CAEP
Three-Year Plan

Produced: Jun 24, 2025, 01:14 AM UTC - By Travis Crow

Details

Consortium Information

In this section, information about the consortium, its primary and fiscal contacts, and CAEP funds received is auto-populated in NOVA.

As this information is auto-populated from your consortium's landing page in NOVA, make sure the information there is up-to-date, especially the Primary and Fiscal Contacts. This will ensure the correct information is auto-populated properly into the three-year plan.

Consortium Name:
06 Partnership for Adult Academic and Career Education
Address:
11110 Alondra Blvd. | Norwalk, CA | 90650
Website:
www.cerritos.edu/paace
Funding Channel 2025-26:
Direct Funded
CAEP Funds 2025-26:
$18,604,267
CAEP Funds 2024-25:
$18,162,915
CAEP Funds 2023-24:
$17,970,617

Consortium Contacts

Auto-populated

ResponsibilityNameEmailTitlePhone
Primary Contactgvasquez@cerritos.eduAssociate Dean, Adult Education & Diversity Programs(562) 860-2451 ext: 2490
Fiscal Contactcselorio@cerritos.eduBudget Manager(562) 860-2451 ext: 2265
Primary Contactcselorio@cerritos.eduBudget Manager(562) 860-2451 ext: 2265
Fiscal Contactmcontreras@cerritos.eduBudget Technician(562) 860-2451 ext: 2269
Primary Contactscarter@cerritos.eduManager PAACE Program(562) 860-2451

Members

Auto-populated

Member AgencyMember TypeContactPhone
ABC UnifiedUnified School DistrictNancy Amara(562) 229-7960 ext: 25011
Bellflower UnifiedUnified School DistrictJamie Jauch Ed.D.+1 (562) 804-6548 ext: 6261
Cerritos CCDDistrictMs. Graciela Vasquez(562) 860-2451 ext: 2490
Downey UnifiedUnified School DistrictBlanca Rochin(562) 940-6201
Norwalk-La Mirada UnifiedUnified School DistrictMindy Chung(562) 210-3990 ext: 614101

Executive Summary

The PAACE Consortium Three Year Plan for 2025-2028, reflects the sincere desire of all Consortium members, to ensure that all students are provided with optimal opportunities for success. Through thoughtful collaboration and program development, which is rooted in the needs of the local region, the Consortium has designed relevant programs and services. To that end students are offered programs that are prescriptive for their needs as identified by the Three-Year planning process. The need for English as A Second Language within the region remains a priority. Additionally, students are provided with Career Technical Education training that will allow them to meet the needs of local employers and simultaneously earn a livable wage that keeps in pace with the economic climate. The PAACE Consortium places a high priority on offering programs that will allow students to obtain multiple program certifications and transition from secondary to post-secondary educational opportunities. The PAACE Consortium also aligns closely with the objectives of the Southeast Los Angeles County Workforce Development Board (SELACO), in order to ensure that it's programs and activities are coordinated with the needs of workforce and labor. The greatest need within our region continues to be language acquisition skills, and accelerated training for workforce preparedness. As a result, the objectives for our area will remain centered on technology, student transition and student outcomes, with the overarching objective of our funding meeting identified regional needs: 1. Seamless transition for students from Secondary to Post-Secondary, 2. Improved program awareness and visibility, and 3. Improving student success and retention efforts, as indicated by CASAS Benchmark data, and student educational attainment gains.   

PAACE Consortium Executive Summary (2025–2028)

The Partnership for Adult Academic and Career Education (PAACE) Consortium serves the communities of Cerritos, Norwalk, Bellflower, Downey, and Hawaiian Gardens, a region with approximately 330,131 residents. An estimated 20% of adults in this area are in need of educational services that support college readiness, workforce entry, and career advancement. The PAACE Consortium is committed to ensuring that all students are provided with optimal opportunities for success through thoughtful collaboration, data-informed planning, and responsive program development.

The PAACE Three-Year Plan (2025–2028) reflects the sincere commitment of all member districts to design and deliver programs that are prescriptive to student needs, as identified through a comprehensive planning process. The plan prioritizes English as a Second Language (ESL) instruction, Career Technical Education (CTE) aligned with local labor market demands, and stackable certifications that support seamless transitions from secondary to postsecondary education.

PAACE also aligns closely with the Southeast Los Angeles County Workforce Development Board (SELACO) to ensure that its programs are responsive to regional workforce needs. The greatest needs in the region continue to be language acquisition and accelerated workforce training. As such, PAACE’s overarching objectives are centered on technology integration, student transitions, and improved student outcomes.

Strategic Goals and Objectives

Goal 1: Expand Access and Equity in Adult Education

Objective 1.1: Increase enrollment of underserved populations by 15% by June 2028 through targeted outreach and multilingual campaigns.

Objective 1.2: Reach 90% of households in the region with awareness materials by June 2026.

Goal 2: Strengthen Student Success and Pathways

Objective 2.1: Improve student persistence and completion rates by 10% through expanded wraparound services.

Objective 2.2: Increase transitions to postsecondary education or employment by 20% by June 2028.

Goal 3: Build Instructional Excellence and Innovation

Objective 3.1: Train 100% of instructional staff in culturally responsive and trauma-informed practices by June 2027.

Objective 3.2: Pilot and evaluate three new instructional models by June 2026.

Goal 4: Foster Organizational Sustainability and Workforce Development

Objective 4.1: Achieve a 90% staff retention rate by June 2028 through mentorship and leadership development.

Objective 4.2: Increase recruitment of qualified staff by 30% through strategic partnerships and incentives.

Regional Priorities

PAACE’s strategic direction is guided by three overarching regional priorities:

Seamless transitions from secondary to postsecondary education and employment.

Improved program visibility and community awareness.

Enhanced student success and retention, as measured by CASAS Benchmark data and educational attainment gains.






Assessment

In addition to the Three-Year planning process, members of the consortium also examined their student data and information through the lens of the Western Association of Schools and Colleges (WASC), and the Council on Occupational Education (COE), process, which included community, college and K-12 district stakeholders who provided an evaluation of programmatic effectiveness and the relevance of training standards and industry need.

PAACE Consortium Three-Year Planning Process (2025–2028)

As part of the development of the 2025–2028 Three-Year Plan, the PAACE Consortium prioritized a collaborative, inclusive, and transparent approach to ensure that the voices of all stakeholders were represented. The planning process was designed to reflect the unique needs of the communities served—Cerritos, Norwalk, Bellflower, and Downey—and to build a shared vision for adult education across the region.

To initiate the process, PAACE Leadership Team members from each participating member district began providing input in the Three-Year Planning Process, which included instructors, administrators, and counselors. Their role was to guide the development of the plan through structured discussions, data analysis, and strategy development.

Throughout the process, regular updates were shared during public PAACE Board meetings to keep the community informed and engaged.

Data-Driven Decision Making

The planning process included a review of multiple data sources, to support PAACE decision making and the inclusion of goals and objectives within the Three-Year Plan including:

LaunchBoard (DataVision) and CAEP Fact Sheets

Labor Market Information (LMI) from EDD, the LA Regional Consortium, and the Bureau of Labor Statistics

TOPSpro Enterprise reports (e.g., CASAS performance, Data Integrity Reports)

Student registration and instructional hour data

Employment and earnings follow-up surveys

Student and staff feedback surveys

Guiding questions from the CAEP Three-Year Plan toolkit

 

What type of representatives make up your assessment planning board members?

Which of the following data sources were referenced and contributed to the consortium's understanding of needs, current levels and types of services, and gaps?

Data Sources and Analysis for the PAACE Three-Year Plan

To support the development of the 2025–2028 PAACE Three-Year Plan, the consortium utilized a broad range of data tools and resources to assess the educational and workforce needs of adult learners in Cerritos, Norwalk, Bellflower, Downey, and Hawaiian Gardens. This data-informed approach ensured that planning decisions were grounded in local realities and aligned with regional economic trends.

Workforce and Economic Data

The consortium examined labor market trends using data from the California Employment Development Department (EDD) and CAEP regional summaries, which provided insights into job growth, industry demand, and workforce gaps. Additional labor data from the Los Angeles Regional Consortium and the U.S. Bureau of Labor Statistics (BLS) helped identify high-demand sectors relevant to the local economy.

Educational Needs and Program Alignment

To ensure that adult education programs were responsive to community needs, PAACE reviewed data from DataVision (LaunchBoard) and CAEP Fact Sheets. These tools helped identify service gaps in areas such as English as a Second Language (ESL), high school diploma/equivalency, and Career Technical Education (CTE), and supported alignment with regional workforce priorities.

Student Participation and Barriers

The PAACE Leadership Team and consortium staff analyzed student-level data from TOPSpro Enterprise, including:

CASAS testing results

Data Integrity Reports

Employment and earnings follow-up data

Enrollment and instructional hour trends

This analysis provided a clearer picture of student engagement, persistence, and achievement, helping to shape strategies for improving access and outcomes.

Supplementary Planning Resources

Additional planning inputs included:

Continuous Improvement Plans (CIPs) from member districts

WASC & COE accreditation goals

Local workforce strategies from the Southeast Los Angeles County Workforce Development Board (SELACO)

Demographic, enrollment, and performance data from CAEP and internal consortium records

Together, these data sources enabled the PAACE Consortium to develop a plan that is both responsive to community needs and strategically aligned with regional workforce development efforts.


Regional Alignment and Priorities

Provide the names and types of the regional partner organizations that your consortium works with to ensure programs offered align with regional needs. *

Click Add Partner Organization, search for the organization’s name, and select it. If the organization is not listed, click Create a new one in the modal, enter the Partner Organization Name, and select the Partner Organization Type.

Partner Organization NamePartner Organization Type
ABC Adult SchoolAdult School
Norwalk-La Mirada AdultAdult School
Downey AdultAdult School
Bellflower Adult Education CenterAdult School
SELACO Workforce Development BoardIndustry
Alta MedIndustry
Kaiser PermanenteIndustry
Cerritos Regional Chamber of CommerceCommunity Organization
Cerritos CollegeBusiness
CA Department of RehabilitationCommunity Organization
California State Department of Social ServicesCommunity Organization
LACOEOther
Loyola Immigrant Justice ClinicCommunity Organization
What relevant education and workforce plans that guide services in the region were used to develop this Three-Year Plan?

What are the top priorities in relation to regional alignment?

PAACE Consortium: Strategic Alignment with Regional Partners (2025–2028)

The PAACE Consortium, which serves the communities of Cerritos, Norwalk, Bellflower, Downey, and Hawaiian Gardens, collaborates with a diverse network of educational, workforce, and community partners to deliver high-impact adult education services. These partnerships are essential to ensuring that programs are responsive to local needs, aligned with labor market demands, and accessible to all learners.

Cerritos College

As PAACE’s primary postsecondary partner, Cerritos College plays a central role in expanding access to career education, transition support, and dual enrollment opportunities. The college’s commitment to student equity, credential attainment, and workforce alignment directly supports PAACE’s mission to prepare learners for sustainable careers and further education.

Public Libraries

Libraries across the PAACE region serve as vital community hubs, offering digital literacy training, language learning support, and access to technology. Their role in promoting lifelong learning and community engagement complements PAACE’s focus on foundational skills and digital inclusion.

Southeast Los Angeles County Workforce Development Board (SELACO)

SELACO provides critical workforce services including career coaching, job placement, and industry-specific training. Their strategic priorities—such as supporting underserved populations, building employer partnerships, and advancing economic mobility—are closely aligned with PAACE’s goals of improving transitions to employment and expanding workforce readiness.

California Department of Rehabilitation (DOR)

DOR supports individuals with disabilities through vocational training, employment services, and educational accommodations. Their emphasis on independence and inclusive employment aligns with PAACE’s commitment to serving all learners, including those with unique support needs.

California Department of Social Services (CDSS) & LA County Office of Immigrant Affairs

These agencies provide essential services such as public benefits access, legal assistance, and immigrant integration programs. Their work enhances PAACE’s ability to support immigrant and refugee learners, particularly in ESL, citizenship, and workforce preparation programs.

District Partners: Downey USD, Norwalk-La Mirada USD, Bellflower USD

Each district contributes to adult education through programs in high school completion, English language acquisition, and career training. Their internal improvement plans emphasize student persistence, flexible learning models, and technology-enhanced instruction, which align with PAACE’s regional goals of improving retention and expanding access.


Regional Coordination and Shared Priorities

PAACE’s strategic direction is informed by the broader goals of regional education and workforce partners. While each organization brings unique strengths, several shared priorities emerge:

Career and Technical Education (CTE) programs that reflect local industry needs

Integration of basic skills and workforce preparation

Professional development for educators, especially in Integrated Education and Training (IET)

Use of technology to enhance instruction and access

Commitment to equity, access, and support for high-barrier populations

These common goals reinforce PAACE’s vision of a coordinated, inclusive, and future-ready adult education system that empowers learners and strengthens communities.


The PAACE Consortium, serving Cerritos, Norwalk, Bellflower, Downey, and Hawaiian Gardens, conducted a comprehensive review of demographic, educational, and labor market data to identify the most pressing educational needs of adult learners in the region. This analysis guided the development of the 2025–2028 Three-Year Plan and informed decisions about program priorities and resource distribution.Key Data Indicators of Educational Need

High Percentage of English Language Learners (ELLs)

A significant portion of the adult population in the region speaks a language other than English at home.

Many residents report limited English proficiency, which restricts access to employment, education, and civic participation.

Low Educational Attainment

A substantial number of adults in the region lack a high school diploma or equivalent.

This educational gap limits access to postsecondary education and skilled employment opportunities.

Underemployment and Low-Wage Work

Labor market data from EDD and BLS show that many adults are employed in low-wage, low-skill jobs with limited advancement potential.

There is a mismatch between available jobs in high-demand sectors (e.g., healthcare, logistics, IT) and the skills of the local workforce.

Digital Literacy and Technology Access Gaps

Many adult learners lack basic digital skills, which are increasingly essential for both education and employment.

Limited access to devices and reliable internet further exacerbates this barrier.

Barriers to Persistence and Completion

Data from TOPSpro Enterprise and consortium records show that adult learners often face challenges such as childcare needs, transportation issues, and inconsistent work schedules, which impact their ability to persist in programs.









Please identify the categories of needs of your region.

Not Entered
What challenges does your region face that impact the programs you have previously or are currently offering?

Challenges Impacting Adult Education Programs in the PAACE Region

1. High Cost of Living, Housing, and Healthcare

The Southeast Los Angeles County region, including Cerritos, Norwalk, Bellflower, Downey, and Hawaiian Gardens, faces a significantly high cost of living. This includes rising housing prices, limited affordable rental options, and increasing healthcare expenses. These economic pressures create several barriers for adult learners:

Limited availability for classes due to multiple jobs or irregular work schedules.

Increased dropout rates as students prioritize immediate income over long-term educational goals.

Reduced access to healthcare, which can affect attendance and persistence, especially for students managing chronic conditions or family caregiving responsibilities.

2. Diverse and Complex Regional Needs

The PAACE service area is home to a highly diverse population, including:

Multilingual communities with a strong need for English as a Second Language (ESL) instruction.

Immigrant and refugee populations requiring support for integration, citizenship preparation, and workforce entry.

Varying levels of educational attainment, from individuals with no formal schooling to those seeking postsecondary transitions.

This diversity requires a broad spectrum of program offerings, including:

ESL at multiple proficiency levels.

High school diploma/equivalency programs.

Career Technical Education (CTE) aligned with local labor market needs.

Integrated Education and Training (IET) models that combine basic skills with workforce preparation.

However, meeting these varied needs with limited resources presents challenges in:

Staffing and professional development to support differentiated instruction.

Scheduling and program design to accommodate learners with different goals and barriers.

Technology access and digital literacy, especially for older adults and low-income learners.


Implications for PAACE Programs

These challenges have led the consortium to:

Prioritize flexible, accessible programming, including hybrid and evening classes.

Expand partnerships with workforce agencies, libraries, and community organizations to provide wraparound services.

Invest in professional development to equip educators with tools for culturally responsive and trauma-informed instruction.

Advocate for additional funding and policy support to address systemic barriers and expand capacity.


Which populations are currently being served by your programs?

Contributions by Entities*

NameRoleThree-Year Plan Contribution
Nancy Amara Administrator Participated in planning meetings
Jamie Jauch Administrator Participated in planning meetings
Blanca Rochin Administrator Participated in planning meetings
Mindy Chung Administrator Participated in planning meetings
Sherryl Carter Administrator Participated in planning meetings

Regional Service Providers

For each Consortium Member service provider, enter the number of Participants in each program area.

Provider NameProvider TypeNumber of Participants in Program AreaTotal Participants
ABEASEAWDCSSCTEESLPre-ApprenticeshipShort Term CTEWorkforce Reentry
*ABC UnifiedMember Representative

477

256

111

0

809

742

0

0

27

2422
*Bellflower UnifiedMember Representative

0

24

0

0

0

0

0

0

0

24
*Cerritos CCDMember Representative

480

732

0

0

0

459

0

1,183

355

3209
*Downey UnifiedMember Representative

0

204

0

0

592

105

0

0

0

901
*Norwalk-La Mirada UnifiedMember Representative

64

450

59

0

525

732

0

0

0

1830
Total Participants 1021 1666 170 0 1926 2038 0 1183 382 8386
* Consortium Member required to input number of Participants

For each service provider added, check the box in the program areas where services are provided.

Provider NameProvider TypeProgram Area Where Services Are Provided
ABEASEAWDCSSCTEESLPre-ApprenticeshipShort Term CTEWorkforce Reentry
Alta Med Industry

Kaiser Permanente Industry

SELACO Workforce Development Board Industry

CA Department of Rehabilitation Community Organization

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

Not Entered

Existing Education and Workforce Services in the PAACE Consortium

1. Levels of Education and Workforce Services Offered

The PAACE Consortium currently provides instruction across a range of educational levels, including:

Foundational Literacy and Numeracy: Basic skills instruction for adults with limited formal education.

English as a Second Language (ESL): Multi-level ESL courses from beginning literacy to advanced academic English.

Adult Secondary Education (ASE): High School Diploma (HSD) and High School Equivalency (HSE) preparation.

Career Technical Education (CTE): Entry-level and advanced training in high-demand sectors.

Integrated Education and Training (IET): Programs that combine basic skills with workforce preparation.

Transition Services: Support for students moving into postsecondary education or employment.

Instruction is offered in flexible formats (day, evening, hybrid, and online), with annual instructional hours ranging from 500 to 1,200 hours per program area, depending on the district and program type.


2. Types of Services Offered (CAEP’s Seven Program Areas)

The PAACE Consortium provides services in all seven CAEP program areas:

Elementary and Secondary Basic Skills

High school diploma and equivalency preparation

Foundational reading, writing, and math

English as a Second Language (ESL) and Citizenship

Multi-level ESL instruction

Citizenship preparation courses

Career Technical Education (CTE)

Short-term and long-term training in healthcare, business, IT, and trades

Industry-recognized certifications

Adults with Disabilities

Instructional support and accommodations

Collaboration with the Department of Rehabilitation

Workforce Reentry

Job readiness training

Partnerships with SELACO for employment services

Pre-Apprenticeship and Apprenticeship

Emerging partnerships with local unions and employers

Exploration of pre-apprenticeship pathways

Adult Education for Older Adults

Lifelong learning, digital literacy, and wellness classes

Offered in partnership with community centers and libraries


Evaluation of Service Alignment with Identified Needs

Strengths

ESL and Basic Skills: Strong alignment with regional needs, especially in communities with high immigrant populations and low English proficiency.

CTE and Workforce Training: Programs are increasingly aligned with local labor market data, particularly in healthcare and logistics.

Flexible Scheduling: Evening and hybrid classes support working adults and caregivers.

Support Services: Counseling, transition support, and digital literacy training help address barriers to persistence.

Gaps and Areas for Improvement

Limited IET Implementation: While IET is a priority, not all districts have fully developed or scaled these models due to staffing and training limitations.

Digital Access and Equity: Despite progress, some learners still face barriers to accessing online instruction due to lack of devices or internet.

Sector-Specific Gaps: More targeted training is needed in emerging sectors such as green energy, advanced manufacturing, and IT.

Older Adult Programming: While available, these programs are limited in scope and could be expanded to address isolation and digital inclusion.


Conclusion

The PAACE Consortium offers a comprehensive range of adult education and workforce services that largely align with the region’s educational and economic needs. However, to fully meet the demand, the consortium must continue to expand IET models, strengthen digital access, and deepen partnerships with employers and workforce agencies.



Metrics: CAEP Barriers & Metrics

Goals & Metrics

Metrics

Adult Ed Metrics

  • English Language Learner (149AE)

Metrics

Adult Ed Metrics

  • Adult Secondary Education (1000)

Metrics

Adult Ed Metrics

  • Completed Educational Functioning Level Gain (400AE)

Metrics

Adult Ed Metrics

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

Metrics

Adult Ed Metrics

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

Consortium Level Metric Targets

In this section, Consortium Level Actuals data from DataVista for the previous three years, including areas to input data for Consortium Level Targets are shown below.

The first row shows the required metric of Number of Adults Served. The following rows show metrics previously selected in the CAEP Barriers and Metrics workflow section.

Input Consortium Level Targets as whole numbers for the upcoming three years for all of the rows of metrics shown below

The 2023-24 data in DataVista will be made available in Spring 2025 and the 2024-25 data will be made available in Spring 2026.

Metric SetMetric DescriptionConsortium Level Metric Actuals Consortium Level Metric Targets
2022-23 2023-24 2024-25 2025-26 2026-27 2027-28
AllReportable Individuals (200AE) 12,353 14,015

15,000

15,100

15,200

Student BarriersEnglish Language Learner (149AE) 4,604 5,473

5,600

5,700

5,800

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.

ABC Unified (Reported by ABC Adult School (ABCAS))

Metric SetMetric DescriptionMember Level Metric Actuals Member Level Metric Targets
2022-23 2023-24 2024-25 2025-26 2026-27 2027-28
AllParticipants (202AE) 2,009 2,191

2,542

2,618

2,697

ProgressCompleted Educational Functioning Level Gain (400AE) 354 387

470

484

498

SuccessDiploma, GED or High School Equivalency (633AE) 235 256

151

156

161

TransitionTransitioned to Non-Developmental Credit College Course (637AE) 39

17

18

19

Students and ProgramsAdult Secondary Education (1000) 327 351

481

495

510

* Mandatory for all members


Bellflower Unified (Reported by Bellflower Unified School District)

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

24

26

28

ProgressCompleted Educational Functioning Level Gain (400AE) 0

0

0

0

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

24

26

28

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

2

4

6

Students and ProgramsAdult Secondary Education (1000) 24

26

28

30

* Mandatory for all members


Cerritos CCD (Reported by Cerritos)

Metric SetMetric DescriptionMember Level Metric Actuals Member Level Metric Targets
2022-23 2023-24 2024-25 2025-26 2026-27 2027-28
AllParticipants (202AE) 2,759 2,950

3,141

3,161

3,181

ProgressCompleted Educational Functioning Level Gain (400AE) 543 581

619

629

649

SuccessDiploma, GED or High School Equivalency (633AE) 110 146

182

202

212

TransitionTransitioned to Non-Developmental Credit College Course (637AE) 183

189

195

200

Students and ProgramsAdult Secondary Education (1000) 898 868

888

898

918

* Mandatory for all members


Downey Unified (Reported by Downey Unified School District (DUSD))

Metric SetMetric DescriptionMember Level Metric Actuals Member Level Metric Targets
2022-23 2023-24 2024-25 2025-26 2026-27 2027-28
AllParticipants (202AE) 119 1,516

1,819

2,182

2,618

ProgressCompleted Educational Functioning Level Gain (400AE) 32 143

171

205

246

SuccessDiploma, GED or High School Equivalency (633AE) 181

217

260

312

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

10

15

20

Students and ProgramsAdult Secondary Education (1000) 283

339

406

487

* Mandatory for all members


Norwalk-La Mirada Unified (Reported by Norwalk-La Mirada Adult School)

Metric SetMetric DescriptionMember Level Metric Actuals Member Level Metric Targets
2022-23 2023-24 2024-25 2025-26 2026-27 2027-28
AllParticipants (202AE) 1,770 1,979

2,100

2,200

2,300

ProgressCompleted Educational Functioning Level Gain (400AE) 337 483

500

525

550

SuccessDiploma, GED or High School Equivalency (633AE) 58 76

60

65

70

TransitionTransitioned to Non-Developmental Credit College Course (637AE) 112

115

118

121

Students and ProgramsAdult Secondary Education (1000) 479 515

611

641

674

* Mandatory for all members

Member Spending Targets

The Percent of Available Funds Spent in 2022-23, 2023-24, and 2024-25, imported from NOVA, is in the first row. This is a required metric. Add 2025-26, 2026-27, and 2027-28 Targets for each member district’s Percent of Available Funds Spent.

Enter each of the Percent of Available Funds Spent as percentages for each year
Member% of Available Funds SpentMember Level Targets
2022-232023-242024-252025-262026-272027-28
ABC Unified 100% 100% 30%

80%

80%

80%

Bellflower Unified 100% 100% 59%

80%

80%

80%

Cerritos CCD 100% 100% 61%

80%

80%

80%

Downey Unified 100% 100% 68%

80%

80%

80%

Norwalk-La Mirada Unified 100% 100% 42%

80%

80%

80%

Objectives

Objective #1: Address Educational Needs


PAACE Consortium Outreach, Retention, and Student Support Strategy (2025–2028)

The PAACE Consortium is implementing a coordinated strategy to strengthen outreach, improve student retention, and expand access to support services across its member districts: Downey USD, Norwalk-La Mirada USD, Bellflower USD, and Cerritos College, in collaboration with key partners such as SELACO, local libraries, and community-based organizations.

Outreach and Marketing Initiatives

Recognizing the continued need to raise awareness of adult education opportunities, PAACE is launching a regional outreach campaign that includes:

Customizable marketing materials tailored to local communities and languages.

Short-form videos and social media content to engage prospective students online.

Community-based distribution through libraries, workforce centers, and local events.

Bus Ads and Billboards

Adult Education Ambassadors, trained to promote programs and connect with underserved populations.

These efforts are designed to increase visibility and drive enrollment, particularly among English language learners, working adults, and individuals seeking career transitions.

Student Retention and Engagement

To address student persistence and completion, PAACE is expanding its efforts in the following areas:

Onboarding and orientation programs that help students navigate enrollment, set goals, and connect with services early.

Professional learning communities for educators, throughout the region including the PAACE Professional Development Series, where instructors share best practices in engagement, culturally responsive teaching, and trauma-informed instruction.

Student Success Webinars, hosted quarterly, to provide learners with expert-led sessions on topics such as financial aid, career planning, and digital skills.

These initiatives are designed to foster a sense of connectedness across all programs and promote retention.

Counseling and Support Services

PAACE is prioritizing access to academic and career counseling, with a focus on:

Developing a shared digital resource hub for counselors across districts to exchange tools, strategies, and referral pathways.

Expanding partnerships with SELACO and the Department of Rehabilitation to provide wraparound services for students with employment barriers or disabilities.

Launching a Student Support Awareness Campaign, including posters, digital signage, and classroom visits to ensure students are aware of available services.

This work is informed by internal data showing that many students are unaware of counseling services or unsure how to access them. Increasing visibility and access to these supports is a key priority for the 2025–2028 plan.

ELL Healthcare and Career Pathway Support

The PAACE ELL Healthcare Pathway will continue to support instructors and students in healthcare-related programs, with a focus on:

Expanding access for English language learners through contextualized ESL and IET models.

Providing instructional resources and peer collaboration opportunities for educators.

Addressing financial and academic barriers to program completion through targeted support.

Feedback from past participants in the collaborative has highlighted the importance of both instructional strategies and financial support in helping students succeed in these high-demand fields.


Objective #2: Improve Integration of Services & Transitions

Select the strategies that your consortium is using to improve 1) integration of services and 2) transitions to post-secondary education and the workforce
  1. Utilizing Data

  2. Providing Professional Development

  3. Identifying Best Practices

  4. Offering Flexible Courses and Services

Transitions Pathways and Service Integration

PAACE Consortium Strategy for Transitions, Pathways, and Service Integration (2025–2028)

As part of its 2025–2028 Three-Year Plan, the PAACE Consortium—serving Cerritos, Norwalk, Bellflower, and Downey, —has identified the integration of services and improvement of student transitions as a top regional priority. This focus is grounded in data analysis and stakeholder input, and reflects the consortium’s commitment to helping adult learners move seamlessly from adult education into postsecondary education, career training, and employment.

Identifying Priorities Through Planning and Data

During the planning process, the PAACE Leadership Team reviewed regional data and feedback from staff and students. Key findings included:

A strong need for transition support to college, CTE programs, and employment.

Student interest in registering for CTE classes, understanding training and education options, and learning about available support services.

Staff identified onboarding, counseling, and career planning as high-priority areas for improvement.

These insights have shaped PAACE’s regional strategy to strengthen pathways and improve service coordination across member districts and partner institutions.


Consortium-Wide Transition and Pathway Initiatives

1. PAACE Welcome Day

PAACE will expand its Annual PAACE Welcome Day moving it from the College Campus to each partner location in order to:

Provide students with information on college enrollment, career training, and workforce readiness.

Connect learners with counselors, college reps, and workforce partners.

Offer breakout sessions on financial aid, apprenticeships, and career exploration.

This event will rotate across member districts and be offered in hybrid formats to maximize accessibility.

2. Strengthening Counseling and Transition Support

To improve student transitions, PAACE will:

Develop a shared digital resource hub for counselors to exchange tools, referral pathways, and best practices.

Explore the addition of transition specialists to support students moving from adult education to Cerritos College or workforce programs.

Collaborate with Cerritos College and SELACO to develop articulation agreements and dual enrollment pathways for adult learners.

3. Expanding Dual Enrollment and Career Pathways

PAACE is working to:

Create clear, accessible dual enrollment opportunities for adult learners in high-demand fields such as healthcare, business, and skilled trades.

Offer informational sessions and enrollment support to help students navigate these options.

Build bridge programs that connect ESL and HSD/HSE students to CTE and postsecondary pathways.

4. Employer and Industry Engagement

To strengthen the connection between education and employment, PAACE will:

Host regional workforce roundtables with employers, SELACO, and training providers to align programs with labor market needs.

Provide professional development for staff on building and maintaining employer partnerships.

Expand the Allied Health Collaborative, which supports English language learners pursuing healthcare careers and helps secure clinical placements and job opportunities.


Collaborative Focus and Local Implementation

While each PAACE member district will continue to implement local strategies to support transitions and service integration, the initiatives outlined above represent consortium-level priorities selected by the Leadership Team for their potential to significantly improve student outcomes across the region.

These efforts reflect PAACE’s commitment to:

Seamless transitions from adult education to college and careers.

Stronger cross-agency collaboration.

Equitable access to high-quality education and employment pathways.

 

Objective #3: Improve Effectiveness of Services

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

Not Entered

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

Not Entered

PAACE Consortium Programmatic Strategies to Improve Effectiveness of Services (2025–2028)

The PAACE Consortium is committed to enhancing the quality, accessibility, and impact of adult education services across Cerritos, Norwalk, Bellflower, Downey, and Hawaiian Gardens. To meet the evolving needs of adult learners and align with regional workforce demands, the consortium has adopted a comprehensive set of strategies focused on improving instruction, expanding access, and strengthening student support.

1. Develop or Improve Professional Development Activities

PAACE is investing in targeted professional development to build instructional capacity across all member districts. This includes:

Training in Integrated Education and Training (IET) models.

Workshops on culturally responsive and trauma-informed teaching.

Peer learning through the PAACE Professional Development Series, where instructors share best practices and innovations.


2. Develop or Improve Pathways/Maps for Students

To support student goal-setting and transitions, PAACE is developing clear academic and career pathways that:

Support dual enrollment and bridge programs in partnership with Cerritos College.


3. Develop or Improve Community Partnerships

PAACE is strengthening relationships with local libraries, SELACO, the Department of Rehabilitation, and community-based organizations to:

Expand access to wraparound services.

Coordinate referrals and co-enrollment.

Increase visibility of adult education programs through community outreach and events.


4. Develop or Improve Transition and Counseling Services/Resources

The consortium is enhancing transition support by:

Creating a shared digital hub for counselors to access and share resources.

Integrating civics and digital literacy into ESL instruction.

Supporting ESL-to-CTE bridge programs to accelerate transitions to employment.


5. Develop or Improve Wraparound Services for Students and Families

To support student persistence and success, PAACE is enhancing access to:

Academic and career counseling.

Childcare referrals, transportation assistance, and mental health resources.

Community-based support services through coordinated partnerships.


Activities & Outcomes

Objective #1: Address Educational Needs

Outreach and Enrollment

As part of its 2025–2028 Three-Year Plan, the PAACE Consortium is launching a comprehensive outreach and enrollment strategy to increase awareness of adult education programs and improve access for underserved populations across Cerritos, Norwalk, Bellflower, Downey, and Hawaiian Gardens.

Building on prior efforts, PAACE will implement a Targeted Marketing Campaign that includes:

Customizable outreach materials (flyers, one-pagers, and digital content) designed to promote adult education programs with consistent branding across all member districts.

Materials tailored to reach special populations, including English language learners, adults without a high school diploma, unemployed individuals, and unhoused adults.

A PAACE Outreach Team, with trained staff who will distribute materials at school sites, libraries, community centers, and public events.

A digital media campaign featuring student testimonials, high-quality videos, and social media content to drive traffic to the PAACE website.

In addition, PAACE is launching a Counseling Collaborative in partnership with Cerritos College and member districts to:

Bring together counselors and advisors to share strategies, resources, and best practices.

Develop a Counseling Connect website as a centralized hub for tools, templates, and communication across districts.

Strengthen student support systems, improve transitions, and increase engagement with counseling services.

These efforts are designed to improve student access, enrollment, and retention, while also enhancing the visibility and impact of adult education programs throughout the region.

Outcomes

Use the space provided to identify the Outcomes that the activity will accomplish in the next year (Short-Term), in one to three years (Intermediate), and in three to five years (Long-Term). The brief description of each of these three types of outcomes should include one or more outcomes that are specific, measurable, achievable, relevant, and time-bound (SMART).

Short-Term Outcomes (2025–2026 School Year)

Host at least two Counseling Collaborative events to initiate cross-district dialogue and planning.

Launch a basic version of a PAACE collaborative Counselor website with shared resources.

Roll out a targeted marketing campaign focused on underserved populations and promote the PAACE student-facing website by June 30, 2026

Intermediate Outcomes (2026–2027 School Year)

Continue hosting Counseling Collaborative meetings and expand participation.

Build out the PAACE Collaborative Counselor website with downloadable tools, templates, and referral guides.

Create a media hub on the PAACE website for member districts to access and share outreach materials by June 30, 2027

Long-Term Outcomes (2027–2028 School Year)

Publish a Fact Sheet highlighting the reach and impact of the media campaign and the success of PAACE programs.

Expand Counseling Collaborative participation to include representatives from all member schools.

Demonstrate measurable increases in:

Social media engagement (followers, shares, and reach).

Traffic to the PAACE student-facing website. by June 30, 2028.

Adult Education Metrics and Student Barriers

  • All: Reportable Individuals (200AE)

Responsible Positions, Responsible Consortium Members, and Proposed Completion Date

Responsible PositionResponsible MemberProposed Completion Date
PAACE StaffCerritos CCD06/30/2027
Sherryl Carter, Ed.D.Cerritos CCD06/30/2027
Nancy AmaraABC Unified06/30/2027
Jamie JauchBellflower Unified06/30/2027
Blanca RochinDowney Unified06/30/2027
Mindy ChungNorwalk-La Mirada Unified06/30/2027

Objective #2: Improve Integration of Services & Transitions

PAACE Welcome Day College Tour

The PAACE Welcome Day College Tour is a student-centered, event designed to improve access to transition resources, increase awareness of local career and training opportunities, and strengthen connections between adult education programs and postsecondary pathways. Inspired by successful models across the state, this event will serve as PAACE’s premiere student-facing conference, tailored to the needs of adult learners in Cerritos, Norwalk, Bellflower, and Downey.

The event will:

Provide live information and resources on college registration, CTE programs, workforce readiness, and support services.

Feature guest speakers, including local employers, college representatives, and adult education alumni.

Offer interactive sessions where students can connect with counselors, advisors, and program staff.

 This event is especially important in a region where many adult learners are first-generation college students, English language learners, or working adults seeking career advancement. The conference will help bridge the information gap and provide equitable access to transition resources that may otherwise be limited at smaller or under-resourced sites.

To ensure long-term impact, PAACE will work with instructors and counselors to integrate the conference into classroom instruction and advising sessions, making it a recurring and embedded part of the student experience.

Outcomes

Use the space provided to identify the Outcomes that the activity will accomplish in the next year (Short-Term), in one to three years (Intermediate), and in three to five years (Long-Term). The brief description of each of these three types of outcomes should include one or more outcomes that are specific, measurable, achievable, relevant, and time-bound (SMART).

Short-Term Outcomes (2025–2026 School Year)

Host the PAACE Welcome Day event.

Ensure participation from at least one classroom per member district.

Have at least five campuses host the event in a conference-style format (e.g., school-wide viewing, breakout sessions, or resource fairs). By June 2026

Intermediate Outcomes (2026–2027 School Year)

Increase overall student and site participation compared to the previous year.

Expand the number of campuses hosting the event in a conference-style model.

Collect and analyze participant feedback to refine content and delivery.

Integrate the conference into transition planning and counseling services across all member districts. By June 2027

Long-Term Outcomes (2027–2028 School Year)

Due to the Three-Year Planning cycle, the conference will take a scheduled pause during the 2027–28 school year.

Planning and evaluation will continue to ensure the event resumes in future years with expanded reach and improved content.

Develop a sustainability plan to embed the conference as a recurring annual event supported by consortium-wide collaboration.

 By June 2028

Adult Education Metrics and Student Barriers

  • All: Participants (202AE)

Responsible Positions, Responsible Consortium Members, and Proposed Completion Date

Responsible PositionResponsible MemberProposed Completion Date
Nancy Amara ABC Unified06/30/2027
Sherryl Carter, Ed.D.Cerritos CCD06/30/2027
Jamie JauchBellflower Unified06/30/2027
Blanca RochinDowney Unified06/30/2027
Mindy ChungNorwalk-La Mirada Unified06/30/2027

Objective #3: Improve Effectiveness of Services

Professional Development

 The PAACE Consortium is committed to fostering a culture of continuous learning and instructional excellence across its member districts. To support this goal, PAACE will implement a robust professional development strategy that includes:

1. PAACE Professional Learning Series delivered by regional faculty 

PAACE will host a series of in-person professional development sessions designed to:

Share evidence-based instructional strategies.

Highlight innovative practices in adult education.

Provide practical tools and resources that educators can apply immediately in their classrooms.

Outcomes

Use the space provided to identify the Outcomes that the activity will accomplish in the next year (Short-Term), in one to three years (Intermediate), and in three to five years (Long-Term). The brief description of each of these three types of outcomes should include one or more outcomes that are specific, measurable, achievable, relevant, and time-bound (SMART).

Short-Term Outcomes (2025–2026 School Year)

Host at PD Conference at the Cerritos College Campus led by faculty from partner districts, providing a best - practices overview and exchange of ideas by June 2026


Post recorded Professional Development Conference on PAACE Website in order to allow staff to review best practices and strategies shared.

 

Long-Term Outcomes (2027–2028 School Year)

Enhanced instructional practices via Professional Development delivery, increased faculty participation in leading subsequent 
Professional Development series. Ongoing - June 2028

Adult Education Metrics and Student Barriers

  • All: Reportable Individuals (200AE)

Responsible Positions, Responsible Consortium Members, and Proposed Completion Date

Responsible PositionResponsible MemberProposed Completion Date
PAACE StaffCerritos CCD06/30/2028
Nancy AmaraABC Unified06/30/2028
Jamie JauchBellflower Unified06/30/2028
Blanca RochinDowney Unified06/30/2028
Mindy ChungNorwalk-La Mirada Unified06/30/2028
Sherryl Carter, Ed.D.Cerritos CCD06/30/2028

Consortium-wide Collaboration

The PAACE Consortium, serving the communities of Cerritos, Norwalk, Bellflower, Downey, and Hawaiian Gardens, is committed to strengthening collaboration across its member districts to enhance the effectiveness and reach of adult education services.

To support this goal, PAACE will implement a structured approach to inter-district collaboration, including:

Sharing of community events, college and career fairs, job readiness workshops, and professional development opportunities across districts. This ensures that students and staff benefit from a broader range of resources and experiences, regardless of their home district.

Leveraging digital platforms such as the PAACE website, social media, and internal communications to promote shared events and opportunities.

Creating a student-facing newsletter that highlights upcoming events, success stories, and resources available consortium-wide.

This collaborative model promotes equity in access to services, reduces duplication of efforts, and builds a stronger, more connected adult education community across the region.

Outcomes

Use the space provided to identify the Outcomes that the activity will accomplish in the next year (Short-Term), in one to three years (Intermediate), and in three to five years (Long-Term). The brief description of each of these three types of outcomes should include one or more outcomes that are specific, measurable, achievable, relevant, and time-bound (SMART).

Short-Term Outcomes (2025–2026 School Year)

Establish a structure for sharing inter-district events, with each district contributing at least one event to a shared calendar.

Launch a pilot version of the student-facing newsletter to promote upcoming events and resources, by June 2026

Intermediate Outcomes (2026–2027 School Year)

Distribute the student-facing newsletter once per semester, featuring PAACE events, student resources, and community opportunities.

Expand the number of shared events and increase participation across districts.

Evaluate the reach and engagement of shared communications and make adjustments to improve visibility and impact by June 2027

Long-Term Outcomes (2027–2028 School Year)

Continue and refine the practice of inter-district event sharing and newsletter distribution.

Evaluate the effectiveness of shared communications and identify strategies to increase student and staff participation in consortium-wide activities.

Maintain a sustainable model for ongoing collaboration and communication across all PAACE member districts by June 2028.


Adult Education Metrics and Student Barriers

  • All: Participants (202AE)

Responsible Positions, Responsible Consortium Members, and Proposed Completion Date

Responsible PositionResponsible MemberProposed Completion Date
PAACE Staff Cerritos CCD06/30/2028
Nancy AmaraABC Unified06/30/2028
Jamie JauchBellflower Unified06/30/2028
Blanca RochinDowney Unified06/30/2028
Mindy ChungNorwalk-La Mirada Unified06/30/2028

Funds Evaluation

Member Allocations and Expenditures

Member AgencyPrior Year Total Leveraged FundsProgram Reporting Status
ABC Unified $11,057,488Certified
Bellflower Unified $33,573Certified
Cerritos CCD $3,434,740Certified
Downey Unified $7,144,876Certified
Norwalk-La Mirada Unified $5,233,283Certified
Totals$26,903,960 5/5 Certified

The Partnership for Adult Academic and Career Education (PAACE) Consortium which includes ABC, Bellflower, Downey Norwalk La Mirada and Cerritos College is committed to leveraging CAEP and other resources to expand access to improve instructional quality, and support student success across its service area.  

Certification

ABC Unified - Member Representative

Approved by Nancy Amara

06/19/2025 12:18 PM PDT

Bellflower Unified - Member Representative

Approved by Jamie Jauch Ed.D.

06/18/2025 03:10 PM PDT

Cerritos CCD - Member Representative

  • Associate Dean, Adult Education & Diversity Programs
  • gvasquez@cerritos.edu
  • (562) 860-2451 ext: 2490
Approved by Dr. Sherryl Carter

06/18/2025 03:07 PM PDT

Downey Unified - Member Representative

Approved by Blanca Rochin

06/23/2025 08:58 AM PDT

Norwalk-La Mirada Unified - Member Representative

Approved by Travis Crow

06/23/2025 06:14 PM PDT