CAEP
Annual Plan

Produced: Aug 12, 2025, 02:49 PM UTC - By Brianna Moyles

71 Adult Education Pathways
CONSORTIUM APPROVED

2025-26

Plans & Goals

Executive Summary

The Siskiyou Adult Education Pathways Consortium (AEP) is a partnership of six K–12 adult schools, the College of the Siskiyous, and the Siskiyou County Office of Education, serving learners across one of California’s most rural and geographically isolated regions. Spanning more than 6,300 square miles in far Northern California, Siskiyou County faces persistent barriers to access: high poverty, low educational attainment, limited broadband infrastructure, and severe workforce shortages. These challenges, along with insights from students, staff, and employers, have shaped the Consortium’s implementation of its 2025–2028 Three-Year Plan and informed the strategic priorities for 2025–2026.

In 2024–2025, the Consortium made tangible progress toward expanding access and building foundational systems. ESL offerings grew to meet rising demand, and new bilingual staff were hired to support multilingual learners. GED and diploma programs were restructured to offer more flexible schedules and hybrid formats, resulting in improved enrollment and persistence. Members deepened collaboration with the College of the Siskiyous, creating clearer dual enrollment opportunities and smoother transitions to postsecondary programs. Community outreach campaigns and pilot onboarding tools helped reengage disconnected adults, especially in remote communities with limited access to services.

However, several implementation efforts were delayed due to limited staffing capacity and persistent hiring challenges in ESL and CTE. Geographic isolation and broadband gaps continued to restrict the reach of online instruction. These issues underscored the need for sustained investment in infrastructure, human capital, and flexible delivery models tailored to the realities of Siskiyou County.

For 2025–2026, the Consortium is fully launching the first year of its 2025–2028 CAEP Three-Year Plan. The plan was developed through a structured, inclusive process involving student and staff surveys, labor market analysis, MIS and CASAS data, and input from employers and workforce partners. The result is a coordinated strategy that aligns with all three CAEP objectives and focuses on the most urgent needs of adult learners in the region.

Consortium goals for 2025–2026 include:

  • Digital Equity: Expand broadband access, device distribution, and digital literacy instruction, especially in underserved areas.

  • Wraparound Services: Increase counseling, onboarding, job coaching, and academic advising to boost retention and transitions.

  • ESL and Multilingual Learner Support: Hire additional ESL instructors and expand contextualized instruction and hybrid offerings.

  • Short-Term CTE and Career Pathway Development: Launch or scale programs in healthcare, CDL-A, construction, early childhood education, fire prevention, and other regional priority sectors.

  • Flexible Scheduling and Modality Options: Expand evening, asynchronous, and hybrid classes to serve working adults and rural learners.

  • Staff Development and Instructional Quality: Deliver professional development in trauma-informed practices, digital tools, and culturally responsive pedagogy.

  • Improved Postsecondary and Workforce Transitions: Strengthen employer partnerships and build seamless transitions to the College of the Siskiyous.

  • Targeted Outreach and Marketing: Deploy customized campaigns to reach disconnected youth, low-income adults, and multilingual learners.

To ensure transparency and responsiveness, the Consortium will monitor implementation through a centralized Project Tracker, student performance data, quarterly review meetings, and feedback from partners and learners. These tools will support mid-year adjustments and ensure that planned allocations remain tightly aligned with program goals.

Allocations for 2025–2026 will directly support priority strategies identified in the Three-Year Plan. Investments will focus on staffing expansion, equipment and technology purchases, student supports, and capacity-building at the consortium and site levels. Carryover funds will be leveraged for one-time costs such as classroom upgrades and outreach materials that expand access and visibility.

Siskiyou County’s adult learners face distinctive challenges that require equally distinct solutions. Many are older adults, first-generation learners, or seasonal workers balancing caregiving and employment. The Consortium’s plan acknowledges these realities and responds with practical, student-centered solutions aimed at expanding opportunity, closing equity gaps, and supporting transitions to meaningful employment and postsecondary education.

With a clear set of goals, cross-agency coordination, and strong alignment with workforce needs, the Siskiyou Adult Education Pathways Consortium is positioned to make measurable progress toward the CAEP objectives and to deliver high-impact services to one of California’s most underserved adult learner populations.

Plans & Goals

How (if at all) do the consortium’s previous program year goals differ from the current year’s goals?

Goals have changed or new goals have emerged for the upcoming year

Why have the consortium’s goals changed for the upcoming year?

The consortium’s goals for 2025–2026 have shifted to reflect findings from the recent needs assessment and the adoption of a new Three-Year Plan. While last year’s goals focused on building foundational systems such as improving transitions, onboarding, and student persistence, this year’s goals emphasize growth, alignment with workforce needs, and expanded access.

The needs assessment identified several new and urgent gaps, including an increased demand for short-term CTE training in fields such as CDL-A, fire prevention, hospitality, construction, healthcare, and early childhood education. Feedback from students also highlighted the need for expanded ESL classes, digital literacy support, and more flexible scheduling options. These findings led the consortium to include goals focused on digital access, wraparound services, and workforce-aligned pathways.

Additionally, stronger collaboration with the College of the Siskiyous has created new opportunities to support transitions, dual enrollment, and postsecondary success. These efforts were not priorities in the previous year’s plan but have become central due to increased student interest and employer engagement.

The changes to this year’s goals reflect the consortium’s commitment to responding to new data, adapting to regional economic shifts, and addressing persistent barriers facing adult learners in Siskiyou County.

How much progress did the consortium make towards its previous program year goals?

Some progress - around half of the goals were met

Progress Toward Previous Program Year Goals:

The Siskiyou AEP Consortium made progress on about half of its 2024–2025 goals. Several key activities were completed, while others were delayed due to staffing gaps and capacity issues.

Notable progress was made in expanding high school diploma and GED programs, which offered more flexible scheduling, thereby increasing enrollment and persistence. ESL offerings expanded in response to increasing demand, with new sections introduced and bilingual support staff hired in select areas.

The consortium also strengthened its relationship with the College of the Siskiyous, laying the groundwork for expanded dual enrollment and smoother postsecondary transitions. Outreach improved as members used community events and digital tools to reconnect with adult learners.

Some efforts, such as hiring instructors for CTE and ESL and launching new short-term credential programs, were delayed. Expanding onboarding and student support services also proved challenging due to staffing constraints.

Still, the groundwork established last year has positioned the consortium for continued growth and deeper alignment with regional workforce needs.

What barriers did the consortium face in making progress towards its previous program year goals?

Geographic isolation and limited broadband access

Barriers to Progress

  • Lack of human resources: The rural location and economic challenges in Siskiyou County posed significant difficulties in recruiting and retaining qualified instructors and support staff, particularly for specialized career technical education (CTE) programs.
  • Lack of time: Constraints on staff time, driven by multiple responsibilities and limited personnel, impacted the ability to fully implement some planned activities, particularly those related to expanded counseling and student support services.
  • Geographic isolation and limited broadband access: The vast and rural nature of Siskiyou County presented significant challenges in delivering consistent educational services and support. Many students and staff encountered substantial barriers to accessing stable internet connectivity and transportation, which limited the reach and effectiveness of hybrid and online learning programs. Addressing these infrastructure gaps remains critical to the successful delivery and expansion of consortium programs.
What are the goals for the consortium for the current program year?

For the 2025–2026 program year, the Siskiyou AEP Consortium is focused on expanding access, aligning instruction with local workforce needs, and strengthening student transitions. These goals build directly from the newly adopted Three-Year Plan and reflect the region’s updated needs assessment.

The consortium will add new program offerings and expand existing courses, particularly in areas with high employer demand, such as CDL-A, fire prevention, construction, hospitality, healthcare, and early childhood education. This includes developing industry-based programs and career pathways that provide stackable credentials and direct entry into the workforce.

To address persistent access barriers, the consortium will diversify instructional modalities by increasing hybrid, evening, and flexible scheduling options. Members will also hire additional ESL teachers and support staff to serve multilingual communities in rural areas, and improve instruction by embedding digital literacy and contextualized learning into core programs.

There is a strong focus on improving support services and increasing transitions to both postsecondary and workforce, with activities planned around career exploration, college articulation, and job placement. The consortium will increase professional development for staff in culturally responsive pedagogy, trauma-informed practices, and digital tools.

To ensure continuous improvement, members will collect and review data more frequently using updated dashboards, track the efficiency of the transition program, and align offerings with regional labor market needs. Additionally, a coordinated marketing and outreach effort will increase enrollment and raise awareness about the available services.

Collectively, these goals aim to close service gaps, support student persistence, and ensure that adult learners have access to high-quality pathways that lead to college, career, and community engagement.

How will the consortium measure progress towards the goals set for the current program year?

Project Tracker and Allocation vs. Performance Summary

To ensure accountability and continuous improvement, the Siskiyou AEP Consortium will use a comprehensive and coordinated set of measurement tools to monitor progress toward its 2025–2026 goals. These tools combine quantitative data, qualitative feedback, and internal review processes that are aligned with the priorities outlined in the Three-Year Plan.

The consortium will hold regular progress review meetings across the program year. These meetings will bring together consortium members to assess the implementation status, troubleshoot barriers, and make adjustments in real-time. Review discussions will be guided by a Project Tracker and a consortium-wide Allocation vs. Performance Summary that links planned investments with measurable outputs.

Key performance metrics include:

  • Student enrollment numbers across all member agencies and program areas, with a focus on tracking growth in new and expanded offerings such as ESL, GED, and CTE.
  • Student retention data to measure persistence from one term to the next, especially among learners participating in hybrid or support-intensive programs.
  • Course completion and graduation rates, particularly for high school diploma, GED, and short-term CTE credential programs.
  • Student assessment scores using standardized tools such as CASAS to gauge learning gains in literacy, numeracy, and English language acquisition.
  • Number of courses offered, especially in areas aligned with new regional labor market demands or designed to serve remote and underserved learners.

In addition to hard data, the consortium will gather participant surveys and interviews to evaluate program satisfaction, perceived barriers, and areas for instructional or support improvement. Feedback from partners, including employers, the College of the Siskiyous, and community-based organizations, will be used to assess the quality and relevance of instruction and transitions.

The use of a centralized Project Tracker will help agencies document deliverables, timelines, and responsible staff for each key activity. This will also inform quarterly reporting and ensure that progress is tied directly to CAEP objectives and local goals.

Together, these tools will enable the consortium to measure both short-term outcomes, such as enrollment and course completions, as well as longer-term impacts, including workforce transitions, credential attainment, and college readiness.

Assessment

Regional Needs Assessment

Please identify the categories of needs in your region.

Please identify resources used to identify these gaps.

Regional Needs Assessment Summary

The Siskiyou AEP Consortium serves a large, rural, and sparsely populated region that faces persistent challenges in educational access, workforce preparation, and service coordination. Findings from the 2025–2028 Three-Year Plan needs assessment, which included student and staff surveys, community feedback, labor market analysis, and demographic data, identified several overlapping and critical needs across the region.

1. Digital Access and Technology Barriers

Access to technology remains a major challenge, particularly in outlying areas with limited or unreliable broadband service. Many adult learners lack access to internet-enabled devices or do not possess the digital skills necessary to engage in remote or hybrid instruction. These gaps limit both instructional reach and student persistence.

2. English Language Learner (ELL) Supports

The region has a growing population of multilingual learners, yet ESL offerings are limited. The needs assessment revealed a shortage of qualified ESL instructors and a lack of accessible class times and locations. Expansion of ESL programs, with contextualized instruction and flexible formats, was identified as a high priority.

3. Career Technical Education (CTE) and Workforce Alignment

There is a strong demand for short-term, industry-aligned training programs in fields such as healthcare, CDL-A transportation, early childhood education, construction, hospitality, and fire prevention. These sectors are experiencing labor shortages, and both employers and workforce partners have expressed a need for faster and more accessible training pathways.

4. High School Diploma and Equivalency Pathways

Many adult learners in Siskiyou County still need access to high school diploma or GED programs. The assessment highlighted barriers related to limited course offerings, inflexible schedules, and geographic isolation. Expanding access through hybrid and evening programs is essential to reaching working adults.

5. Student Access and Support Services

Barriers related to childcare, transportation, and lack of wraparound support were flagged as key obstacles to persistence and completion. These challenges especially affect older adults, multilingual learners, and those living in rural or remote areas. Increasing support services is essential for student success.

6. Awareness and Outreach

Many potential students remain unaware of available programs and services. The assessment revealed a need for more consistent and targeted marketing, simplified onboarding processes, and clearer information about educational and workforce options.

7. System and Partnership Coordination

Stronger coordination with the College of the Siskiyous and local employers is needed to support seamless transitions to postsecondary education and employment. The assessment called for improved articulation, more dual enrollment opportunities, and the development of accelerated learning models such as IET and bridge programs.


Measuring Effectiveness/Progress:

To track progress in addressing these regional needs, the consortium will track progress using both local metrics and state-aligned indicators, including:

  • Enrollment and persistence data by program and site

  • Student transitions to postsecondary and employment

  • Course and credential completions (diploma, GED, ESL, CTE)

  • CASAS and other standardized assessment scores

  • Use of support services (e.g., tutoring, counseling, digital navigation)

  • Student, staff, and partner surveys and interviews

  • Number of new or expanded course offerings

  • Employer feedback and participation in work-based learning

  • Outreach and marketing reach metrics

By consistently using these indicators and integrating data into quarterly review cycles, Siskiyou AEP will ensure that its efforts remain aligned with the evolving needs of adult learners and local economic conditions.

Further Context on Needs, Gaps, and Regional Strategy

The Siskiyou AEP Consortium employed a structured and inclusive process to identify and validate regional needs. During the development of the 2025–2028 Three-Year Plan, members collected and analyzed data from multiple sources: student and staff surveys, interviews, labor market information, MIS and CASAS data, community stakeholder input, and demographic data from public agencies. This comprehensive needs assessment surfaced systemic barriers, local service gaps, and regional workforce trends, all of which shaped the consortium’s updated priorities.

Gaps Identified

The assessment found persistent disparities in digital access, limited ESL capacity, inadequate options for high school equivalency, and a narrow range of industry-responsive short-term training opportunities remain systemic barriers.  Rural isolation continues to limit access to education and employment services for many adults. Additionally, barriers like limited broadband access, transportation, childcare, and the availability of qualified instructors directly impact adult learner engagement and persistence.

Support services, including counseling, tutoring, and digital navigation, were found to be insufficient or inconsistent across the region. There was also a clear lack of awareness among potential students regarding available programs, particularly in smaller or more isolated communities. The assessment highlighted the need to streamline the intake process, increase outreach efforts, and enhance coordination among consortium members, community partners, and employers.

How Needs Are Being Met

In response, the consortium has expanded hybrid learning and evening classes to better serve working adults and residents in remote areas. ESL programs are being scaled up with the addition of instructors and the integration of digital tools. Short-term CTE offerings in fields such as CDL-A, fire prevention, hospitality, construction, healthcare, and early childhood education are being developed or have recently been launched to address local labor shortages.

Support services are also being expanded. Members are investing in wraparound supports, including digital skills training, job coaching, and academic advising. Several sites are piloting shared intake processes and onboarding practices. Outreach campaigns are being refined to increase public awareness of programs and services.

Planned Strategies

To address gaps more systematically, the consortium is launching or expanding the following strategies:

  • Increase staffing capacity, especially for ESL, CTE, and counseling roles

  • Develop and implement regional data dashboards and student tracking systems

  • Strengthen employer partnerships to ensure training aligns with workforce needs

  • Expand professional development in trauma-informed teaching and digital inclusion

  • Improve articulation and dual enrollment with the College of the Siskiyous

  • Launch regional career pathway maps and integrated transition supports

  • Use carryover funds for equipment, facilities, and instructional materials that directly improve access

  • Findings from these data tools will be reviewed quarterly and used to adjust strategies in response to emerging trends or unmet needs

Why Regional Needs Are Unique

Siskiyou County’s combination of vast geography, low population density, limited infrastructure, and high poverty rates presents unique challenges to the delivery of adult education. The region has a large number of first-generation learners, multilingual adults, and seasonal or low-wage workers with unpredictable schedules. These contextual factors shape how services must be delivered, requiring flexible, localized approaches that differ significantly from those in more urban regions.

The consortium's planning is grounded in these realities. By integrating partner input and local data into an adaptive framework, Siskiyou AEP remains focused on reducing access barriers, improving alignment with the local labor market, and developing programs that are responsive to local needs and built for long-term sustainability.

Activities & Outcomes

Objective #1: Address Educational Needs

Expand GED/HSD Access through Flexible Pathways

THREE-YEAR PLAN 2025-28

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.

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

THREE-YEAR PLAN 2025-28

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.

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

THREE-YEAR PLAN 2025-28

Members including Dunsmuir, Yreka , 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.

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
AEP LeadYreka Union High06/30/2028

Develop Community-Responsive Course Offerings

THREE-YEAR PLAN 2025-28

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.

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

THREE-YEAR PLAN 2025-28

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.

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

THREE-YEAR PLAN 2025-28

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.

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

THREE-YEAR PLAN 2025-28

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.

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

THREE-YEAR PLAN 2025-28

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.

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

THREE-YEAR PLAN 2025-28

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.

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

THREE-YEAR PLAN 2025-28

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.

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

THREE-YEAR PLAN 2025-28

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.

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

Fiscal Management

Alignment & Carryover

Alignment with Three-Year Plan


The planned usage of 2025–2026 allocations is fully aligned with the consortium’s 2025–2028 Three-Year Plan, focusing on three legislative objectives: addressing educational needs, improving the integration of services and transitions, and improving the effectiveness of services. Major investments support the expansion of high school diploma and GED programs, as well as short-term CTE programming aligned with regional labor market needs (e.g., CDL-A, fire prevention, construction, hospitality, healthcare, early childhood education), and ESL and digital literacy instruction. Instructors, aides, and support staff will be hired to deliver these services in flexible modalities (hybrid, evening, online), which reflects a core strategy identified in the plan to reach rural and underserved students.


The plan also prioritizes onboarding, job placement support, digital navigation, and intake redesign, each of which is explicitly outlined in the Three-Year Plan’s activity structure. Infrastructure improvements, such as facility upgrades and enhanced broadband access, support instruction and retention. Professional development (PD) in trauma-informed practices, digital instruction, and culturally responsive teaching directly aligns with the effectiveness pillar of the plan. Transition work with the College of the Siskiyous, particularly via dual enrollment and articulation efforts, receives targeted investments in line with the Three-Year Plan’s emphasis on postsecondary and employment outcomes.

Carryover Plan


Carryover funds will be systematically reinvested into activities that were delayed or partially funded in prior years due to staffing shortages, capacity issues, or extended procurement processes. The consortium is actively working to maintain carryover levels below the 20% threshold and will monitor member fund balances throughout the year.


In 2025–2026, carryover will support:


  • Recruitment and onboarding of additional ESL instructors and aides

  • Facility improvements and equipment purchases for CTE programs

  • Expansion of digital navigation services and technology lending libraries

  • Pilot of a shared intake system and regional dashboard for tracking transitions

  • Development of career pathway materials and industry-informed curriculum


These uses directly support the three CAEP objectives. They are targeted to remove structural barriers, improve instructional delivery, and enhance student transitions. Each carryover-supported initiative is tied to a measurable deliverable (e.g., number of students served, credential attainment, transition tracking) to ensure funds translate into tangible outcomes for adult learners.


Funds are strategically aligned with the three-year plan’s focus on increasing educational access, addressing equity gaps, and enhancing workforce readiness. Investments prioritize flexible programming, digital inclusion, professional development, and integrated support services. Carryover funds will be strategically used to address infrastructure upgrades, including technology and facility enhancements, ensuring alignment with long-term goals.


Consortium leadership will monitor fiscal performance quarterly to ensure timely implementation and to adjust as needed.


Usage

How does the consortium plan to use allocated funds in the upcoming year?

Planned Use of Funds for 2025–2026

The Siskiyou AEP Consortium will utilize the 2025–2026 allocated funds to strengthen and expand programs, address access and equity gaps, and enhance instructional quality and transitions for adult learners across the region. Funding decisions are based on the Three-Year Plan and the findings of the needs assessment and are designed to meet the three CAEP objectives.

  • Staff and Teaching Salaries: A significant portion of the funding will support salaries for instructors, aides, and support personnel. These roles are essential to expanding GED, high school diploma, ESL, and short-term CTE offerings in high-demand fields. Additional staffing will allow for evening, hybrid, and remote instruction, meeting the needs of working adults and rural learners.
  • Program Improvement and Student Learning: Funds will enhance the curriculum and instruction by utilizing updated materials, contextualized learning approaches, and providing professional development for staff. Investments will be made in trauma-informed practices, digital literacy integration, and culturally responsive pedagogy to strengthen student engagement and outcomes.
  • Technology and Infrastructure: The consortium will invest in improved technology for instruction, remote learning access, and program operations. This includes purchasing devices, upgrading classroom equipment, and expanding digital navigation services. Technology lending programs and enhanced broadband access will help reduce barriers to online learning, particularly in remote areas.
  • Marketing and Outreach: To increase enrollment and awareness of available programs, a portion of funds will support localized outreach, marketing materials, and event-based engagement. These efforts will focus on underserved communities, including older adults, multilingual learners, and individuals disconnected from education or the workforce.
  • Wraparound Services: Funds will be allocated for career counseling, onboarding, tutoring, and job coaching services. These supports are critical to student persistence, credential attainment, and successful transitions into college or employment.
  • Professional Development and Staff Resources: To improve the effectiveness of services, staff will participate in PD focused on data use, student support strategies, instructional technology, and workforce alignment. Investments will include training sessions, resource development, and consortium-wide learning communities.
  • Instructional Materials, Equipment, and Software: Funds will be used to purchase updated instructional tools, software licenses for online learning and assessments, and equipment to support hands-on training in CTE programs, such as CDL-A, construction, hospitality, healthcare, and fire prevention.
  • Facility Maintenance and Improvement: Facility upgrades will be implemented to create safe and modern learning environments that support program growth. Improvements may include classroom renovations, lab equipment, and accessibility upgrades at member sites.
  • Program Strengthening and Sustainability: The consortium will utilize funds to strengthen existing programs, pilot innovative models such as co-enrollment, and enhance capacity for data-driven decision-making. A focus will be placed on long-term sustainability, scalability, and alignment with labor market needs.

Every expenditure will be tied to a specific deliverable and monitored through regular reporting and outcome tracking. This targeted investment strategy supports both immediate program goals and longer-term system improvements that increase educational access, student success, and workforce readiness for adults in Siskiyou County.

Consortium Objectives & Activities Overview

Objectives & Activities

= consortium has included this activity in an Annual Plan from the 2025-28 Three-Year Plan
= consortium has NOT selected this activity in an Annual Plan from the 2025-28 Three-Year Plan
ActivityOriginIncluded in Annual Plan
Objective #1: Address Educational Needs
Expand GED/HSD Access through Flexible Pathways
THREE-YEAR PLAN 2025-28
Develop Community-Responsive Course Offerings
THREE-YEAR PLAN 2025-28
Expand Access to Short-Term, Job-Aligned CTE progr
THREE-YEAR PLAN 2025-28
Launch & Expand ESL
THREE-YEAR PLAN 2025-28
Objective #2: Improve Integration of Services & Transitions
Career Pathway Mapping & Cross-System Alignment
THREE-YEAR PLAN 2025-28
Cross Agency Outreach & Referral System
THREE-YEAR PLAN 2025-28
Embedded Transition & Career Navigation Services
THREE-YEAR PLAN 2025-28
Integrated Onboarding & Academic Planning Process
THREE-YEAR PLAN 2025-28
Objective #3: Improve Effectiveness of Services
Community-Driven Course Design & Scheduling
THREE-YEAR PLAN 2025-28
Data-Informed Program Planning & Student Follow-Up
THREE-YEAR PLAN 2025-28
Digital Access & Canvas Adoption Initiative
THREE-YEAR PLAN 2025-28
Trauma-Informed & Engagement-Focused PD Series
THREE-YEAR PLAN 2025-28

Certification

Butte Valley Unified - Member Representative

Approved by Mr. Jared Pierce

08/11/2025 02:18 PM PDT

Dunsmuir Joint Union High - Member Representative

Approved by Ray Kellar Dunsmuir High School

08/11/2025 07:25 AM PDT

Scott Valley Unified - Member Representative

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

08/12/2025 07:49 AM PDT

Siskiyou Co. Office of Education - Member Representative

Approved by Allan Carver

08/11/2025 08:22 AM PDT

Siskiyou Joint CCD - Member Representative

Approved by Samantha Worthington

08/11/2025 01:23 PM PDT

Siskiyou Union High - Member Representative

Approved by Yolanda Sanchez Mrs.

08/11/2025 04:34 PM PDT

Tulelake Basin Joint Unified - Member Representative

Approved by Brian Norby

08/11/2025 08:05 AM PDT

Yreka Union High - Member Representative

Approved by Josh Carr

08/11/2025 12:45 PM PDT