CAEP
Three-Year Plan

Produced: Jun 12, 2025, 10:55 PM UTC - By Allan Carver

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:
71 Adult Education Pathways
Address:
609 S Gold St | Yreka, CA | 96097
Website:
http://www.adulteducationpathways.org
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
Fiscal Contactrkellar@dunsmuirhigh.k12.ca.usSuperintendent/Principal(530) 235-4835 ext: 210
Primary Contactseller@siskiyoucoe.netDirector of Adult Education(530) 842-8446
Fiscal Contactysanchez-alves@sisuhsd.net(530) 964-2181
Fiscal Contactadult@bvalusd.orgButte Valley Adult Education Coordinator(541) 880-4043
Fiscal Contactjcarr@yuhsd.netDirector of Adult Education(530) 842-6151 ext: 115
Fiscal Contactjpierce@bvalusd.orgSuperintendent-Principal(530) 397-4000
Fiscal Contactacarver@siskiyoucoe.netSuperintendent of Schools(530) 842-8400 ext: 8404
Fiscal Contactmfields1@siskiyous.eduVP Academic Affairs(530) 938-5850
Fiscal Contactrsweet@svusd.usCBO(530) 468-2727
Fiscal Contactjbarkman@bvalusd.orgDistrict Secretary(530) 397-4000 ext: 304
Fiscal Contactbnorby@tbjusd.org
Fiscal Contactbmoyles@svusd.usScott Valley Adult Education Coordinator(530) 467-5279
Fiscal Contactsworthingto@siskiyous.eduFIELD Director(530) 938-5815
Fiscal Contactmcaldwell@sisuhsd.netSuperintendent(530) 905-0053
Fiscal Contactdmoser@sisuhsd.netCBO(530) 926-3006 ext: 1109
Primary Contactjhayes@sagesandiego.com

Members

Auto-populated

Member AgencyMember TypeContactPhone
Butte Valley UnifiedUnified School DistrictMr. Jared Pierce(530) 397-4000
Dunsmuir Joint Union HighHigh School DistrictRay Kellar Dunsmuir High School(530) 235-4835 ext: 210
Scott Valley UnifiedUnified School DistrictBrianna Moyles(530) 467-5279
Siskiyou Co. Office of EducationCounty Office of Education (COE)Shannon Eller(530) 842-8446
Siskiyou Joint CCDDistrictSamantha Worthington(530) 938-5815
Siskiyou Training & Employment Program, Inc.Workforce Development Boardn/a
Siskiyou Union HighHigh School DistrictYolanda Sanchez Mrs.(530) 964-2181
Tulelake Basin Joint UnifiedUnified School DistrictBrian Norby
Yreka Union HighHigh School DistrictJosh Carr(530) 842-6151 ext: 115

Executive Summary

The Siskiyou Adult Education Pathways Consortium (AEP) is a partnership of six adult schools, the College of the Siskiyous, and the Siskiyou County Office of Education. Together, these agencies serve adult learners across Siskiyou County, a remote rural region spanning more than 6,300 square miles in far Northern California. The Consortium’s mission is to provide accessible, high-quality educational and workforce training pathways that lead to diplomas, credentials, career advancement, and postsecondary transitions.

Siskiyou County faces a unique set of educational and economic challenges. High poverty rates, low educational attainment, limited access to broadband and transportation, and an aging population all impact adult learners’ ability to access and complete programs. Thousands of adults lack a high school diploma, college degree, or the digital and workplace skills needed to enter high-demand careers. Local employers report ongoing shortages in fields like healthcare, early childhood education, logistics, construction, and public safety. Meanwhile, barriers such as childcare, housing instability, and a lack of flexible course offerings limit enrollment and persistence.

To develop this 2025–2028 CAEP Three-Year Plan, the Consortium led a structured, collaborative planning process grounded in the Siskiyou AEP Needs Assessment for CAEP Three-Year Plan (2025–2028). This document served as the foundation for analyzing community needs and setting priorities. Input was gathered from administrators, faculty, counselors, and classified staff from all member agencies, as well as from regional workforce boards, employers, and nonprofit partners. The team reviewed labor market data, regional demographics, student and staff surveys, and performance outcomes. Based on this analysis, the Consortium identified a core set of regional priorities and designed strategies aligned with the three CAEP objectives.

Objective 1: Address Educational Needs

The Consortium will expand high school diploma and GED access through flexible scheduling, hybrid and evening classes, and targeted bilingual outreach to reengage disconnected adults. Academic support and advising will help students persist and complete.

To meet workforce demand, members will grow short-term CTE programs offering stackable credentials in fields like healthcare, CDL-A, early childhood education, and fire prevention, especially for adults with limited job experience or those reentering the workforce.

Expanded ESL instruction will support non-native English speakers through contextualized language, digital literacy, and IET models. Programs will also include workplace English, civic engagement, and citizenship preparation.

Objective 2: Improve Integration of Services and Transitions

To support smoother transitions to college and employment, the Consortium will expand onboarding, career planning, and wraparound services like job coaching, financial aid help, and referrals to mental health and recovery support, especially for students facing trauma, caregiving, or financial stress.

Members will develop career pathway maps aligned with regional job needs. These will guide advising, instruction, and help students visualize their next steps.

Collaboration with the College of the Siskiyous will improve dual enrollment, articulation, and curriculum alignment. Employer partnerships will expand job readiness activities, including mock interviews, career fairs, and job shadowing.

Objective 3: Improve Effectiveness of Services

The Consortium will enhance instructional quality through annual professional development in trauma-informed instruction, hybrid teaching, student engagement, and culturally responsive practices. Training will be tailored for faculty and staff across all member agencies.

Technology and digital access will improve through Canvas rollout, device lending, and student onboarding in online tools and workforce software. These supports are especially vital in remote areas with limited broadband.

A shared student tracking system and regional data dashboards will guide continuous improvement. Staff will use these tools to monitor progress, identify at-risk students, and adjust interventions. Exit surveys and program reviews will inform future planning and resource use.

As part of this planning process, the Consortium reviewed past CAEP funding usage and assessed its alignment with program outcomes. Future investments will prioritize strategies that expand access, close equity gaps, and support educational and employment transitions. With clear objectives, stakeholder input, and a strong focus on workforce readiness, the Siskiyou Adult Education Pathways Consortium’s 2025–2028 plan offers a comprehensive and achievable roadmap to meet the region’s evolving needs and empower adult learners.

Assessment

The Siskiyou Adult Education Pathways (AEP) Consortium undertook a comprehensive, data-informed pre-planning assessment to guide development of its 2025–2028 CAEP Three-Year Plan. This process was structured to ensure a full understanding of the region’s evolving educational, workforce, and economic landscape, with an emphasis on equity, service gaps, and opportunities for alignment. 

Purpose and Approach: The assessment was designed to identify local and regional needs, uncover systemic barriers, and inform adult education strategies that are responsive to both workforce trends and community challenges. The consortium’s approach combined regional data analysis, member plan reviews, and direct engagement with stakeholders to triangulate priorities and build consensus. The consortium’s understanding of regional needs is based on findings from the Siskiyou AEP Needs Assessment, which were further refined through a strategic prioritization process to focus on the most critical areas for 2025–2028.

Data Collection and Analysis: Three core focus areas structured the assessment:

  1. Regional Labor Market and Planning Data - The consortium examined data from the U.S. Census, Centers of Excellence, the Strong Workforce Program, Workforce Development Boards, and CAEP Fact Sheets. This analysis spotlighted regional job growth in healthcare, education, advanced manufacturing, logistics, renewable energy, and public safety. It also identified foundational workforce needs in customer service, skilled trades, digital literacy, and transportation/logistics.

  2. Consortium Member Plans and Student Data - Member agency plans, WASC reports, CASAS data, and Data Vista were reviewed to assess enrollment trends, transition rates, and high school equivalency needs. Particular attention was paid to low postsecondary transition rates (3% to non-developmental courses, 18% to CTE), low A-G completion among specific student groups (e.g., American Indian, Hispanic), and barriers facing older adult learners and multilingual populations.

  3. Stakeholder Surveys and Self-Assessments - Surveys and feedback from students, instructors, administrators, employers, and community partners provided qualitative insights. Students cited flexible scheduling, job training relevance, and supportive faculty as key factors in program participation. Barriers included childcare, transportation, digital access, and financial constraints. Staff surveys revealed concerns about declining enrollment, lack of CTE instructors, and insufficient counseling and support services. Employers emphasized the need for skilled labor in trades, public safety, healthcare, and construction, while community partners pointed to service coordination gaps, mental health needs, and rising homelessness.

Engagement Strategy: To ensure a meaningful planning process, the consortium prioritized early outreach and inclusive engagement. Data collection included:

  • 28 student survey responses

  • 20 staff survey responses

  • 12 community partner responses

  • 4 employer surveys

  • 8 AEP self-assessments

  • 12 leadership self-assessment participants

The self-assessment revealed strengths in meeting frequency, staff coordination, and internal processes, but flagged critical gaps in outreach, counseling, career planning, and program articulation. These findings underscored the need to invest in wraparound services, dual enrollment pathways, and improved student onboarding systems.


Key Findings Shaping the Plan: Several themes emerged that will directly shape the consortium’s three-year strategic direction:

  • Access and Equity: Disparities persist in postsecondary transitions, broadband access, and service availability in rural areas.

  • Workforce Alignment: Regional labor demand is shifting toward emerging industries like AI, renewable energy, forest management, and healthcare, requiring updated training and certifications.

  • Student-Centered Design: Flexible scheduling, digital literacy support, childcare access, and targeted outreach are critical to removing participation barriers.

  • Infrastructure and Capacity: Instructor shortages, outdated facilities and curriculum, and fragmented support systems must be addressed to ensure sustainability and growth.


Continuous Improvement Commitment: The pre-planning assessment process has established a strong foundation for the 2025–2028 plan. The Siskiyou AEP Consortium remains committed to continuous data review, stakeholder collaboration, and system improvements that reflect the changing needs of students and the regional economy.


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?

To accurately assess the needs of adult learners across Siskiyou County, the consortium implemented a multi-pronged data collection strategy that combined quantitative analysis with stakeholder-driven qualitative input. This approach was designed to capture both system-level trends and the lived experiences of students, educators, and community partners in a rural, geographically dispersed service area.

Data Sources: Data was drawn from a wide range of sources to ensure relevance, accuracy, and alignment with statewide CAEP planning expectations. Key sources included:

  • Demographic and socioeconomic data from the U.S. Census and Small Area Income and Poverty Estimates (SAIPE)

  • Labor Market Information (LMI) from the North Far North Center of Excellence, Strong Workforce Program (SWP) reports, and Workforce Development Board plans

  • Consortium-specific metrics, including CAEP Fact Sheets, CASAS testing data, and Data Vista dashboards

  • Local planning documents such as WASC reports, College of the Siskiyous CLNA, and school district LCAPs

  • Primary data gathered from surveys and self-assessments of students, instructors, fiscal staff, administrators, employers, and community partners

Stakeholder Feedback: A major strength of the data collection effort was robust engagement from multiple stakeholder groups:

  • 28 students completed a survey focused on program selection, scheduling preferences, barriers, and goals

  • 20 staff contributed feedback on instructional needs, professional development, student support, and outreach strategies

  • 12 community partners provided input on access to essential services, coordination barriers, and the intersection between adult education and social support systems

  • 4 employers shared direct insight into skill gaps, workforce readiness challenges, and local hiring trends

  • 8 self-assessment responses and 12 leadership survey participants reflected on internal consortium operations and effectiveness

This level of participation was notable given the geographic isolation and small population base of the region.

Barriers Encountered: Despite a strong outcome, the data collection process faced several barriers:

  • Rural access challenges limited participation from individuals without stable internet or transportation

  • Staffing limitations at consortium member sites made it difficult to dedicate personnel time for survey distribution or follow-up

  • Survey fatigue among overextended staff and administrators, many of whom serve in multiple roles, reduced the volume of narrative feedback

  • Language access was a concern, as most surveys were only available in English, with limited response from non-English-speaking populations

These challenges highlight the need for stronger outreach tools, multilingual communications, and dedicated staff support in future data collection efforts.

Data Collection Successes: Despite the challenges, the consortium successfully implemented a structured, inclusive, and transparent process:

  • Stakeholder participation was secured from across all member districts and key partner agencies

  • Quantitative data was cross-referenced with local and regional plans to identify patterns and confirm alignment with economic and social realities

  • The self-assessment process helped identify critical capacity gaps, such as limited access to counseling, inconsistent student support services, and underdeveloped transition pathways

  • Triangulating insights across multiple tools (surveys, reports, interviews, and assessments) helped build a well-rounded picture of community and student needs

This multi-source, stakeholder-informed approach ensured that the data driving the consortium’s three-year plan reflects the current realities of the region, while also positioning the consortium for responsive and measurable improvements.

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
Siskiyou County JailCommunity Organization
SiskiyouWorks.orgCommunity Organization
Siskiyou County Sheriff's Day Reporting CenterCommunity Organization
Siskiyou County Health and Human ServicesCommunity Organization
Black Fox Timber ManagementBusiness
Mt. Shasta Ski ParkBusiness
Chris Haas VenturesBusiness
College of the SiskiyousOther
Butte Valley UnifiedUnified School District
Dunsmuir Joint Union HighHigh School District
Scotts Valley UnifiedUnified School District
Siskiyou Co. Office of EducationCounty Office of Education (COE)
Siskiyou Union HighHigh School District
Tulelake Basin Joint UnifiedUnified School District
Yreka Union HighHigh School District
College of the Siskiyous - NoncreditAdult School
SMART Business Resource CenterWorkforce Development Board
What relevant education and workforce plans that guide services in the region were used to develop this Three-Year Plan?

North Far Norther Regional Consortium Plans

What are the top priorities in relation to regional alignment?

The consortium’s priorities are closely aligned with existing education and workforce development plans guiding regional strategy. These include:

  • WIOA Title I Local and Regional Plans, which emphasize removing employment barriers, expanding training in priority sectors, and increasing workforce participation.

  • Strong Workforce Program (SWP) Plans, which focus on industry engagement, work-based learning, and building CTE pathways aligned to labor market demand.

  • K12 SWP Plans, which reinforce career exploration, dual enrollment, and pathways that connect secondary to postsecondary and workforce systems.

  • Accrediting body self-studies (WASC, COE), which highlight institutional goals around student transitions, instructional quality, and responsive program design.

Consortium members, including College of the Siskiyous, the Siskiyou County Office of Education, and local school districts, participated in developing these plans and continue to contribute to their implementation.

CAEP-supported services such as ESL, GED completion, digital skills training, and CTE pathway development directly advance the goals of these regional plans. Efforts to expand hybrid instruction, dual enrollment, and transition supports further demonstrate the consortium’s alignment with both CAEP and partner agency priorities.

While progress has been made, gaps remain. These include:

  • Limited articulation between adult schools and community college programs

  • Inconsistent access to counseling and transition services

  • Need for deeper employer engagement and clearer referral pathways between education and workforce systems

The consortium will continue to strengthen alignment through expanded partnerships, shared infrastructure investments, and integrated professional development over the course of the 2025–2028 plan period.

AEP identified & evaluated several critical educational needs of adults in the region through a review of demographic data, labor market conditions, primary survey data, and stakeholder input. These findings reveal systemic barriers, workforce gaps, and access challenges that directly inform the consortium's strategic priorities and guide the allocation of resources. 

Key Data Points Reflecting Educational Needs

  • Low Educational Attainment:18.4% of adults in Siskiyou County lack a high school diploma (p. 9). Among those without a diploma, 73% are not in the labor force, and only 25% are employed, demonstrating the direct connection between education and economic opportunity.

  • Limited Postsecondary Transitions: Only 3% of adult education students transitioned to non-developmental community college coursework, and 18% transitioned to Career Technical Education (CTE) programs, revealing a need for stronger bridge programs, counseling, and postsecondary partnerships (p. 19).

  • Equity Gaps: Transition and completion rates are disproportionately low among American Indian and Hispanic/Latino students, with A-G course completion rates of 16% and 19%, respectively, compared to 31% for white students (p. 10). Gender gaps were also observed, with female students facing greater challenges in transitioning to postsecondary education and training (p. 19).

  • Digital Divide: of students, staff, and partners highlighted significant broadband access issues and digital literacy gaps in rural communities (p. 20). Lack of internet access and devices remains a major barrier to education and workforce readiness.

  • ESL and LEP Needs: Among foreign-born residents, 27% speak English less than well, 38.8% have not completed high school, and 57% are not in the labor force (p. 10). For the Limited English Proficient (LEP) population specifically, 100% report speaking English less than well, 64.2% do not have a high school diploma, and only 36% are employed, indicating urgent needs for ESL instruction, high school equivalency preparation, and integrated workforce training (p. 10).

  • Aging Adult Learner Demographic :A large proportion of adult education students are over the age of 45, with many seeking re-skilling for workforce reentry after job loss or career change (p. 9, p. 19).

  • Declining Enrollment and Persistence: Enrollment across adult education programs has declined post-pandemic, with fewer students persisting beyond nine or more credits. Staff and partner surveys identified student absenteeism, economic barriers, and limited motivation as contributing factors (p. 19–20).

  • Barriers to Access: Stakeholder feedback confirmed that transportation limitations, scheduling conflicts, and lack of program awareness restrict many adults from participating in education and training opportunities (p. 21).

While the Needs Assessment identified a broad range of challenges, the consortium selected specific, high-impact needs as priorities to guide the development of strategies and resource allocation for this Three-Year Plan.

Implications for Prioritization and Resource Allocation

These findings point to several implications that shape the consortium’s planning and service delivery:

  • Expand High School Diploma/GED and ESL Programs: Given the high percentage of adults without a high school diploma and the substantial Limited English Proficient (LEP) population, investing in high school equivalency, basic skills, and ESL instruction remains a top priority.

  • Increase Transitional Support and Counseling: Low college and CTE transition rates necessitate enhanced academic and career counseling, student onboarding, and bridge programming to improve student movement into postsecondary and employment pathways.

  • Invest in Flexible and Technology-Enhanced Learning: Addressing broadband, device access, and digital skills, especially in remote areas, is essential. This includes expanding hybrid, online, and asynchronous instruction models.

  • Target Equity and Inclusion: The consortium will prioritize outreach, culturally responsive instruction, and targeted support for American Indian, Hispanic/Latino, and female learners, as well as those who balance work, family, and educational responsibilities.

  • Support Older and Returning Learners: Programs will be designed with mid- and late-career adults in mind, offering career re-entry assistance, technical skills training, and individualized coaching.

  • Improve Student Retention: Strategies will include expanding access to childcare and transportation, offering more short-term and job-aligned credentials, and enhancing student engagement and persistence strategies.


The Siskiyou AEP Consortium’s needs assessment makes clear that adult learners in the region face layered, intersecting barriers to education and workforce advancement. Addressing these needs requires a multifaceted, equity-driven approach that leverages CAEP resources to expand access, improve transitions, and align services with the region’s evolving economic landscape

Please identify the categories of needs of your region.

The educational and workforce needs of adults in the Siskiyou region are shaped by its rural geography, small and dispersed population, and limited access to infrastructure and support services. Siskiyou County faces a combination of economic hardship, an aging population, and persistent barriers to education and employment that distinguish it from more urbanized areas of California.


A significant portion of the adult population lacks a high school diploma, and postsecondary transition rates into college and career pathways remain low. Many adult learners are older, seeking retraining after workforce dislocation or career changes, and require flexible, short-term, job-aligned programs that accommodate work and family responsibilities. However, long travel distances and limited broadband infrastructure continue to restrict access to both educational and workforce services.


The digital divide is a major barrier across rural communities. Many households lack access to high-speed internet and digital devices, while students and staff alike report a need for improved digital literacy skills to fully participate in online and hybrid learning environments. Expanding digital access and embedding digital skills instruction into adult education programs remain critical priorities.


The region’s growing Limited English Proficient (LEP) population also faces significant challenges. Many LEP adults lack a high school diploma and have limited access to ESL instruction and workforce integration programs that can help them improve employment prospects and transition into living-wage careers. Expanding ESL programming and integrated education and training (IET) models is essential to meeting this need.


Labor market demand remains high in sectors such as healthcare, transportation (CDL-A), early childhood education (ECE), construction, and public safety. However, there are few formal career pathways to connect adult learners to these industries. Employers consistently report shortages of workers with technical skills, industry certifications, and soft skills, underscoring the need to expand short-term CTE programming and strengthen employer partnerships.


Ultimately, the Siskiyou region’s educational needs are rooted in the intersection of rural isolation, low educational attainment, technological barriers, and shifting workforce demands. Addressing these challenges requires targeted, resource-efficient strategies that expand career pathway access, boost digital literacy, strengthen transition services, and increase student awareness and persistence. The consortium’s 2025–2028 priorities respond directly to these realities and position adult learners for long-term success in the region’s evolving economy.

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

The Siskiyou region faces a distinct set of challenges stemming from its rural isolation, limited infrastructure, and an economically vulnerable population. These factors collectively shape and constrain adult education programming. Unlike urban areas, where services and partnerships are more centralized, Siskiyou’s vast geography and low population density make accessing and delivering programs significantly more challenging. Many communities are separated by long travel distances, and public transportation is either limited or nonexistent. As a result, even when programs exist, physical access is a barrier for adult learners, particularly those in remote areas.


Affordable housing is another critical issue that directly impacts both staffing and student persistence. The high cost of housing and limited inventory have made it increasingly difficult to attract and retain qualified teachers, especially for CTE, ESL, and specialized subjects. Instructors often commute long distances or rely on temporary housing, which can lead to burnout and turnover. This instability affects the consistency and quality of instructional programs across member sites.


Digital access and broadband reliability are ongoing concerns. Large portions of the county lack stable internet connections or access to computers and other devices, which limits participation in hybrid or online learning models. Students and instructors alike face digital literacy challenges, which are particularly pronounced in a region where internet infrastructure falls behind state standards. These gaps became even more apparent during and after the pandemic and continue to impact program design and student engagement.


The region also grapples with labor market pressures that directly influence adult education services. High employer demand for skilled workers in healthcare, public safety, construction, and trades is not being met by the local talent pipeline, largely due to a lack of credentialed programs, limited hands-on training opportunities, and alignment issues between the education and employment sectors. Many existing CTE facilities are outdated or under-resourced, and dual enrollment or articulation agreements remain underdeveloped.


Cultural and demographic diversity add another layer of complexity. The adult education population includes English language learners, older adults seeking reentry or retraining, individuals recovering from trauma or addiction, and historically underserved groups such as American Indian and Hispanic/Latino communities. These populations require customized outreach, culturally responsive instruction, and comprehensive support services, needs that often exceed the capacity of small schools and underfunded programs.


Taken together, these challenges are deeply rooted in the region’s rural context and require adaptive, equity-focused solutions. Addressing them will involve not only expanding services but also rethinking how education is delivered, supported, and sustained in hard-to-reach communities with complex needs.

Which populations are currently being served by your programs?

Contributions by Entities*

NameRoleThree-Year Plan Contribution
Shannon Eller Administrator Designed proposed strategies
Janie Michelon Data & Accountability Manager Provided data
Steve Hill Teacher employed by local educational agencies Participated in planning meetings
Butte Valley AEP Staff Principal Participated in planning meetings
Dunsmuir AEP Staff Principal Participated in planning meetings
Scott Valley AEP Staff Classified staff Participated in planning meetings
Allan Carver Administrator Participated in planning meetings
Samantha Worthington Administrator Participated in planning meetings
Siskiyou Union AEP Staff Principal Participated in planning meetings
AEP Students Student Participated in surveys
Community Organizations Community Organizations Participated in surveys
Businesses Businesses Participated in surveys
James Hayes 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
*Butte Valley UnifiedMember Representative

0

0

0

0

0

24

0

25

0

49
*Dunsmuir Joint Union HighMember Representative

0

10

0

0

6

0

0

18

0

34
*Scott Valley UnifiedMember Representative

0

13

0

0

0

4

0

13

2

32
*Siskiyou Co. Office of EducationMember Representative

0

0

0

0

0

0

0

0

0

0
*Siskiyou Joint CCDMember Representative

0

0

0

0

0

11

0

6

80

97
*Siskiyou Union HighMember Representative

0

18

0

0

0

0

0

0

0

18
*Tulelake Basin Joint UnifiedMember Representative

0

1

0

0

0

0

0

0

0

1
*Yreka Union HighMember Representative

1

60

0

0

0

21

0

0

14

96
Total Participants 1 102 0 0 6 60 0 62 96 327
* 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
Siskiyou County Library Community Organization

Siskiyou Opportunity Center Community Organization

Department of Rehabilitation Community Organization

First Five Community Organization

SMART Workforce Center Workforce Development Board

Six Stones Wellness Community Organization

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

The Siskiyou Adult Education Pathways Consortium aligns its adult education and workforce programs with priority industries identified through labor market data, employer input, and regional economic planning. By focusing on high-demand sectors, the consortium supports adult learners in gaining the skills and credentials needed to access sustainable, living-wage careers.

Current areas of focus include healthcare, construction, education, and transportation. These sectors reflect confirmed labor shortages, strong employer demand, and alignment with existing consortium programming such as CNA, EMT, CDL-A, early childhood education, and pre-apprenticeship training.

  • Healthcare remains a top priority due to persistent regional shortages and an aging population. Programs targeting CNA, EMT, and other allied health certifications provide direct pathways into employment. Challenges include access to clinical placements and modern training equipment, particularly in rural areas.

  • Construction and transportation offer strong entry points into the workforce, especially for reentry populations and adults without postsecondary credentials. CDL-A licensing and construction pre-apprenticeship programs are central to meeting employer needs, though capacity is constrained by limited equipment and qualified instructors.

  • In Education, adult learners are supported in pursuing paraprofessional and instructional aide roles, particularly in early childhood education. These programs contribute to local school staffing pipelines but face recruitment and wage challenges.

In addition to these confirmed sectors, the consortium is exploring opportunities to expand adult education programming in areas such as advanced manufacturing, technology, and fire safety, where regional demand may grow due to climate adaptation and automation. These sectors are not current areas of focus but represent potential pathways for future development.

The region’s agricultural and hospitality sectors continue to shape the local economy. While not a current programmatic focus, these industries offer entry-level opportunities for adult learners and may benefit from future training in bilingual skills, safety practices, or management.

Across all sectors, employers report skill mismatches, particularly in digital literacy, soft skills, and credential attainment. To address these challenges, the consortium is expanding short-term CTE offerings, strengthening employer partnerships, and embedding digital and workforce readiness skills across programs.

This industry alignment strategy ensures that adult education in Siskiyou County remains responsive to labor market conditions and supports the long-term economic resilience of the region.

The Siskiyou Adult Education Pathways Consortium currently offers a range of adult education and workforce services across its member agencies, with varying levels of instructional hours and programmatic focus. These services are structured to address the needs of a highly rural, underserved population and include both foundational and workforce-aligned programming.

Levels of Service: Instructional hours vary significantly by provider and program type due to differences in staffing, funding, facilities, and community needs. Most programs operate on a part-time basis, typically offering 5–15 hours of instruction per week in core areas such as Adult Basic Education (ABE), Adult Secondary Education (ASE), and English as a Second Language (ESL). Career Technical Education (CTE), Short-Term CTE, and Workforce Reentry programs are available in targeted areas but remain limited in reach due to resource constraints. Some members provide evening or hybrid course formats to accommodate working adults, though instructional time and consistency can be impacted by instructor availability and enrollment fluctuations.

Types of Service: Currently, the consortium offers instruction across the following seven CAEP program areas:

  • Adult Basic Education (ABE)

  • Adult Secondary Education (ASE)

  • English as a Second Language (ESL)

  • Short-Term Career Technical Education (Short-Term CTE)

  • Workforce Reentry (WR)

These offerings include high school diploma/equivalency preparation, ESL for limited English proficient adults, early childhood education-focused programming (CSS), and training in CDL-A, EMT, and other CTE areas. In addition, programs for reentry populations and support for learners with disabilities are in place, though these services are limited to specific sites and providers.

Evaluation of Gaps and Alignment with Needs: While the consortium delivers a broad range of services, the depth, consistency, and geographic availability of these services do not fully meet the needs identified in Section 2 Assessment. Key gaps include:

  • Limited access to Short-Term CTE and Pre-Apprenticeship programs despite regional labor market demand in construction, healthcare, public safety, and transportation.

  • Underrepresentation of ESL and digital literacy programming, especially in communities with limited broadband access and growing immigrant or multilingual populations.

  • Inconsistent service for Adults with Disabilities and Workforce Reentry, both of which are critical areas, given the region’s economic and social conditions.

  • Insufficient academic and career transition support, including counseling, navigation, and bridge programs to postsecondary education or employment pathways.

  • Uneven service distribution across rural communities, with some learners traveling long distances or unable to access services due to transportation, scheduling, or childcare barriers.

Despite these gaps, the consortium has made progress in aligning offerings with identified regional needs, particularly through expanding healthcare, CDL and CTE programs, launching hybrid course delivery models, and strengthening employer engagement. However, continued efforts are needed to increase instructional hours, improve regional coverage, and ensure equitable access to all seven CAEP program areas.

Looking ahead, the consortium’s Three-Year Plan will prioritize expanding high-impact programs, increasing service levels, and investing in partnerships, technology, and wraparound supports to close service gaps and ensure that adult learners across Siskiyou County can access relevant, high-quality educational opportunities.

Metrics: CAEP Barriers & Metrics

Goals & Metrics

Metrics

Adult Ed Metrics

  • English Language Learner (149AE)
  • Long Term Unemployed (153AE)
  • Low Income (154AE)
  • Low Literacy (155AE)

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

  • Completed Educational Functioning Level Gain (400AE)

Metrics

Adult Ed Metrics

  • Transitioned to CTE (636AE)
  • Transitioned to Non-Developmental Credit College Course (637AE)

Metrics

Adult Ed Metrics

  • Diploma, GED or High School Equivalency (633AE)
  • Postsecondary Credential (624AE)

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) 533 1,036

260

265

270

Student BarriersEnglish Language Learner (149AE) 210 743

70

75

80

Student BarriersLow Literacy (155AE) 359 902

50

63

76

Student BarriersLow Income (154AE) 306 388

63

77

90

Student BarriersLong Term Unemployed (153AE) 39 117

3

6

9

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.

Butte Valley Unified (Reported by Butte Valley 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) 20 50

28

26

44

ProgressCompleted Educational Functioning Level Gain (400AE) 10

6

8

10

SuccessDiploma, GED or High School Equivalency (633AE) 0

2

4

8

SuccessPostsecondary Credential (624AE) 10

0

0

0

TransitionTransitioned to Non-Developmental Credit College Course (637AE)

0

0

0

TransitionTransitioned to CTE (636AE)

16

20

24

Students and ProgramsAdult Secondary Education (1000) 0

2

4

6

Students and ProgramsAdult Basic Education (1001) 0 0

0

0

0

Students and ProgramsEnglish as a Secondary Language (1002) 15 26

20

25

30

Students and ProgramsCareer Technical Education (1003) 31

0

0

0

Students and ProgramsWorkforce Preparation (124AE)

1

2

3

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

22

26

30

* Mandatory for all members


Dunsmuir Joint Union High (Reported by Dunsmuir Joint 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) 73 34

30

35

40

ProgressCompleted Educational Functioning Level Gain (400AE)

5

6

7

SuccessDiploma, GED or High School Equivalency (633AE)

6

7

8

SuccessPostsecondary Credential (624AE) 44 17

10

12

15

TransitionTransitioned to Non-Developmental Credit College Course (637AE)

2

3

4

TransitionTransitioned to CTE (636AE)

5

6

7

Students and ProgramsAdult Secondary Education (1000) 10

14

15

16

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) 65 24

6

7

8

Students and ProgramsWorkforce Preparation (124AE)

8

9

10

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

19

20

21

* Mandatory for all members


Scott Valley Unified (Reported by Scott Valley 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) 42 30

40

42

45

ProgressCompleted Educational Functioning Level Gain (400AE) 14 12

0

0

0

SuccessDiploma, GED or High School Equivalency (633AE)

4

5

5

SuccessPostsecondary Credential (624AE) 11 13

0

0

0

TransitionTransitioned to Non-Developmental Credit College Course (637AE)

0

0

0

TransitionTransitioned to CTE (636AE)

0

0

0

Students and ProgramsAdult Secondary Education (1000) 13 13

8

10

12

Students and ProgramsAdult Basic Education (1001) 0 0

0

0

0

Students and ProgramsEnglish as a Secondary Language (1002)

5

6

8

Students and ProgramsCareer Technical Education (1003) 22 13

0

0

0

Students and ProgramsWorkforce Preparation (124AE)

5

8

8

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

10

15

15

* Mandatory for all members


Siskiyou Co. Office of Education (Reported by Siskiyou 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)

0

0

0

ProgressCompleted Educational Functioning Level Gain (400AE)

0

0

0

SuccessDiploma, GED or High School Equivalency (633AE)

0

0

0

SuccessPostsecondary Credential (624AE)

0

0

0

TransitionTransitioned to Non-Developmental Credit College Course (637AE)

0

0

0

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


Siskiyou Joint CCD (Reported by Siskiyous)

Metric SetMetric DescriptionMember Level Metric Actuals Member Level Metric Targets
2022-23 2023-24 2024-25 2025-26 2026-27 2027-28
AllParticipants (202AE) 155 683

40

55

75

ProgressCompleted Educational Functioning Level Gain (400AE) 83

0

0

0

SuccessDiploma, GED or High School Equivalency (633AE) 0

0

0

0

SuccessPostsecondary Credential (624AE)

0

0

0

TransitionTransitioned to Non-Developmental Credit College Course (637AE)

0

0

0

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) 135 656

10

12

15

Students and ProgramsCareer Technical Education (1003) 20 27

0

10

35

Students and ProgramsWorkforce Preparation (124AE)

20

28

30

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

20

20

20

* Mandatory for all members


Siskiyou Union High (Reported by Siskiyou 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) 17 18

15

18

21

ProgressCompleted Educational Functioning Level Gain (400AE) 12

0

0

0

SuccessDiploma, GED or High School Equivalency (633AE)

6

7

8

SuccessPostsecondary Credential (624AE)

0

0

0

TransitionTransitioned to Non-Developmental Credit College Course (637AE)

0

0

0

TransitionTransitioned to CTE (636AE)

0

0

0

Students and ProgramsAdult Secondary Education (1000) 15 18

17

19

21

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

Students and ProgramsWorkforce Preparation (124AE)

2

3

4

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

2

3

4

* Mandatory for all members


Tulelake Basin Joint Unified (Reported by Tulelake Basin 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) 23

20

25

30

ProgressCompleted Educational Functioning Level Gain (400AE) 11

5

10

12

SuccessDiploma, GED or High School Equivalency (633AE)

5

7

10

SuccessPostsecondary Credential (624AE) 0

0

0

0

TransitionTransitioned to Non-Developmental Credit College Course (637AE)

5

7

10

TransitionTransitioned to CTE (636AE) 0

0

0

0

Students and ProgramsAdult Secondary Education (1000) 11

5

6

7

Students and ProgramsAdult Basic Education (1001) 0

0

0

0

Students and ProgramsEnglish as a Secondary Language (1002) 12

20

25

30

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


Yreka Union High (Reported by Yreka 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) 71 85

100

105

110

ProgressCompleted Educational Functioning Level Gain (400AE) 34 38

0

0

0

SuccessDiploma, GED or High School Equivalency (633AE) 17 15

20

20

20

SuccessPostsecondary Credential (624AE)

0

0

0

TransitionTransitioned to Non-Developmental Credit College Course (637AE)

0

0

0

TransitionTransitioned to CTE (636AE)

0

0

0

Students and ProgramsAdult Secondary Education (1000) 55 63

100

100

100

Students and ProgramsAdult Basic Education (1001) 0

5

5

5

Students and ProgramsEnglish as a Secondary Language (1002) 14 21

20

25

30

Students and ProgramsCareer Technical Education (1003) 0

10

10

20

Students and ProgramsWorkforce Preparation (124AE)

10

15

20

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

5

5

5

* 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
Butte Valley Unified 100% 100% 31%

80%

80%

80%

Dunsmuir Joint Union High 100% 79% 0%

80%

80%

80%

Scott Valley Unified 100% 100% 30%

80%

80%

80%

Siskiyou Co. Office of Education 100% 100% 12%

80%

80%

80%

Siskiyou Joint CCD 100% 100% 59%

80%

80%

80%

Siskiyou Union High 100% 100% 29%

80%

80%

80%

Tulelake Basin Joint Unified 100% 44% 0%

80%

80%

80%

Yreka Union High 100% 100% 47%

80%

80%

80%

Objectives

Objective #1: Address Educational Needs

The Siskiyou consortium will develop coordinated, data-informed strategies to ensure adult education programs are aligned with the evolving needs of the region's learners, workforce, and communities.

Workforce Alignment and Career Pathways: The consortium will conduct regional labor market scans and engage with employers to identify priority sectors and in-demand skills.

  • Members will co-develop shared career education pathways that are aligned across adult schools and the community college, improving access and progression.

  • Transportation solutions will be explored to increase student access to programs across the region.

  • Stronger articulation with postsecondary partners will be established to ensure career education pathways are stackable, transferable, and aligned with college certificates and degrees.

High School Diploma / GED Completion

  • The consortium will identify barriers to participation and expand access to high school diploma and equivalency programs through flexible scheduling, multiple completion options (e.g., NEDP), and targeted outreach to underserved populations.

  • Members will use available student data to conduct strategic follow-up with adults who lack a diploma, re-engaging them in educational pathways.

Digital Literacy and Technology Access

  • The consortium will improve digital inclusion by lending devices such as Chromebooks, offering Wi-Fi access options, and providing low-barrier access to digital training.

  • Digital literacy will be integrated across ESL, ABE/ASE, and CTE programs to ensure that learners acquire workplace-relevant technology skills alongside academic content.

  • Members will expand access to self-paced and hybrid digital learning environments, particularly in geographically remote areas.

Outreach and Recruitment

  • Members will engage in intentional, localized outreach using community partners, flyers, social media, and direct engagement in spaces where underserved populations gather.

  • The consortium will maintain a regular presence at local events, such as fairs, open houses, and resource nights, and leverage trusted community voices to build awareness of its programs.

Facilities, Equipment, and Dual Enrollment

  • The consortium will invest in modernizing facilities and upgrading instructional equipment to meet the technical training needs of regional employers.

  • Members will develop and expand dual enrollment opportunities, leveraging CCAP and articulation agreements with the community college to offer adults early access to postsecondary credit and career pathways.

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

IET; transition supports; employer ties; counseling links; mental health referrals

The Siskiyou consortium is committed to building a more integrated and seamless adult education system that connects students to supportive services, postsecondary programs, and employment opportunities. Members will prioritize collaboration, shared accountability, and continuous improvement to support learner transitions and long-term success.

Utilizing Data

  • Consortium members will conduct quarterly reviews of enrollment, persistence, and transition data to evaluate student progress and identify service gaps.

  • Data dashboards and visualization tools will be implemented to support real-time decision-making, track transitions to college and employment, and monitor service integration outcomes.

  • Student data will inform outreach efforts, counseling strategies, and program refinement across the consortium.

Providing Professional Development

  • The consortium will support staff attendance at regional and statewide conferences, webinars, and workshops focused on student support, equity, and transition strategies.

  • Targeted PD will be offered on topics such as integrated service models, case management, trauma-informed practices, and transition counseling.

  • Members will participate in training on the use of student tracking systems and digital tools that enhance communication and student progress monitoring.

Identifying Best Practices

  • Consortium members will align intake, assessment, and referral processes to reduce duplication and ensure students receive coordinated services across programs.

  • Members will collaborate to develop SMART goals related to transition outcomes and service integration, using these goals to guide planning and accountability across the consortium.

  • Best practices in navigation, wraparound services, and employer partnerships will be documented and shared across agencies to support replication.

Offering Flexible Courses and Services

  • The consortium will expand hybrid and HyFlex class delivery models that allow students to attend virtually or in person based on their availability and needs.

  • Academic and career support services, including tutoring and counseling, will be made available through both virtual and in-person formats to promote access and persistence.

  • Transition services such as financial literacy, job readiness, individualized job coaching, mentoring, and career exploration will be embedded into instructional programming to connect learners with next-step opportunities.

  • In addition, the consortium will coordinate referrals to mental health and substance abuse support services as part of its broader student support network.

Implementing Integrated Education and Training (IET)

  • The consortium will implement Integrated Education and Training (IET) models that pair ESL instruction with workforce training to accelerate both language acquisition and job readiness, especially for non-native English speakers seeking employment in high-demand industries.

Employer and Community Partnerships

  • The consortium will strengthen collaboration with local employers, workforce boards, community-based organizations, and Chambers of Commerce to ensure adult learners are supported beyond the classroom.

  • Members will coordinate efforts with regional counselors and advisors, sharing adult education updates and building awareness of transition pathways available through the consortium.

  • Job shadowing, career fairs, and mock interview events will be developed in partnership with local employers to give students direct exposure to workforce expectations.

Objective #3: Improve Effectiveness of Services

Select the programmatic strategies that your consortium is using to improve effectiveness of services:

Soft skills in ESL/CTE; employer-led mock interviews and guest speakers

Select the operational strategies that your consortium is using to improve effectiveness of services:

Non-persister tracking; student feedback tools to improve services

Programmatic Strategies:

The Siskiyou consortium will enhance the effectiveness of its educational programs by improving instructional practices, expanding student supports, and actively engaging the community.

  • Develop or Improve Professional Development Activities: Consortium members will coordinate PD on instructional methods, culturally responsive teaching, digital literacy, and student engagement.

  • Develop or Improve Pathways/Maps for Students: Members will refine educational pathway maps, clearly articulating entry points, transitions, and outcomes to help students visualize their academic and career trajectories.

  • Soft Skills and Employability Training: The consortium will embed soft skills training into CTE and ESL courses, engage employers in real-world experiential learning (mock interviews, guest speakers), utilize tools like Essential Ed, and incorporate student feedback.

  • Flexible Learning Options: Members will expand flexible instructional models (evening, online, hybrid) guided by regular student input to accommodate diverse learner schedules and needs.

  • Student Engagement and Retention: The consortium will enhance student engagement through staff PD, proactive interventions (orientations, check-ins), student incentives, and a consortium-wide tracking system for non-persisters.

  • Develop or Improve Community Partnerships: Members will expand partnerships with businesses, workforce agencies, and community organizations to enhance curriculum relevance and employment outcomes.

  • Develop or Improve Transition and Counseling Services: Members will strengthen transition counseling, offering individualized academic and career advising to improve student persistence and completion.

  • Develop or Improve ESL Instruction: ESL effectiveness will be improved via Integrated Education and Training (IET), contextualized curriculum, and professional development focused on language acquisition and workforce readiness.

  • Close Gaps in Services: Data-driven approaches will identify and close service gaps, ensuring equitable educational access region-wide.

  • Develop or Improve Dual Enrollment: Dual enrollment programs with college partners will be enhanced to support seamless postsecondary transitions.

  • Develop or Improve GED and Basic Skills Programs: GED and basic skills instruction will include targeted academic supports, flexible scheduling, and integrated student services.

  • Work with Students in the Justice System: Members will collaborate with corrections agencies to deliver targeted educational supports for justice-involved learners.

Operational Strategies:

Consortium members will implement operational enhancements to ensure high-quality educational outcomes.

  • Identify Workforce Needs Courses: Regular employer engagement will align courses with regional workforce demands.

  • Better Use of Data Analytics: Data analytics will evaluate student outcomes and service effectiveness, guiding strategic decisions and continuous improvement.

  • Increase Staff Training: Ongoing staff professional learning will enhance instructional quality and student supports.

  • Enhance Marketing and Messaging: Members will strengthen marketing via digital platforms, print materials, and community outreach to improve recruitment.

  • Enhance Student Completion, Recruiting, and Retention: Comprehensive student lifecycle management strategies will improve recruitment, retention, and completion rates.

Conduct Exit Surveys:

Student exit surveys will regularly inform improvements based on learner feedback.

Activities & Outcomes

Objective #1: Address Educational Needs

Expand GED/HSD Access through Flexible Pathways

Several members, including Butte Valley, Scott Valley, Siskiyou Union, and Dunsmuir, identified the need to expand GED and diploma access, particularly for adults with low literacy, long-term unemployment, or limited transportation. This activity will create multiple flexible instructional tracks (e.g., evening, hybrid, or in-person) and expand outreach to underserved rural learners. Staff will develop contextualized instruction, offer career counseling support, and coordinate recruitment with local partners.

Agencies Involved: Butte Valley, Scott Valley, Siskiyou Union, Dunsmuir

Key Deliverables:

  • GED/HS Diploma pathway offerings expanded or realigned at 4+ sites

  • Evening and hybrid formats developed

  • Shared promotional materials and outreach events

  • Teacher training on contextualized instruction

CAEP Objective Contribution:

Addresses foundational academic needs by expanding access to core credentials that lead to workforce and postsecondary success. Supports adults disconnected from education with flexible, locally relevant options.

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).

Increased enrollment via open house events and community partnerships

Higher completion of GED/HS diploma programs

More adult learners transition into CTE, employment, or credit-bearing coursework

Adult Education Metrics and Student Barriers

  • Student Barriers: Long Term Unemployed (153AE)
  • Student Barriers: Low Income (154AE)
  • Student Barriers: Low Literacy (155AE)

Responsible Positions, Responsible Consortium Members, and Proposed Completion Date

Responsible PositionResponsible MemberProposed Completion Date
Principal & AEP CoordinatorButte Valley Unified06/30/2028
Principal & AEP CoordinatorScott Valley Unified06/30/2028
PrincipalSiskiyou Union High06/30/2028
PrincipalDunsmuir Joint Union High06/30/2028

Launch & Expand ESL

Tulelake, Yreka, and Siskiyou Union are launching or restructuring ESL instruction. This activity combines their efforts to increase ESL access by offering leveled ESL classes, recruiting LEP adults through bilingual outreach, and embedding digital and workforce readiness into ESL content. Members will coordinate with local employers and service agencies to recruit participants and offer instruction that meets local communication and employment needs.

Agencies Involved: Tulelake, Yreka, and Butte Valley

Key Deliverables:

  • ESL classes launched at 2–3 new or returning sites

  • Leveled ESL curriculum developed (beginner/intermediate/advanced)

  • Bilingual outreach campaign implemented

  • ESL instructors trained on digital literacy integration

CAEP Objective Contribution: Directly responds to critical English language barriers that prevent access to employment, education, and civic engagement. Supports both immigrant integration and regional workforce development goals.

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).

Enrollment increases from new ESL outreach efforts

Increased persistence and EFL gains among ESL learners

ESL participants transition into diploma, CTE, or job training programs

Adult Education Metrics and Student Barriers

  • Student Barriers: English Language Learner (149AE)
  • Student Barriers: Low Literacy (155AE)

Responsible Positions, Responsible Consortium Members, and Proposed Completion Date

Responsible PositionResponsible MemberProposed Completion Date
Principal & AEP CoordinatorTulelake Basin Joint Unified06/30/2028
AEP Lead & ESL InstructorYreka Union High06/30/2028
Principal & AEP CoordinatorButte Valley Unified06/30/2028

Expand Access to Short-Term, Job-Aligned CTE progr

Members including Dunsmuir, Yreka Adult School, and College of the Siskiyous will expand or launch short-term, stackable CTE programs aligned with high-need regional industries such as healthcare, CDL/transportation, and public safety. These programs are designed for adults who are unemployed, underemployed, or returning to the workforce. Yreka will lead efforts to integrate work-based learning experiences such as career fairs, employer panels, mock interviews, and site visits, while College of the Siskiyous will continue aligning curriculum with regional labor market data. Dunsmuir will focus on initial credential-building and connecting students to partner agencies for follow-up support. Programs will embed employability skills, resume development, and digital readiness.

Agencies Involved: Dunsmuir, College of the Siskiyous

Key Deliverables:

  • 2–3 new or expanded short-term CTE pathways launched

  • Employer input gathered annually to ensure relevance

  • Embedded job readiness curriculum in CTE courses

  • Work-based learning experiences such as job shadowing or mock interviews

CAEP Objective Contribution:This activity addresses the educational needs of working-age adults by offering low-barrier, fast-track training programs that lead to industry-recognized credentials and direct employment opportunities. It strengthens workforce participation and economic self-sufficiency.

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).

New CTE programs designed and promoted across partner sites

Increased enrollment and completion of short-term CTE credentials

Participants obtain employment, transition to postsecondary training, or stack credentials for advancement

Adult Education Metrics and Student Barriers

  • Student Barriers: Long Term Unemployed (153AE)
  • Student Barriers: Low Income (154AE)

Responsible Positions, Responsible Consortium Members, and Proposed Completion Date

Responsible PositionResponsible MemberProposed Completion Date
PrincipalDunsmuir Joint Union High06/30/2028
Director of NoncreditSiskiyou Joint CCD06/30/2028

Develop Community-Responsive Course Offerings

Siskiyou Union and Scott Valley both proposed developing or refining course offerings based on student/community needs. This activity supports annual review of course offerings, flexible scheduling (e.g., evening/online), and alignment with interests and barriers identified through surveys. Instructional hours and course design will reflect local economic conditions and learner feedback.

Agencies Involved: Siskiyou Union, Scott Valley

Key Deliverables:

  • Student/community needs assessments conducted annually

  • Revised course schedules to accommodate working adults

  • Launch of at least one new course per site per year

  • Incorporation of flexible delivery models (asynchronous, in-person, hybrid)

CAEP Objective Contribution:Ensures adult education remains relevant, accessible, and driven by local need. Reduces barriers for learners who cannot access traditional class formats or who need personalized schedules.

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).

Needs identified and new courses designed

Improved enrollment and persistence

New course models institutionalized; access expanded across remote areas

Adult Education Metrics and Student Barriers

  • Student Barriers: Long Term Unemployed (153AE)
  • Student Barriers: Low Income (154AE)

Responsible Positions, Responsible Consortium Members, and Proposed Completion Date

Responsible PositionResponsible MemberProposed Completion Date
PrincipalSiskiyou Union High06/30/2028
Principal & AEP CoordinatorScott Valley Unified06/30/2028

Objective #2: Improve Integration of Services & Transitions

Embedded Transition & Career Navigation Services

Multiple members, including Yreka, Tulelake, and Siskiyou COE, emphasized the need to build structured support systems to help students transition from adult education into postsecondary programs or the workforce. This activity includes assigning dedicated transition support staff, standardizing goal-setting during intake, and offering ongoing career coaching. Transition specialists will coordinate with instructors and community colleges to support students in identifying and reaching their next steps.

Agencies Involved: Yreka, Tulelake, Siskiyou COE

Key Deliverables:

  • Transition specialist designated at each participating site

  • Standardized intake and goal-setting forms

  • Monthly student follow-ups

  • Formal referral protocols to CTE, College of the Siskiyous, or job centers

CAEP Objective Contribution:

Strengthens student support and aligns services across education and workforce systems, enabling more adults to persist and transition to higher levels of education or employment.

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).

Transition staff trained and protocols launched

Increase in documented transitions to postsecondary and workforce

 Institutionalized advising and navigation systems across consortium

Adult Education Metrics and Student Barriers

  • Student Barriers: English Language Learner (149AE)
  • Student Barriers: Long Term Unemployed (153AE)
  • Student Barriers: Low Income (154AE)

Responsible Positions, Responsible Consortium Members, and Proposed Completion Date

Responsible PositionResponsible MemberProposed Completion Date
Principal & AEP CoordinatorTulelake Basin Joint Unified06/30/2028
AEP LeadYreka Union High06/30/2028
AEP Lead & AEP College & Career CoordinatorSiskiyou Co. Office of Education06/30/2028

Integrated Onboarding & Academic Planning Process

Yreka, Tulelake, and Siskiyou Union proposed structured onboarding processes to improve early engagement. This activity consolidates those into a shared onboarding model that includes digital orientation, academic planning, and early relationship-building between students, instructors, and support staff. Canvas or similar tools will be used to integrate academic goal tracking and digital readiness training.

Agencies Involved: Yreka, Tulelake, Siskiyou Union

Key Deliverables:

  • Shared onboarding protocol implemented

  • Digital orientation module created

  • Academic plan completed for each new enrollee

  • Staff trained in onboarding workflow and tools

CAEP Objective Contribution:Improves the handoff from enrollment to instruction while building student confidence, digital skills, and motivation. Supports smoother transitions by embedding planning and digital literacy from the start.

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).

Onboarding implemented across at least three members

 Increase in student persistence and retention

Higher rates of transition into GED, CTE, or workforce

Adult Education Metrics and Student Barriers

  • Student Barriers: English Language Learner (149AE)
  • Student Barriers: Low Literacy (155AE)

Responsible Positions, Responsible Consortium Members, and Proposed Completion Date

Responsible PositionResponsible MemberProposed Completion Date
AEP LeadYreka Union High06/30/2028
Principal & AEP CoordinatorTulelake Basin Joint Unified06/30/2028
PrincipalSiskiyou Union High06/30/2028

Career Pathway Mapping & Cross-System Alignment

Scott Valley, College of the Siskiyous, and Siskiyou Union emphasized the need to create visible, structured career pathways linked to local labor market needs. This activity involves mapping existing adult ed, CTE, and postsecondary programs; defining entry and exit points; and aligning them with College of the Siskiyous programs, workforce board priorities, and employer expectations. These maps will be used for student advising and partner outreach.

Agencies Involved: Scott Valley, College of the Siskiyous, Siskiyou Union

Key Deliverables:

  • At least 4 regional pathway maps created (e.g., health, trades, ECE, logistics)

  • Pathways reviewed with workforce board and employers annually

  • Maps used during onboarding and counseling sessions

  • Visual materials distributed consortium-wide

CAEP Objective Contribution:Clarifies transitions and aligns educational offerings with regional industry needs, reducing student confusion and duplication of services while promoting guided progression.

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).

Pathways mapped and used in advising

Increased awareness and use of mapped pathways among staff and students

Measurable increases in aligned transitions and credential completion

Adult Education Metrics and Student Barriers

  • Student Barriers: Long Term Unemployed (153AE)
  • Student Barriers: Low Income (154AE)

Responsible Positions, Responsible Consortium Members, and Proposed Completion Date

Responsible PositionResponsible MemberProposed Completion Date
Principal & AEP CoordinatorScott Valley Unified06/30/2028
Director of NoncreditSiskiyou Joint CCD06/30/2028
PrincipalSiskiyou Union High06/30/2028

Cross Agency Outreach & Referral System

Scott Valley, College of the Siskiyous, and Siskiyou Union emphasized the need to create visible, structured career pathways linked to local labor market needs. This activity involves mapping existing adult ed, CTE, and postsecondary programs; defining entry and exit points; and aligning them with College of the Siskiyous programs, workforce board priorities, and employer expectations. These maps will be used for student advising and partner outreach.

Agencies Involved: Scott Valley, College of the Siskiyous, Siskiyou Union

Key Deliverables:

  • At least 4 regional pathway maps created (e.g., health, trades, ECE, logistics)

  • Pathways reviewed with workforce board and employers annually

  • Maps used during onboarding and counseling sessions

  • Visual materials distributed consortium-wide

CAEP Objective Contribution:

Clarifies transitions and aligns educational offerings with regional industry needs, reducing student confusion and duplication of services while promoting guided progression.

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).

Pathways mapped and used in advising

Increased awareness and use of mapped pathways among staff and students

Measurable increases in aligned transitions and credential completion

Adult Education Metrics and Student Barriers

  • Student Barriers: Long Term Unemployed (153AE)
  • Student Barriers: Low Income (154AE)

Responsible Positions, Responsible Consortium Members, and Proposed Completion Date

Responsible PositionResponsible MemberProposed Completion Date
Principal & AEP CoordinatorScott Valley Unified06/30/2028
Director of NoncreditSiskiyou Joint CCD06/30/2028
PrincipalSiskiyou Union High06/30/2028

Objective #3: Improve Effectiveness of Services

Trauma-Informed & Engagement-Focused PD Series

Yreka, Scott Valley, and Tulelake all proposed professional development centered around trauma-informed practices, equity, digital literacy, and learner engagement. This consortium-wide activity will include annual PD sessions, peer collaboration, and instructional coaching to improve teacher confidence and instructional quality. Sessions will be contextualized to rural and multi-role instructional settings.

Agencies Involved: Yreka, Tulelake, Scott Valley

Key Deliverables:

  • Annual PD series hosted consortium-wide

  • PD modules focused on trauma-informed instruction, digital tools, and culturally responsive strategies

  • Local implementation plans and site-specific coaching support

  • Shared evaluation of PD impact on student outcomes


CAEP Objective Contribution:Boosts instructional quality and student engagement, two core drivers of effectiveness in rural adult education programs. Supports the professionalization and retention of educators in isolated regions.

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).

PD series launched and attended by staff

Improvements in classroom engagement, persistence, and learner feedback

Measurable gains in student progress, transitions, and retention

Adult Education Metrics and Student Barriers

  • Student Barriers: Low Literacy (155AE)

Responsible Positions, Responsible Consortium Members, and Proposed Completion Date

Responsible PositionResponsible MemberProposed Completion Date
AEP LeadYreka Union High06/30/2028
Principal & AEP CoordinatorTulelake Basin Joint Unified06/30/2028
Principal & AEP CoordinatorScott Valley Unified06/30/2028

Data-Informed Program Planning & Student Follow-Up

Siskiyou COE, Siskiyou Union, and College of the Siskiyous all referenced better use of student data, surveys, and outcomes to guide programming. This activity will strengthen the consortium’s ability to analyze enrollment, persistence, and transition data to inform scheduling, outreach, and curriculum development. Staff will receive training in data visualization and regular reporting will inform decision-making.

Agencies Involved: Sisikyou COE, Siskiyou Union, College of the Siskiyous

Key Deliverables:

  • Quarterly data review schedule created

  • PD on CASAS, TE, and Data Dashboard tools

  • Site-level data reports created and reviewed

  • Integration of data insights into annual planning


CAEP Objective Contribution:

 Improves operational effectiveness by ensuring that instruction, support services, and strategic decisions are grounded in timely, actionable data.

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).

Data dashboards implemented at key sites

Changes in offerings based on enrollment, transition, and barrier data

Institutional culture of data-driven continuous improvement

Adult Education Metrics and Student Barriers

  • Student Barriers: Long Term Unemployed (153AE)
  • Student Barriers: Low Income (154AE)

Responsible Positions, Responsible Consortium Members, and Proposed Completion Date

Responsible PositionResponsible MemberProposed Completion Date
SCOE StaffSiskiyou Co. Office of Education06/30/2028
PrincipalSiskiyou Union High06/30/2028
Director of NoncreditSiskiyou Joint CCD06/30/2028

Digital Access & Canvas Adoption Initiative

Siskiyou COE, Scott Valley, and Tulelake are collaborating to increase digital access and improve instructional delivery through Canvas and other learning management systems (LMS). SCOE and Scott Valley will lead instructor training on Canvas course design, digital pedagogy, and hybrid instruction models. Tulelake will expand student access to Chromebooks and Wi-Fi hotspots, provide tech onboarding during orientation, and implement in-class support for digital literacy skill-building. All three agencies will work together to pilot hybrid courses in areas with limited in-person access, integrate student navigation tools, and provide coaching on using digital platforms. These efforts are designed to enhance instructional consistency, expand access for remote learners, and increase student persistence in online and blended environments.

Agencies Involved: Siskiyou COE, Scott Valley, Tulelake


Key Deliverables:

  • Canvas courses launched in ESL, GED, and workforce prep

  • Student orientation to Canvas and digital learning

  • Instructor PD and peer mentoring for hybrid teaching

  • Site-based Canvas champions or mentors

CAEP Objective Contribution: Expands effectiveness by improving digital delivery and access, especially in hard-to-reach rural or low-bandwidth communities.

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).

Canvas onboarding completed and courses published

Improved student access and participation in online or hybrid courses

Digital learning becomes a sustained component of adult ed delivery

Adult Education Metrics and Student Barriers

  • Student Barriers: Low Literacy (155AE)

Responsible Positions, Responsible Consortium Members, and Proposed Completion Date

Responsible PositionResponsible MemberProposed Completion Date
AEP Director & AEP Curriculum CoordinatorSiskiyou Co. Office of Education06/30/2028
Principal & AEP CoordinatorScott Valley Unified06/30/2028
Principal & AEP CoordinatorTulelake Basin Joint Unified06/30/2028

Community-Driven Course Design & Scheduling

Siskiyou Union and Butte Valley emphasized adapting offerings based on student feedback, barriers, and survey data. This activity involves building formal feedback loops (surveys, focus groups) to identify class times, formats, and topics that reflect learner needs. Sites will use this data to realign schedules, refine program formats (e.g., shorter modules), and increase accessibility.

Agencies Involved: Siskiyou Union, Butte Valley


Key Deliverables:

  • Annual survey or student forum at each site

  • Feedback integrated into course schedule planning

  • Evening or asynchronous courses piloted

  • Adjustments tracked using enrollment and persistence data

CAEP Objective Contribution:

Ensures adult education programming is learner-centered and responsive to changing community and economic contexts, improving outcomes and equity.

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).

Feedback gathered and analyzed

Improved match between offerings and learner availability

Institutionalized feedback practices drive improved access and persistence

Adult Education Metrics and Student Barriers

  • Student Barriers: Long Term Unemployed (153AE)
  • Student Barriers: Low Income (154AE)

Responsible Positions, Responsible Consortium Members, and Proposed Completion Date

Responsible PositionResponsible MemberProposed Completion Date
PrincipalSiskiyou Union High06/30/2028
Principal & AEP CoordinatorButte Valley Unified06/30/2028

Funds Evaluation

Member Allocations and Expenditures

Member AgencyPrior Year Total Leveraged FundsProgram Reporting Status
Butte Valley Unified $158,457Certified
Dunsmuir Joint Union High $167,061Certified
Scott Valley Unified $131,369Certified
Siskiyou Co. Office of Education $0Certified
Siskiyou Joint CCD $136,644Certified
Siskiyou Union High $113,225Certified
Tulelake Basin Joint Unified $12,136Certified
Yreka Union High $265,877Certified
Totals$984,769 8/8 Certified

Funds will continue to be allocated based on consortium goals and individualized member plans. The primary funding source for all sites are CAEP funds, with our districts supporting adult education through in-kind contributions of classroom spaces and equipment. The consortium will seek opportunities to partner and leverage funds with community agencies. Over the next three years, our consortium will continue monitoring our carryover to be strategic in our spending. 

We have updated our bylaws to include the AB 1491 carryover compliance and a local funding formula strategy.  The local funding formula strategy states that every three (3) years, in alignment with the 3-year plan, our consortium will review the local funding formula utilizing the “Allocation vs. Performance Summary Report.” The consortium will determine if any changes to the local funding formula must be made. If a change is warranted, the consortium will hold a consortium vote during a public meeting. A majority vote will determine a fund change. 

At our consortium's monthly meetings, sites will examine their current activities, strategies, and fiscal outlook. Should a site need additional funds, it can request more from the sites that may be able to release funds. 

Certification

Butte Valley Unified - Member Representative

Approved by Mr. Jared Pierce

06/12/2025 02:07 PM PDT

Dunsmuir Joint Union High - Member Representative

Approved by Ray Kellar Dunsmuir High School

06/12/2025 12:49 PM PDT

Scott Valley Unified - Member Representative

  • Scott Valley Adult Education Coordinator
  • bmoyles@svusd.us
  • (530) 467-5279
Approved by Brianna Moyles

06/12/2025 01:37 PM PDT

Siskiyou Co. Office of Education - Member Representative

Approved by Allan Carver

06/12/2025 03:55 PM PDT

Siskiyou Joint CCD - Member Representative

Approved by Samantha Worthington

06/12/2025 03:03 PM PDT

Siskiyou Union High - Member Representative

Approved by Yolanda Sanchez Mrs.

06/12/2025 12:27 PM PDT

Tulelake Basin Joint Unified - Member Representative

Approved by Brian Norby

06/12/2025 12:26 PM PDT

Yreka Union High - Member Representative

  • Director of Adult Education
  • jcarr@yuhsd.net
  • (530) 842-6151 ext: 115
Approved by Josh Carr

06/12/2025 12:28 PM PDT