CAEP
Three-Year Plan

Produced: Jun 12, 2025, 08:04 PM UTC - By Colleen Whitlock

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:
69 Yosemite (Stanislaus Mother Lode) Consortium
Address:
435 College Ave. | Modesto, CA | 95350
Website:
www.yosemite.edu/aebg
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 Contactpughy@yosemite.edu(209) 575-6301 ext: 6301
Primary Contactpulidol@yosemite.eduDirector of Career Program Planning(209) 575-6252

Members

Auto-populated

Member AgencyMember TypeContactPhone
Big Oak Flat-Groveland UnifiedUnified School DistrictDiana Harford Tuolumne County Superintendent of Schools Office(209) 536-2074
Calaveras Co. Office of EducationCounty Office of Education (COE)Jessica Dorris(209) 736-6051
Ceres UnifiedUnified School DistrictEmily Harry(209) 556-1554
Modesto City HighHigh School DistrictAntony Little
Newman-Crows Landing UnifiedUnified School DistrictCaralyn Mendoza (209) 862-2933
Patterson Joint UnifiedUnified School DistrictCorrin Rivera Patterson High School(209) 892-4750
Riverbank UnifiedUnified School DistrictHolli Fox(209) 869-2538 ext: 123
Sonora Union HighHigh School DistrictEd Pelfrey Sonora Union High School District(209) 533-8510
Stanislaus Co. Office of EducationCounty Office of Education (COE)Shanon Pata(209) 238-1573
Summerville Union HighHigh School DistrictCindy Jensen(209) 928-3498 ext: 6227
Tuolumne County Superintendent of SchoolsCounty Office of Education (COE)Colleen Whitlock(209) 536-2075
Turlock UnifiedUnified School DistrictDr. Jessie Ceja(209) 667-0643
Waterford UnifiedUnified School DistrictTonya Bibbins(209) 874-9017
Yosemite CCDDistrictYesenia Pugh(209) 575-6301 ext: 6301
Modesto Junior CollegeCollegeYesenia Pugh(209) 575-6301 ext: 6301
Columbia CollegeCollegeBrandon Price(209) 588-5079

Executive Summary

The Stanislaus County Motherlode consortium comprises 15 members spanning from the Motherlode region of Tuolumne and Calaveras Counties to Stanislaus County, including two community colleges, two county offices, and eleven K-12 adult education schools. The three-year planning process involved a series of collaborative planning meetings with consultant support, engaging most members to provide comprehensive input. The needs assessment utilized data from Hanover research, stakeholder conversations, and TopsPro analytics to identify service gaps and determine priority areas. Key findings revealed needs for enhanced career pathway mapping, expanded programming in emerging industries, improved digital delivery methods, and stronger workforce development partnerships. The selected three-year plan metrics focus on improving student enrollments, learning gains, educational outcomes, and successful transitions to employment or further education. The plan establishes three primary objectives addressing instructional innovation, consortium coordination and navigation, and professional development through dedicated strategies including student data accountability, adult pathways development, consortium planning and development, and comprehensive professional development initiatives. Expected outcomes include strengthened career pathways connecting adult education through post-secondary education to employment, expanded programming aligned with regional workforce priorities, enhanced consortium collaboration and resource sharing, and improved student support services through coordinated delivery models. To support implementation, the consortium recently adopted new bylaws reflecting structural changes beginning in the 2025-26 school year, established new leadership roles, and created committees aligned with strategic objectives. The consortium operates collaboratively on CFAD funding while advocating for state formula changes to support expanded adult education initiatives beyond current funding constraints that limit growth to 2-3% annually.

Assessment

Our consortium recently completed a comprehensive three-year planning assessment to evaluate educational needs, regional alignment, and service delivery across our diverse service area. With guidance from an adult education consultant, we thoroughly reviewed our current operations and future objectives. The assessment specifically addressed the unique challenges of serving Stanislaus County's central urban areas and the rural Motherlode region, where educational and workforce opportunities are more limited. Through a series of structured planning meetings, we identified service gaps, regional disparities, and opportunities for growth. This collaborative process has strengthened our commitment to function as a unified consortium, developing cohesive strategies that address the distinct needs of each community while leveraging our collective resources. Our assessment has established a foundation for more integrated service delivery that transcends geographical limitations and ensures equitable access to quality adult education throughout our entire service region.

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

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?

We rely heavily on environmental scan data provided by our external consultant, Hanover, to identify service gaps across our region. We've increased these comprehensive assessments from annual to twice-yearly reviews to gain more accurate insights into our communities' changing needs. While we also incorporate TOPSpro and MIS data into our planning process, we've faced consistency challenges with these sources. We're actively working to improve the quality and reliability of this data to better inform our consortium's strategic decisions and resource allocations.

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
Stan 2030Workforce Development Board
Learning Quest - Stanislaus CountyCommunity Organization
Stanislaus County Workforce Development- EDDIndustry
First Lady PermanenteCommunity Organization
Tuolumne County Superintendent of SchoolOther
Western Pacific TruckingVendor/Non-Profit
VOLT InstituteOther
Partners in EducationOther
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?

Our consortium operates within a comprehensive framework of regional workforce development plans. The Stanislaus 2030 Investment Blueprint was developed by Stanislaus County with participation from consortium members including Modesto Junior College, Ceres Unified School District, and Modesto City Schools. The Health Career Pathways Coalition Plan emerged through collaboration between Stanislaus County and consortium members alongside regional healthcare providers such as Kaiser Permanente, Memorial Medical Center, and Doctors Medical Center. The Stanislaus County Workforce Development Board Strategic Plan represents a collaborative effort with all consortium members providing input on adult education alignment. In the Mother Lode region, Tuolumne and Calaveras Counties developed their Regional Workforce Development Plan with participation from Columbia College and county education offices. At the state level, our community college consortium members participate in the Strong Workforce Program Regional Plan, while coordination with local workforce boards ensures alignment with WIOA Regional and Local Plans. The Stanislaus 2030 Investment Blueprint allocates $6.6 million for worker training and support services while dedicating $57.6 million for bio-industrial manufacturing workforce development, emphasizing entrepreneurship and small business development aligned with adult education pathways. The Health Career Pathways Coalition Plan focuses on reimagining healthcare career pathways for the unemployed and underemployed while upskilling existing workers for in-demand healthcare jobs. This initiative addresses the projected 14% healthcare sector job growth through 2027, targeting specific needs for registered nurses, medical assistants, nurse practitioners, and medical and health services managers. Workforce Development Board Plans emphasize integrating adult education with workforce services to create seamless transitions, supporting career pathway development in high-demand sectors while providing wraparound services, including career counseling and job placement. The Strong Workforce Program emphasizes CTE program development aligned with regional labor market data, supporting career pathway mapping from adult education through post-secondary credentials and facilitating industry partnerships for hands-on training opportunities. Our consortium's adult education services demonstrate strong alignment with regional workforce development priorities across multiple sectors. In healthcare, our nursing assistant, medical assistant, and pharmacy technician programs directly support Health Career Pathways Coalition goals, with our potential partnership with HealthForce Partners aligning with broader healthcare workforce development priorities. Clinical partnerships with local healthcare providers support hands-on training requirements identified in regional plans. Economic development integration is evident through CTE welding, manufacturing, and transportation programs that align with Stanislaus 2030's bio-industrial manufacturing focus. Microsoft Office Specialist and digital skills training support the $8.05 million entrepreneurship and small business development investment. Coordination with workforce boards ensures career counseling and job placement services through consortium partnerships, with adult basic education and ESL programs serving as the foundation for workforce entry. Our hybrid and HyFlex delivery methods address geographic barriers identified in workforce plans. Additionally, transportation and logistics programs align with regional industry strengths, while construction and trade programs support infrastructure development priorities. Despite strong foundational alignment, our analysis reveals several critical gaps requiring attention to fully integrate adult education with regional workforce development priorities. In developing and enhancing program mapping and career pathways, we have identified limited formal career pathway mapping connecting adult education through post-secondary education and employment. This creates a need for systematic development of pathways showing progression from ABE and ESL through CTE certificates to employment or further education, requiring visual pathway maps for each industry sector showing entry points, milestones, and advancement opportunities. Regarding emerging industries for CTE programming, current programming primarily focuses on traditional sectors, while emerging industries such as renewable energy, advanced manufacturing, and biotechnology lack corresponding adult education pathways. This gap necessitates program development that is aligned with Stanislaus 2030's bio-industrial manufacturing focus and emerging green economy jobs, requiring industry analysis to identify emerging sectors and the rapid development of relevant CTE programming. 

Our consortium has identified the critical need for expanded adult pathways as our primary educational priority, with key data points indicating significant gaps in foundational skills, English language proficiency, digital literacy, and career pathway connections that require targeted intervention.  In foundation building for ABE-ASE programs, we implement curriculum standardization through regular teacher meetings for review and development while enhancing basic skills instruction, including the Microsoft Office Specialist Certification, pending students' abilities to pass. We are also aligning consortium HSD requirements with statewide standards to ensure portability for our students. For ESL enhancement, we are implementing a standardized curriculum through the Burlington English platform and expanding evening class offerings two nights per week, leveraging our experienced ESL instructors to better serve working adults. Our digital skills and flexible delivery initiatives focus on developing hybrid and HyFlex instruction specifically designed for rural context accessibility, providing both virtual and in-person tutoring with comprehensive technology support for both students and teachers. We are establishing flexible course scheduling with independent study options and planning targeted group classes by 2028. Our career pathway development strategy integrates CTE career exploration with multiple field showcases while building strategic partnerships with local businesses for experiential learning opportunities, including field trips, guest speakers, and internships. We maintain a particular focus on healthcare sector partnerships through clinical collaborations and mentorship programs, with active collaboration with HealthForce Partners for workforce alignment. Based on our 2024 Environmental Scan and 2023-24 program area data reporting, we have identified significant educational attainment gaps throughout our region. Educational attainment in Stanislaus County varies dramatically across communities, with 63.1% to 89.7% of residents having high school diplomas or higher, while Tuolumne and Calaveras Counties show higher attainment rates, with over 93.3% of residents having high school diplomas or higher. Specific zip codes reveal critical needs, particularly Modesto area 95351, where only 63% of residents have completed high school, and unemployment reaches 6.6%, while the Mother Lode region shows unemployment rates ranging from 5.9% to 7.9%.

Additionally, 44.9% of Stanislaus County residents, representing over 231,347 people, speak a language other than English at home. Employment and economic indicators reveal unemployment rates of 6.6% countywide in Stanislaus, with specific Modesto areas experiencing 12.5% to 13% unemployment. The healthcare sector shows projected 14% job growth with specific demand for registered nurses, medical assistants, and health services managers. Recent labor market activity includes 506 job postings from Allied Travel Careers and 306 from CSU Stanislaus, indicating strong healthcare and education sector demand. Our analysis reveals significant workforce skills gaps, including 78 fewer medical and health services manager graduates than needed, 34 fewer registered nurses, and 32 fewer nurse practitioners than the workforce demands. Transportation and materials moving constitute the largest occupation group, aligning with our region's economic drivers and infrastructure needs.  These data points directly inform our resource allocation strategy across three primary areas. Based on the 14% projected healthcare job growth and documented award gaps, we are dedicating a percentage of resources to healthcare pathway investment. This prioritization focuses on CTE healthcare programs including medical assistant, nursing assistant, and pharmacy technician pathways, with particular emphasis on geriatric care skills given the aging population and median age of 50.4 in the Mother Lode region. ESL and basic skills enhancement receive 40% of our resources, responding to the fact that 44.9% of residents speak languages other than English and educational attainment drops as low as 63% in some areas. We are expanding ESL evening classes and standardizing curriculum through the Burlington English platform to address these critical needs. Digital skills and career pathways receive 25% of resources, responding to technology gaps identified in our rural context. We are developing hybrid and HyFlex delivery options and Microsoft Office Specialist certifications to meet employer demands for digital skills while ensuring accessibility across our geographically diverse region. The remainder of our resources is to help support the growth of our professional development as a consortium and improve the services we can provide, as listed above. 

Please identify the categories of needs of your region.

Our consortium is uniquely positioned as a partnership between two distinct counties with different geographic and demographic characteristics. Stanislaus County spans a broad agricultural and urban area, while our Motherlode region extends into the mountainous communities near Sonora and Yosemite. This geographic diversity creates distinct regional needs that require tailored approaches to adult education and workforce development. The Motherlode region faces significant challenges related to rural isolation and limited infrastructure. Students in these mountain communities have fewer opportunities for employment, limited access to career training programs, and significant transportation barriers that prevent participation in educational and workforce activities. These areas also experience chronic labor shortages that impact economic development. In contrast, Stanislaus County's adult learners face different but equally significant challenges. A large portion of our population requires English language instruction, creating a fundamental barrier to educational and career advancement. Additionally, we see gaps in the alignment between educational offerings and workforce demands, along with insufficient short-term career technical education programs that could provide rapid pathways to employment. Despite these regional differences, both areas share common needs around basic skills development and literacy. Our consortium recognizes that addressing these diverse challenges requires strengthened partnerships between workforce development boards from both counties, as well as collaboration with key regional initiatives like Stan 2030 and Beam Circular, which operate under the same organizational umbrella and provide additional resources for comprehensive service delivery.

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

Our consortium operates in a challenging economic environment that impacts our ability to fully serve adult learners. Rising costs due to inflation have strained our operational budget, while persistent staffing shortages have required our current employees to take on expanded responsibilities beyond their original scope. These workforce limitations directly affect our capacity to serve students effectively.The broader labor market shortages in our region create a cascading effect on our programs. We struggle to recruit qualified instructors and support staff, which limits our ability to expand course offerings and serve more students. Additionally, facility constraints require us to rent external spaces for specialized training programs, adding to operational costs and creating logistical challenges for both staff and students. While we celebrate the growing diversity of our student population and increased demand for our services, this growth has created new challenges. We currently maintain waiting lists for many programs because we lack sufficient staffing to accommodate all interested learners. This means adults in our community who are ready to advance their education and careers must delay their goals due to our capacity limitations.

Which populations are currently being served by your programs?

Contributions by Entities*

NameRoleThree-Year Plan Contribution
Antony Little Administrator Participated in planning meetings
Tonya Bibbins Administrator Participated in planning meetings
Corrin Rivera Administrator Participated in planning meetings
Brandon Price Administrator Participated in planning meetings
Yesenia Pugh Classified staff Participated in planning meetings
Destiny Cano Classified staff Participated in planning meetings
Liliana Esquivez Principal Participated in planning meetings
Luisa Power Principal Participated in planning meetings
Robert Mayben Administrator Participated in planning meetings
Emily Graham Administrator Participated in planning meetings
Emily Harry Administrator Participated in planning meetings
Ezequiel Ruiz Administrator Participated in planning meetings
Kevin Fox Administrator Participated in planning meetings
Lily Pulido Administrator Designed proposed strategies
Paul Rosenbloom Consultant Designed proposed strategies

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
*Big Oak Flat-Groveland UnifiedMember Representative

0

0

0

0

0

0

0

0

0

0
*Calaveras Co. Office of EducationMember Representative

0

0

0

0

0

0

0

0

0

0
*Ceres UnifiedMember Representative

0

0

0

0

0

0

0

0

0

0
*Columbia CollegeMember Representative

0

0

29

0

0

44

0

0

0

73
*Modesto City HighMember Representative

334

504

0

0

0

285

0

0

0

1123
*Modesto Junior CollegeMember Representative

0

0

101

0

505

1,297

0

457

50

2410
*Newman-Crows Landing UnifiedMember Representative

0

11

0

0

0

37

0

0

0

48
*Patterson Joint UnifiedMember Representative

0

0

0

0

0

0

0

0

0

0
*Riverbank UnifiedMember Representative

0

0

0

0

0

0

0

0

0

0
*Sonora Union HighMember Representative

0

28

0

0

0

0

0

0

0

28
*Stanislaus Co. Office of EducationMember Representative

0

0

0

0

6

6

0

182

0

194
*Summerville Union HighMember Representative

0

0

0

0

0

0

0

0

0

0
*Tuolumne County Superintendent of SchoolsMember Representative

0

61

0

0

0

0

0

0

0

61
*Turlock UnifiedMember Representative

37

191

0

0

252

666

0

222

30

1398
*Waterford UnifiedMember Representative

0

44

0

0

0

29

0

0

0

73
*Yosemite CCDMember Representative

1,985

1,551

0

0

988

3,215

0

988

106

8833
Total Participants 2356 2390 130 0 1751 5579 0 1849 186 14241
* Consortium Member required to input number of Participants

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

Provider NameProvider TypeProgram Area Where Services Are Provided
ABEASEAWDCSSCTEESLPre-ApprenticeshipShort Term CTEWorkforce Reentry
First Lady Permanente Community Organization

VOLT Institute Other

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

Industry partnerships present significant challenges for our organization. As part of our three-year strategic planning initiative, we aim to actively engage in dialogue with industry leaders to directly understand their workforce needs and better support adult learners in the Stanislaus and Motherlode regions.

Alternatively, if you want to emphasize the collaborative aspect:

A key challenge we face is building effective partnerships with industry. Our three-year planning phase prioritizes direct engagement with industry stakeholders to understand their workforce requirements and enhance our support for adult learners throughout the Stanislaus and Motherlode regions.

The consortium offers seven types of educational programs, including basic education, GED preparation, English language learning, career training, workforce development, and citizenship classes. The varying instruction hours across member organizations total over 340,000 hours annually. 

These services align well with regional workforce needs through healthcare training programs that support local career pathways, manufacturing and welding programs that match regional economic development goals, and digital skills training that supports small business development. The programs use flexible delivery methods to overcome geographic barriers and coordinate with workforce boards for career counseling and job placement.

However, significant gaps exist in connecting these educational offerings to clear career advancement pathways. There's limited formal mapping showing how students can progress from basic education through technical training to employment or further education. Additionally, while current programs focus on traditional industries, emerging sectors like renewable energy and biotechnology lack corresponding educational pathways, creating a mismatch with evolving regional economic priorities that emphasize bio-industrial manufacturing and green economy jobs.

The existing services provide a strong foundation but require better pathway development and expansion into emerging industries to fully meet identified educational and workforce development needs.

Metrics: CAEP Barriers & Metrics

Goals & Metrics

Metrics

Adult Ed Metrics

  • English Language Learner (149AE)

Metrics

Adult Ed Metrics

  • Adult Basic Education (1001)
  • Adult Secondary Education (1000)
  • Career Technical Education (1003)
  • English as a Secondary Language (1002)
  • Short-Term CTE Training Programs (126AE)
  • Workforce Preparation (124AE)

Metrics

Adult Ed Metrics

  • Transitioned to CTE (636AE)

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) 5,720 6,739

6,873

7,010

7,010

Student BarriersEnglish Language Learner (149AE) 3,563 4,068

4,149

4,231

4,231

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.

Big Oak Flat-Groveland Unified (Reported by Big Oak Flat-Groveland USD - Yosemite AEBG Consortium)

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

5

10

10

TransitionTransitioned to CTE (636AE)

0

0

0

Students and ProgramsAdult Secondary Education (1000)

0

0

0

Students and ProgramsAdult Basic Education (1001)

0

0

0

Students and ProgramsEnglish as a Secondary Language (1002)

0

0

0

Students and ProgramsCareer Technical Education (1003)

0

0

0

Students and ProgramsWorkforce Preparation (124AE)

0

0

0

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

0

0

0

* Mandatory for all members


Calaveras Co. Office of Education (Reported by Calaveras County Office of Education)

Metric SetMetric DescriptionMember Level Metric Actuals Member Level Metric Targets
2022-23 2023-24 2024-25 2025-26 2026-27 2027-28
AllParticipants (202AE) 18 24

24

25

26

TransitionTransitioned to CTE (636AE)

0

0

0

Students and ProgramsAdult Secondary Education (1000) 18 24

24

25

26

Students and ProgramsAdult Basic Education (1001) 0 0

0

0

0

Students and ProgramsEnglish as a Secondary Language (1002) 0

0

0

0

Students and ProgramsCareer Technical Education (1003) 0 0

0

0

0

Students and ProgramsWorkforce Preparation (124AE)

0

0

0

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

0

0

0

* Mandatory for all members


Ceres Unified (Reported by Ceres Unified School District (CUSD))

Metric SetMetric DescriptionMember Level Metric Actuals Member Level Metric Targets
2022-23 2023-24 2024-25 2025-26 2026-27 2027-28
AllParticipants (202AE) 757 820

836

852

869

TransitionTransitioned to CTE (636AE) 40

40

41

42

Students and ProgramsAdult Secondary Education (1000) 329 378

378

379

380

Students and ProgramsAdult Basic Education (1001) 757 567

568

569

570

Students and ProgramsEnglish as a Secondary Language (1002) 468 490

491

492

493

Students and ProgramsCareer Technical Education (1003) 0 0

0

0

0

Students and ProgramsWorkforce Preparation (124AE)

0

0

0

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

0

0

0

* Mandatory for all members


Columbia College (Reported by Columbia College)

Metric SetMetric DescriptionMember Level Metric Actuals Member Level Metric Targets
2022-23 2023-24 2024-25 2025-26 2026-27 2027-28
AllParticipants (202AE) 84 73

75

75

77

TransitionTransitioned to CTE (636AE)

0

0

0

Students and ProgramsAdult Secondary Education (1000) 0 0

0

0

0

Students and ProgramsAdult Basic Education (1001) 0 0

0

0

0

Students and ProgramsEnglish as a Secondary Language (1002) 54 44

45

46

47

Students and ProgramsCareer Technical Education (1003) 0 0

0

0

0

Students and ProgramsWorkforce Preparation (124AE)

0

0

0

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

0

0

0

* Mandatory for all members


Modesto City High (Reported by Modesto City Schools)

Metric SetMetric DescriptionMember Level Metric Actuals Member Level Metric Targets
2022-23 2023-24 2024-25 2025-26 2026-27 2027-28
AllParticipants (202AE) 504 769

784

799

815

TransitionTransitioned to CTE (636AE) 15

16

17

18

Students and ProgramsAdult Secondary Education (1000) 278 504

514

515

516

Students and ProgramsAdult Basic Education (1001) 237 334

340

341

342

Students and ProgramsEnglish as a Secondary Language (1002) 271 285

290

291

292

Students and ProgramsCareer Technical Education (1003) 0 0

0

0

0

Students and ProgramsWorkforce Preparation (124AE)

0

0

0

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

0

0

0

* Mandatory for all members


Modesto Junior College (Reported by Modesto Junior College)

Metric SetMetric DescriptionMember Level Metric Actuals Member Level Metric Targets
2022-23 2023-24 2024-25 2025-26 2026-27 2027-28
AllParticipants (202AE) 1,627 1,845

1,881

1,918

1,956

TransitionTransitioned to CTE (636AE) 103

104

105

106

Students and ProgramsAdult Secondary Education (1000) 0 0

0

0

0

Students and ProgramsAdult Basic Education (1001)

0

0

0

Students and ProgramsEnglish as a Secondary Language (1002) 1,237 1,297

1,322

1,323

1,324

Students and ProgramsCareer Technical Education (1003) 351 505

515

516

517

Students and ProgramsWorkforce Preparation (124AE)

15

16

17

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

15

16

17

* Mandatory for all members


Newman-Crows Landing Unified (Reported by Newman-Crows Landing Unified School District)

Metric SetMetric DescriptionMember Level Metric Actuals Member Level Metric Targets
2022-23 2023-24 2024-25 2025-26 2026-27 2027-28
AllParticipants (202AE) 55 46

47

48

49

TransitionTransitioned to CTE (636AE)

0

0

0

Students and ProgramsAdult Secondary Education (1000) 18 11

11

12

13

Students and ProgramsAdult Basic Education (1001) 0 0

0

0

0

Students and ProgramsEnglish as a Secondary Language (1002) 40 37

38

39

40

Students and ProgramsCareer Technical Education (1003)

0

0

0

Students and ProgramsWorkforce Preparation (124AE)

0

0

0

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

0

0

0

* Mandatory for all members


Patterson Joint Unified (Reported by Patterson Joint Unified School District)

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

51

53

55

TransitionTransitioned to CTE (636AE)

0

0

0

Students and ProgramsAdult Secondary Education (1000)

0

0

0

Students and ProgramsAdult Basic Education (1001)

0

0

0

Students and ProgramsEnglish as a Secondary Language (1002)

0

0

0

Students and ProgramsCareer Technical Education (1003)

10

10

10

Students and ProgramsWorkforce Preparation (124AE)

0

0

0

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

10

10

10

* Mandatory for all members


Riverbank Unified (Reported by Riverbank Unified School District)

Metric SetMetric DescriptionMember Level Metric Actuals Member Level Metric Targets
2022-23 2023-24 2024-25 2025-26 2026-27 2027-28
AllParticipants (202AE) 61

1

3

5

TransitionTransitioned to CTE (636AE)

0

0

0

Students and ProgramsAdult Secondary Education (1000) 0

0

0

0

Students and ProgramsAdult Basic Education (1001) 0

0

0

0

Students and ProgramsEnglish as a Secondary Language (1002) 61

0

0

0

Students and ProgramsCareer Technical Education (1003) 0

0

0

0

Students and ProgramsWorkforce Preparation (124AE)

0

0

0

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

5

5

5

* Mandatory for all members


Sonora Union High (Reported by Sonora Union HSD - Yosemite (Stanislaus Mother Lode))

Metric SetMetric DescriptionMember Level Metric Actuals Member Level Metric Targets
2022-23 2023-24 2024-25 2025-26 2026-27 2027-28
AllParticipants (202AE) 51 28

29

30

30

TransitionTransitioned to CTE (636AE)

0

0

0

Students and ProgramsAdult Secondary Education (1000) 51 28

29

30

31

Students and ProgramsAdult Basic Education (1001) 0 0

0

0

0

Students and ProgramsEnglish as a Secondary Language (1002) 0 0

0

0

0

Students and ProgramsCareer Technical Education (1003) 0 0

2

3

4

Students and ProgramsWorkforce Preparation (124AE)

0

0

0

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

3

3

3

* Mandatory for all members


Stanislaus Co. Office of Education (Reported by Stanislaus County Office of Education)

Metric SetMetric DescriptionMember Level Metric Actuals Member Level Metric Targets
2022-23 2023-24 2024-25 2025-26 2026-27 2027-28
AllParticipants (202AE) 184 188

191

192

193

TransitionTransitioned to CTE (636AE)

0

0

0

Students and ProgramsAdult Secondary Education (1000) 0 0

0

0

0

Students and ProgramsAdult Basic Education (1001) 0 0

0

0

0

Students and ProgramsEnglish as a Secondary Language (1002) 0 0

0

0

0

Students and ProgramsCareer Technical Education (1003) 184 188

191

192

193

Students and ProgramsWorkforce Preparation (124AE)

0

0

0

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

5

5

5

* Mandatory for all members


Summerville Union High (Reported by Summerville Union High School District)

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

2

2

2

TransitionTransitioned to CTE (636AE)

0

0

0

Students and ProgramsAdult Secondary Education (1000)

0

0

0

Students and ProgramsAdult Basic Education (1001)

0

0

0

Students and ProgramsEnglish as a Secondary Language (1002)

0

0

0

Students and ProgramsCareer Technical Education (1003)

0

0

0

Students and ProgramsWorkforce Preparation (124AE)

0

0

0

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

0

0

0

* Mandatory for all members


Tuolumne County Superintendent of Schools (Reported by Tuolumne County Superintendent of Schools - AEBG Consortium #69)

Metric SetMetric DescriptionMember Level Metric Actuals Member Level Metric Targets
2022-23 2023-24 2024-25 2025-26 2026-27 2027-28
AllParticipants (202AE) 45 61

62

63

64

TransitionTransitioned to CTE (636AE)

0

0

0

Students and ProgramsAdult Secondary Education (1000) 45 61

61

61

61

Students and ProgramsAdult Basic Education (1001) 0 0

0

0

0

Students and ProgramsEnglish as a Secondary Language (1002) 0 0

0

0

0

Students and ProgramsCareer Technical Education (1003) 0 0

0

0

0

Students and ProgramsWorkforce Preparation (124AE)

0

0

0

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

0

0

0

* Mandatory for all members


Turlock Unified (Reported by Turlock Unified School District (TUSD))

Metric SetMetric DescriptionMember Level Metric Actuals Member Level Metric Targets
2022-23 2023-24 2024-25 2025-26 2026-27 2027-28
AllParticipants (202AE) 919 1,033

1,053

1,094

1,115

TransitionTransitioned to CTE (636AE) 43

43

44

45

Students and ProgramsAdult Secondary Education (1000) 198 191

194

195

196

Students and ProgramsAdult Basic Education (1001) 56 37

38

39

40

Students and ProgramsEnglish as a Secondary Language (1002) 531 666

692

693

694

Students and ProgramsCareer Technical Education (1003) 240 252

257

258

259

Students and ProgramsWorkforce Preparation (124AE)

0

0

0

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

0

0

0

* Mandatory for all members


Waterford Unified (Reported by Waterford Unified School District)

Metric SetMetric DescriptionMember Level Metric Actuals Member Level Metric Targets
2022-23 2023-24 2024-25 2025-26 2026-27 2027-28
AllParticipants (202AE) 46 57

58

59

60

TransitionTransitioned to CTE (636AE)

0

0

0

Students and ProgramsAdult Secondary Education (1000) 35 44

44

45

46

Students and ProgramsAdult Basic Education (1001) 32

0

0

0

Students and ProgramsEnglish as a Secondary Language (1002) 18 29

29

30

31

Students and ProgramsCareer Technical Education (1003) 0

0

0

0

Students and ProgramsWorkforce Preparation (124AE)

0

0

0

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

0

0

0

* Mandatory for all members


Yosemite CCD (Reported by Yosemite)

Metric SetMetric DescriptionMember Level Metric Actuals Member Level Metric Targets
2022-23 2023-24 2024-25 2025-26 2026-27 2027-28
AllParticipants (202AE) 1,745 2,012

0

0

0

TransitionTransitioned to CTE (636AE) 110

0

0

0

Students and ProgramsAdult Secondary Education (1000) 12

0

0

0

Students and ProgramsAdult Basic Education (1001) 1,090 983

984

985

986

Students and ProgramsEnglish as a Secondary Language (1002) 1,317 1,419

1,420

1,421

1,422

Students and ProgramsCareer Technical Education (1003) 359 541

542

543

544

Students and ProgramsWorkforce Preparation (124AE)

0

0

0

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
Big Oak Flat-Groveland Unified 100% 100% 43%

80%

80%

80%

Calaveras Co. Office of Education 100% 100% 57%

80%

80%

80%

Ceres Unified 100% 100% 46%

80%

80%

80%

Columbia College 100% 100% 80%

80%

80%

80%

Modesto City High 100% 100% 71%

80%

80%

80%

Modesto Junior College 100% 100% 62%

80%

80%

80%

Newman-Crows Landing Unified 100% 100% 75%

80%

80%

80%

Patterson Joint Unified 100% 100% 78%

80%

80%

80%

Riverbank Unified 100% 55% 0%

80%

80%

80%

Sonora Union High 100% 100% 52%

80%

80%

80%

Stanislaus Co. Office of Education 100% 100% 45%

80%

80%

80%

Summerville Union High 100% 99% 0%

80%

80%

80%

Tuolumne County Superintendent of Schools 100% 100% 76%

80%

80%

80%

Turlock Unified 100% 100% 62%

80%

80%

80%

Waterford Unified 100% 100% 69%

80%

80%

80%

Yosemite CCD 0% 97% 0%

80%

80%

80%

Objectives

Objective #1: Address Educational Needs

Teacher meetings for information sharing related to:

Curriculum review and development 

Designing literacy class platforms

Developing a schedule for classes ABE-ASE 

Offering Basic Skills, Microsoft Classes for Students, and Microsoft Office Specialist Certification

Aligning consortium minimum HSD requirements with statewide minimum HSD requirements

ESL 

Establishing ESL Collaboration -  Include Burlington English if everyone has the same curriculum

Developing ESL Instruction: Current Teacher has ESL experience and can offer evening classes 2 nights per week with district approval of funding.

Digital skills and hybrid/hyflex delivery 

Providing virtual and in-person tutoring and support, including technology for students and teachers

Planning to offer flexible courses in addition to independent study offerings, and offer group math and or English classes by 2028.

Developing and offering Hybrid/Hyflex instruction - program delivery and referral in a rural context. 

Gathering student and reviewing student data 

Creating a monitoring and assessment system

Improving integration of services and transitions through TopsPro PD and Smart Goals

Identifying and engaging with potential employers/partners. 

Developing a Career Exploration Pathway in CTE classes and showcasing multiple careers related to the program's field of study.

Partnering with local businesses/organizations to provide field trips, guest speakers, and internships/job shadowing experiences.

Partnering with local healthcare providers to provide clinical experiences for students and to ensure that the program's curriculum is up-to-date with industry standards.

Developing a mentorship program to connect students with professionals in their field.

Offering appealing coursework and offering options through consortia and pathways

Starting active collaboration with HealthForce Partners

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

Having evaluated all enrolled and incoming STS to help register for the section

Building a pipeline with MJC Specialist & future MJC Enrollment

Developing or improving connections with community partners.

Working with school counselors and teachers to reach out to the community, private and public businesses, and agencies to consider how to support our students further.

Partnering and collaborating with enrollment services for future dual enrollment sections for High School/Diploma Students

Establishing an initial adult ed counselor working group (Yesenia, CERES, Modesto City Schools to start, others TBD based on capacity)

Leveraging other program staff to support - Center for Human Services provides SAS for K12 - this is not an exact fit, but a model to consider

Meeting with enrollment services to talk about shared approaches to student engagement and support

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

Understanding student and school technology needs and planning to meet these needs 

Building instructional capacity across the consortium and connecting teachers to schools: Instructional Content

Surveying the community and schools/Districts to identify needs. Develop a consistent survey and exit survey. 

Supporting smaller programs and intra-consortium collaboration (i.e., Westside - Patterson, Newman, and Tuolumne County schools) 

Organizing a YMLAEC member site tour with rotating Steering Committee meetings at various member locations: Share-outs or presentations with one presentation per meeting or every other meeting.  

Planning a YMLAEC member learning journey to neighboring consortia

Developing a facilities strategy - acknowledge the value of centralized versus distributed locations and leverage distributed facilities as an asset. Identify facility capacity needs 

Preparing a Consortium Communications Plan: Newsletter, videos, Program 1-pager for internal capacity building

Developing guidance and an approach for internal referrals - Coordinated staffing to support smaller programs

Exploring a hub and spoke model for service delivery - not all programs do everything. Establish areas of specialization.

Activities & Outcomes

Objective #1: Address Educational Needs

Instructional Innovation

A cross-section of consortium members that may include administrators, instructors, student support and office staff will meet on a semi-regular basis to work on both the Instructional Innovation and Student Data and Accountability strategies designed to address CAEP Objective One. The strategy team will develop a comprehensive workplan focused on key activities to help improve student enrollments, learning gains, outcomes and transitions. Initial activities identified by consortium members include conducting collaborative teacher meetings for information sharing related to curriculum review and development, designing literacy class platforms, and developing comprehensive class schedules. For ABE-ASE programs, the consortium will offer basic skills training and Microsoft classes for students including Microsoft Office Specialist certification opportunities, while working to align consortium minimum high school diploma requirements with statewide standards. ESL instruction will be enhanced through establishing collaborative partnerships that include Burlington English curriculum if all members adopt the same materials, and developing expanded ESL instruction with an experienced teacher offering evening classes two nights per week pending district funding approval. The consortium will advance digital skills and hybrid delivery methods by providing both virtual and in-person tutoring and support including necessary technology for students and teachers, planning to offer flexible courses alongside independent study options and introducing group math and English classes by 2028, and developing hybrid and HyFlex instruction methods specifically designed for program delivery and referral in rural contexts. Additionally, the team will focus on gathering and reviewing comprehensive student data to better understand enrollment patterns and academic progress, creating a robust monitoring and assessment system that tracks student achievement across all program areas, and improving integration of services and transitions through TopsPro professional development and Smart Goals implementation to ensure seamless student progression through educational pathways and into employment or further education 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).

  • Initiate collaboration with subject-specific teams based on capacity and interest
  • Identify and provide needed Professional Development based on a best practices review 
  • Program implementation and evaluation 
  • Site-based sharing of current programs and plans
  • Pilot referral process for Hybrid/Hyflex instruction to accommodate student needs
  • Initiate member-driven Data Analysis to self-identify areas for improvement - members regularly share out what they are working on/areas of focus building on the the student momentum framework 
  • Use the student momentum framework categories of Connection, Entry, Progress, Completion and Transition for data collection, analysis and storytelling
  • Monitor and support member Data Quality - Leverage the Data Integrity Report as an initial review and inquiry tool to ensure compliance with all CAEP required reporting and initiate data inquiry
  • Share Data Collection Challenges
  • Compiled roster of key consortium data
  • Ongoing program implementation and refinements based on feedback, monitoring, and evaluation 
  • Improved program and curriculum referrals 
  • Increased student referrals and participation in member programs 
  • Develop a master program calendar of offerings
  • Enhance local data collection and reporting capacity to track transitions within and across program areas and organizations.
  • Regularly review data reports on data system quality, progress on achieving consistent and valid data processes. Also, student data trends and patterns 



  • Improved student outcomes based on increased coordination across members 
  • Consistent integration of student feedback to improve program design 
  • Ongoing sustainable system and approach to Student Data & Accountability 
  • *Data-collection, analysis, and reporting to support continued program improvement and funding in the context of the potential revised CAEP funding model 

Adult Education Metrics and Student Barriers

  • All: Participants (202AE)
  • All: Reportable Individuals (200AE)
  • Student Barriers: English Language Learner (149AE)
  • Students and Programs: Adult Basic Education (1001)
  • Students and Programs: Adult Secondary Education (1000)

Responsible Positions, Responsible Consortium Members, and Proposed Completion Date

Responsible PositionResponsible MemberProposed Completion Date
Destiny CanoPatterson Joint Unified06/30/2028
Liliana NunezNewman-Crows Landing Unified06/30/2028
Yesenia PughModesto Junior College06/30/2028
Jessica DorrisCalaveras Co. Office of Education06/30/2028

Adult Pathways

A cross-section of consortium members that may include administrators, instructors, student support and office staff will meet on a semi-regular basis to work on the Adult Pathways strategy designed to address CAEP Objective One.The consortia will focus on comprehensive adult pathways development through systematic identification and engagement with potential employers and partners. To ensure these initiatives are successfully implemented, the consortium has established a dedicated committee to oversee and coordinate these pathway development efforts. The consortium will develop career exploration pathways within CTE classes that showcase multiple careers related to each program's field of study, while partnering with local businesses and organizations to provide enriching field trips, guest speakers, and valuable internship and job shadowing experiences for students. Healthcare partnerships will be particularly emphasized through collaboration with local healthcare providers to offer clinical experiences and ensure the curriculum remains current with industry standards. A mentorship program will be developed to connect students directly with professionals in their chosen fields, providing ongoing guidance and industry insights. The consortium will focus on offering appealing coursework and expanding options through consortium partnerships and structured pathways that meet diverse student needs. Additionally, active collaboration with HealthForce Partners will be initiated to strengthen healthcare workforce development opportunities and ensure alignment with regional health sector priorities. 

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).

  • Initial planning to collaborate with industry and community-based organizations to develop a series of pathways and bridges for adults to achieve their goals and succeed in postsecondary education and livable wage careers.
  • Participate in Stan 2030 Workforce Planning meetings 
  • Establish Adult Ed representation on WFD Committees.
  • Establish a referral system for the consortium to provide students with opportunities to transition to programs that you do not offer.
  • Adult ed pathway project or collaboration with a public workforce agency or partner 
  • Co-op facilities and learning spaces to combine cohorts to improve student enrollment.
  • Increased skilled workforce to meet local workforce needs 
  • Increased student employment outcomes 
  • Additional facilities or partner locations for instruction

Adult Education Metrics and Student Barriers

  • All: Participants (202AE)
  • All: Reportable Individuals (200AE)
  • Student Barriers: English Language Learner (149AE)
  • Students and Programs: Adult Basic Education (1001)
  • Students and Programs: Adult Secondary Education (1000)
  • Students and Programs: Career Technical Education (1003)
  • Students and Programs: English as a Secondary Language (1002)
  • Students and Programs: Short-Term CTE Training Programs (126AE)
  • Students and Programs: Workforce Preparation (124AE)

Responsible Positions, Responsible Consortium Members, and Proposed Completion Date

Responsible PositionResponsible MemberProposed Completion Date
Ezequiel RuizRiverbank Unified06/30/2028
Luisa PowerTurlock Unified06/30/2028
Emily HarryCeres Unified06/30/2028
Robert MaybinSonora Union High06/30/2028

Objective #2: Improve Integration of Services & Transitions

College, Career, and Community Navigation (CCN)

A cross-section of consortium members including administrators, instructors, student support and office staff will meet semi-regularly to implement the CCN strategy for CAEP Objective Two, developing a workplan to improve student enrollments, learning gains, outcomes and transitions. The team will evaluate all enrolled and incoming students to assist with section registration while building a pipeline with MJC specialists for future college enrollment. Key activities include developing stronger connections with community partners and working with school counselors and teachers to engage local businesses and agencies in supporting students. The consortium will partner with enrollment services to establish dual enrollment sections for high school and diploma students, and create an initial adult education counselor working group starting with representatives from MJC, Ceres and Modesto City Schools with additional members to be determined based on capacity. The strategy will leverage existing program staff support models, such as the Center for Human Services' student assistance services for K12 students, and include meetings with enrollment services to develop shared approaches for student engagement and support. 

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).

  • Initiation of peer learning and support between Adult School Transitions Specialists and Counselors, College Resource Specialists and Academic Advisors in tandem and coordination with Case Managers and others in participant-facing roles at partner organizations 
  • Leveraging of Partner Services to support students 
  • Establish a referral system for the consortium to provide opportunities for students to transition to programs that you do not offer.
  • Establish a referral system for the consortium to provide opportunities for students to transition to programs that you do not offer. 
  • Potential Dual enrollment offerings with Columbia College and Modesto Junior College
  • Improved student educational and employment outcomes (Transitions and wage gains) 
  • Increased program enrollments due to the success of local students and broader community awareness of member programs and opportunities 
  • Enhanced community partnerships, service alignment, and integration

Adult Education Metrics and Student Barriers

  • All: Participants (202AE)
  • Student Barriers: English Language Learner (149AE)
  • Students and Programs: Adult Basic Education (1001)
  • Students and Programs: Adult Secondary Education (1000)
  • Students and Programs: Career Technical Education (1003)
  • Students and Programs: English as a Secondary Language (1002)
  • Students and Programs: Short-Term CTE Training Programs (126AE)
  • Students and Programs: Workforce Preparation (124AE)

Responsible Positions, Responsible Consortium Members, and Proposed Completion Date

Responsible PositionResponsible MemberProposed Completion Date
Emily GrahamColumbia College06/30/2028
Kevin FoxStanislaus Co. Office of Education06/30/2028
Richard CarnesModesto Junior College06/30/2028
Guadalupe SanchezModesto Junior College06/30/2028

Objective #3: Improve Effectiveness of Services

Consortium Planning and Professional Development

A cross-section of consortium members, including administrators, instructors, student support, and office staff, will meet quarterly to implement the Consortium Planning and Development strategy, and semi-regularly for the Professional Development strategy, designed to address CAEP Objective Three. The teams will develop comprehensive work plans to improve student enrollments, learning gains, outcomes, and transitions. Planning and development activities include understanding and addressing student and school technology needs, building instructional capacity across the consortium by connecting teachers to schools, and surveying communities and districts to identify needs through consistent survey instruments. The consortium will support smaller programs through intra-consortium collaboration, organize member site tours alongside rotating steering committee meetings with regular presentations, and plan learning journeys to neighboring consortia. Strategic initiatives include developing a facilities strategy that leverages centralized and distributed locations as assets, preparing a comprehensive communications plan featuring newsletters and program materials, and creating guidance for internal referrals with coordinated staffing support. The consortium will explore a hub and spoke service delivery model, establishing areas of specialization rather than requiring all programs to provide all services. Professional development efforts will focus on providing training and referrals for reporting procedures and TopsPro processes, virtual learning instruction, contextualized instruction, and pathway development, and minimizing service duplication through hybrid and flexible delivery options. Additional professional development activities include establishing internal professional learning communities at member sites and coordinating county-wide teacher and staff collaboration every quarter. 

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).

  • Oversight of the 3-Year Plan implementation and consortium leadership 
  • Steering Committee Facilitation and overall activity leadership and coordination  
  • Consultant Services                
  • Reporting oversight (quarterly, annual plans, etc.) and Member Support 
  • Tour Consortium Member Sites
  • Bylaws and Governance Structure
  • Semi-Annual Newsletter
  • Members participate in available professional development activities and organizations such as: CCAE, CAEP, CASAS SI, CAEEA, CALPRO,OTAN 
  • 50% participation in 1 PD event with a structured sharing presentation to the entire consortium. 
  • Survey
  • Quarterly Newsletter
  • Adult Ed Consortium Video
  • Visit neighboring consortia or highly effective consortia. 
  • Develop a referral system across the consortium (phone tree)
  • Graduation Calibration: Unit requirements 
  • 75% participation in 1 PD event with a structured sharing presentation to the entire consortium. 


  • Review and Update of 3-Year Plan
  • Unified vision for a coordinated educational opportunity ecosystem for adult learners in the consortium service area 
  • Dynamic data tracking, reporting, and storytelling to showcase program impact and effectiveness
  •  100% participation in 1 PD event with structured sharing presentation to the entire consortium.

Adult Education Metrics and Student Barriers

  • All: Participants (202AE)
  • All: Reportable Individuals (200AE)
  • Students and Programs: Adult Basic Education (1001)
  • Students and Programs: Career Technical Education (1003)
  • Students and Programs: English as a Secondary Language (1002)
  • Students and Programs: Short-Term CTE Training Programs (126AE)
  • Students and Programs: Workforce Preparation (124AE)

Responsible Positions, Responsible Consortium Members, and Proposed Completion Date

Responsible PositionResponsible MemberProposed Completion Date
Lily PulidoModesto Junior College06/30/2028
Antony LittleModesto City High06/30/2028
Tonya BibbinsWaterford Unified06/30/2028
Corrin RiveraPatterson Joint Unified06/30/2028
Brandon PriceColumbia College06/30/2028

Funds Evaluation

Member Allocations and Expenditures

Member AgencyPrior Year Total Leveraged FundsProgram Reporting Status
Big Oak Flat-Groveland Unified $103,055Certified
Calaveras Co. Office of Education $91,486Certified
Ceres Unified $1,310,808Certified
Columbia College $487,263Certified
Modesto City High $1,021,939Certified
Modesto Junior College $1,899,845Certified
Newman-Crows Landing Unified $14,509Certified
Patterson Joint Unified $17,500Certified
Riverbank Unified $28,389Certified
Sonora Union High $104,065Certified
Stanislaus Co. Office of Education $1,043,725Certified
Summerville Union High $69,033Certified
Tuolumne County Superintendent of Schools $271,582Certified
Turlock Unified $1,909,513Certified
Waterford Unified $163,011Certified
Yosemite CCD $0Certified
Totals$8,535,723 16/16 Certified

As a consortia, we have strongly felt that the set allocations from the state based on the funding formula during 2013-2014 fiscal year, or after, are not reflective of the programs or can be confirmed to be up to par with how the programs run today. Allocation percentages will be determined based on enrollment numbers submitted in the program area reporting, with no more than 20% carryover from year to year. If we can, any additional funding from the YCCD budget, we will allocate those additional monies to consortia members who are continually increasing in enrollment and are at a standstill due to not being able to offer additional classes/programs/staffing due to budget constraints. We have revised our bylaws, which will help support these cases by following the financial portion of the bylaws. We are working with our consultant and creating committees to help spearhead initiatives based on our objectives. Other resources available include WIOA funds (contingent on federal continuation), with potential in-kind contributions from our workforce board partners. Our private sector partnerships with the Stanislaus County Workforce Board and the Stanislaus 2030 group will provide additional resources and strategic alignment. Infrastructure and facility sharing among consortium members' schools will maximize program delivery capacity. CAEP funds will specifically support our three core objectives: adult pathways and instructional innovation, college and career community navigation, and consortium management. While we have no formal matching fund requirements currently beyond workforce board collaborations, we will coordinate with Strong Workforce funding from the community college perspective to leverage resources and avoid duplication of services."

Certification

Big Oak Flat-Groveland Unified - Member Representative

  • Deputy Superintendent
  • dharford@tcsos.us
  • (209) 536-2074
Approved by Diana Harford Tuolumne County Superintendent of Schools Office

06/12/2025 01:03 PM PDT

Calaveras Co. Office of Education - Member Representative

Approved by Jessica Dorris

06/05/2025 11:05 AM PDT

Ceres Unified - Member Representative

Approved by Emily Harry

06/05/2025 10:54 AM PDT

Columbia College - Member Representative

Approved by Emily Graham MPA

06/05/2025 04:37 PM PDT

Modesto City High - Member Representative

Approved by Antony Little

06/05/2025 02:14 PM PDT

Modesto Junior College - Member Representative

Approved by Lily Pulido

06/05/2025 10:48 AM PDT

Newman-Crows Landing Unified - Member Representative

Approved by Caralyn Mendoza

06/05/2025 10:43 AM PDT

Patterson Joint Unified - Member Representative

Approved by Corrin Rivera Patterson High School

06/05/2025 12:00 PM PDT

Riverbank Unified - Member Representative

Approved by Holli Fox

06/05/2025 11:29 AM PDT

Sonora Union High - Member Representative

Approved by Robert Mayben

06/05/2025 02:05 PM PDT

Stanislaus Co. Office of Education - Member Representative

  • Director of Career and Technical Education
  • kfox@stancoe.org
  • (209) 238-1516
Approved by Shanon Pata

06/05/2025 10:46 AM PDT

Summerville Union High - Member Representative

Approved by Cindy Jensen

06/05/2025 12:54 PM PDT

Tuolumne County Superintendent of Schools - Member Representative

Approved by Colleen Whitlock

06/12/2025 01:04 PM PDT

Turlock Unified - Member Representative

Approved by Luisa Power

06/05/2025 03:45 PM PDT

Waterford Unified - Member Representative

Approved by Tonya Bibbins

06/05/2025 02:28 PM PDT

Yosemite CCD - Member Representative

Approved by Lily Pulido

06/05/2025 10:48 AM PDT