CAEP
Annual Plan

Produced: Aug 14, 2025, 09:38 PM UTC - By Aaron Gildengorin

61 Sonoma County Adult Education Consortium
CONSORTIUM APPROVED

2025-26

Plans & Goals

Executive Summary

The Sonoma County Adult Education Consortium (SCAEC) comprises six member agencies, three of which are funded service providers—Santa Rosa Junior College (SRJC), Sonoma County Office of Education (SCOE), and Petaluma Adult School (PAS)—and three unfunded members: Windsor Unified School District, Santa Rosa City Schools, and Sonoma Valley Unified School District.


As outlined in the 2025–2028 CAEP Three-Year Plan, SCAEC operates under a direct-funding model supported by consensus among service providers. While annual allocations vary based on the total grant award, the percentage distribution has remained consistent: 38–39% to SRJC, slightly more than 53% to PAS, and nearly 8% to SCOE. These percentages will be applied to the 2025–26 allocation. The consortium is committed to carrying over less than 20% of the 2024–25 allocation into 2025–26 and future program years.


In Program Year 3 (2024–25), SCAEC successfully achieved the majority of its primary goals, including:

  • Streamlining and improving outreach efforts.

  • Monitoring and optimizing instructional modalities and course locations.

  • Expanding offerings and increasing noncredit enrollment at SRJC’s Construction Training Center.

  • Quadrupling Adult Dual Enrollment participation.

  • Hosting monthly free food markets.

  • Increasing student persistence and CASAS paired scores at PAS.

  • Continuing and expanding wraparound services through the PAS Family Resource Center.

  • Providing support to students experiencing housing insecurity.

  • Offering two consortium-wide professional development opportunities.


In Year 1 (2025–26) of the new Three-Year Plan, SCAEC will build upon these accomplishments to address regional educational and workforce needs. Key priorities include:

  • Expanding CTE courses and certificates in construction and landscaping, technology, and healthcare.

  • Enhancing data utilization by implementing a formal process for the collection, analysis, and sharing of data among educational and workforce partners.

  • Increasing faculty and staff professional development opportunities.


By expanding access to programs, strengthening student transitions, and enhancing instructional quality, SCAEC is well-positioned to make measurable progress toward the long-term strategic goals outlined in its 2025–2028 CAEP Three-Year Plan.

Plans & Goals

How (if at all) do the consortium’s previous program year goals differ from the current year’s goals?

Goals have changed or new goals have emerged for the upcoming year

Why have the consortium’s goals changed for the upcoming year?

Not Entered
How much progress did the consortium make towards its previous program year goals?

A good deal of progress - most goals were met


  • Streamlining and Improving Outreach Efforts: SCAEC met this goal by implementing a coordinated, multi-channel outreach strategy. Efforts included: continued “Educational Gossip” social media segments, regular posts in community groups, and weekly paid ads on Facebook and Instagram and expanded use of Canva for flyers and videos; website updates with dedicated pages for Adult Dual Enrollment and Pre-Apprenticeship; strengthened partnerships with organizations such as Corazon Healdsburg, La Familia Sana, and Golden Gate Transit; increased outreach events and DELAC/ELAC participation; and targeted marketing campaigns with Bay Area Digital Solutions and Bonneville, resulting in higher engagement and interest form submissions.

  • Monitoring and optimizing instructional modalities and course locations: This goal was met through data-driven adjustments and expansion of offerings. SRJC and PAS tailored course modalities based on demand, expanded in-person ESL and CTE classes in high-Latinx areas, and maintained hybrid options. SRJC began planning for HyFlex expansion, used IERP data to refine ESL scheduling, and opened the Construction Training Center in Fall 2024. SCOE shifted to clinics in electrical and plumbing across multiple sites, and PAS maintained in-person options.

  • Expanding offerings and increasing noncredit enrollment at SRJC’s Construction Training Center: Seven noncredit construction courses were offered, including Carpentry Tools & Use, OSHA 10, and Contractor License Prep. In Fall 2024, 65 students received stipends (15 in previous semesters), with enrollment exceeding 150 students in Fall and 200–250 in Spring. Completions totaled over 140 in Fall and up to 215 in Spring.

  • Quadrupling Adult Dual Enrollment (ADE) participation: ADE participation grew from 79 students in 2023–24 to 147 in 2024–25 (86% increase). A centralized Canvas shell was created for program requirements, resources, and communication, and bilingual promotional materials, including flyers and a dedicated landing page, were developed. Continued growth is anticipated in 2025–26.

  • Hosting monthly free food markets: Formal partnerships with REFB enabled regular food markets at SRJC Roseland (twice monthly), Santa Rosa, and Petaluma. Snack programs expanded to all campuses, and food distribution at the Santa Rosa campus continues. Plans are in development to expand to off-site locations.

  • Increasing student persistence and CASAS paired scores at PAS: Faculty received training on the CASAS Reading and Listening STEPS assessments, monthly ESL level meetings were reinstated, and professional development emphasized student engagement and learning gains. Faculty mentoring was not implemented but remains a future strategy.

  • Continuing and expanding wraparound services through the PAS Family Resource Center: The PAS FRC continued to provide food banks, CalFresh support, immigration services, mental health referrals, and childcare assistance. The center also hosted outreach events and worked with community partners to meet student and family needs.

  • Providing support to students experiencing housing insecurity: HHIP funding supported one-time rental assistance, deposits, and moving costs. Two full-time social workers coordinated housing support, and a partnership with IFSN provided short-term housing and case management for up to 45 students at a time, with the same number currently receiving services.

  • Offering two consortium-wide professional development opportunities: Fall 2024 featured a CASAS STEPS training led by CASAS for SRJC and PAS faculty, also open to Marin and Napa consortia. Spring 2025 included two sessions for faculty and staff: AI in the classroom (OTAN) and trauma-informed instruction (CALPRO).


These efforts reflect the consortium’s ongoing commitment to supporting high-quality instruction and promoting innovation and inclusivity in adult education.

What barriers did the consortium face in making progress towards its previous program year goals?

The Sonoma County Adult Education Consortium (SCAEC) made significant progress in achieving the goals outlined for the 2024–2025 program year. However, the work was not without challenges. The most notable barrier was the limited staffing capacity across the consortium. Despite the dedication and effectiveness of our current team, the scope of work required to adequately support adult learners throughout Sonoma County exceeds our available human resources.


With additional staff, the consortium could expand services, increase student enrollment, and enhance the quality and reach of our programs. Unfortunately, our ability to hire and retain additional personnel is constrained by limited funding. As a result, the consortium must continually prioritize and streamline efforts to ensure that essential services are delivered as efficiently and equitably as possible.

What are the goals for the consortium for the current program year?

Not Entered
How will the consortium measure progress towards the goals set for the current program year?

Not Entered

Assessment

Regional Needs Assessment

Please identify the categories of needs in your region.

Please identify resources used to identify these gaps.

To measure effectiveness toward meeting the needs identified above such as access for underserved populations, alignment of education and workforce needs, English language needs, digital literacy, and living wage job attainment—the Sonoma County Adult Education Consortium (SCAEC) will rely on a comprehensive, data-driven approach. This includes the use of disaggregated data from sources such as DataVista, TOPSpro, CAEP Fact Sheets, and U.S. Census data, alongside insights gathered through surveys and community forums. By regularly analyzing student demographics and participation data, the consortium can assess its success in reaching target populations who are currently underrepresented across program areas.


SCAEC will evaluate its ability to align education and workforce programs with regional labor market demands by monitoring the growth of industry-aligned CTE offerings and tracking outcomes such as the number of certificates awarded and student employment rates. Programs like Carpentry Fundamentals, Fire Resilient Landscaping, and various healthcare pathways are designed to lead to living-wage employment. Effectiveness will be gauged through job placement data and projected increases in CTE certificate attainment, with a 10% increase anticipated in the first year.


To address English language and digital literacy needs, the consortium will monitor ESL course retention rates, which currently show only 33% of students attending at least 50% of instructional hours. Strategies such as revising course schedules, updating curriculum to reflect student needs, and offering professional development for faculty will support improvements in retention and learning gains. Progress will be measured through CASAS paired scores, class completion rates, and faculty feedback. For digital literacy, course offerings like basic computer skills classes and the integration of tools such as Canvas and Burlington English will help students build essential skills, with participation and completion data serving as key indicators of success.


SCAEC also aims to increase awareness of services and strengthen partnerships with community-based organizations, employers, and workforce agencies. Outreach efforts through social media campaigns, live video segments, and community tabling events will be evaluated based on engagement metrics and student interest form submissions. Finally, access to services in rural areas and underserved communities will be measured by tracking enrollment and completion rates in off-site locations.

As reflected in the growing numbers of Adult Basic Education (ABE), Adult Secondary Education (ASE), English as a Second Language (ESL), and short-term Career Technical Education (CTE) participants reported in DataVista, there is a clear and sustained need for education and workforce services in these program areas.


The consortium also examined the intersectionality of key subgroups. While the statewide percentage of individuals in the four primary subgroups is higher than in Sonoma County, local demographic factors provide context. Sonoma County has a higher proportion of residents over age 55 (171,060, or 43.1% of the population) and a higher level of educational attainment, with 69.3% (275,347 residents) having completed some college or higher.


SCAEC began its analysis by reviewing CAEP data for individuals living at or near poverty, identifying areas of intersection among subgroups. Predictably, higher percentages of these residents were Hispanic, spoke English less than well, lacked a high school diploma, and were unemployed. By comparing these population figures with the adult learner population in the “At or Near Poverty” demographic group, the consortium identified both areas of success and persistent service gaps.


Labor market analysis from the Sonoma County Workforce Investment Board’s Local Workforce Development Plan 2025–2028 projects that the Healthcare and Social Assistance industry—already the largest in Sonoma County—will grow by 8% between 2024 and 2029. Within this sector, the fastest-growing occupation is Home Health and Personal Care Aides, with a projected 29% increase during the same period. This demand is driven by the growing preference of seniors to “age in place” post-COVID and by Sonoma County’s relatively high proportion of residents aged 65 and older (25%, compared to the statewide average of 20.5%). Many adult education students express interest in this entry-level occupation; however, while SRJC offers several credit certificates in Health Sciences, the consortium does not currently offer noncredit programs leading directly to employment in this role. Given that these positions do not provide a living wage in Sonoma County, it is essential to develop pathways from noncredit workforce preparation courses to credit-bearing Health Sciences programs that offer higher earning potential.


To broaden its analysis, SCAEC reviewed labor market data for the entire North Bay subregion, including Marin, Napa, Solano, and Sonoma counties. Using the Bay Region Center of Excellence Demand and Supply Dashboard, and filtering for below-middle and middle-skill occupations that pay a living wage of at least $24 per hour (for one adult with no dependents), the top three sectors identified were Business and Entrepreneurship; Energy, Construction, and Utilities; and Health. Within these sectors, the occupations with both a living wage and consistently high annual openings include: Bookkeeping, Accounting, and Auditing Clerks; Carpenters; Construction Laborers; Electricians; Operating Engineers and Other Construction Equipment Operators; Dental Assistants; and Medical Assistants. With the exception of Bookkeeping, Accounting, and Auditing Clerks, all of these occupations are experiencing growth across the North Bay subregion.

Activities & Outcomes

Objective #1: Address Educational Needs

Expand CTE Courses and Certificates

THREE-YEAR PLAN 2025-28

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 PositionResponsible MemberProposed Completion Date
DirectorSonoma County CCD11/30/2026

Objective #2: Improve Integration of Services & Transitions

Improve Utilization of Data

THREE-YEAR PLAN 2025-28

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 PositionResponsible MemberProposed Completion Date
DirectorSonoma County CCD05/31/2026
EMLS Department ChairSonoma County CCD05/31/2026
LAAF DeanSonoma County CCD05/31/2026
EMLS FacultySonoma County CCD05/31/2026

Objective #3: Improve Effectiveness of Services

Increase Faculty & Staff Professional Development

THREE-YEAR PLAN 2025-28

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 PositionResponsible MemberProposed Completion Date
DirectorSonoma County CCD05/31/2026
EMLS Department ChairSonoma County CCD05/31/2026
LAAF DeanSonoma County CCD05/31/2026
Noncredit FacultySonoma County CCD05/31/2026

Fiscal Management

Alignment & Carryover

The Sonoma County Adult Education Consortium (SCAEC) is composed of six member agencies, including three funded service providers: Santa Rosa Junior College (SRJC), Petaluma Adult School (PAS), and the Sonoma County Office of Education (SCOE). SCAEC operates under a direct funding model, which is supported by all members and expected to continue through 2028. While the total annual allocation may vary, the percentage distribution has remained consistent over the past decade: approximately 38–39% to SRJC, just over 53% to PAS, and close to 8% to SCOE. All funded members are committed to reducing carryover and intend to expend the majority of remaining funds by the end of FY 2025-2026.


Due to a reduction in class offerings compared to pre-pandemic levels, SCOE has faced challenges in fully utilizing its allocated funds. As a result, SCOE has agreed to a 50% reduction in its 2025-2026 allocation. The reallocated funds will be evenly distributed between SRJC and PAS.


SRJC will utilize the majority of its CAEP funds to support key staffing and operational needs, including: one full-time Adult Education Program Director; one full-time Outreach Coordinator; three full-time Outreach Specialists; one full-time Testing Technician; 50% of the salary for a full-time Administrative Assistant III; 50% of the salary for the SRJC Roseland Director; an additional full-time Testing Technician; three to five student employees; curriculum development and professional development for noncredit EMLS/ESL, CTE, and HSE instructors; program and classroom supplies; marketing and outreach efforts; staff and faculty travel; GED and HiSET exam vouchers; and fees associated with OSHA and CPR certifications.


PAS will allocate approximately 85% of its funds to support a full-time Principal and Assistant Principal, as well as 2.5 FTE certificated teachers and 23 hourly teachers serving K-12 Success, ESL, and ASE programs. For classified staff, PAS will fund a full-time Office Manager, full-time Registrar, 0.5 FTE Learning Center Coordinator, full-time Family Resource Center (FRC) bilingual family mentor, and additional part-time FRC staff, parent education, and childcare personnel. Some of these staff will have regular part-time assignments, while others will be hired as substitute childcare assistants. CAEP funds will also be used to cover books, supplies, educational software, copier licenses, professional memberships, conference participation, and indirect costs. PAS intends to use WIOA funds to support a new 0.5 FTE Outreach Specialist position; however, if WIOA funds are unavailable, the salary for this position would need to be funded through CAEP.


With the 2025–2026 allocation, PAS will continue offering in-person ESL and Citizenship classes, restoring the full number of hours for each class and section to pre-pandemic levels. PAS will expand the hours, days, and locations for HSD and HSE (English and Spanish) programs, providing both morning and evening options, along with free childcare at McDowell. HSD classes will be offered at four locations across Sonoma County: Santa Rosa, Windsor, Sonoma Valley, and McDowell in Petaluma. PAS will also continue administering HiSET testing and has recently increased the number of test sections to meet demand. In partnership with SRJC, the total number of HiSET offerings for the 2025–26 school year will be 31, including two Saturday sessions. Instruction will continue to be primarily in person, with virtual class options available for students who benefit from online learning. For parent education (K-12 Success), PAS will maintain all allowable programs.


The award-winning Family Resource Center will continue providing wraparound services and student support throughout Sonoma County, while strengthening collaborations with business and social service partners. Additionally, PAS will expand educational opportunities for refugee populations in the region, including Afghan, Ukrainian, Haitian, and Central American newcomers, through specialized English and newcomer classes.


SCOE’s transition from Basic Construction Courses to Specialized Construction Skills Clinics aligns with SCAEC’s new Three-Year Plan to expand CTE courses and certificates in construction. The clinics offered through SCOE will complement the robust Basic Construction courses provided by SRJC at its Petaluma campus. These clinics address specific skills used in the construction industry that are often not covered in sufficient depth within standard Basic Construction courses.

The three funded service providers will utilize any carryover funds to meet their respective responsibilities in delivering consortium-supported programs and services. CAEP funds not expended within the program year are carried over into the subsequent year’s budget to ensure continuity of staffing and uninterrupted services for adult education students. The SCAEC Director reviews quarterly financial reports from the three service providers to monitor expenditure rates, ensuring timely spending and maintaining appropriate carryover levels for future use.


The SCAEC Oversight Committee monitors consortium-wide spending, including that of all member agencies, through quarterly fiscal reports and FIFO data reviews. If a member agency is not spending its allocation in accordance with state guidelines—and the resulting carryover is projected to exceed the 20% threshold—the Consortium Director will work collaboratively with that member to develop a corrective plan to reduce the excess. In January 2024, SCAEC updated and approved its bylaws to include Article X: Member Effectiveness, which outlines requirements and expectations for carryover management.


Santa Rosa Junior College (SRJC) will use its carryover funds to compensate noncredit faculty for curriculum development and participation in professional development on topics such as Canvas integration, Artificial Intelligence (AI) implementation, trauma-informed instruction, and the creation of culturally responsive curricula. Funds will also cover the salaries and benefits of a full-time Outreach Specialist, 50% of a full-time Administrative Assistant III position, and 2–3 student workers. Additional uses include purchasing student supplies, GED and HiSET test vouchers, and covering staff travel expenses.


Petaluma Adult School (PAS), if carryover funds are available, will use them for:

  • renewing online curriculum for High School Diploma (HSD) classes when the current three-year license expires in April 2026;

  • purchasing additional HiSET vouchers;

  • acquiring ESL workbooks to resell to students at a discounted rate; and

  • providing additional professional development for Parent Education staff and all staff on trauma-informed instruction and support strategies for addressing secondary trauma experienced when serving adult learners.


Sonoma County Office of Education (SCOE) will spend down carryover funds in two ways during the current school year:

  1. Program Shift and Equipment Purchases – The program is transitioning from offering six-week Basic Construction Skills classes twice per year at two Sonoma County locations to delivering four-week Specialized Construction Skills Clinics (e.g., Roofing, Finish Carpentry, Electrical, Plumbing, Concrete). These clinics will be offered four times per year at two, and potentially three, locations. This shift requires purchasing new tools and equipment, which will be funded through carryover.

  2. Expansion to a Third Location – SCOE is exploring the addition of a third site for the Specialized Construction Skills Clinics. Once identified and confirmed, reserve funds will be used for tools, equipment, and necessary facility upgrades to accommodate classes at the new location.

Usage

How does the consortium plan to use allocated funds in the upcoming year?

Not Entered

Consortium Objectives & Activities Overview

Objectives & Activities

= consortium has included this activity in an Annual Plan from the 2025-28 Three-Year Plan
= consortium has NOT selected this activity in an Annual Plan from the 2025-28 Three-Year Plan
ActivityOriginIncluded in Annual Plan
Objective #1: Address Educational Needs
Expand CTE Courses and Certificates
THREE-YEAR PLAN 2025-28
Objective #2: Improve Integration of Services & Transitions
Improve Utilization of Data
THREE-YEAR PLAN 2025-28
Objective #3: Improve Effectiveness of Services
Increase Faculty & Staff Professional Development
THREE-YEAR PLAN 2025-28

Certification

Petaluma Joint Union High - Member Representative

Approved by Michelle Devereaux

08/14/2025 01:53 PM PDT

Santa Rosa City Schools - Member Representative

Approved by Aaron Gildengorin

08/14/2025 02:37 PM PDT

Sonoma Co. Office of Education - Member Representative

Approved by Stephen Jackson

08/14/2025 12:51 PM PDT

Sonoma County CCD - Member Representative

Approved by Daniela Kingwill

08/13/2025 09:27 PM PDT

Sonoma Valley Unified - Member Representative

Approved by Liz Liscum

08/14/2025 08:44 AM PDT

Windsor Unified - Member Representative

Approved by Brian Wiliams

08/14/2025 10:06 AM PDT