CAEP Three-Year Plan: 2022-23 70 North Central Adult Education Consortium (Yuba)
Status: Certified
California Adult Education Program
70 North Central Adult Education Consortium (Yuba): Certified
Details
Assessment
Metrics: CAEP Barriers & Metrics
Consortium Level Metric Targets
* Mandatory for all consortia
Metric Set | Metric | 2019-20 Actuals | 2020-21 Actuals | 2021-22 Actuals | 2022-23 Target | 2023-24 Target | 2024-25 Target |
---|---|---|---|---|---|---|---|
All | *Number of Adults Served (AE 200 - Overall) | 3,528 | 2,200 | 3,200 | 3,500 | 3,800 | |
Student Barriers | English Language Learner (AE 305 - Overall) | 1,782 | 763 | 900 | 1,100 | 1,300 | |
Student Barriers | Low Literacy (AE 311 - Overall) | 2,923 | 1,607 | 1,500 | 1,300 | 1,100 | |
Student Barriers | Low Income (AE 310 - Overall) | 1,514 | 1,064 | 900 | 800 | 900 |
Member Level Metric Targets
* Mandatory for all members
Colusa Co. Office of Education (Reported by Colusa County Office Of Education)
Metric Set | Metric | 2019-20 Actuals | 2020-21 Actuals | 2021-22 Actuals | 2022-23 Target | 2023-24 Target | 2024-25 Target |
---|---|---|---|---|---|---|---|
All | *Adults who Became Participants (AE 202 - Overall) | 114 | 138 | 150 | 160 | 170 | |
Employment and Earnings | Participants Who Became Employed in the 2nd Quarter After Exit (AE 505 - Overall) | 26 | 20 | 25 | 30 | ||
Progress | Participants with Educational Functioning Levels Gains ASE (AE 400 - ASE) | 21 | 25 | 30 | 35 | ||
Progress | Participants with Educational Functioning Levels Gains ESL (AE 400 - ESL) | 10 | 15 | 20 | |||
Success | Participants Who Earn a High School Diploma or Equivalency (AE 633 - Overall) | 13 | 15 | 20 | 25 | ||
Success | Participants Who Earn a Postsecondary Credential (AE 625 - Overall) | 17 | 40 | 45 | 44 | 48 | |
Transition | Participants with Transition to Postsecondary (credit college) (AE 637 - Overall) | 11 | 10 | 15 | 20 | ||
Transition | Participants with Transition to ASE (AE 500 - Overall) | 17 | 15 | 18 | 25 |
Konocti Unified (Reported by Konocti Unified School District)
Metric Set | Metric | 2019-20 Actuals | 2020-21 Actuals | 2021-22 Actuals | 2022-23 Target | 2023-24 Target | 2024-25 Target |
---|---|---|---|---|---|---|---|
All | *Adults who Became Participants (AE 202 - Overall) | 0 | 0 | 0 | |||
Employment and Earnings | Participants Who Became Employed in the 2nd Quarter After Exit (AE 505 - Overall) | 0 | 0 | 0 | |||
Progress | Participants with Educational Functioning Levels Gains ASE (AE 400 - ASE) | 0 | 0 | 0 | |||
Progress | Participants with Educational Functioning Levels Gains ESL (AE 400 - ESL) | 0 | 0 | 0 | |||
Success | Participants Who Earn a High School Diploma or Equivalency (AE 633 - Overall) | 0 | 0 | 0 | |||
Success | Participants Who Earn a Postsecondary Credential (AE 625 - Overall) | 0 | 0 | 0 | |||
Transition | Participants with Transition to Postsecondary (credit college) (AE 637 - Overall) | 0 | 0 | 0 | |||
Transition | Participants with Transition to ASE (AE 500 - Overall) | 0 | 0 | 0 |
Lake Co. Office of Education (Reported by Lake County Office of Education)
Metric Set | Metric | 2019-20 Actuals | 2020-21 Actuals | 2021-22 Actuals | 2022-23 Target | 2023-24 Target | 2024-25 Target |
---|---|---|---|---|---|---|---|
All | *Adults who Became Participants (AE 202 - Overall) | 80 | 50 | 60 | 95 | ||
Employment and Earnings | Participants Who Became Employed in the 2nd Quarter After Exit (AE 505 - Overall) | 10 | 15 | 15 | |||
Progress | Participants with Educational Functioning Levels Gains ASE (AE 400 - ASE) | 0 | 0 | 0 | |||
Progress | Participants with Educational Functioning Levels Gains ESL (AE 400 - ESL) | 0 | 0 | 0 | |||
Success | Participants Who Earn a High School Diploma or Equivalency (AE 633 - Overall) | 0 | 0 | 0 | |||
Success | Participants Who Earn a Postsecondary Credential (AE 625 - Overall) | 10 | 0 | 0 | 0 | ||
Transition | Participants with Transition to Postsecondary (credit college) (AE 637 - Overall) | 0 | 0 | 0 | |||
Transition | Participants with Transition to ASE (AE 500 - Overall) | 0 | 0 | 0 |
Sutter Co. Office of Education (Reported by Sutter County Adult Education)
Metric Set | Metric | 2019-20 Actuals | 2020-21 Actuals | 2021-22 Actuals | 2022-23 Target | 2023-24 Target | 2024-25 Target |
---|---|---|---|---|---|---|---|
All | *Adults who Became Participants (AE 202 - Overall) | 844 | 584 | 730 | 880 | 950 | |
Employment and Earnings | Participants Who Became Employed in the 2nd Quarter After Exit (AE 505 - Overall) | 138 | 150 | 160 | 150 | ||
Progress | Participants with Educational Functioning Levels Gains ASE (AE 400 - ASE) | 185 | 148 | 160 | 190 | 190 | |
Progress | Participants with Educational Functioning Levels Gains ESL (AE 400 - ESL) | 90 | 43 | 75 | 90 | 100 | |
Success | Participants Who Earn a High School Diploma or Equivalency (AE 633 - Overall) | 99 | 76 | 80 | 90 | 100 | |
Success | Participants Who Earn a Postsecondary Credential (AE 625 - Overall) | 120 | 115 | 130 | 135 | 145 | |
Transition | Participants with Transition to Postsecondary (credit college) (AE 637 - Overall) | 28 | 40 | 50 | 60 | ||
Transition | Participants with Transition to ASE (AE 500 - Overall) | 242 | 250 | 275 | 300 |
Woodland Community College (Reported by Woodland Community College)
Metric Set | Metric | 2019-20 Actuals | 2020-21 Actuals | 2021-22 Actuals | 2022-23 Target | 2023-24 Target | 2024-25 Target |
---|---|---|---|---|---|---|---|
All | *Adults who Became Participants (AE 202 - Overall) | 303 | 109 | 150 | 165 | 180 | |
Employment and Earnings | Participants Who Became Employed in the 2nd Quarter After Exit (AE 505 - Overall) | 99 | 50 | 65 | 80 | ||
Progress | Participants with Educational Functioning Levels Gains ASE (AE 400 - ASE) | 0 | 0 | 0 | |||
Progress | Participants with Educational Functioning Levels Gains ESL (AE 400 - ESL) | 76 | 20 | 45 | 50 | 65 | |
Success | Participants Who Earn a High School Diploma or Equivalency (AE 633 - Overall) | 0 | 0 | 0 | |||
Success | Participants Who Earn a Postsecondary Credential (AE 625 - Overall) | 0 | 25 | 25 | |||
Transition | Participants with Transition to Postsecondary (credit college) (AE 637 - Overall) | 28 | 32 | 36 | 35 | ||
Transition | Participants with Transition to ASE (AE 500 - Overall) | 0 | 0 | 0 |
Woodland Joint Unified (Reported by Woodland Joint Unified School District (WJUSD))
Metric Set | Metric | 2019-20 Actuals | 2020-21 Actuals | 2021-22 Actuals | 2022-23 Target | 2023-24 Target | 2024-25 Target |
---|---|---|---|---|---|---|---|
All | *Adults who Became Participants (AE 202 - Overall) | 550 | 325 | 350 | 375 | 400 | |
Employment and Earnings | Participants Who Became Employed in the 2nd Quarter After Exit (AE 505 - Overall) | 43 | 35 | 40 | 45 | ||
Progress | Participants with Educational Functioning Levels Gains ASE (AE 400 - ASE) | 93 | 57 | 65 | 75 | 85 | |
Progress | Participants with Educational Functioning Levels Gains ESL (AE 400 - ESL) | 82 | 53 | 45 | 55 | 65 | |
Success | Participants Who Earn a High School Diploma or Equivalency (AE 633 - Overall) | 41 | 26 | 35 | 45 | 40 | |
Success | Participants Who Earn a Postsecondary Credential (AE 625 - Overall) | 0 | 0 | 0 | |||
Transition | Participants with Transition to Postsecondary (credit college) (AE 637 - Overall) | 16 | 20 | 24 | 28 | ||
Transition | Participants with Transition to ASE (AE 500 - Overall) | 81 | 90 | 100 | 100 |
Yolo Co. Office of Education (Reported by Yolo County Office Of Education)
Metric Set | Metric | 2019-20 Actuals | 2020-21 Actuals | 2021-22 Actuals | 2022-23 Target | 2023-24 Target | 2024-25 Target |
---|---|---|---|---|---|---|---|
All | *Adults who Became Participants (AE 202 - Overall) | 40 | 50 | 60 | |||
Employment and Earnings | Participants Who Became Employed in the 2nd Quarter After Exit (AE 505 - Overall) | 5 | 10 | 12 | |||
Progress | Participants with Educational Functioning Levels Gains ASE (AE 400 - ASE) | 0 | 0 | 0 | |||
Progress | Participants with Educational Functioning Levels Gains ESL (AE 400 - ESL) | 0 | 0 | 0 | |||
Success | Participants Who Earn a High School Diploma or Equivalency (AE 633 - Overall) | 0 | 0 | 0 | |||
Success | Participants Who Earn a Postsecondary Credential (AE 625 - Overall) | 5 | 8 | 10 | |||
Transition | Participants with Transition to Postsecondary (credit college) (AE 637 - Overall) | 0 | 0 | 0 | |||
Transition | Participants with Transition to ASE (AE 500 - Overall) | 0 | 0 | 0 |
Yuba CCD (Reported by Yuba District)
Metric Set | Metric | 2019-20 Actuals | 2020-21 Actuals | 2021-22 Actuals | 2022-23 Target | 2023-24 Target | 2024-25 Target |
---|---|---|---|---|---|---|---|
All | *Adults who Became Participants (AE 202 - Overall) | 612 | 297 | 0 | 0 | 0 | |
Employment and Earnings | Participants Who Became Employed in the 2nd Quarter After Exit (AE 505 - Overall) | 204 | 0 | 0 | 0 | ||
Progress | Participants with Educational Functioning Levels Gains ASE (AE 400 - ASE) | 0 | 0 | 0 | |||
Progress | Participants with Educational Functioning Levels Gains ESL (AE 400 - ESL) | 138 | 37 | 0 | 0 | 0 | |
Success | Participants Who Earn a High School Diploma or Equivalency (AE 633 - Overall) | 0 | 0 | 0 | |||
Success | Participants Who Earn a Postsecondary Credential (AE 625 - Overall) | 30 | 54 | 0 | 0 | 0 | |
Transition | Participants with Transition to Postsecondary (credit college) (AE 637 - Overall) | 58 | 0 | 0 | 0 | ||
Transition | Participants with Transition to ASE (AE 500 - Overall) | 0 | 0 | 0 |
Yuba Co. Office of Education (Reported by Yuba County Office Of Education)
Metric Set | Metric | 2019-20 Actuals | 2020-21 Actuals | 2021-22 Actuals | 2022-23 Target | 2023-24 Target | 2024-25 Target |
---|---|---|---|---|---|---|---|
All | *Adults who Became Participants (AE 202 - Overall) | 43 | 125 | 150 | 175 | ||
Employment and Earnings | Participants Who Became Employed in the 2nd Quarter After Exit (AE 505 - Overall) | 10 | 15 | 20 | |||
Progress | Participants with Educational Functioning Levels Gains ASE (AE 400 - ASE) | 10 | 15 | 20 | |||
Progress | Participants with Educational Functioning Levels Gains ESL (AE 400 - ESL) | 0 | 0 | 0 | |||
Success | Participants Who Earn a High School Diploma or Equivalency (AE 633 - Overall) | 10 | 15 | 20 | |||
Success | Participants Who Earn a Postsecondary Credential (AE 625 - Overall) | 0 | 0 | 0 | |||
Transition | Participants with Transition to Postsecondary (credit college) (AE 637 - Overall) | 5 | 10 | 15 | |||
Transition | Participants with Transition to ASE (AE 500 - Overall) | 0 | 0 | 0 |
Yuba College (Reported by Yuba College)
Metric Set | Metric | 2019-20 Actuals | 2020-21 Actuals | 2021-22 Actuals | 2022-23 Target | 2023-24 Target | 2024-25 Target |
---|---|---|---|---|---|---|---|
All | *Adults who Became Participants (AE 202 - Overall) | 258 | 186 | 190 | 200 | 210 | |
Employment and Earnings | Participants Who Became Employed in the 2nd Quarter After Exit (AE 505 - Overall) | 95 | 50 | 60 | 60 | ||
Progress | Participants with Educational Functioning Levels Gains ASE (AE 400 - ASE) | 0 | 0 | 0 | |||
Progress | Participants with Educational Functioning Levels Gains ESL (AE 400 - ESL) | 58 | 17 | 35 | 45 | 55 | |
Success | Participants Who Earn a High School Diploma or Equivalency (AE 633 - Overall) | 0 | 0 | 0 | |||
Success | Participants Who Earn a Postsecondary Credential (AE 625 - Overall) | 28 | 50 | 35 | 45 | 55 | |
Transition | Participants with Transition to Postsecondary (credit college) (AE 637 - Overall) | 27 | 20 | 30 | 40 | ||
Transition | Participants with Transition to ASE (AE 500 - Overall) | 0 | 0 | 0 |
Member Spending Targets
Member | Percent of 2019-20 Available Funds Spent | Percent of 2020-21 Available Funds Spent | Percent of 2021-22 Available Funds Spent | 2022-23 Target | 2023-24 Target | 2024-25 Target |
---|---|---|---|---|---|---|
Colusa Co. Office of Education | 100% | 100% | 9% | 80% | 85% | 90% |
Lake Co. Office of Education | 100% | 62% | 0% | 80% | 85% | 90% |
Sutter Co. Office of Education | 100% | 100% | 79% | 100% | 100% | 100% |
Woodland Community College | 100% | 100% | 44% | 80% | 85% | 90% |
Woodland Joint Unified | 100% | 100% | 12% | 80% | 85% | 90% |
Yolo Co. Office of Education | 100% | 51% | 0% | 80% | 85% | 90% |
Yuba Co. Office of Education | 100% | 100% | 60% | 80% | 85% | 90% |
Yuba College | 100% | 100% | 53% | 80% | 85% | 90% |
Objectives
Address Educational Needs
Based on student need, data, and stakeholder input: Expand, develop and implement accessible educational programs and related services for all student populations that lead to improved enrollment, persistence, completion rates, and transition rates.
Gaps in Services/Need:
As previously discussed in the section two assessment, no online/hybrid courses exist that are accessible to students throughout the consortium. Some regions have few or no existent programs that are needed. Very few dual enrollment courses exist, and limited opportunities exist for co-enrollment in educational programs. In demand CTE/VESL/IET programs that support all student populations including adults with disabilities are limited throughout the consortium. Per employers, industry-based assessments and certificates need to be embedded in programs to help improve transitions to employment and align outcomes with industry. Per employer’s careers courses need more soft skills training and on-the-job exploration/training to prepare students for transition to careers. Designing orientations to address student needs prior to, and during enrollment is needed to reduce persistence rates.
Barriers:
Transportation; Childcare, Housing, Financial, Literacy, Access to programs
Strategies:
1, Set goals and benchmarks that strive to: reduce barriers, increase completion rates; improve persistence rates; address gaps in services, and address regional needs
2. Increase course offerings; Prioritize course development and implementation based on need, as determined by regularly updated data.
3. Consistently evaluate programs and modify as necessary to meet the needs of students and the community
4. Strengthen partnerships and communication through the development of strategic ad-hoc committees that support programs and adult learners.
5. Continue to educate the public about adult education programs and services.
Improve Integration of Services & Transitions
Description of Objective
Identify and create Intra/Inter-program/consortium professional learning communities (PLC) for all staff and critical partners that will lead to improved staff knowledge, and better alignment/coordination of programs and services, resulting in improved outcomes/transitions.
Gaps In Services/Need:
As previously discussed, partnerships are plentiful, but there is a gap in alignment/coordination of programs and services. High turnover in NCAEC’s leadership has caused a knowledge gap in available and necessary partnerships and services that support adult learners. Silos and partner duplication exists both internally (county) and externally (consortium) which causes unnecessary duplication of programs, services, and resources. Limited dual enrollment and CTE programs exist in certain regions as well as co-enrollment in services with One-Stops which hinders student enrollment and transitions to post-secondary programs and employment. Limited data has been reported in regards to student services and transitions which will be improved and used to identify performance measures and member effectiveness.
Barriers:
Program and student knowledge of Programs/Services; Lack of available and coordinated transitional programs/co-enrolled services
Strategies:
- Strategies:
- Set benchmarks and goals
- Develop a transitional PLC between the consortium and service partners
- Identify and provide critical targeted PD opportunities to consortium members and critical partners
- Coordinate and align programs and services between consortium members and service partners both locally and regionally
- Leverage and share resources with the intent of improving transitions and outcomes consortium-wide
- Thoroughly educate students on the job market outlook, available careers and transitional/student services
- Strengthen soft-skill, work-based learning, and contextualized instruction and training throughout the consortium
- Strengthen student orientations by identifying and addressing barriers prior to, and during enrollment
- Strengthen transitional data collection, evaluation, and monitoring to ensure program effectiveness.
- Develop consortium-wide transition plans that outline and support student transitions.
Improve Effectiveness of Services
Description of Objective
NCAEC consortium members will regularly review, monitor, share and evaluate student data: (formative, summative assessments); support services data; follow-up data, and feedback to continuously improve programs and services to adult learners that lead to improved student enrollment, persistence rates, outcomes (completion rates) and transitions (employment; post-secondary), and illustrate both consortium and member effectiveness.
Gaps in Services/Need
As previously discussed NCAEC staff and administrators are not regularly reviewing consortium-wide consistently, and using it for larger purposes. Data is not frequently shared and analyzed between members. Additionally, NCAEC is not effectively using follow-up and feedback data from students and stakeholders to continuously improve programs and services. NCAEC needs to schedule time for stakeholders to share relevant data during PLC and staff meetings. Due to the limited knowledge of some staff, NCAEC will need to schedule time for targeted staff training.
Barriers:
Knowledge of data definitions and uses; staff time to review data;
Strategies:
- Restructure consortium leadership to provide additional support, training, and oversight
- Set and recalibrate goals, benchmarks, and performance measures that illustrate member and consortium effectiveness
- Regularly share data with students with feedback and explanations; set goals and benchmarks for students using multiple data sources
- Consistently update and develop regional and consortium website; marketing materials; asset resource maps that are shared with all stakeholders.
- Develop member report cards and expanded fact sheets that can be shared with stakeholders for feedback
- Align curriculum with industry standards and assessments
Activities & Outcomes
Review and establish program goals and need
Objective that Applies to this Activity
Improve Effectiveness of Services
Using the data gathered from the three-year plan and targets, programs will summarize goals and develop a method for reviewing, sharing, and analyzing data. Timelines will be established for each goal. Consortium and programs will also develop a program needs matrix with estimated quantified expenditures.
By December 1st, 2022:
- Restructure consortium leadership
- All members will have developed a program needs matrix, goal matrix.
- The NCAEC Consortium will develop an asset/resource map that will be shared and distributed to stakeholders;
- Develop and complete evaluation metrics and tools
- PD will be identified and scheduled.
- Develop data committee and schedule of review dates
By June 30,2023:
- Complete all scheduled PD
- Annual review performance data, benchmarks, and evaluate member effectiveness for the year; develop member report cards; recalibrate goals as needed which will be reflected in the annual plan
- Align curriculum and assessment consortium-wide with educational and industry standards
- Meet targeted benchmarks defined in the metrics section
On or before June 30, 2025:
- Meet or exceed all benchmarks as defined in the metrics section
- Increase consortium membership and partnerships by 20%
- Increase leveraged resources by 20%
Proposed Completion Date
Adult Ed Metrics and Student Barriers
- All: Adults who Became Participants (AE 202 - Overall)
- All: Number of Adults Served (AE 200 - Overall)
- Employment and Earnings: Participants Who Became Employed in the 2nd Quarter After Exit (AE 505 - Overall)
- Progress: Participants with Educational Functioning Levels Gains ASE (AE 400 - ASE)
Responsible person(s)
Name |
---|
Develop, and expand critical programs/services
Objective that Applies to this Activity
Address Educational Needs
Expand, develop and implement accessible educational programs and related services for all student populations throughout the NCAEC Consortium.
By June 30, 2023 or before
- Develop and Implement at least 5 new courses available in regions with critical needs
- Expand critical partnerships that address student barriers by 10%
- Meet targeted metrics for the year as defined in the plan
- Complete PD for course standards and industry alignment
- Complete course and service alignment between consortium members
By June 30, 2024 or before:
- Meet or exceed targeted metrics for the time period
- Develop and implement at least 10 new courses available in regions with critical need
- Expand critical partnerships that address student barriers by 10%
On or before June 30, 2025:
- Meet or exceed all benchmarks as defined in the metrics section
- Ensure all student have equitable access to similar programs and services throughout the consortium
- Expand critical partnerships by 20%
Proposed Completion Date
Adult Ed Metrics and Student Barriers
- All: Adults who Became Participants (AE 202 - Overall)
- Progress: Participants with Educational Functioning Levels Gains ASE (AE 400 - ASE)
- Student Barriers: English Language Learner (AE 305 - Overall)
- Student Barriers: Low Literacy (AE 311 - Overall)
Responsible person(s)
Name |
---|
Improve consortium program/service alignment
Objective that Applies to this Activity
Improve Integration of Services & Transitions
Identify and create Intra/Inter-program/consortium professional learning communities (PLC) for all staff and critical partners that will lead to improved staff knowledge, and better alignment/coordination of programs and services, resulting in improved outcomes/transitions. Develop and increase dual enrollment, co-enrollments, CTE/IET/VESL programs and WBL that improves student transitions.
By June 30, 2023 or before
- Identify and complete targeted PD
- Develop transition/program/service PLC
- Identify and expand WBL opportunities for all student populations
- Meet targeted metrics for the year as defined in the plan
- Strengthen and develop consortium-wide orientations
- Expand soft-skills and careers class to include job preparation and outlook
- Develop consistent career transition plans
- Complete course and service alignment between consortium members
By June 30, 2024 or before:
- Meet or exceed targeted metrics for the time period
- Increase PLC membership and training opportunities for members
- Expand dual enrollments, co-enrollments, and CTE/VESL/IET enrollments by 10% in targeted regions
On or before June 30, 2025:
- Meet or exceed all benchmarks as defined in the metrics section
- Ensure all student have equitable access to similar programs and services throughout the consortium
Proposed Completion Date
Adult Ed Metrics and Student Barriers
- Employment and Earnings: Participants Who Became Employed in the 2nd Quarter After Exit (AE 505 - Overall)
- Student Barriers: Low Income (AE 310 - Overall)
- Student Barriers: Low Literacy (AE 311 - Overall)
- Transition: Participants with Transition to ASE (AE 500 - Overall)
- Transition: Participants with Transition to Postsecondary (credit college) (AE 637 - Overall)
Responsible person(s)
Name |
---|
Funds Evaluation
Member Allocations and Expenditures
Member Agency | Prior Year Total Leveraged Funds | Program Reporting Status |
---|---|---|
Colusa Co. Office of Education | $291,960 | Certified |
Konocti Unified | $45,598 | Certified |
Lake Co. Office of Education | $746,341 | Certified |
Sutter Co. Office of Education | $2,857,396 | Certified |
Woodland Community College | $138,791 | Certified |
Woodland Joint Unified | $1,392,447 | Certified |
Yolo Co. Office of Education | $0 | Certified |
Yuba CCD | $0 | Certified |
Yuba Co. Office of Education | $137,751 | Certified |
Yuba College | $0 | Certified |
Totals | $5,610,284 | 10/10 Certified |
NCAEC funds will be allocated to members based on the consortium’s CFAD, member need, and member effectiveness. NCAEC has set aside funds to address member needs and members will continue to share allocations with members as discussed. NCAEC leadership will ensure unspent funds and excess carryover will be reallocated as needed per the executive committee and the consortium bylaws. NCAEC leadership will continue to leverage funds from other programs, partners, and grants to supplement funding to members in need. Through expanded leadership, and improved partnerships, NCAEC will regularly evaluate member effectiveness, and the alignment of expenditures with the three-year plan to ensure consortium efficiency.
Certification
Colusa Co. Office of Education - Member Representative
Michael West - mwest@ccoe.net
- (530) 458-0350
Lorilee Niesen - Director of Ed. Services
- lniesen@ccoe.net
- (530) 473-1350 ext: 10834
Konocti Unified - Member Representative
Becky Salato EdD - Superintendent
- becky.salato@konoctiusd.org
- (952) 453-9563
Dan Janakes - Chief Business Officer
- dan.janakes@konoctiusd.org
- (707) 994-6475
Lake Co. Office of Education - Member Representative
Brock Falkenberg - bfalkenberg@lakecoe.org
Denise Shannon - Assistant Director of Fiscal Services
- dshannon@lakecoe.org
- (707) 262-4110
Beth Hampson - Education Specialist
- bhampson@lakecoe.org
- (707) 263-8918 ext: 261
Bill Roderick - Senior Director Student Services
- broderick@lakecoe.org
- (707) 262-4124
Cynthia Lenners - clenners@lakecoe.org
Sutter Co. Office of Education - Member Representative
Eric Pomeroy - Director
- ericp@sutter.k12.ca.us
- (530) 822-2965
Jay VanDuzer - Accountant II
- jayv@sutter.k12.ca.us
- (530) 822-3007
Tom Reusser - tomr@sutter.k12.ca.us
Angela Huerta - Director of Communications
- angelah@sutter.k12.ca.us
- (530) 822-2934
Woodland Community College - Member Representative
Artemio Pimentel - President
- apimente@yccd.edu
- (530) 661-5711
Patricia Barba - Director of Special Programs
- pbarba@yccd.edu
- (530) 668-2505
Kasey Gardner - Vice President of Academic and Student Services
- kgardner@yccd.edu
- (530) 661-4222 ext: 4222
Cirilo Cortez - Dean, Lake County Campus
- ccortez@yccd.edu
Woodland Joint Unified - Member Representative
Karin Liu - Principal
- karin.liu@wjusd.org
- (530) 406-5902
Elodia Ortega-Lampkin Woodland Joint Unified School District - Superintendent
- elodia.lampkin@wjusd.org
- (530) 405-6868
Yolo Co. Office of Education - Member Representative
Karen Shores - Coordinator of College and Career Readiness
- karen.shores@ycoe.org
- (530) 668-3733
Me. garth lewis - Superintendent
- garth.lewis@ycoe.org
- (530) 681-2144
Deborah Bruns - deborah.bruns@ycoe.org
Yuba CCD - Member Representative
Katy Miller - kmiller@yccd.edu
- (530) 749-3868
Artemio Pimentel - President
- apimente@yccd.edu
- (530) 661-5711
Dr Tawny Dotson - President
- tdotson@yccd.edu
- (530) 434-8266
Divinder Bains - dbains@yccd.edu
Yuba Co. Office of Education - Member Representative
Francisco Reveles - francisco.reveles@yubacoe.k12.ca.us
- (530) 749-4900
Ken Hamel 6820377 - CTE Coordinator
- ken.hamel@yubacharterschool.org
- (530) 682-0377
Yuba College - Member Representative
Dr Tawny Dotson - President
- tdotson@yccd.edu
- (530) 434-8266
Jeremy Brown - Vice President of Instruction
- jbrown2@yccd.edu
- (530) 741-6766
Irma Guzman Yuba College - Student Success Specialist
- iguzman@yccd.edu
- (530) 741-6814