Produced: Jun 18, 2025, 07:52 PM UTC - By Valentina Shibata
Details
Assessment
Metrics: CAEP Barriers & Metrics
Consortium Level Metric Targets
In this section, Consortium Level Actuals data from DataVista for the previous three years, including areas to input data for Consortium Level Targets are shown below.
The first row shows the required metric of Number of Adults Served. The following rows show metrics previously selected in the CAEP Barriers and Metrics workflow section.
Input Consortium Level Targets as whole numbers for the upcoming three years for all of the rows of metrics shown below
The 2023-24 data in DataVista will be made available in Spring 2025 and the 2024-25 data will be made available in Spring 2026.
Metric Set | Metric Description | Consortium Level Metric Actuals | Consortium Level Metric Targets | ||||
---|---|---|---|---|---|---|---|
2022-23 | 2023-24 | 2024-25 | 2025-26 | 2026-27 | 2027-28 | ||
All | Reportable Individuals (200AE) | 4,320 | 4,734 | 4,435 | 4,524 | 4,615 | |
Student Barriers | English Language Learner (149AE) | 1,891 | 2,290 | 1,697 | 1,729 | 1,764 |
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.
Azusa Unified (Reported by Azusa Adult School)
Metric Set | Metric Description | Member Level Metric Actuals | Member Level Metric Targets | ||||
---|---|---|---|---|---|---|---|
2022-23 | 2023-24 | 2024-25 | 2025-26 | 2026-27 | 2027-28 | ||
All | Participants (202AE) | 500 | 609 | 621 | 633 | 646 | |
Progress | Completed Educational Functioning Level Gain (400AE) | 91 | 118 | 154 | 157 | 160 |
* Mandatory for all members
Citrus CCD (Reported by Citrus)
Metric Set | Metric Description | Member Level Metric Actuals | Member Level Metric Targets | ||||
---|---|---|---|---|---|---|---|
2022-23 | 2023-24 | 2024-25 | 2025-26 | 2026-27 | 2027-28 | ||
All | Participants (202AE) | 1,597 | 1,387 | 1,415 | 1,443 | 1,472 | |
Progress | Completed Educational Functioning Level Gain (400AE) | 64 | 86 | 88 | 90 | 92 |
* Mandatory for all members
Claremont Unified (Reported by Claremont Unified School District (CUSD))
Metric Set | Metric Description | Member Level Metric Actuals | Member Level Metric Targets | ||||
---|---|---|---|---|---|---|---|
2022-23 | 2023-24 | 2024-25 | 2025-26 | 2026-27 | 2027-28 | ||
All | Participants (202AE) | 418 | 495 | 505 | 515 | 525 | |
Progress | Completed Educational Functioning Level Gain (400AE) | 98 | 219 | 275 | 281 | 287 |
* Mandatory for all members
Duarte Unified (Reported by Duarte Unified School District)
Metric Set | Metric Description | Member Level Metric Actuals | Member Level Metric Targets | ||||
---|---|---|---|---|---|---|---|
2022-23 | 2023-24 | 2024-25 | 2025-26 | 2026-27 | 2027-28 | ||
All | Participants (202AE) | 18 | 13 | 19 | 20 | 21 | |
Progress | Completed Educational Functioning Level Gain (400AE) | 0 | 3 | 4 | 4 |
* Mandatory for all members
Glendora Unified (Reported by Glendora Adult School)
Metric Set | Metric Description | Member Level Metric Actuals | Member Level Metric Targets | ||||
---|---|---|---|---|---|---|---|
2022-23 | 2023-24 | 2024-25 | 2025-26 | 2026-27 | 2027-28 | ||
All | Participants (202AE) | 46 | 47 | 28 | 29 | 30 | |
Progress | Completed Educational Functioning Level Gain (400AE) | 0 | 0 | 0 | 0 |
* Mandatory for all members
Monrovia Unified (No reporting institution)
Metric Set | Metric Description | Member Level Metric Actuals | Member Level Metric Targets | ||||
---|---|---|---|---|---|---|---|
2022-23 | 2023-24 | 2024-25 | 2025-26 | 2026-27 | 2027-28 | ||
All | Participants (202AE) | 1,025 | 1,045 | 1,070 | |||
Progress | Completed Educational Functioning Level Gain (400AE) | 350 | 360 | 370 |
* Mandatory for all members
Member Spending Targets
The Percent of Available Funds Spent in 2022-23, 2023-24, and 2024-25, imported from NOVA, is in the first row. This is a required metric. Add 2025-26, 2026-27, and 2027-28 Targets for each member district’s Percent of Available Funds Spent.
Member | % of Available Funds Spent | Member Level Targets | ||||
---|---|---|---|---|---|---|
2022-23 | 2023-24 | 2024-25 | 2025-26 | 2026-27 | 2027-28 | |
Azusa Unified | 100% | 100% | 68% | 90% | 90% | 90% |
Citrus CCD | 0% | 0% | 0% | 90% | 90% | 90% |
Claremont Unified | 100% | 100% | 64% | 90% | 90% | 90% |
Duarte Unified | 100% | 100% | 84% | 90% | 90% | 90% |
Glendora Unified | 100% | 100% | 100% | 90% | 90% | 90% |
Monrovia Unified | 100% | 100% | 97% | 90% | 90% | 90% |
Objectives
Objective #1: Address Educational Needs
Outreach and Enrollment
As noted in Section 2 of the CCAEC Three-Year Plan, significant gaps exist between the enrollment of current CCAEC students receiving adult educational services and the large number of English Learners, high school dropouts, and non-citizens who live in the region. Closing this gap for these priority populations is a substantial educational need for the region that CCAEC members are planning to address.
How large are these regional gaps? Specifically, for English Learners, (as noted in Section 2) the six primary cities served by the consortium have 81,042 residents over the age of 5 who “Speak English < Very Well.” Removing from that total the number of individuals who are aged 6-17 (based on a review of census data that is approximately 15.9%) that leaves approximately 66,805 regional residents who are English Learners in the region served by CCAEC schools. 1,291 CCAEC ESL students were Participant (achieved over 12 hours of ESL instruction). Thus, the under-enrollment gap would be approximately 65,514 residents or 97.9% of the population individuals who could use English Language acquisition programs.
CCAEC members recognize these gaps are quite significant and have pursued a number of outreach strategies to increase enrollment and these efforts have been very successful.
However, a more immediate and critical educational gap the consortium has identified is CCAEC student Participation. This is the gap between consortium students who register at CCAEC schools and receive some services and the percentage of those students who persist to achieve 12 hours of instruction. CCAEC members prioritize strategies to pursue increased Participation because these students have already come to campuses and enrolled; outreach and marketing efforts to get students to campus have been successful. Getting the student to remain for 12 hours of instruction becomes the priority. CCAEC members recognize increasing the number of CCAEC participants is the most direct way to close regional gaps.
CCAEC members have focused on increasing the number of CCAEC Participants and Participation rates and again have been successful. The number of unduplicated CCAEC Participants has increased from 1,715 in PY 2021-22 to 2,415 in PY 2023-24, an increase of 40.8%.
Yet CCAEC members recognize that the Participation rate can improve. The rate has stayed around 75%: 74.3% in 2021-22 increasing to 76.6% in 2023-24. Members believe improving Participation rates is as critical as increasing overall enrollment in order to close regional gaps.
In an effort to increase enrollment and the number of Participants, CCAEC members have created two smart goals for the 2025-26 Program Year.
- CCAEC members will implement multiple strategies (outlined below) to increase 2025-26 CCAEC duplicated student enrollment to 4,435 students.
- CCAEC members will implement multiple strategies (outlined below) to increase the number of CCAEC Participants to 2,205 students.
Strategies to increase enrollment that resulted from stakeholder surveys and focus groups:
- Improve targeted marketing efforts across the consortium.
- Outreach out to Community Based Organizations and other local organizations to increase community awareness of CCAEC programs and services.
- Outreach to K-12 district parents to increase K-12 ESL enrollment.
- Outreach to former students encouraging them to return.
Strategies to increase number of Participants
- Share effective orientation and placement practices that encourage students stay enrolled consortium-wide.
- All consortia members will create student incentives such as awards, certificates, and formal recognition to encourage attendance and persistence.
- All consortia members staff set SMART goals for student Participation and monitor goal progress.
- Continue to provide innovative counseling services to retain students.
CCAEC members will pursue these strategies and develop more over the course of the Three-Year Plan.
Objective #2: Improve Integration of Services & Transitions
Utilizing Data
Providing Professional Development
Identifying Best Practices
Offering Flexible Courses and Services
Not Entered
To improve integration of services, CCAEC stakeholders identified transitions to post-secondary education, workforce and employment as priorities. CCAEC stakeholders have identified three areas of focus regarding student transitions.
- Better alignment with WDB partners.
- Improved student employment outcomes.
- Improved student transitions to post-secondary education.
Strategies to Improve These Outcomes
As noted in the Assessments section of this Three-Year Plan, AUSD, CUSD, and MUSD are Title II signatories of an MOU with its WIOA Title I partner LA WDB. As noted, LA WDB has undergone significant reorganization over the last three years. Though this reorganization has delayed a new MOU and Local Area Plan, CCAEC Title II schools do an excellent job of collaborating with LA WDB AJCCs. Also, these CCAEC members have powerful relationships with regional employers. AUSD, CUSD, and MUSD will continue to leverage existing relationships with workforce development agencies and regional employers to improve employment outcomes.
Survey data revealed that 14.7% of CCAEC K-12 students are "Ready for credit classes at Citrus College." These students also indicated that they need assistance with registering. Strategies over the next three years to improve transition to credit will focus on increased counseling collaboration between Citrus College and K-12 members, improving dual enrollment and increased outreach and assistance to Citrus Noncredit students to improve transitions to Credit.
Objective #3: Improve Effectiveness of Services
Not Entered
Not Entered
CCAEC Annual Plan goals over the last three years have focused on Persistence rates, EFL Gain rates, and HSD/HSE equivalency rates in an effort to improve effectiveness. Persistence, as defined by CCAEC members (and the state), is the percentage of students who take a CASAS post-test who took a pre-test. A Gain in EFL occurs when a student who takes a CASAS pre- and post-test moves a level on the CASAS scale and an HSD/HSE success rate is number of diplomas/equivalencies earned vis-a-vis total enrolled.
Tables 4 - 8 below provide CCAEC Persistence rates by member over the last three program years (not including 2024-25).
Table 4 - Azusa Total Persistence Percentage Rates Across All Programs Over Three Years
2021-22 | 2022-23 | 2023-24 | |
Persistence Rate | 43.5% | 40.6% | 36.9% |
Table 5 - Claremont Total Persistence Percentage Rates Across All Programs Over Three Years
2021-22 | 2022-23 | 2023-24 | |
Persistence Rate | 36.1% | 51.2% | 83.9% |
Table 6 - Duarte Total Persistence Percentage Rates Across All Programs Over Three Years
2021-22 | 2022-23 | 2023-24 | |
Persistence Rate | 0.0% | 0.0% | 76.9% |
Table 7 - Glendora Total Persistence Percentage Rates Across All Programs Over Three Years
2021-22 | 2022-23 | 2023-24 | |
Persistence Rate | 0.0% | 21.4% | 38.5% |
Table 8 - Monrovia Total Persistence Percentage Rates Across All Programs Over Three Years
2021-22 | 2022-23 | 2023-24 | |
Persistence Rate | 54.1% | 74.9% | 69.2% |
Tables 9 - 13 depict EFL Measurable gains by CCAEC member.
Table 9 - Azusa Total EFL Gain Percentage Across All Programs Over Three Years
2021-22 | 2022-23 | 2023-24 | |
Gains as % of Total Enrollment | 61.2% | 58.7% | 24.8% |
Table 10 - Claremont Total EFL Gain Percentage Across All Programs Over Three Years
2021-22 | 2022-23 | 2023-24 | |
Gains as % of Total Enrollment | 33.8% | 33.1% | 52.7% |
Table 11 - Duarte Total EFL Gain Percentage Across All Programs Over Three Years
2021-22 | 2022-23 | 2023-24 | |
Gains as % of Total Enrollment | 0.0% | 0.0% | 46.2% |
Table 12 - Glendora Total EFL Gain Percentage Across All Programs Over Three Years
2021-22 | 2022-23 | 2023-24 | |
Gains as % of Total Enrollment | 0.0% | 7.1% | 46.2% |
Table 13 - Monrovia Total EFL Gain Percentage Across All Programs Over Three Years
2021-22 | 2022-23 | 2023-24 | |
Gains as % of Total Enrollment | 42.4% | 53.3% | 43.2% |
CCAEC member schools create SMART goals to improve Persistence and Performance in every Annual Plan.
Activities & Outcomes
Objective #1: Address Educational Needs
Improve Outreach and Targeted Marketing
CCAEC member institutions will use general and targeted marketing efforts noted in this Three-Year Plan to increase student enrollment in all CCAEC programs. Key deliverables will include online and social media ads, traditional marketing collateral, flyers to community members and district parents for the K-12 members, and calendar of community events.
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).
By the end of the 2025-26 program year, CCAEC members will use targeted marketing to increase total student enrollment by 2% over 2024-25 levels.
By the end of the 2026-27 program year, CCAEC members will use targeted marketing to increase total student enrollment by 4% over 2024-25 levels.
By the end of the 27-28 program year, CCAEC members will use targeted marketing to increase total student enrollment by 8% over 2024-25 levels.
Adult Education Metrics and Student Barriers
- All: Reportable Individuals (200AE)
Responsible Positions, Responsible Consortium Members, and Proposed Completion Date
Responsible Position | Responsible Member | Proposed Completion Date |
---|---|---|
Azusa USD Administration | Azusa Unified | 06/30/2028 |
Claremont USD Administration | Claremont Unified | 06/30/2028 |
Duarte USD Administration | Duarte Unified | 06/30/2028 |
Glendora USD Administration | Glendora Unified | 06/30/2028 |
Monrovia USD Administration | Monrovia Unified | 06/30/2028 |
CCAEC Program Director | Claremont Unified | 06/30/2028 |
Objective #2: Improve Integration of Services & Transitions
Strengthen WDB & AJCC Collaboration
AUSD, CUSD, and MUSD will plan and implement a number of tangible strategies to improve alignment with LA WDB and WDB AJCCs. Key activities will include:
- Engage in LA WDB Local Area Plan planning sessions
- Engage in multiple Round Tables with LA WDB AJCCs to identify WDB training priorities
- Leverage Monrovia AJCC Affiliate WIOA services to help regional job seekers and consortium students
- Hold large-scale Job Fairs for CCAEC students and regional residents
Deliverables would include:
- Calendar of Round Table discussions
- Data on CCAEC students who receive WIOA Title I Individualized Training Agreements (ITAs) from LA WDB AJCCs
- Data on CCAEC students who complete CCAEC CTE training programs and find employment
- Increased enrollment of Job Seekers at CCAEC Job Fairs
All of these efforts will be implemented to improve student transition to employment.
Use the space provided to identify the Outcomes that the activity will accomplish in the next year (Short-Term), in one to three years (Intermediate), and in three to five years (Long-Term). The brief description of each of these three types of outcomes should include one or more outcomes that are specific, measurable, achievable, relevant, and time-bound (SMART).
By the end of the 2025-26 Program Year, CCAEC schools will serve 425 students in consortium CTE training programs; 50% of those students will train using WIOA Title I funding and 70% of these completers will earn employment within 6 months of program completion.
By the end of the 2026-27 Program Year, CCAEC schools will serve 455 students in consortium CTE training programs; 55% of those students will train using WIOA Title I funding and 73% of these completers will earn employment within 6 months of program completion.
By the end of the 2027-28 Program Year, CCAEC schools will serve 475 students in consortium CTE training programs; 60% of those students will train using WIOA Title I funding and 75% of these completers will earn employment within 6 months of program completion.
Adult Education Metrics and Student Barriers
- All: Reportable Individuals (200AE)
Responsible Positions, Responsible Consortium Members, and Proposed Completion Date
Responsible Position | Responsible Member | Proposed Completion Date |
---|---|---|
Azusa USD Administration | Azusa Unified | 06/30/2028 |
Claremont USD Administration | Claremont Unified | 06/30/2028 |
Monrovia USD Administration | Monrovia Unified | 06/30/2028 |
CCAEC Program Director | Claremont Unified | 06/30/2028 |
Objective #3: Improve Effectiveness of Services
Improve Transition to Post-Secondary
CCAEC CCD and K-12 members will strengthen existing efforts to increase transitions to post-secondary and Credit courses at Citrus College. Strategies over the next three years to improve transition to credit will focus on increased counseling collaboration between Citrus College and K-12 members, improving dual enrollment, and increased outreach and assistance to Citrus College Noncredit students to improve transitions to Credit.
Key deliverables will include:
- Scheduled sessions with Citrus College counselors on K-12 campuses provide outreach and application assistance
- Scheduled sessions to outreach for dual enrollment
- Noncredit events
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).
By the end of the 2025-26 Program Year, the number of CCAEC Noncredit students who transition to Credit programs will increase by 2% over 2024-25 levels; 4 CCAEC students will be dual enrolled in K-12 ASE and CCAEC courses.
By the end of the 2026-27 Program Year, the number of CCAEC Noncredit students who transition to Credit programs will increase by 4% over 2024-25 levels; 6 CCAEC students will be dual enrolled in K-12 ASE and CCAEC courses.
By the end of the 2027-28 Program Year, the number of CCAEC Noncredit students who transition to Credit programs will increase by 6% over 2024-25 levels; 8 CCAEC students will be dual enrolled in K-12 ASE and CCAEC courses.
Adult Education Metrics and Student Barriers
- All: Reportable Individuals (200AE)
Responsible Positions, Responsible Consortium Members, and Proposed Completion Date
Responsible Position | Responsible Member | Proposed Completion Date |
---|---|---|
Azusa Admninistration | Azusa Unified | 06/30/2028 |
Citrus Noncredit Administration | Citrus CCD | 06/30/2028 |
Claremont Administration | Claremont Unified | 06/30/2028 |
Duarte Administration | Duarte Unified | 06/30/2028 |
Glendora Administration | Glendora Unified | 06/30/2028 |
Monrovia USD Administratrionq | Monrovia Unified | 06/30/2028 |
CCAEC Program Director | Claremont Unified | 06/30/2028 |
Funds Evaluation
Member Allocations and Expenditures
Member Agency | Prior Year Total Leveraged Funds | Program Reporting Status |
---|---|---|
Azusa Unified | $1,879,264 | Certified |
Citrus CCD | $1 | Certified |
Claremont Unified | $1,856,173 | Certified |
Duarte Unified | $41,536 | Certified |
Glendora Unified | $223,779 | Certified |
Monrovia Unified | $2,732,024 | Certified |
Totals | $6,732,777 | 6/6 Certified |
Current CCAEC Board deliberations over 2025-26 CAEP Allocations were informed by student enrollment and participation and existing funding sources. These negotiations created parameters and processes that will be duplicated over the next three years to ensure allocations are efficient and fair. Members will leverage WIOA Title I training fees, and Title II funding, to ensure strategies, activities, and SMART goals will be successfully achieved.
Certification
Azusa Unified - Member Representative
Dr. Anthony Contreras - Principal
- acontreras@azusa.org
- (626) 852-8400
Citrus CCD - Member Representative
John Russell - Program Director
- jrussell@thebest-alternative.com
- (626) 840-9865
Kimberly Mathews - kmathews@citruscollege.edu
Claremont Unified - Member Representative
Felipe Delvasto - Senior Coordinator of Alternative Education
- fdelvasto@cusd.claremont.edu
- (909) 398-0609
Duarte Unified - Member Representative
Kevin Morris - Director/Principal
- kmorris@duarteusd.org
- (626) 599-5901
Glendora Unified - Member Representative
Valentina Shibata - Principal
- vshibata@glendora.k12.ca.us
- (626) 852-4550
Monrovia Unified - Member Representative
Flint Fertig - ffertig@monroviaschools.net
- (626) 471-3065
John Russell - Program Director
- jrussell@thebest-alternative.com
- (626) 840-9865