Produced: Jun 12, 2025, 08:04 PM UTC - By Colleen Whitlock
Details
Assessment
Metrics: CAEP Barriers & Metrics
Consortium Level Metric Targets
In this section, Consortium Level Actuals data from DataVista for the previous three years, including areas to input data for Consortium Level Targets are shown below.
The first row shows the required metric of Number of Adults Served. The following rows show metrics previously selected in the CAEP Barriers and Metrics workflow section.
Input Consortium Level Targets as whole numbers for the upcoming three years for all of the rows of metrics shown below
The 2023-24 data in DataVista will be made available in Spring 2025 and the 2024-25 data will be made available in Spring 2026.
| Metric Set | Metric Description | Consortium Level Metric Actuals | Consortium Level Metric Targets | ||||
|---|---|---|---|---|---|---|---|
| 2022-23 | 2023-24 | 2024-25 | 2025-26 | 2026-27 | 2027-28 | ||
| All | Reportable Individuals (200AE) | 5,720 | 6,739 | 6,873 | 7,010 | 7,010 | |
| Student Barriers | English 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 Set | Metric Description | Member Level Metric Actuals | Member Level Metric Targets | ||||
|---|---|---|---|---|---|---|---|
| 2022-23 | 2023-24 | 2024-25 | 2025-26 | 2026-27 | 2027-28 | ||
| All | Participants (202AE) | 5 | 10 | 10 | |||
| Transition | Transitioned to CTE (636AE) | 0 | 0 | 0 | |||
| Students and Programs | Adult Secondary Education (1000) | 0 | 0 | 0 | |||
| Students and Programs | Adult Basic Education (1001) | 0 | 0 | 0 | |||
| Students and Programs | English as a Secondary Language (1002) | 0 | 0 | 0 | |||
| Students and Programs | Career Technical Education (1003) | 0 | 0 | 0 | |||
| Students and Programs | Workforce Preparation (124AE) | 0 | 0 | 0 | |||
| Students and Programs | Short-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 Set | Metric Description | Member Level Metric Actuals | Member Level Metric Targets | ||||
|---|---|---|---|---|---|---|---|
| 2022-23 | 2023-24 | 2024-25 | 2025-26 | 2026-27 | 2027-28 | ||
| All | Participants (202AE) | 18 | 24 | 24 | 25 | 26 | |
| Transition | Transitioned to CTE (636AE) | 0 | 0 | 0 | |||
| Students and Programs | Adult Secondary Education (1000) | 18 | 24 | 24 | 25 | 26 | |
| Students and Programs | Adult Basic Education (1001) | 0 | 0 | 0 | 0 | 0 | |
| Students and Programs | English as a Secondary Language (1002) | 0 | 0 | 0 | 0 | ||
| Students and Programs | Career Technical Education (1003) | 0 | 0 | 0 | 0 | 0 | |
| Students and Programs | Workforce Preparation (124AE) | 0 | 0 | 0 | |||
| Students and Programs | Short-Term CTE Training Programs (126AE) | 0 | 0 | 0 | |||
* Mandatory for all members
Ceres Unified (Reported by Ceres Unified School District (CUSD))
| Metric Set | Metric Description | Member Level Metric Actuals | Member Level Metric Targets | ||||
|---|---|---|---|---|---|---|---|
| 2022-23 | 2023-24 | 2024-25 | 2025-26 | 2026-27 | 2027-28 | ||
| All | Participants (202AE) | 757 | 820 | 836 | 852 | 869 | |
| Transition | Transitioned to CTE (636AE) | 40 | 40 | 41 | 42 | ||
| Students and Programs | Adult Secondary Education (1000) | 329 | 378 | 378 | 379 | 380 | |
| Students and Programs | Adult Basic Education (1001) | 757 | 567 | 568 | 569 | 570 | |
| Students and Programs | English as a Secondary Language (1002) | 468 | 490 | 491 | 492 | 493 | |
| Students and Programs | Career Technical Education (1003) | 0 | 0 | 0 | 0 | 0 | |
| Students and Programs | Workforce Preparation (124AE) | 0 | 0 | 0 | |||
| Students and Programs | Short-Term CTE Training Programs (126AE) | 0 | 0 | 0 | |||
* Mandatory for all members
Columbia College (Reported by Columbia College)
| Metric Set | Metric Description | Member Level Metric Actuals | Member Level Metric Targets | ||||
|---|---|---|---|---|---|---|---|
| 2022-23 | 2023-24 | 2024-25 | 2025-26 | 2026-27 | 2027-28 | ||
| All | Participants (202AE) | 84 | 73 | 75 | 75 | 77 | |
| Transition | Transitioned to CTE (636AE) | 0 | 0 | 0 | |||
| Students and Programs | Adult Secondary Education (1000) | 0 | 0 | 0 | 0 | 0 | |
| Students and Programs | Adult Basic Education (1001) | 0 | 0 | 0 | 0 | 0 | |
| Students and Programs | English as a Secondary Language (1002) | 54 | 44 | 45 | 46 | 47 | |
| Students and Programs | Career Technical Education (1003) | 0 | 0 | 0 | 0 | 0 | |
| Students and Programs | Workforce Preparation (124AE) | 0 | 0 | 0 | |||
| Students and Programs | Short-Term CTE Training Programs (126AE) | 0 | 0 | 0 | |||
* Mandatory for all members
Modesto City High (Reported by Modesto City Schools)
| Metric Set | Metric Description | Member Level Metric Actuals | Member Level Metric Targets | ||||
|---|---|---|---|---|---|---|---|
| 2022-23 | 2023-24 | 2024-25 | 2025-26 | 2026-27 | 2027-28 | ||
| All | Participants (202AE) | 504 | 769 | 784 | 799 | 815 | |
| Transition | Transitioned to CTE (636AE) | 15 | 16 | 17 | 18 | ||
| Students and Programs | Adult Secondary Education (1000) | 278 | 504 | 514 | 515 | 516 | |
| Students and Programs | Adult Basic Education (1001) | 237 | 334 | 340 | 341 | 342 | |
| Students and Programs | English as a Secondary Language (1002) | 271 | 285 | 290 | 291 | 292 | |
| Students and Programs | Career Technical Education (1003) | 0 | 0 | 0 | 0 | 0 | |
| Students and Programs | Workforce Preparation (124AE) | 0 | 0 | 0 | |||
| Students and Programs | Short-Term CTE Training Programs (126AE) | 0 | 0 | 0 | |||
* Mandatory for all members
Modesto Junior College (Reported by Modesto Junior College)
| Metric Set | Metric Description | Member Level Metric Actuals | Member Level Metric Targets | ||||
|---|---|---|---|---|---|---|---|
| 2022-23 | 2023-24 | 2024-25 | 2025-26 | 2026-27 | 2027-28 | ||
| All | Participants (202AE) | 1,627 | 1,845 | 1,881 | 1,918 | 1,956 | |
| Transition | Transitioned to CTE (636AE) | 103 | 104 | 105 | 106 | ||
| Students and Programs | Adult Secondary Education (1000) | 0 | 0 | 0 | 0 | 0 | |
| Students and Programs | Adult Basic Education (1001) | 0 | 0 | 0 | |||
| Students and Programs | English as a Secondary Language (1002) | 1,237 | 1,297 | 1,322 | 1,323 | 1,324 | |
| Students and Programs | Career Technical Education (1003) | 351 | 505 | 515 | 516 | 517 | |
| Students and Programs | Workforce Preparation (124AE) | 15 | 16 | 17 | |||
| Students and Programs | Short-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 Set | Metric Description | Member Level Metric Actuals | Member Level Metric Targets | ||||
|---|---|---|---|---|---|---|---|
| 2022-23 | 2023-24 | 2024-25 | 2025-26 | 2026-27 | 2027-28 | ||
| All | Participants (202AE) | 55 | 46 | 47 | 48 | 49 | |
| Transition | Transitioned to CTE (636AE) | 0 | 0 | 0 | |||
| Students and Programs | Adult Secondary Education (1000) | 18 | 11 | 11 | 12 | 13 | |
| Students and Programs | Adult Basic Education (1001) | 0 | 0 | 0 | 0 | 0 | |
| Students and Programs | English as a Secondary Language (1002) | 40 | 37 | 38 | 39 | 40 | |
| Students and Programs | Career Technical Education (1003) | 0 | 0 | 0 | |||
| Students and Programs | Workforce Preparation (124AE) | 0 | 0 | 0 | |||
| Students and Programs | Short-Term CTE Training Programs (126AE) | 0 | 0 | 0 | |||
* Mandatory for all members
Patterson Joint Unified (Reported by Patterson Joint Unified School District)
| Metric Set | Metric Description | Member Level Metric Actuals | Member Level Metric Targets | ||||
|---|---|---|---|---|---|---|---|
| 2022-23 | 2023-24 | 2024-25 | 2025-26 | 2026-27 | 2027-28 | ||
| All | Participants (202AE) | 51 | 53 | 55 | |||
| Transition | Transitioned to CTE (636AE) | 0 | 0 | 0 | |||
| Students and Programs | Adult Secondary Education (1000) | 0 | 0 | 0 | |||
| Students and Programs | Adult Basic Education (1001) | 0 | 0 | 0 | |||
| Students and Programs | English as a Secondary Language (1002) | 0 | 0 | 0 | |||
| Students and Programs | Career Technical Education (1003) | 10 | 10 | 10 | |||
| Students and Programs | Workforce Preparation (124AE) | 0 | 0 | 0 | |||
| Students and Programs | Short-Term CTE Training Programs (126AE) | 10 | 10 | 10 | |||
* Mandatory for all members
Riverbank Unified (Reported by Riverbank Unified School District)
| Metric Set | Metric Description | Member Level Metric Actuals | Member Level Metric Targets | ||||
|---|---|---|---|---|---|---|---|
| 2022-23 | 2023-24 | 2024-25 | 2025-26 | 2026-27 | 2027-28 | ||
| All | Participants (202AE) | 61 | 1 | 3 | 5 | ||
| Transition | Transitioned to CTE (636AE) | 0 | 0 | 0 | |||
| Students and Programs | Adult Secondary Education (1000) | 0 | 0 | 0 | 0 | ||
| Students and Programs | Adult Basic Education (1001) | 0 | 0 | 0 | 0 | ||
| Students and Programs | English as a Secondary Language (1002) | 61 | 0 | 0 | 0 | ||
| Students and Programs | Career Technical Education (1003) | 0 | 0 | 0 | 0 | ||
| Students and Programs | Workforce Preparation (124AE) | 0 | 0 | 0 | |||
| Students and Programs | Short-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 Set | Metric Description | Member Level Metric Actuals | Member Level Metric Targets | ||||
|---|---|---|---|---|---|---|---|
| 2022-23 | 2023-24 | 2024-25 | 2025-26 | 2026-27 | 2027-28 | ||
| All | Participants (202AE) | 51 | 28 | 29 | 30 | 30 | |
| Transition | Transitioned to CTE (636AE) | 0 | 0 | 0 | |||
| Students and Programs | Adult Secondary Education (1000) | 51 | 28 | 29 | 30 | 31 | |
| Students and Programs | Adult Basic Education (1001) | 0 | 0 | 0 | 0 | 0 | |
| Students and Programs | English as a Secondary Language (1002) | 0 | 0 | 0 | 0 | 0 | |
| Students and Programs | Career Technical Education (1003) | 0 | 0 | 2 | 3 | 4 | |
| Students and Programs | Workforce Preparation (124AE) | 0 | 0 | 0 | |||
| Students and Programs | Short-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 Set | Metric Description | Member Level Metric Actuals | Member Level Metric Targets | ||||
|---|---|---|---|---|---|---|---|
| 2022-23 | 2023-24 | 2024-25 | 2025-26 | 2026-27 | 2027-28 | ||
| All | Participants (202AE) | 184 | 188 | 191 | 192 | 193 | |
| Transition | Transitioned to CTE (636AE) | 0 | 0 | 0 | |||
| Students and Programs | Adult Secondary Education (1000) | 0 | 0 | 0 | 0 | 0 | |
| Students and Programs | Adult Basic Education (1001) | 0 | 0 | 0 | 0 | 0 | |
| Students and Programs | English as a Secondary Language (1002) | 0 | 0 | 0 | 0 | 0 | |
| Students and Programs | Career Technical Education (1003) | 184 | 188 | 191 | 192 | 193 | |
| Students and Programs | Workforce Preparation (124AE) | 0 | 0 | 0 | |||
| Students and Programs | Short-Term CTE Training Programs (126AE) | 5 | 5 | 5 | |||
* Mandatory for all members
Summerville Union High (Reported by Summerville Union High School District)
| Metric Set | Metric Description | Member Level Metric Actuals | Member Level Metric Targets | ||||
|---|---|---|---|---|---|---|---|
| 2022-23 | 2023-24 | 2024-25 | 2025-26 | 2026-27 | 2027-28 | ||
| All | Participants (202AE) | 2 | 2 | 2 | |||
| Transition | Transitioned to CTE (636AE) | 0 | 0 | 0 | |||
| Students and Programs | Adult Secondary Education (1000) | 0 | 0 | 0 | |||
| Students and Programs | Adult Basic Education (1001) | 0 | 0 | 0 | |||
| Students and Programs | English as a Secondary Language (1002) | 0 | 0 | 0 | |||
| Students and Programs | Career Technical Education (1003) | 0 | 0 | 0 | |||
| Students and Programs | Workforce Preparation (124AE) | 0 | 0 | 0 | |||
| Students and Programs | Short-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 Set | Metric Description | Member Level Metric Actuals | Member Level Metric Targets | ||||
|---|---|---|---|---|---|---|---|
| 2022-23 | 2023-24 | 2024-25 | 2025-26 | 2026-27 | 2027-28 | ||
| All | Participants (202AE) | 45 | 61 | 62 | 63 | 64 | |
| Transition | Transitioned to CTE (636AE) | 0 | 0 | 0 | |||
| Students and Programs | Adult Secondary Education (1000) | 45 | 61 | 61 | 61 | 61 | |
| Students and Programs | Adult Basic Education (1001) | 0 | 0 | 0 | 0 | 0 | |
| Students and Programs | English as a Secondary Language (1002) | 0 | 0 | 0 | 0 | 0 | |
| Students and Programs | Career Technical Education (1003) | 0 | 0 | 0 | 0 | 0 | |
| Students and Programs | Workforce Preparation (124AE) | 0 | 0 | 0 | |||
| Students and Programs | Short-Term CTE Training Programs (126AE) | 0 | 0 | 0 | |||
* Mandatory for all members
Turlock Unified (Reported by Turlock Unified School District (TUSD))
| Metric Set | Metric Description | Member Level Metric Actuals | Member Level Metric Targets | ||||
|---|---|---|---|---|---|---|---|
| 2022-23 | 2023-24 | 2024-25 | 2025-26 | 2026-27 | 2027-28 | ||
| All | Participants (202AE) | 919 | 1,033 | 1,053 | 1,094 | 1,115 | |
| Transition | Transitioned to CTE (636AE) | 43 | 43 | 44 | 45 | ||
| Students and Programs | Adult Secondary Education (1000) | 198 | 191 | 194 | 195 | 196 | |
| Students and Programs | Adult Basic Education (1001) | 56 | 37 | 38 | 39 | 40 | |
| Students and Programs | English as a Secondary Language (1002) | 531 | 666 | 692 | 693 | 694 | |
| Students and Programs | Career Technical Education (1003) | 240 | 252 | 257 | 258 | 259 | |
| Students and Programs | Workforce Preparation (124AE) | 0 | 0 | 0 | |||
| Students and Programs | Short-Term CTE Training Programs (126AE) | 0 | 0 | 0 | |||
* Mandatory for all members
Waterford Unified (Reported by Waterford Unified School District)
| Metric Set | Metric Description | Member Level Metric Actuals | Member Level Metric Targets | ||||
|---|---|---|---|---|---|---|---|
| 2022-23 | 2023-24 | 2024-25 | 2025-26 | 2026-27 | 2027-28 | ||
| All | Participants (202AE) | 46 | 57 | 58 | 59 | 60 | |
| Transition | Transitioned to CTE (636AE) | 0 | 0 | 0 | |||
| Students and Programs | Adult Secondary Education (1000) | 35 | 44 | 44 | 45 | 46 | |
| Students and Programs | Adult Basic Education (1001) | 32 | 0 | 0 | 0 | ||
| Students and Programs | English as a Secondary Language (1002) | 18 | 29 | 29 | 30 | 31 | |
| Students and Programs | Career Technical Education (1003) | 0 | 0 | 0 | 0 | ||
| Students and Programs | Workforce Preparation (124AE) | 0 | 0 | 0 | |||
| Students and Programs | Short-Term CTE Training Programs (126AE) | 0 | 0 | 0 | |||
* Mandatory for all members
Yosemite CCD (Reported by Yosemite)
| Metric Set | Metric Description | Member Level Metric Actuals | Member Level Metric Targets | ||||
|---|---|---|---|---|---|---|---|
| 2022-23 | 2023-24 | 2024-25 | 2025-26 | 2026-27 | 2027-28 | ||
| All | Participants (202AE) | 1,745 | 2,012 | 0 | 0 | 0 | |
| Transition | Transitioned to CTE (636AE) | 110 | 0 | 0 | 0 | ||
| Students and Programs | Adult Secondary Education (1000) | 12 | 0 | 0 | 0 | ||
| Students and Programs | Adult Basic Education (1001) | 1,090 | 983 | 984 | 985 | 986 | |
| Students and Programs | English as a Secondary Language (1002) | 1,317 | 1,419 | 1,420 | 1,421 | 1,422 | |
| Students and Programs | Career Technical Education (1003) | 359 | 541 | 542 | 543 | 544 | |
| Students and Programs | Workforce Preparation (124AE) | 0 | 0 | 0 | |||
| Students and Programs | Short-Term CTE Training Programs (126AE) | 0 | 0 | 0 | |||
* Mandatory for all members
Member Spending Targets
The Percent of Available Funds Spent in 2022-23, 2023-24, and 2024-25, imported from NOVA, is in the first row. This is a required metric. Add 2025-26, 2026-27, and 2027-28 Targets for each member district’s Percent of Available Funds Spent.
| Member | % of Available Funds Spent | Member Level Targets | ||||
|---|---|---|---|---|---|---|
| 2022-23 | 2023-24 | 2024-25 | 2025-26 | 2026-27 | 2027-28 | |
| 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
Utilizing Data
Providing Professional Development
Identifying Best Practices
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
Not Entered
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.
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 Position | Responsible Member | Proposed Completion Date |
|---|---|---|
| Destiny Cano | Patterson Joint Unified | 06/30/2028 |
| Liliana Nunez | Newman-Crows Landing Unified | 06/30/2028 |
| Yesenia Pugh | Modesto Junior College | 06/30/2028 |
| Jessica Dorris | Calaveras Co. Office of Education | 06/30/2028 |
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.
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 Position | Responsible Member | Proposed Completion Date |
|---|---|---|
| Ezequiel Ruiz | Riverbank Unified | 06/30/2028 |
| Luisa Power | Turlock Unified | 06/30/2028 |
| Emily Harry | Ceres Unified | 06/30/2028 |
| Robert Maybin | Sonora Union High | 06/30/2028 |
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.
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 Position | Responsible Member | Proposed Completion Date |
|---|---|---|
| Emily Graham | Columbia College | 06/30/2028 |
| Kevin Fox | Stanislaus Co. Office of Education | 06/30/2028 |
| Richard Carnes | Modesto Junior College | 06/30/2028 |
| Guadalupe Sanchez | Modesto Junior College | 06/30/2028 |
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.
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 Position | Responsible Member | Proposed Completion Date |
|---|---|---|
| Lily Pulido | Modesto Junior College | 06/30/2028 |
| Antony Little | Modesto City High | 06/30/2028 |
| Tonya Bibbins | Waterford Unified | 06/30/2028 |
| Corrin Rivera | Patterson Joint Unified | 06/30/2028 |
| Brandon Price | Columbia College | 06/30/2028 |
Funds Evaluation
Member Allocations and Expenditures
| Member Agency | Prior Year Total Leveraged Funds | Program Reporting Status |
|---|---|---|
| Big Oak Flat-Groveland Unified | $103,055 | Certified |
| Calaveras Co. Office of Education | $91,486 | Certified |
| Ceres Unified | $1,310,808 | Certified |
| Columbia College | $487,263 | Certified |
| Modesto City High | $1,021,939 | Certified |
| Modesto Junior College | $1,899,845 | Certified |
| Newman-Crows Landing Unified | $14,509 | Certified |
| Patterson Joint Unified | $17,500 | Certified |
| Riverbank Unified | $28,389 | Certified |
| Sonora Union High | $104,065 | Certified |
| Stanislaus Co. Office of Education | $1,043,725 | Certified |
| Summerville Union High | $69,033 | Certified |
| Tuolumne County Superintendent of Schools | $271,582 | Certified |
| Turlock Unified | $1,909,513 | Certified |
| Waterford Unified | $163,011 | Certified |
| Yosemite CCD | $0 | Certified |
| 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
Diana Harford Tuolumne County Superintendent of Schools Office - Deputy Superintendent
- dharford@tcsos.us
- (209) 536-2074
Calaveras Co. Office of Education - Member Representative
Jessica Dorris - Director of Curriculum and Instruction
- jdorris@ccoe.k12.ca.us
- (209) 736-6051
Ceres Unified - Member Representative
Emily Harry - Educational Options Coordinator
- eharry@ceres.k12.ca.us
- (209) 556-1554
Alma Ayala - Administrative Assistant
- aayala@ceres.k12.ca.us
- (209) 556-1557
Columbia College - Member Representative
Brandon Price - priceb@yosemite.edu
- (209) 588-5079
Emily Graham MPA - Program Specialist
- grahame@yosemite.edu
- (209) 588-5341
Modesto City High - Member Representative
Antony Little - Director III: Alternative Education
- little.a@monet.k12.ca.us
Jemela Hayes - Analyst I
- hayes.je@monet.k12.ca.us
- (209) 492-6433
Modesto Junior College - Member Representative
Yesenia Pugh - pughy@yosemite.edu
- (209) 575-6301 ext: 6301
Lily Pulido - Director of Career Program Planning
- pulidol@yosemite.edu
- (209) 575-6252
Newman-Crows Landing Unified - Member Representative
Caralyn Mendoza - CMendoza@nclusd.k12.ca.us
- (209) 862-2933
Liliana Esquivez - Principal
- lesquivez@nclusd.k12.ca.us
- (209) 862-2925 ext: 13
Patterson Joint Unified - Member Representative
Corrin Rivera Patterson High School - crivera@patterson.k12.ca.us
- (209) 892-4750
Destiny Cano - Adult Education Coordinator
- dcano@patterson.k12.ca.us
Kellie Morgan - Fiscal Analyst
- kmorgan@patterson.k12.ca.us
- (209) 895-7700
Riverbank Unified - Member Representative
Holli Fox - hfox@riverbank.k12.ca.us
- (209) 869-2538 ext: 123
Elizabeth Rodarte - erodarte@riverbankusd.org
- (209) 869-2538 ext: 124
Ezequiel Ruiz - Principal
- eruiz@riverbankusd.org
- (209) 869-2383
Sonora Union High - Member Representative
Ed Pelfrey Sonora Union High School District - Superintendent
- epelfrey@sonorahigh.org
- (209) 533-8510
Robert Mayben - Alternative Education Principal
- rmayben@sonorahs.k12.ca.us
- (209) 532-1587
Stanislaus Co. Office of Education - Member Representative
Shanon Pata - Budget Specialist
- spata@stancoe.org
- (209) 238-1573
Kevin Fox Director I, Career and Technical Education - Director of Career and Technical Education
- kfox@stancoe.org
- (209) 238-1516
Summerville Union High - Member Representative
Cindy Jensen - Chief Business Official
- cjensen@summbears.net
- (209) 928-3498 ext: 6227
Ms. Jennifer Weller - Grade Level Coordinator
- jweller@summbears.net
- (209) 928-4228 ext: 6230
Molly Rose - mrose@summbears.net
Tuolumne County Superintendent of Schools - Member Representative
Colleen Whitlock - Director II Student Support Services
- cwhitlock@tcsos.us
- (209) 536-2075
Turlock Unified - Member Representative
Dr. Jessie Ceja - Principal-Turlock Adult School
- jceja@turlock.k12.ca.us
- (209) 667-0643
Luisa Power - Principal
- lpower@turlock.k12.ca.us
- (209) 226-6475
Waterford Unified - Member Representative
Tonya Bibbins - Principal, Waterford Alternative Programs
- tbibbins@waterford.k12.ca.us
- (209) 874-9017
Yosemite CCD - Member Representative
Yesenia Pugh - pughy@yosemite.edu
- (209) 575-6301 ext: 6301
Lily Pulido - Director of Career Program Planning
- pulidol@yosemite.edu
- (209) 575-6252
Brandon Price - priceb@yosemite.edu
- (209) 588-5079
Emily Graham MPA - Program Specialist
- grahame@yosemite.edu
- (209) 588-5341