Produced: Jun 12, 2025, 10:55 PM UTC - By Allan Carver
Details
Assessment
Metrics: CAEP Barriers & Metrics
Consortium Level Metric Targets
In this section, Consortium Level Actuals data from DataVista for the previous three years, including areas to input data for Consortium Level Targets are shown below.
The first row shows the required metric of Number of Adults Served. The following rows show metrics previously selected in the CAEP Barriers and Metrics workflow section.
Input Consortium Level Targets as whole numbers for the upcoming three years for all of the rows of metrics shown below
The 2023-24 data in DataVista will be made available in Spring 2025 and the 2024-25 data will be made available in Spring 2026.
Metric Set | Metric Description | Consortium Level Metric Actuals | Consortium Level Metric Targets | ||||
---|---|---|---|---|---|---|---|
2022-23 | 2023-24 | 2024-25 | 2025-26 | 2026-27 | 2027-28 | ||
All | Reportable Individuals (200AE) | 533 | 1,036 | 260 | 265 | 270 | |
Student Barriers | English Language Learner (149AE) | 210 | 743 | 70 | 75 | 80 | |
Student Barriers | Low Literacy (155AE) | 359 | 902 | 50 | 63 | 76 | |
Student Barriers | Low Income (154AE) | 306 | 388 | 63 | 77 | 90 | |
Student Barriers | Long 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 Set | Metric Description | Member Level Metric Actuals | Member Level Metric Targets | ||||
---|---|---|---|---|---|---|---|
2022-23 | 2023-24 | 2024-25 | 2025-26 | 2026-27 | 2027-28 | ||
All | Participants (202AE) | 20 | 50 | 28 | 26 | 44 | |
Progress | Completed Educational Functioning Level Gain (400AE) | 10 | 6 | 8 | 10 | ||
Success | Diploma, GED or High School Equivalency (633AE) | 0 | 2 | 4 | 8 | ||
Success | Postsecondary Credential (624AE) | 10 | 0 | 0 | 0 | ||
Transition | Transitioned to Non-Developmental Credit College Course (637AE) | 0 | 0 | 0 | |||
Transition | Transitioned to CTE (636AE) | 16 | 20 | 24 | |||
Students and Programs | Adult Secondary Education (1000) | 0 | 2 | 4 | 6 | ||
Students and Programs | Adult Basic Education (1001) | 0 | 0 | 0 | 0 | 0 | |
Students and Programs | English as a Secondary Language (1002) | 15 | 26 | 20 | 25 | 30 | |
Students and Programs | Career Technical Education (1003) | 31 | 0 | 0 | 0 | ||
Students and Programs | Workforce Preparation (124AE) | 1 | 2 | 3 | |||
Students and Programs | Short-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 Set | Metric Description | Member Level Metric Actuals | Member Level Metric Targets | ||||
---|---|---|---|---|---|---|---|
2022-23 | 2023-24 | 2024-25 | 2025-26 | 2026-27 | 2027-28 | ||
All | Participants (202AE) | 73 | 34 | 30 | 35 | 40 | |
Progress | Completed Educational Functioning Level Gain (400AE) | 5 | 6 | 7 | |||
Success | Diploma, GED or High School Equivalency (633AE) | 6 | 7 | 8 | |||
Success | Postsecondary Credential (624AE) | 44 | 17 | 10 | 12 | 15 | |
Transition | Transitioned to Non-Developmental Credit College Course (637AE) | 2 | 3 | 4 | |||
Transition | Transitioned to CTE (636AE) | 5 | 6 | 7 | |||
Students and Programs | Adult Secondary Education (1000) | 10 | 14 | 15 | 16 | ||
Students and Programs | Adult Basic Education (1001) | 0 | 0 | 0 | 0 | 0 | |
Students and Programs | English as a Secondary Language (1002) | 0 | 0 | 0 | 0 | 0 | |
Students and Programs | Career Technical Education (1003) | 65 | 24 | 6 | 7 | 8 | |
Students and Programs | Workforce Preparation (124AE) | 8 | 9 | 10 | |||
Students and Programs | Short-Term CTE Training Programs (126AE) | 19 | 20 | 21 |
* Mandatory for all members
Scott Valley Unified (Reported by Scott Valley Unified School District)
Metric Set | Metric Description | Member Level Metric Actuals | Member Level Metric Targets | ||||
---|---|---|---|---|---|---|---|
2022-23 | 2023-24 | 2024-25 | 2025-26 | 2026-27 | 2027-28 | ||
All | Participants (202AE) | 42 | 30 | 40 | 42 | 45 | |
Progress | Completed Educational Functioning Level Gain (400AE) | 14 | 12 | 0 | 0 | 0 | |
Success | Diploma, GED or High School Equivalency (633AE) | 4 | 5 | 5 | |||
Success | Postsecondary Credential (624AE) | 11 | 13 | 0 | 0 | 0 | |
Transition | Transitioned to Non-Developmental Credit College Course (637AE) | 0 | 0 | 0 | |||
Transition | Transitioned to CTE (636AE) | 0 | 0 | 0 | |||
Students and Programs | Adult Secondary Education (1000) | 13 | 13 | 8 | 10 | 12 | |
Students and Programs | Adult Basic Education (1001) | 0 | 0 | 0 | 0 | 0 | |
Students and Programs | English as a Secondary Language (1002) | 5 | 6 | 8 | |||
Students and Programs | Career Technical Education (1003) | 22 | 13 | 0 | 0 | 0 | |
Students and Programs | Workforce Preparation (124AE) | 5 | 8 | 8 | |||
Students and Programs | Short-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 Set | Metric Description | Member Level Metric Actuals | Member Level Metric Targets | ||||
---|---|---|---|---|---|---|---|
2022-23 | 2023-24 | 2024-25 | 2025-26 | 2026-27 | 2027-28 | ||
All | Participants (202AE) | 0 | 0 | 0 | |||
Progress | Completed Educational Functioning Level Gain (400AE) | 0 | 0 | 0 | |||
Success | Diploma, GED or High School Equivalency (633AE) | 0 | 0 | 0 | |||
Success | Postsecondary Credential (624AE) | 0 | 0 | 0 | |||
Transition | Transitioned to Non-Developmental Credit College Course (637AE) | 0 | 0 | 0 | |||
Transition | Transitioned to CTE (636AE) | 0 | 0 | 0 | |||
Students and Programs | Adult Secondary Education (1000) | 0 | 0 | 0 | |||
Students and Programs | Adult Basic Education (1001) | 0 | 0 | 0 | |||
Students and Programs | English as a Secondary Language (1002) | 0 | 0 | 0 | |||
Students and Programs | Career Technical Education (1003) | 0 | 0 | 0 | |||
Students and Programs | Workforce Preparation (124AE) | 0 | 0 | 0 | |||
Students and Programs | Short-Term CTE Training Programs (126AE) | 0 | 0 | 0 |
* Mandatory for all members
Siskiyou Joint CCD (Reported by Siskiyous)
Metric Set | Metric Description | Member Level Metric Actuals | Member Level Metric Targets | ||||
---|---|---|---|---|---|---|---|
2022-23 | 2023-24 | 2024-25 | 2025-26 | 2026-27 | 2027-28 | ||
All | Participants (202AE) | 155 | 683 | 40 | 55 | 75 | |
Progress | Completed Educational Functioning Level Gain (400AE) | 83 | 0 | 0 | 0 | ||
Success | Diploma, GED or High School Equivalency (633AE) | 0 | 0 | 0 | 0 | ||
Success | Postsecondary Credential (624AE) | 0 | 0 | 0 | |||
Transition | Transitioned to Non-Developmental Credit College Course (637AE) | 0 | 0 | 0 | |||
Transition | Transitioned to CTE (636AE) | 0 | 0 | 0 | |||
Students and Programs | Adult Secondary Education (1000) | 0 | 0 | 0 | 0 | 0 | |
Students and Programs | Adult Basic Education (1001) | 0 | 0 | 0 | 0 | 0 | |
Students and Programs | English as a Secondary Language (1002) | 135 | 656 | 10 | 12 | 15 | |
Students and Programs | Career Technical Education (1003) | 20 | 27 | 0 | 10 | 35 | |
Students and Programs | Workforce Preparation (124AE) | 20 | 28 | 30 | |||
Students and Programs | Short-Term CTE Training Programs (126AE) | 20 | 20 | 20 |
* Mandatory for all members
Siskiyou Union High (Reported by Siskiyou Union High School District)
Metric Set | Metric Description | Member Level Metric Actuals | Member Level Metric Targets | ||||
---|---|---|---|---|---|---|---|
2022-23 | 2023-24 | 2024-25 | 2025-26 | 2026-27 | 2027-28 | ||
All | Participants (202AE) | 17 | 18 | 15 | 18 | 21 | |
Progress | Completed Educational Functioning Level Gain (400AE) | 12 | 0 | 0 | 0 | ||
Success | Diploma, GED or High School Equivalency (633AE) | 6 | 7 | 8 | |||
Success | Postsecondary Credential (624AE) | 0 | 0 | 0 | |||
Transition | Transitioned to Non-Developmental Credit College Course (637AE) | 0 | 0 | 0 | |||
Transition | Transitioned to CTE (636AE) | 0 | 0 | 0 | |||
Students and Programs | Adult Secondary Education (1000) | 15 | 18 | 17 | 19 | 21 | |
Students and Programs | Adult Basic Education (1001) | 0 | 0 | 0 | 0 | 0 | |
Students and Programs | English as a Secondary Language (1002) | 0 | 0 | 0 | 0 | 0 | |
Students and Programs | Career Technical Education (1003) | 0 | 0 | 0 | 0 | ||
Students and Programs | Workforce Preparation (124AE) | 2 | 3 | 4 | |||
Students and Programs | Short-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 Set | Metric Description | Member Level Metric Actuals | Member Level Metric Targets | ||||
---|---|---|---|---|---|---|---|
2022-23 | 2023-24 | 2024-25 | 2025-26 | 2026-27 | 2027-28 | ||
All | Participants (202AE) | 23 | 20 | 25 | 30 | ||
Progress | Completed Educational Functioning Level Gain (400AE) | 11 | 5 | 10 | 12 | ||
Success | Diploma, GED or High School Equivalency (633AE) | 5 | 7 | 10 | |||
Success | Postsecondary Credential (624AE) | 0 | 0 | 0 | 0 | ||
Transition | Transitioned to Non-Developmental Credit College Course (637AE) | 5 | 7 | 10 | |||
Transition | Transitioned to CTE (636AE) | 0 | 0 | 0 | 0 | ||
Students and Programs | Adult Secondary Education (1000) | 11 | 5 | 6 | 7 | ||
Students and Programs | Adult Basic Education (1001) | 0 | 0 | 0 | 0 | ||
Students and Programs | English as a Secondary Language (1002) | 12 | 20 | 25 | 30 | ||
Students and Programs | Career Technical Education (1003) | 0 | 0 | 0 | 0 | ||
Students and Programs | Workforce Preparation (124AE) | 0 | 0 | 0 | |||
Students and Programs | Short-Term CTE Training Programs (126AE) | 0 | 0 | 0 |
* Mandatory for all members
Yreka Union High (Reported by Yreka Union High School District)
Metric Set | Metric Description | Member Level Metric Actuals | Member Level Metric Targets | ||||
---|---|---|---|---|---|---|---|
2022-23 | 2023-24 | 2024-25 | 2025-26 | 2026-27 | 2027-28 | ||
All | Participants (202AE) | 71 | 85 | 100 | 105 | 110 | |
Progress | Completed Educational Functioning Level Gain (400AE) | 34 | 38 | 0 | 0 | 0 | |
Success | Diploma, GED or High School Equivalency (633AE) | 17 | 15 | 20 | 20 | 20 | |
Success | Postsecondary Credential (624AE) | 0 | 0 | 0 | |||
Transition | Transitioned to Non-Developmental Credit College Course (637AE) | 0 | 0 | 0 | |||
Transition | Transitioned to CTE (636AE) | 0 | 0 | 0 | |||
Students and Programs | Adult Secondary Education (1000) | 55 | 63 | 100 | 100 | 100 | |
Students and Programs | Adult Basic Education (1001) | 0 | 5 | 5 | 5 | ||
Students and Programs | English as a Secondary Language (1002) | 14 | 21 | 20 | 25 | 30 | |
Students and Programs | Career Technical Education (1003) | 0 | 10 | 10 | 20 | ||
Students and Programs | Workforce Preparation (124AE) | 10 | 15 | 20 | |||
Students and Programs | Short-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.
Member | % of Available Funds Spent | Member Level Targets | ||||
---|---|---|---|---|---|---|
2022-23 | 2023-24 | 2024-25 | 2025-26 | 2026-27 | 2027-28 | |
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
Utilizing Data
Providing Professional Development
Identifying Best Practices
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
Soft skills in ESL/CTE; employer-led mock interviews and guest speakers
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.
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 Position | Responsible Member | Proposed Completion Date |
---|---|---|
Principal & AEP Coordinator | Butte Valley Unified | 06/30/2028 |
Principal & AEP Coordinator | Scott Valley Unified | 06/30/2028 |
Principal | Siskiyou Union High | 06/30/2028 |
Principal | Dunsmuir Joint Union High | 06/30/2028 |
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.
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 Position | Responsible Member | Proposed Completion Date |
---|---|---|
Principal & AEP Coordinator | Tulelake Basin Joint Unified | 06/30/2028 |
AEP Lead & ESL Instructor | Yreka Union High | 06/30/2028 |
Principal & AEP Coordinator | Butte Valley Unified | 06/30/2028 |
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.
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 Position | Responsible Member | Proposed Completion Date |
---|---|---|
Principal | Dunsmuir Joint Union High | 06/30/2028 |
Director of Noncredit | Siskiyou Joint CCD | 06/30/2028 |
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.
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 Position | Responsible Member | Proposed Completion Date |
---|---|---|
Principal | Siskiyou Union High | 06/30/2028 |
Principal & AEP Coordinator | Scott Valley Unified | 06/30/2028 |
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.
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 Position | Responsible Member | Proposed Completion Date |
---|---|---|
Principal & AEP Coordinator | Tulelake Basin Joint Unified | 06/30/2028 |
AEP Lead | Yreka Union High | 06/30/2028 |
AEP Lead & AEP College & Career Coordinator | Siskiyou Co. Office of Education | 06/30/2028 |
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.
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 Position | Responsible Member | Proposed Completion Date |
---|---|---|
AEP Lead | Yreka Union High | 06/30/2028 |
Principal & AEP Coordinator | Tulelake Basin Joint Unified | 06/30/2028 |
Principal | Siskiyou Union High | 06/30/2028 |
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.
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 Position | Responsible Member | Proposed Completion Date |
---|---|---|
Principal & AEP Coordinator | Scott Valley Unified | 06/30/2028 |
Director of Noncredit | Siskiyou Joint CCD | 06/30/2028 |
Principal | Siskiyou Union High | 06/30/2028 |
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.
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 Position | Responsible Member | Proposed Completion Date |
---|---|---|
Principal & AEP Coordinator | Scott Valley Unified | 06/30/2028 |
Director of Noncredit | Siskiyou Joint CCD | 06/30/2028 |
Principal | Siskiyou Union High | 06/30/2028 |
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.
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 Position | Responsible Member | Proposed Completion Date |
---|---|---|
AEP Lead | Yreka Union High | 06/30/2028 |
Principal & AEP Coordinator | Tulelake Basin Joint Unified | 06/30/2028 |
Principal & AEP Coordinator | Scott Valley Unified | 06/30/2028 |
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.
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 Position | Responsible Member | Proposed Completion Date |
---|---|---|
SCOE Staff | Siskiyou Co. Office of Education | 06/30/2028 |
Principal | Siskiyou Union High | 06/30/2028 |
Director of Noncredit | Siskiyou Joint CCD | 06/30/2028 |
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.
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 Position | Responsible Member | Proposed Completion Date |
---|---|---|
AEP Director & AEP Curriculum Coordinator | Siskiyou Co. Office of Education | 06/30/2028 |
Principal & AEP Coordinator | Scott Valley Unified | 06/30/2028 |
Principal & AEP Coordinator | Tulelake Basin Joint Unified | 06/30/2028 |
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.
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 Position | Responsible Member | Proposed Completion Date |
---|---|---|
Principal | Siskiyou Union High | 06/30/2028 |
Principal & AEP Coordinator | Butte Valley Unified | 06/30/2028 |
Funds Evaluation
Member Allocations and Expenditures
Member Agency | Prior Year Total Leveraged Funds | Program Reporting Status |
---|---|---|
Butte Valley Unified | $158,457 | Certified |
Dunsmuir Joint Union High | $167,061 | Certified |
Scott Valley Unified | $131,369 | Certified |
Siskiyou Co. Office of Education | $0 | Certified |
Siskiyou Joint CCD | $136,644 | Certified |
Siskiyou Union High | $113,225 | Certified |
Tulelake Basin Joint Unified | $12,136 | Certified |
Yreka Union High | $265,877 | Certified |
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
Mr. Jared Pierce - Superintendent-Principal
- jpierce@bvalusd.org
- (530) 397-4000
Dunsmuir Joint Union High - Member Representative
Ray Kellar Dunsmuir High School - Superintendent/Principal
- rkellar@dunsmuirhigh.k12.ca.us
- (530) 235-4835 ext: 210
Scott Valley Unified - Member Representative
Brianna Moyles - Scott Valley Adult Education Coordinator
- bmoyles@svusd.us
- (530) 467-5279
Siskiyou Co. Office of Education - Member Representative
Shannon Eller - Director of Adult Education
- seller@siskiyoucoe.net
- (530) 842-8446
Allan Carver - Superintendent of Schools
- acarver@siskiyoucoe.net
- (530) 842-8400 ext: 8404
Siskiyou Joint CCD - Member Representative
Samantha Worthington - FIELD Director
- sworthingto@siskiyous.edu
- (530) 938-5815
Siskiyou Union High - Member Representative
Yolanda Sanchez Mrs. - ysanchez-alves@sisuhsd.net
- (530) 964-2181
Tulelake Basin Joint Unified - Member Representative
Brian Norby - bnorby@tbjusd.org
Yreka Union High - Member Representative
Josh Carr - Director of Adult Education
- jcarr@yuhsd.net
- (530) 842-6151 ext: 115