CAEP
Three-Year Plan

Produced: Jun 18, 2025, 07:52 PM UTC - By Valentina Shibata

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:
09 Citrus College Adult Education Consortium
Address:
170 W. San Jose Avenue | Claremont, CA | 91711
Website:
http://www.ccadulted.org/
Funding Channel 2025-26:
Fiscal Agent
CAEP Funds 2025-26:
$0
CAEP Funds 2024-25:
$0
CAEP Funds 2023-24:
$0

Consortium Contacts

Auto-populated

ResponsibilityNameEmailTitlePhone
Primary Contactjrussell@thebest-alternative.comProgram Director(626) 840-9865
Fiscal Contactkwaltman@cusd.claremont.eduExecutive Director, Fiscal Services(909) 398-0609 ext: 70410

Members

Auto-populated

Member AgencyMember TypeContactPhone
Azusa UnifiedUnified School DistrictDr. Anthony Contreras(626) 852-8400
Claremont UnifiedUnified School DistrictFelipe Delvasto(909) 398-0609
Duarte UnifiedUnified School DistrictKevin Morris(626) 599-5901
Glendora UnifiedUnified School DistrictValentina Shibata(626) 852-4550
Monrovia UnifiedUnified School DistrictFlint Fertig(626) 471-3065
Citrus CCDDistrictJohn Russell(626) 840-9865

Executive Summary

The Citrus College Adult Education Consortium (CCAEC) is comprised of six members: Citrus College, Azusa Unified School District, Claremont Unified School District, Duarte Unified School District, Glendora Unified School District, and Monrovia Unified School District. The comprehensive process to create the 2025-28 Three-Year Plan has allowed stakeholders to reflect upon consortium successes from the previous three years and to devise a clear path to bridge regional gaps for the coming three years. During the Three-Year Plan process, CCAEC stakeholders have assessed current levels of enrollment, compared that with regional needs, identified gaps, established metrics to meet those gaps, created broad activities with SMART goals to measure outcomes, and evaluated how CAEP funding will ensure success.

Based on the most correct data, CCAEC members collectively enrolled 3,689 students and served 2,253 Participants in CAEP programs for the 2023-24 Program Year. CCAEC participant enrollment  The primary cities served by CCAEC members have 81,042 residents over the age of 5  who "Speak English < Very Well" and nearly 50,741 residents over the age of 25 without a high school diploma or equivalency. It is clear that substantial gaps exist in addressing regional needs for English Learners and high school dropouts.

CCAEC members analyzed EDD Labor Market Information (LMI) data and consulted with regional AJCCs. LMI data for Los Angeles County depicts the sizeable labor shortages that exist in Healthcare (most notably Home Care Aides), hospitality (most notably food preparation), logistics, and manufacturing. CCAEC members have existing programs to help train these workers, but the far more significant problem is finding the potential employees to train. CCAEC members are exploring increased marketing efforts and improved AJCC partnerships to become an part of a regional solution to the labor shortages.

One critical development being celebrated by CCAEC members is that Monrovia Community Adult School will serve as a collocation for an America's Job Center of California (AJCC). This collaboration will make closing regional employment gaps that much  more effective.

CCAEC members have created meaningful metrics to address regional needs for adults in employment, English language acquisition, and diploma/equivalency achievement. Activities to meet these metrics will result in better consortium data aggregation and dissemination, increased enrollment and participation, higher student persistence and performance, and better instruction from professional development. Funding allocations for member institutions will ensure the Plan's success.

The CCAEC Board is confident this Three Year Plan will close regional gaps and advance educational opportunities for regional adults.

Assessment

In order to effectively assess educational needs, regional alignment, and current levels of workforce services, CCAEC member stakeholders analyzed information from a large variety of resources to ensure CCAEC students efficiently receive the best educational services possible from CCAEC member schools.

Annually, CCAEC stakeholders analyze significant consortium data through its Annual Data Review (ADR). The CCAEC ADR aggregates enrollment, demographic, participation, persistence, and performance data from TOPSpro Enterprise (TE). Also, the ADR includes demographic, language-acquisition and unemployment and poverty data from the U.S. Census and the California EDD.

The ADR drives Citrus College Adult Education Consortium processes, especially the Planning process. CCAEC Board Representatives look at enrollment to make funding allocation decisions. CCAEC stakeholders analyze consortium demographics of its students and the cities in which they live to identify regional gaps. Targeted marketing efforts for CTE, ESL, and ASE/ABE rely on stakeholder analysis of performance and enrollment data. CCAEC stakeholders use the data to drive efforts at improving consortium efficiencies and increasing leveraged resources.

CCAEC members extensively consult with its regional Workforce Development Board (WDB) and America’s Job Center of California (AJCC) partners. CCAEC member schools in Azusa USD, Claremont USD, and Monrovia USD receive WIOA Title II Adult Education Family Literacy Act (AEFLA) funds. Thus, Azusa Adult Education Center (AAEC), Claremont Adult School (CAS), and Monrovia Community Adult School (MCAS) are Title II: AEFLA partners with the Los Angeles County WDB (LA WDB) with all members having signed an MOU with the LA WDB.

In addition to signing the MOU, CCAEC members have extensively participated in the process to create LA WDB 2025-28 Three-Year Local Area Plan. The goals and objectives of the MOU and the WDB Local Area Plan inform the consortium's assessment of current levels of workforce services in the region and the strategies to close those gaps. More critically, CCAEC members engaged LA WDB and AJCC staff in numerous Round Tables to further refine information for the CCAEC assessment of the region.

CCAEC members are also in continual contact with other regional workforce development and public service providers such as the Department of Rehabilitation, the Department of Public Social Services, and numerous LA County workers compensation counseling agencies. AAEC, CAS, and MCAS are all listed as WIOA-approved training providers on the California Employee Training Provider List (ETPL) and the LA County Intrastate Training and Information Network (I-TRAIN). As such, all schools provide extensive classroom training program opportunities to DOR clients, DPSS GAIN clients, and insurance company workers comp claims. CCAEC stakeholders held Round Table discussions with DOR and DPSS partners to assess regional gaps and form strategies to bridge them.

Most critically, CCAEC members annually meet with over 100 regional employers across a variety of industry sectors and these collaborations continually inform regional employment needs. CCAEC members have multiple vibrant healthcare training programs that require students to complete clinical internships. AAEC, CAS, and MCAS Nurse Assistant Training Programs (NATP) necessitate that these member schools partner with 7 skilled nursing facilities. AAEC, CAS, and MCAS also have Pharmacy Technician training programs that dictate member schools partner with multiple pharmacies across LA County for PT internships. A robust MCAS Medical Assisting program means strong partnerships with over 50 medical offices across the San Gabriel Valley including Concentra, Optima, and City of Hope.

Conversations, collaborations, and Round Tables with CCAEC employer partners greatly inform CCAEC regional needs assessments. These relationships and interactions informed the needs assessment of the Three-Year Plan.

In addition to analyzing data and engaging partners, CCAEC members extensively surveyed CCAEC stakeholders. Surveys were sent to CCAEC member faculty, staff and students and the responses to these surveys also informed needs assessment for the CCAEC Three-Year Plan. CCAEC planning members held Focus Group sessions with faculty, staff and students after survey results were aggregated to glean further information about regional priorities.

By regularly reviewing the CCAEC ADR with its Census, EDD and LMI data, examining WDB MOUs and Local Area Plans and engaging in multiple meaningful collaborations with workforce development agencies, engaging in substantial, relevant collaborations with regional employers, analyzing substantial survey data from stakeholders, and holding follow-up Focus Groups to discuss survey data, CCAEC members strongly believe the approach and process used to assess regional needs was exhaustive and purposeful.

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?

Annually, CCAEC members extensively analyze the consortium’s Annual Data Review (ADR) and hold Round Tables with workforce agencies and employers and these efforts drive the Three-Year Plan and the Annual Plan process. By annually reviewing significant Census and EDD data contained in the CCAEC ADR, members inherently conduct a regional needs assessment every year before creation of the CCAEC Annual Plan. Also, member collaboration with workforce development agencies and employer partners annually informs CCAEC regional needs assessment. CCAEC feels its data review protocols and partner collaborations successfully provide a robust understanding of regional needs.

CCAEC stakeholders also continually analyze the CCAEC Annual Data Report to identify CCAEC student enrollment, Participation, Persistence, and Performance, and regional gaps for this student data. This data analysis informed discussions about funding allocations and utilization of carryover to address CCAEC Three-Year Plan goals.

Also, consortium discussions focused on preliminary Plan Objectives to increase student enrollment and improve student Participation, Persistence, and Performance. As Metric Targets were agreed upon, those Targets were shared with Azusa USD, Claremont USD, Duarte USD, Glendora USD, and Monrovia USD stakeholders to encourage universal acceptance of the goals and to acknowledge that all stakeholders would be responsible for the success of the consortium.

The Citrus College Adult Education Area Consortium also engaged in comprehensive efforts to elicit wide-ranging input in the development of this Three-Year Plan. Stakeholders from all member schools (faculty, staff, and students), regional workforce partners, other service providers, and employers provided Three-Year Plan input through surveys and in planning meetings.

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
Los Angeles County Workforce Development BoardWorkforce Development Board
East San Gabriel Valley America's Job Center of California Other
Pomona Valley America's Job Center of California (AJCC)Workforce Development Board
CA Department of RehabilitationCommunity Organization
Department of Public Social ServicesOther
Foothill Unity CenterCommunity Organization
Managed Career Solutions, Inc.Community Organization
Walgreens PharmacyIndustry
Optima Health and WellnessIndustry
ConcentraIndustry
CVS PharmacyIndustry
City of HopeIndustry
Adventist HealthIndustry
Huntington HealthIndustry
San Gabriel Valley Habitat For HumanityCommunity Organization
Garden View Post Acute RehabilitationIndustry
Ramona Nursing and RehabilitationIndustry
Royal Oaks ManorIndustry
Claremont Care CenterIndustry
Country Villa ClaremontIndustry
Sierra View Care CenterIndustry
Sunset Manor Convalescent HomeIndustry
Southeast Los Angeles County Workforce Development BoardWorkforce Development Board
Verdugo Jobs CenterWorkforce Development Board
Foothill Workforce Development BoardWorkforce Development Board
South Los Angeles Worksource CenterWorkforce Development Board
Catholic CharitiesCommunity Organization
Coalition for Responsible Community DevelopmentCommunity 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?

LA WDB Memorandum of Understanding with Title II Partners

As previously noted, Azusa USD, Claremont USD, and Monrovia USD are all Title II: AEFLA partners with the LA WDB. The current LA WDB MOU with its WIOA partners is an MOU from 2022-23. The LA WDB has undergone significant reorganization over the last three years. For over two decades, LA County workforce development was administered by the Department of Workforce Development, Aging, and Community Services (WDACS). In late 2021, the LA County Board of Supervisors voted to dissolve WDACS and in July 2022, the new LA County Department of Economic Opportunity was launched.

This reorganization has delayed important LA WDB processes such as updating partner MOUs. Thus, the state has extended the expiration of the LA WDB 2022-23 MOU through June 30, 2025. 

LA WDB Local Area Plan 

In addition to a delay in updating the MOU for WIOA partners, the creation of the LA WDB has been postponed to the reorganization of administration and creation of the DEO. The DEO received an extension for its 2021-24 Local Area Plan through the 2024-25 Program Year and have been in the process of creating its 2025-28 Local Area Plan. Stakeholder meetings for the 2025-2028 Plan have been ongoing in the spring of 2025 and CCAEC administration has participated in these meetings and has provided a strong voice in the creation of the new Plan.

CCAEC Members Used Existing Plans to Create Three-Year Plan Alignment

Regarding the 2021-24 Plan that is still in place and is guiding workforce development partnerships, CCAEC members are mentioned by name multiple times in the WDB Plan.  CCAEC has used the 2021-2024 Local Area Plan to guide assessment of priority job and training needs for regional ESL students because as noted, the 2025-28 Plan is not yet available.

In 2021, the DEO commissioned the Los Angeles County Economic Development Corporation (LAEDC) to create a report designed to inform investment by the County to restore economic health and address inequalities that existed in LA County before the COVID-19 pandemic. The LAEDC report provided recommendations to address these regional workforce needs and informed the WDB Plan's Guiding Principles which are numerated below:

  1. Prioritize Direct Support and Facilitate Access for Disproportionately Impacted Workers, Employers, and Communities
  2. Revitalize Economic Mobility Through High Road Jobs
  3. Invest in Programs and Services that Lead to Economic Mobility for All
  4. Elevate the Profile, Influence, and Impact of the Workforce System
  5. Expand Technology to Improve Access and Deliver Quality Services
  6. Maximize Efficiencies for Customers through Regional Coordination, Integrated Service Delivery, and Co-location of Youth and Adult Programs
  7. Utilize Data to Measure Impact Beyond WIOA Performance
  8. Prepare Contingency Plans to Implement During Emergent Crisis Events that Cause Economic or Social Disruption

CCAEC members are committed to following these WDB Guiding Principles and meeting regional workforce needs by working closely with LA WDB's 19 AJCC service locations. CCAEC members have received substantial WIOA Title I funds for classroom training and Incumbent Worker Training. 

Monrovia Community Adult School is now an Affiliate AJCC

The most significant development for CCAEC workforce development that just recently occurred is that DEO and the LA WDB have decided to partner such that the school will serve as the collocation of a LA WDB  AJCC Affiliate. Efforts to have this collocation started more than five years ago. Starting July 1, 2025, the Monrovia AJCC Affiliate will open on the campus of the school. The impact of this development for workforce alignment cannot be overstated. With MCAS serving as a collocation for an AJCC Affiliate, CCAEC greatly strengthens its WDB relationships and efforts at regional workforce alignment.

In the CCAEC Annual Data Review (ADR), consortium stakeholders review pertinent regional data to identify gaps. Since member schools provide ESL, HSD/HSE, Citizenship, and short-term CTE programs, stakeholders analyze those characteristics in the regional cities primarily served by CCAEC member institutions. Table 1 below depicts Educational Attainment, Language Spoken at Home, and Naturalization data. Table 2 below notes regional Poverty and Unemployment data.



City

5 Years & Older Speaks English < “Very Well”

As % of 5 Years & Older

Residents over 25 & No HSD

or HSE

As % of Population Over 25

Number of Foreign Born, Not a Citizen

Foreign Born, Not a Citizen

% of Total Pop.

Total Population

Arcadia

16,926

30.5%

3,396

6.0%

9,850

17.4%

56,681

Azusa

8,576

18.4%

5,725

19.7%

6,642

13.3%

50,000

Claremont

2,588

7.5%

1,371

5.8%

2,292

6.2%

37,266

Covina

6,056

13.4%

4,657

14.3%

4,026

7.9%

51,268

Duarte

4,566

22.2%

2,573

16.2%

2,815

13.0%

21,727

Glendora

5,004

10.3%

3,129

8.6%

3,721

7.1%

52,558

Monrovia

5,128

14.6%

2,693

10.3%

4,578

12.1%

37,931

Pomona

32,198

22.7%

27,197

28.0%

24,957

16.5%

151,713

TOTAL

81,042


50,741


58,881

12.8%

459,144


The above localized and aggregated data demonstrates the region has large gaps that need to be addressed by CCAEC adult education institutions.

  • The population of the primary cities served by the CCAEC is 459,144
  • 81,042 of the regional residents over the age of 5 Speak English Less Than “Very Well”
  • 50,741 of regional residents over the age of 25 do not have a high school diploma or equivalent
  • 12.8% of regional residents are foreign born and not naturalized
  • Unemployment rates for cities in the region are historically low
  • This demonstrates the realities of a current tight labor market
  • Poverty rates are culled from the 2021 American Community Survey which does not use the entire city population, but uses “Number for whom poverty status is determined”
  • 11.1% of the region is living under the poverty line
  • Only Pomona and Azusa have higher poverty rates than the state average of 12.8%


































































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?

During the early months of 2025, the CCAEC gathered significant survey data from students, faculty and staff to identify themes and gather further context on the unique needs of CCAEC adult learners.

Survey data and subsequent focus groups revealed that CCAEC faculty and staff believe that improving consortium Participation, Persistence and student Performance were the biggest priorities for the Three-Year Plan. Survey data from students surveyed revealed that member schools were addressing student needs and providing the types of programs and classes they desired. Over 90% of CCAEC students said that they "were satisfied with the types of classes offered at their school." 

Which populations are currently being served by your programs?

Contributions by Entities*

NameRoleThree-Year Plan Contribution
Students Student Provided data
K-12 District Faculty Teacher employed by local educational agencies Provided data
K-12 Faculty Teacher employed by local educational agencies Participated in planning meetings
K-12 Staff Classified staff Provided data
East San Gabriel Valley AJCC Workforce Development Agency Partners Participated in planning meetings
Pomona Valley AJCC Workforce Development Agency Partner Participated in planning meetings
Community College Administrator Administrator Participated in planning meetings
K-12 Administrators 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
*Azusa UnifiedMember Representative

0

200

0

0

0

397

0

60

313

970
*Citrus CCDMember Representative

0

0

0

0

0

0

0

0

0

0
*Claremont UnifiedMember Representative

0

112

0

0

0

359

0

67

0

538
*Duarte UnifiedMember Representative

0

19

0

0

0

0

0

0

0

19
*Glendora UnifiedMember Representative

0

29

0

27

0

10

0

0

0

66
*Monrovia UnifiedMember Representative

0

93

0

0

0

520

0

395

187

1195
Total Participants 0 453 0 27 0 1286 0 522 500 2788
* Consortium Member required to input number of Participants

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

No Service Providers for this consortium.

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

Mental and Behavorial Health

Azusa, Claremont, and Monrovia are recipients of California ELL Healthcare Pathway funds. Thus, these CCAEC members continue to create pathways for EL students to healthcare jobs through training programs in Certified Nursing Assistant, Pharmacy Technician, and Medical Assisting.

Round table and frequent discussions with WDB and AJCC partners continuously informs the CTE training programs CCAEC members offer.

Table 3 below depicts duplicated Participant enrollment and instructional hours by CCAEC member and CAEP program:

Table 3

Program

Azusa

Claremont

Duarte

Glendora

Monrovia


Dupl. No. of Parts.

Inst. Hours

Dupl. No. of Parts.

Inst. Hours

Dupl. No. of Parts.

Inst. Hours

Dupl. No. of Parts.

Inst. Hours

Dupl. No. of Parts.

Inst. Hours

ESL

400

28,892

359

35,998

0

0

10

561

522

67,175

ABE/ASE

203

11,034

112

7,161

19

2,436

28

8,775

127

22,911

CTE

71

7,388

67

11,275

0

0

0

0

398

34,676

Workforce Reentry

320

18,109

0

0

0

0

0

0

188

23,178

Adults Supporting K-12

0

0

0

0

0

0

27

1,967

0

0

Adults w/ Disabilities

0

0

0

0

0

0

0

0

0

0

Duplicated Total

1,211

65,423

725

54,434

19

2,436

94

21,530

1,315

147,940

In 2024-25, CCAEC schools served 2,779 duplicated Participants and 43.8% of those duplicated Participants were enrolled in ESL. The next largest CAEP Program served by CCAEC schools was CTE with Monrovia accounting for 72.6% of that Participant enrollment. Workforce Reentry accounted for 18.3% of Participant enrollment and ASE/ABE accounted for 17.6% of Participant enrollment. Finally, K-12 success accounted for 1% of Participant enrollment with Glendora serving as the only member to offer that program.


Metrics: CAEP Barriers & Metrics

Goals & Metrics

Metrics

Adult Ed Metrics

  • English Language Learner (149AE)

Metrics

Adult Ed Metrics

  • Completed Educational Functioning Level Gain (400AE)

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) 4,320 4,734

4,435

4,524

4,615

Student BarriersEnglish 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 SetMetric DescriptionMember Level Metric Actuals Member Level Metric Targets
2022-23 2023-24 2024-25 2025-26 2026-27 2027-28
AllParticipants (202AE) 500 609

621

633

646

ProgressCompleted Educational Functioning Level Gain (400AE) 91 118

154

157

160

* Mandatory for all members


Citrus CCD (Reported by Citrus)

Metric SetMetric DescriptionMember Level Metric Actuals Member Level Metric Targets
2022-23 2023-24 2024-25 2025-26 2026-27 2027-28
AllParticipants (202AE) 1,597 1,387

1,415

1,443

1,472

ProgressCompleted Educational Functioning Level Gain (400AE) 64 86

88

90

92

* Mandatory for all members


Claremont Unified (Reported by Claremont Unified School District (CUSD))

Metric SetMetric DescriptionMember Level Metric Actuals Member Level Metric Targets
2022-23 2023-24 2024-25 2025-26 2026-27 2027-28
AllParticipants (202AE) 418 495

505

515

525

ProgressCompleted Educational Functioning Level Gain (400AE) 98 219

275

281

287

* Mandatory for all members


Duarte Unified (Reported by Duarte 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) 18 13

19

20

21

ProgressCompleted Educational Functioning Level Gain (400AE) 0

3

4

4

* Mandatory for all members


Glendora Unified (Reported by Glendora 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) 46 47

28

29

30

ProgressCompleted Educational Functioning Level Gain (400AE) 0

0

0

0

* Mandatory for all members


Monrovia Unified (No reporting institution)

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

1,025

1,045

1,070

ProgressCompleted 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.

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
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.

  1. CCAEC members will implement multiple strategies (outlined below) to increase 2025-26 CCAEC duplicated student enrollment to 4,435 students.
  2. 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:

  1. Improve targeted marketing efforts across the consortium.
  2. Outreach out to Community Based Organizations and other local organizations to increase community awareness of CCAEC programs and services.
  3. Outreach to K-12 district parents to increase K-12 ESL enrollment.
  4. Outreach to former students encouraging them to return.

Strategies to increase number of Participants

  1. Share effective orientation and placement practices that encourage students stay enrolled consortium-wide.
  2. All consortia members will create student incentives such as awards, certificates, and formal recognition to encourage attendance and persistence.
  3. All consortia members staff set SMART goals for student Participation and monitor goal progress.
  4. 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

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

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

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

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.

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).

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 PositionResponsible MemberProposed Completion Date
Azusa USD AdministrationAzusa Unified06/30/2028
Claremont USD AdministrationClaremont Unified06/30/2028
Duarte USD AdministrationDuarte Unified06/30/2028
Glendora USD AdministrationGlendora Unified06/30/2028
Monrovia USD AdministrationMonrovia Unified06/30/2028
CCAEC Program DirectorClaremont Unified06/30/2028

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.

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).

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 PositionResponsible MemberProposed Completion Date
Azusa USD AdministrationAzusa Unified06/30/2028
Claremont USD AdministrationClaremont Unified06/30/2028
Monrovia USD AdministrationMonrovia Unified06/30/2028
CCAEC Program DirectorClaremont Unified06/30/2028

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
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).

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 PositionResponsible MemberProposed Completion Date
Azusa AdmninistrationAzusa Unified06/30/2028
Citrus Noncredit AdministrationCitrus CCD06/30/2028
Claremont AdministrationClaremont Unified06/30/2028
Duarte AdministrationDuarte Unified06/30/2028
Glendora AdministrationGlendora Unified06/30/2028
Monrovia USD AdministratrionqMonrovia Unified06/30/2028
CCAEC Program DirectorClaremont Unified06/30/2028

Funds Evaluation

Member Allocations and Expenditures

Member AgencyPrior Year Total Leveraged FundsProgram Reporting Status
Azusa Unified $1,879,264Certified
Citrus CCD $1Certified
Claremont Unified $1,856,173Certified
Duarte Unified $41,536Certified
Glendora Unified $223,779Certified
Monrovia Unified $2,732,024Certified
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

Approved by Dr. Anthony Contreras

06/18/2025 07:48 AM PDT

Citrus CCD - Member Representative

Approved by John Russell

06/17/2025 02:34 PM PDT

Claremont Unified - Member Representative

Approved by Felipe Delvasto

06/17/2025 02:35 PM PDT

Duarte Unified - Member Representative

Approved by Kevin Morris

06/17/2025 02:38 PM PDT

Glendora Unified - Member Representative

Approved by Valentina Shibata

06/18/2025 12:52 PM PDT

Monrovia Unified - Member Representative

Approved by Flint Fertig

06/18/2025 12:43 PM PDT