, and monitor program outcomes. Ultimately, data analysis would occur regularly at different levels: one level might involve administrators and faculty leads across all program areas, while another might involve faculty in a single program area. Of course, there are other possibilities in between as well. Initially, SCAEC will develop a process for utilizing SRJC’s EMLS data. The focus will be on EMLS for a few reasons. First, the EMLS Department serves more than half of the adult education students at SRJC. Despite this, a smaller percentage of EMLS participants complete 70% or more of their classes’ total instructional hours compared to participants in other adult program areas. The EMLS Department would like to drill down further into this data to identify trends, successes, and challenges to improve participant retention. At PAS, the ESL team is receiving training to understand participation and growth data to create more refined strategies for student success and completion rates. Finally, SRJC’s GED/HiSET Preparation and short-term CTE programs currently have a temporary department chair serving for the 2025-26 academic year while a possible reorganization of adult education departments is considered.
Providing Professional Development
SCAEC supports faculty and staff participation in professional learning opportunities that focus on effective transitions, integrated education and training (IET), and equity-based practices in adult education. By engaging with organizations such as CASAS, OTAN, CalPRO, and CCAE, staff gain insights into best practices and bring back actionable strategies. These strategies are often shared internally during local professional development sessions, contributing to a more unified and informed approach to student transitions.
Offering Flexible Courses and Services
To better meet the diverse needs of adult learners, SCAEC educational and workforce service providers offer in-person, hybrid, and online courses. SRJC is interested in providing hyflex training for interested instructors. However, it’s challenging to find instructors willing to teach hyflex classes, as SRJC does not currently compensate instructors for the additional preparation necessary to simultaneously teach in-person and online. At PAS, the HiSet HSE instructor utilizes a full hyflex approach, with students attending in person, and accessing the instructor’s help via Zoom during the in-person class, and students using the online platform Essential Education. Moreover, SRJC offers virtual and in-person tutoring and support centers to support noncredit students with their coursework.
Objective #3: Improve Effectiveness of Services
SCAEC is committed to improving the effectiveness of its services with the following strategies.
Increase Staff Training and Development
Based on input from faculty and stakeholder forums and faculty survey results, faculty have expressed a desire for targeted professional development in the areas of using Canvas, Artificial Intelligence (AI), trauma-informed instruction, and creating culturally-responsive curricula. In addition, instructors expressed interest in participating in Communities of Practice (CoPs) for these areas to share ongoing teaching practices and incorporate new information into their instruction after receiving training. A final request was for a mentoring program to provide less-experienced instructors with individualized help from more experienced colleagues.
Develop or Improve ESL Instruction
As mentioned in Section 2: Assessment Needs - Further Context, data from SRJC’s IERP indicates that 53% of ESL students attend 70% or more of their classes’ total instructional hours. The EMLS Department would like to improve students retention rates, and they have been implementing—and will continue to implement—strategies to achieve this goal.
In 2024-25, the EMLS Department updated its noncredit core classes to better meet the needs of their student population at SRJC. There are five levels of core classes, from low-beginning to high-beginning, each covering listening/speaking, reading/writing, vocabulary, and grammar. The courses were updated to incorporate the College and Career Readiness Standards (CCRS)and English Language Placement Standards (ELPS) and include themes that are meaningful and relevant to students’ lives, such as education, health, work, and community. In addition, the number of instructional hours was reduced to shorten both the length of the semester (16 weeks) and hours per class session (sometimes as long as three hours and 25 minutes). The EMLS Department expects to receive approval for these courses during 2025-26 and begin offering them in 2026-27. Once the CORs are approved, faculty will be trained on the changes.
In-Reach Presentations
SCAEC’s outreach team makes themselves available to conduct in-reach presentations during class time for the three educational and workforce service providers. These sessions inform students about the different adult education certificate programs, adult dual enrollment, the GED/HiSET Voucher Program, and pathways into credit courses. Presentations, particularly at SRJC’s off-site locations, are highly valued by students and faculty, often resulting in increased student engagement, transitions to other adult education program areas, and participation in the ADE program.
Unfortunately, instructors who teach at one of SRJC’s three campuses often don’t understand the need for these presentations, as counselors and other support services staff are available and nearby. However, adult education students often underutilize these services, leaving them unaware of the educational and workforce opportunities available. To improve the integration of services and transitions to post-secondary education and the workforce, SRJC will conduct informational sessions with instructional faculty and SCAEC’s outreach team so that faculty can learn about the value of these presentations and, hopefully, incorporate them into their curriculum.
Increased Access to HiSet High School Equivalency Testing
PAS and SRJC began partnering in January 2025 to offer twice as many opportunities for HSE students to take the HiSet exams. In its first semester, PAS has seen twice as many students pass all five HiSet exams and earn their equivalency certificates. Part of this success is also attributed to the personalized attention and outreach to HiSet students provided by the PAS instructor. PAS and SRJC have agreed to continue this partnership for the 2025-26 school year, with 15 testing dates scheduled.
Adult Dual Enrollment (ADE) Program
The ADE program has been a successful strategy for promoting student transitions. Through ADE, adult learners pursuing their High School Diploma (HSD) or High School Equivalency (HSE) can concurrently enroll in tuition-free, credit courses at SRJC. This model has effectively engaged underserved populations, including first-generation college students and English language learners.
To build on this success, SCAEC is streamlining enrollment, improving orientation and onboarding, and expanding counseling and tutoring. The consortium also aims to align ADE courses with workforce needs through employer partnerships. These improvements are intended to boost retention, completion, and workforce transitions.
Activities & Outcomes
Objective #1: Address Educational Needs
Expand CTE Courses and Certificates
SRJC will expand its short-term CTE programs in three areas: construction and landscaping, technology, and healthcare.
Construction and Landscaping
As mentioned in Objective #1: Address Educational Needs, SRJC’s Construction Training Center, where short-term CTE programs are offered, opened in Fall 2024. As a result, SRJC offers a new certificate program beginning in Fall 2025: Carpentry Fundamentals. This certificate program provides in-depth, hands-on training in residential rough carpentry (framing), utilizing the new carpentry labs at the Construction Training Center. The program teaches the foundations of residential framing, including framing floors, walls, roofs, windows, and doors. The curriculum covers topics such as wood types and properties, measurement techniques, and blueprint reading. Students can take an entire class in the safe and proper use of hand and power tools commonly used in the carpentry trade. By the end of the program, students will be ready to gain employment as framers.
SRJC and the SCAEC collaborated with community stakeholders to create a fire resilient landscaping training program for the landscaper workforce a few years ago. This hands-on training covers fire resilient and drought-tolerant landscaping; vegetation management and maintenance of defensible space around homes; small repairs for home hardening and wildfire safety; and workplace safety and worker rights (including OSHA 10 preparation). The objective is to offer a training program that enlists the landscaper workforce to help achieve the shared community goal of safer, more resilient homes and properties in Sonoma County. The Construction Training Center will facilitate the expansion of the Fire Resilient Landscaping program and provide additional hands-on learning opportunities for students in residential structure hardening techniques.
In 2026, SRJC plans to revitalize its broader landscaping program with Spanish-language instruction, new battery-powered landscaping tools, and an emphasis on hands-on learning. The college also plans to offer a new course focused on construction and landscape equipment operations training.
Technology
The Web and Mobile Front-End and Virtual Production Fundamentals certificates and course sequences are already established in SRJC’s credit program, so the development of the noncredit course outlines of record and certificates requires much less time and effort. The approval process for the noncredit Web and Mobile Front-End program is complete. However, since the goal is to make these courses accessible to multilingual speakers, relevant language support materials need to be developed before the course can be offered. The noncredit course sequence and certificate for Virtual Production Fundamentals are still in the approval process. Language support materials will need to be developed for these courses as well.
Healthcare
SCAEC is going to be working with faculty in SRJC’s Health Sciences Department to create noncredit pathways that lead to Pharmacy Technician and Dietary Manager certificates. These pathways will mirror the already established credit pathways. In addition to revitalizing its Personal Care Attendant certificate program, SCAEC is also interested in collaborating with Health Sciences to develop new noncredit courses that lead to medical interpretation and phlebotomy certificates.
Adult Education Metrics and Student Barriers
- All: Reportable Individuals (200AE)
Responsible Positions, Responsible Consortium Members, and Proposed Completion Date
Responsible Position | Responsible Member | Proposed Completion Date |
---|---|---|
Director | Sonoma County CCD | 11/30/2026 |
Objective #2: Improve Integration of Services & Transitions
Improve Utilization of Data
SCAEC recognizes the need to establish a formal process for the collection, analysis, and sharing of data with all educational and workforce service providers and stakeholders. Because no procedures currently exist, SCAEC is committed to working with the EMLS/Adult Ed/College Skills Department Chair and LAAF Dean to develop and collaborate on a process that can be applied across program areas and service providers. As mentioned before, the EMLS Department was selected because they are interested in improving the retention rate of their students.
In Fall 2025, SCAEC and the EMLS Department will hold a workshop on the topic of retention with EMLS faculty and SCAEC outreach specialists. In this initial workshop, only high-level retention data will be shared. The primary goal of this workshop will be to increase the number of EMLS faculty who request SCAEC outreach specialists to contact students who fail to show up to class or have multiple absences. Currently, very few EMLS faculty take advantage of this support, which is not only important for retention, but also helpful when students are failing to attend class due to barriers they are experiencing. The outreach specialists can often either assist students immediately or direct them to campus or community resources. It is hoped that more faculty will request SCAEC’s support once they understand how it benefits students.
During 2025-26, SCAEC and the EMLS Department will spend time analyzing class-level data to identify trends, successes, and challenges that can then be shared with faculty and student support staff. The goal is to engage them in analytical discussions and the development of inferences that can lead to improved services. Consideration will also be given to the format of these workshops, with an emphasis on reestablishing the sense of community that was lost post-COVID. Faculty and staff need to feel welcomed, their expertise valued, and their thoughts and ideas heard in order to maximize participation and buy-in.
Beginning in 2026-27, SCAEC and the EMLS Department will hold one workshop per semester. EMLS currently anticipates that one of the first workshop topics will focus on retention data for open-entry/open-exit classes as compared to managed enrollment. However, this may change depending on what the analyzed data reveals.
Adult Education Metrics and Student Barriers
- All: Reportable Individuals (200AE)
Responsible Positions, Responsible Consortium Members, and Proposed Completion Date
Responsible Position | Responsible Member | Proposed Completion Date |
---|---|---|
Director | Sonoma County CCD | 05/31/2026 |
EMLS Department Chair | Sonoma County CCD | 05/31/2026 |
LAAF Dean | Sonoma County CCD | 05/31/2026 |
EMLS Faculty | Sonoma County CCD | 05/31/2026 |
Objective #3: Improve Effectiveness of Services
Increase Faculty & Staff Professional Development
Ongoing training and professional development are key components of effective adult education and workforce programs. Targeted professional development improves the quality of instruction, which can result in higher levels of student attendance and retention, as well as the achievement of more educational outcomes. Based on input from the faculty forum and survey results, relevant instructional training that has a positive impact in the classroom and on students will include the use of Canvas, the implementation of Artificial Intelligence (AI), trauma-informed instruction, and the creation of culturally-responsive curricula. Moreover, instructors have expressed interest in participating in Communities of Practice (CoPs) to discuss ideas for incorporating this training into their instruction, meetings by instructional level to discuss best practices and challenges, and mentoring programs for individualized assistance with ongoing training needs.
The Adult Education Program Director will work with the SRJC EMLS and College Skills Department Chairs, along with the PAS Principal and SCOE administrator to plan trainings based on the faculty’s identification and prioritization of professional development needs. The goal is to provide relevant training across agencies to promote continuity and consistency of instruction and to build community among the different instructors.
In addition to in-person trainings and level meetings, SRJC’s Adult Education Program Director will provide opportunities for instructors to participate in other types of professional development, such as conference attendance and CalPRO workshop participation. Instructors will need to secure prior approval from the EMLS and College Skills Department Chairs in order to participate in these types of trainings.
Instructors will need a few semesters to incorporate what they have learned in their trainings into their instruction. In program year one (2025-2026), SRJC plans to hold four CoP meetings on the topic of AI. Additionally, the EMLS Department will hold four meetings by level in the fall and four in the spring, for a total of eight meetings. Ongoing mentoring opportunities for Canvas use will also be provided by experienced noncredit faculty. Participation in other professional development activities will lead to an overall improvement in instruction, which, in turn, will lead to increased numbers of participants across all program areas.
Providing instructors with a variety of opportunities to grow and improve their practice leads to better outcomes for students and aligns with the CAEP objectives of addressing educational and workforce needs and improving the effectiveness of services.
Adult Education Metrics and Student Barriers
- All: Reportable Individuals (200AE)
Responsible Positions, Responsible Consortium Members, and Proposed Completion Date
Responsible Position | Responsible Member | Proposed Completion Date |
---|---|---|
Director | Sonoma County CCD | 05/31/2026 |
EMLS Department Chair | Sonoma County CCD | 05/31/2026 |
LAAF Dean | Sonoma County CCD | 05/31/2026 |
Noncredit Faculty | Sonoma County CCD | 05/31/2026 |
Funds Evaluation
Member Allocations and Expenditures
Member Agency | Prior Year Total Leveraged Funds | Program Reporting Status |
---|---|---|
Petaluma Joint Union High | $1,855,698 | Certified |
Santa Rosa City Schools | $0 | Certified |
Sonoma Co. Office of Education | $124,230 | Certified |
Sonoma County CCD | $4,074,752 | Certified |
Sonoma Valley Unified | $0 | Certified |
Windsor Unified | $0 | Certified |
Totals | $6,054,680 | 6/6 Certified |
The Sonoma County Adult Education Consortium (SCAEC) consists of six members, including three service providers: SRJC, Petaluma Adult School (PAS), and the Sonoma County Office of Education (SCOE). The consortium is direct-funded, a model all members support and intend to continue through 2028. Funding allocations have remained consistent over the past decade: SRJC receives approximately 38–39%, PAS receives just over 53%, and SCOE receives close to 8%. Though amounts may vary annually, the percentage split will remain the same. All providers aim to spend down most carryover funds by the end of FY 2024–2025.
SRJC uses its CAEP funds to support staff positions (Adult Education Program Director, Outreach Coordinators and Specialists, Testing Technician, Administrative Assistant, student workers), translation services for carpentry and landscaping classes, curriculum development, professional development, marketing, classroom and program supplies, and technology equipment. Instructor salaries are not funded by CAEP, as SRJC receives apportionment. SRJC also receives WIOA Title II funds for ESL and HSE programs, currently at $492,077, with increases anticipated over the next three years.
PAS allocates most of its CAEP funding to salaries and benefits for certificated and classified staff supporting ESL, high school diploma/equivalency, Parent Education, Early Childhood Education, and the Petaluma Family Resource Center. Funds also cover district indirect costs, a portion of the Assistant Superintendent’s salary, administrative operations, curriculum and professional development, program supplies, and leases (e.g., copiers). Additional funding includes WIOA Title II, which supports ESL, Citizenship, and HSD instruction and will fund a new part-time Outreach Specialist and renewal of HSD/HSE online curricula. The 2024–25 WIOA allocation is $178,353—a decrease from prior years due to the end of COVID-related funds. PAS also leverages Apprenticeship and other grants to support programming.
SCOE primarily uses its CAEP allocation for instructional and coordination staff. The agency is expanding short-term construction clinics and exploring a third site for these courses beginning fall 2025. This expansion will require investments in equipment and supplies for the new location.
Certification
Petaluma Joint Union High - Member Representative
Michelle Devereaux - Principal
- mdevereaux@petk12.org
- (707) 778-4766 ext: 60011
Santa Rosa City Schools - Member Representative
Aaron Gildengorin - Coordinator Alternative Education
- agildengorin@srcs.k12.ca.us
Marlyn Garcia Santa Rosa Junior College - Director
- mgarcia2@santarosa.edu
- (707) 527-4541
Sonoma Co. Office of Education - Member Representative
Stephen Jackson - sjackson@scoe.org
- (707) 524-2720
Marlyn Garcia Santa Rosa Junior College - Director
- mgarcia2@santarosa.edu
- (707) 527-4541
Sonoma County CCD - Member Representative
Daniela Kingwill - dkingwill@santarosa.edu
Marlyn Garcia Santa Rosa Junior College - Director
- mgarcia2@santarosa.edu
- (707) 527-4541
Sonoma Valley Unified - Member Representative
Liz Liscum - Principal
- lliscum@sonomaschools.org
Windsor Unified - Member Representative
Brian Wiliams - Assistant Superintendent
- bwilliams@wusd.org