CAEP
Three-Year Plan

Produced: Jun 23, 2025, 06:01 PM UTC - By Keith Carmona

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:
10 Coast Adult Education Consortium
Address:
1370 Adams Ave. | Costa Mesa, CA | 92626
Website:
http://www.cccd.edu/aboutus/edservices/grants/Pages/Adult-Education-Block-Grant.aspx
Funding Channel 2025-26:
Direct Funded
CAEP Funds 2025-26:
$9,464,534
CAEP Funds 2024-25:
$9,240,005
CAEP Funds 2023-24:
$9,142,179

Consortium Contacts

Auto-populated

ResponsibilityNameEmailTitlePhone
Primary Contactaserban@cccd.eduVice Chancellor Educational Services and Technology(714) 438-4698
Primary Contactscuriel@hbas.eduPrincipal(714) 842-4227

Members

Auto-populated

Member AgencyMember TypeContactPhone
Coast CCDDistrictDr. Andreea Serban(714) 438-4698
Garden Grove UnifiedUnified School DistrictM'Liss Patterson(714) 663-6305
Huntington Beach Union HighHigh School DistrictSteve Curiel(714) 842-4227
Coastline ROPRegional Occupation Center/Program (ROC/P)Gina Escobar
Newport-Mesa UnifiedUnified School DistrictKeith Carmona(714) 424-7516
Orange County Department of EducationCounty Office of Education (COE)Fatinah Judeh(714) 349-3073

Executive Summary

The vision of the Coast Adult Education Consortium (CAEC) is aligned with the state's goal to address the evolving needs of individuals and communities by providing adults with the knowledge and skills necessary to participate effectively as productive citizens, workers, and family members. The efforts of the Consortium focus on meeting regional needs by addressing gaps in services, ensuring seamless transitions to post-secondary education and the workforce, expanding and refining student acceleration opportunities, enhancing professional development opportunities, and leveraging partner and community resources. The Consortium works jointly to meet the needs of the adult education population in the region through various collaborative efforts between the Consortium members and with regional partners. Members regularly review and modify the plan, based on demographic and employment data, survey information, labor market information, and other data and analyses. Past and future efforts meet the seven programs areas identified by California Adult Education Program (CAEP).

This three-year plan serves as the framework for the work of the Consortium by partnering with community service providers including businesses, and government and community-based organizations. The Consortium will continue to work toward creating a comprehensive regional approach for students by providing instructional programs and support services for their progression along their educational and career pathways.

CAEP will address the following main goals in this three-year plan.

1)            Better meet regional needs by addressing gaps in services.

2)            Ensure seamless transitions to post-secondary education and the workforce.

3)            Expand and refine student acceleration opportunities.

4)            Grow and improve on professional development opportunities.

5)            Leverage partner and community resources.

The CAEC region has a culturally diverse community and workforce. With that comes the critical need for English language proficiency programs and initiatives to increase educational attainment across all levels in order to build a well-educated, high-earning workforce that meets current and future labor market demands. CAEC will continue to focus on expanding programs and services including:

  • outreach to identified segments of the populations currently not served which could benefit from the programs and services provided by CAEC.
  • additional ESL, Citizenship and Family Literacy classes, increased off-campus classes, and development of comprehensive marketing strategies to promote these classes.
  • serving a larger number of adults with disabilities.
  • additional short-term noncredit career technical education certification.
  • expand adult education dual enrollment.
  • support for transition from noncredit to college credit classes and programs.
  • provide support services related to student basic needs (e.g., food insecurity, housing insecurity, transportation).

Assessment

Coast Adult Education Consortium (CAEC) analyzed demographic data, labor market data, workforce indicators, student surveys, and gathered input from community partners to assess the current and continued needs in the region to ensure that adult education programs in the region are robust and responsive to current and future needs. A combination of data from the U.S. Census, the American Community Survey (ACS), CAEP Fact Sheet 2025 for CAEC, Data Vista, MIT Living Wage Calculator, and internal data from Consortium members for the 2023-24 academic year was used to perform this analysis. The analysis has shown that there is a significant group of adults that is not currently being served. This has resulted in identifying several needs that CAEC can positively impact through its educational programs and services which are detailed in the plan.

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

Coastline Regional Occupational Program

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?

NA

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
Orange County Workforce SolutionsWorkforce Development Board
United Domestic Workers of AmericaCommunity Organization
BPSOSCommunity Organization
Asian Americans Advancing JusticeCommunity Organization
The Coalition for Humane Immigrant RightsCommunity 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?

The goal for CAEC is to develop career pathways to support adult learners in the region and to help them to successfully transition to postsecondary and workforce opportunities. CAEC members work together collaboratively and leverage resources to create regional stability among Adult Education providers. Leveraged resources include those from the Workforce Innovation and Opportunity Act (WIOA) Title II, CalWORKs, Strong Workforce Program, and Student Equity and Achievement Program. Some of the strategies that have resulted from these alignments include co-enrollment of ESL students in career training, and co-enrollment of students in classes at the community college Adult Education Programs and Adult Schools.

CAEC aligns with WIOA Title II through comprehensive ESL/ELL and K-12 partnership programs that accommodate low-income and low-literacy families in the area. For example, all three colleges in the Coast Community College District (CCCD): Coastline College (Coastline), Golden West College (GWC), and Orange Coast College (OCC), received the WIOA Title II grant and have implemented the ESL/ELL program. All three colleges have implemented the EL Civics additional instruction and assessment. CAEC members implemented adult education dual enrollment starting in fall 2022.

CCCD is part of the Orange County Regional Consortium, a workforce development alliance of community colleges in Orange County. The members of this consortium meet and collaborate to identify adult learners' interests and build meaningful career pathways for adult learners.

CAEC will align its portion of the funding to support projects that increase access for target populations, align WIOA programs, implement co-enrollment strategies, leverage other program funding, and provide supportive services for California's English Language Learner (ELL) population.

The Adult Schools seek to collaborate with the Title I providers to make referrals for job placements and other services. Leveraging funding and resources is a priority for Garden Grove Adult Education (GGAE) and Huntington Beach Adult School (HBAS). For example, by aligning with various regional and local planning processes, GGAE has been able to leverage funds and resources to increase programs and services to the adult population. GGAE and HBAS continue to calendar monthly on campus visits for the OC Workforce Solutions Mobile Unit. School Community Liaisons schedules are aligned with these dates to provide language support.

CAEC will continue to devote its efforts and resources to expanding the key program areas, including basic and secondary skills, ESL/ELL, citizenship preparation services, and short-term Career Technical Education program.

CAEC analyzed demographic data, labor market data, workforce indicators, student surveys, and gathered input from community partners to assess the current and continued needs in the region to ensure that adult education programs in the region are robust and responsive to current and future needs. A combination of data from the U.S. Census, the American Community Survey (ACS), CAEP Fact Sheet 2025, Data Vista, MIT Living Wage Calculator, and internal data from Consortium members was used to perform this analysis. The information has shown that there is a significant group of adults that is not currently being served. This has resulted in identifying several needs that CAEC can positively impact through its educational programs and services:

● Programs for English Language Learners (ELLs)

According to the CAEP 2025 Fact Sheet for CAEC, 10% (53,327) of adults 18 years and older in the CAEC region are classified as ELLs. The CAEC served only 8% (4,343) of this population in 2023-24. According to the Office of Immigration Statistics, in 2024, there are over 147,000 Orange County residents with Lawful Permanent Residence status and are eligible for citizenship. Additionally, Census data show that educational level attainment of less than High School is highest among Vietnamese Americans (22%) and Cambodian-Americans (23%). The following statistics from the CAEP Fact Sheet 2025 are also relevant: 173,474 foreign-born, 81,959 near poverty or less, and 19,455 unemployed adults in the CAEC region. In the CAEC region, 47.3% of the population is White, 21.5% Asian, and 24% Hispanic. Orange County has the highest Asian-American population in Southern California, especially Vietnamese-Americans. In the CAEC region, 47% of ESL residents speak Vietnamese at home. This supports the need for additional ESL, and Citizenship classes, and development of comprehensive marketing strategies to promote these classes.

● High School Diploma/GED Programs

ACS (2023) shows that in Orange County 13% (285,233) of the adult population 25 years and older have an education level less than a high school diploma or equivalent. Of this population 15% (42,432) have income that were below the poverty level. 12% (63,723) of adults in the CAEC region have earned less than a high school diploma; the CAEC served 1,007 participants in Adult Secondary Education programs in 2023-24, roughly 1.6% of the population without a high school diploma. This supports the need for additional GED/high school diploma classes. 

● Workforce Training Programs/CTE Pathways

There is an imbalance between supply and demand for middle-skills jobs that have livable wages. The CAEC region has an unemployment rate of 3.8% (19,445) as of December 2024, yet 16% (81,959) of adults in the CAEC region are at or below poverty level. According to MIT Living Wage calculator, the living wage for a single adult household with three children is $184,882, yet in Orange County, 38.4% of families earned the median income for a four-person family is $149,604. Additionally, 38% of families in Orange County have an annual household income less than $100,000. 

The data indicates a need to strengthen and broaden the programs and services provided to support diverse ethnic communities and the county’s rapidly aging population. According to the CAEP Fact Sheet 2025, 29% (153,970) of adults residing in the CAEC region are 60 years or older. 

Orange County is the third largest county in California, and the sixth largest in the nation, with an unemployment rate of 3.8% as of December 2024. This compares with an unadjusted unemployment rate of 5.4% for California and 3.9% for the nation. According to the MIT living wage calculator, a livable wage for a single adult household in Orange County is $32.20 per hour (annual salary of $66,976). A livable wage for a single adult household with three children in Orange County is $88.89 per hour (annual salary of $184,882). ACS (2023) results show that in Orange County, 38% (295,321) families earn less than $100,000 annually and 10.1% (77,675) of families earn less than $35,000 annually.

● Adults with Disabilities

2% (1,128) of the 60,484 adults with disabilities in the CAEC region participated in adult education programs for Adults with Disabilities. However, on an annual basis, in 2023-24, CCCD served 3,428 students with disabilities, GGAE served 59 students, and HBAS served 66 students.

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?

Not Entered
Which populations are currently being served by your programs?

Contributions by Entities*

NameRoleThree-Year Plan Contribution
CAEC Executive Committee Consortium Governance Led the development of the plan and made decisions on the strategic direction of the Consortium
CCCD Administrators, Faculty, Counselors, Staff Gathered, analyzed, and reviewed data, provided feedback for the plan, participated in meetings
HBAS Administrators, Teachers on Special Assignment, Staff Gathered, analyzed, and reviewed data, provided feedback for the plan, participated in meetings
GGAE Administrators, Teachers on Special Assignment, Staff Gathered, analyzed, and reviewed data, provided feedback for the plan, participated in 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
*Coast CCDMember Representative

139

394

1,128

0

0

2,593

0

578

735

5567
*Coastline ROPMember Representative

0

0

0

0

0

0

0

0

0

0
*Garden Grove UnifiedMember Representative

237

274

0

0

0

1,998

0

39

0

2548
*Huntington Beach Union HighMember Representative

0

613

0

0

0

1,888

0

720

0

3221
*Newport-Mesa UnifiedMember Representative

0

0

0

0

0

0

0

0

0

0
*Orange County Department of EducationMember Representative

0

0

0

0

0

0

0

0

0

0
Total Participants 376 1281 1128 0 0 6479 0 1337 735 11336
* 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?

Esports, Security Guard, Life Guard, Art, Music, Drama, Yoga

Not Entered

Each member organization in the consortium plays a strategic role in maximizing resources and addressing the diverse needs of the community. The consortium offers programs in ESL, ABE, ASE, CTE, and workforce preparation, delivering specialized training in in-demand industries.

CCCD Colleges offer ESL/ELL, Mathematics, Citizenship Preparation, GED Preparation, programs for adults with disabilities, and a variety of short-term CTE programs in health care, business, architecture, retail, culinary arts, hospitality and tourism, computer basics, yoga trainer, security guard, life guard, automotive, interior design, esports. Detailed information on the programs provided is available on the online college catalogs:

  • https://catalog.cccd.edu/coastline/noncredit/
  • https://catalog.cccd.edu/golden-west/adult-education-noncredit/
  • https://catalog.cccd.edu/orange-coast/adult-education-noncredit/

HBAS offers ESL, Citizenship Preparation, ABE/GED Preparation, High School Diploma, and short-term CTE programs in health care, accounting, administrative assistant. Detailed information on the programs provided is available on the online catalog posted on the HBAS web site https://www.hbas.edu/

GGAE offers ESL, Citizenship Preparation, ABE/GED Preparation, High School Diploma, and short-term CTE programs in health care. Detailed information on the programs provided is available on the GGAE web site https://ggusd-ae.edlioschool.com/ 

While all three consortium funded members offer ESL/ELL classes, the demand in the region continues to exceed available resources. According to the CAEP 2025 Fact Sheet for CAEC, 10% (53,327) of adults 18 years and older in the CAEC region are classified as ELLs. The CAEC served only 8% (4,343) of this population in 2023-24.

Similarly, all three consortium funded members offer ABE/GED Preparation or High School Diploma programs. There is a large number of adults in the region who could benefit from these programs. 12% (63,723) of adults in the CAEC region have earned less than a high school diploma; CAEC served 1,007 participants in Adult Secondary Education programs in 2023-24, roughly 1.6% of the population without a high school diploma.

All three consortium funded members offer CTE courses and short-term CTE programs. However, 19,445 residents in the CAEC region are unemployed and 81,959 are near poverty or less. The need for expanded CTE offerings remains significant, especially among ESL learners and those without a high school diploma. Offering various short-term, high-demand CTE programs helps these student populations.

Metrics: CAEP Barriers & Metrics

Goals & Metrics

Metrics

Adult Ed Metrics

  • English Language Learner (149AE)

Metrics

Adult Ed Metrics

  • Completed Educational Functioning Level Gain (400AE)

Metrics

Adult Ed Metrics

  • Transitioned to CTE (636AE)
  • 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) 8,002 9,312

9,778

10,266

10,780

Student BarriersEnglish Language Learner (149AE) 4,379 5,395

4,598

4,828

5,069

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.

Coast CCD (Reported by Coast)

Metric SetMetric DescriptionMember Level Metric Actuals Member Level Metric Targets
2022-23 2023-24 2024-25 2025-26 2026-27 2027-28
AllParticipants (202AE) 3,909 4,544

4,772

5,010

5,260

ProgressCompleted Educational Functioning Level Gain (400AE) 567 979

1,028

1,079

1,133

SuccessDiploma, GED or High School Equivalency (633AE) 99 77

81

85

89

TransitionTransitioned to Non-Developmental Credit College Course (637AE) 401

421

442

464

TransitionTransitioned to CTE (636AE) 567

595

625

656

* Mandatory for all members


Coastline ROP (Reported by Coastline Regional Occupational Program)

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

0

0

0

ProgressCompleted Educational Functioning Level Gain (400AE)

0

0

0

SuccessDiploma, GED or High School Equivalency (633AE)

0

0

0

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

0

0

0

TransitionTransitioned to CTE (636AE)

0

0

0

* Mandatory for all members


Garden Grove Unified (Reported by Garden Grove Unified School District (GGUSD))

Metric SetMetric DescriptionMember Level Metric Actuals Member Level Metric Targets
2022-23 2023-24 2024-25 2025-26 2026-27 2027-28
AllParticipants (202AE) 1,944 2,140

2,247

2,359

2,477

ProgressCompleted Educational Functioning Level Gain (400AE) 792 979

1,028

1,079

1,133

SuccessDiploma, GED or High School Equivalency (633AE) 70 88

92

97

102

TransitionTransitioned to Non-Developmental Credit College Course (637AE) 58

61

64

67

TransitionTransitioned to CTE (636AE) 151

159

166

175

* Mandatory for all members


Huntington Beach Union High (Reported by Huntington Beach Union High School District (HBUHSD))

Metric SetMetric DescriptionMember Level Metric Actuals Member Level Metric Targets
2022-23 2023-24 2024-25 2025-26 2026-27 2027-28
AllParticipants (202AE) 2,310 2,755

2,894

2,967

3,041

ProgressCompleted Educational Functioning Level Gain (400AE) 985 1,234

1,296

1,329

1,362

SuccessDiploma, GED or High School Equivalency (633AE) 103 131

138

141

145

TransitionTransitioned to Non-Developmental Credit College Course (637AE) 90

172

177

181

TransitionTransitioned to CTE (636AE) 449

461

473

485

* Mandatory for all members


Newport-Mesa Unified (Reported by Newport-Mesa USD Adult Education)

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

0

0

0

ProgressCompleted Educational Functioning Level Gain (400AE)

0

0

0

SuccessDiploma, GED or High School Equivalency (633AE)

0

0

0

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

0

0

0

TransitionTransitioned to CTE (636AE)

0

0

0

* Mandatory for all members


Orange County Department of Education (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)

0

0

0

ProgressCompleted Educational Functioning Level Gain (400AE)

0

0

0

SuccessDiploma, GED or High School Equivalency (633AE)

0

0

0

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

0

0

0

TransitionTransitioned to CTE (636AE)

0

0

0

* 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
Coast CCD 100% 100% 69%

100%

100%

100%

Garden Grove Unified 100% 100% 48%

100%

100%

100%

Huntington Beach Union High 100% 100% 50%

100%

100%

100%

Objectives

Objective #1: Address Educational Needs

Expand access to educational opportunities


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

Not Entered

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

Not Entered

Activities & Outcomes

Objective #1: Address Educational Needs

Increase Enrollment in Noncredit Career Education

Increase student enrollment and completion rates in noncredit Career and Technical Education (CTE) programs. CCCD Colleges - Increase the number of short-term CTE enhanced noncredit certificates based on labor market and student demand.

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).

5% increase in noncredit Career Technical (CTE) enrollment. 2% increase in enhanced noncredit CTE certificates awarded.

10% increase in noncredit CTE enrollment. 4% increase in enhanced noncredit CTE certificates awarded. 

15% increase in noncredit CTE enrollment. 6% increase in enhanced noncredit CTE certificates awarded. 

Adult Education Metrics and Student Barriers

  • Transition: Transitioned to CTE (636AE)

Responsible Positions, Responsible Consortium Members, and Proposed Completion Date

Responsible PositionResponsible MemberProposed Completion Date
Adult Education Program DirectorsCoast CCD06/30/2028

Increase Career Technical Education Enrollment

HBAS will increase participants in CTE by 20% by year three through 

  • The development of two new CTE programs
  • Rescheduling of current program offerings to better match student demand based on scheduling
  • Improved transition supports from ESL and ASE into CTE
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).

Increased CTE participants by 10% compared to the previous year. 

Increased CTE participants by 5% compared to the previous year. 

Increased CTE participants by 5% compared to the previous year. 

Adult Education Metrics and Student Barriers

  • Transition: Transitioned to CTE (636AE)

Responsible Positions, Responsible Consortium Members, and Proposed Completion Date

Responsible PositionResponsible MemberProposed Completion Date
HBAS Administrative TeamHuntington Beach Union High06/30/2028

GGAE- Digital Navigators

Technology support will be provided for all GGAE students during the mandatory two-day New Student Orientation. On the second day of the orientation students are supported to log into their new school email, check their Google account, and take the CASAS Student Technology Survey. GGAE will provide access to computer lab time for all students to receive digital technology support (creating an email, using student assigned .net accounts, Zoom support, interacting with Google Classroom, typing accuracy, Chromebook operation). All classrooms are equipped with a class set of Chromebooks and GGAE has a Student Technology Check out program available for all students with 12+ hours of attendance. Providing the technology support will increase student persistence as demonstrated by the WIOA Title II Persister Report (CASAS Data Portal).

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 2025-26, at least 90% of attending GGAE students will receive structured technology support—including school email setup, Google and Burlington English account access, and completion of the GGAE End of Semester Survey and the CASAS Student Technology Survey—to ensure equitable access to digital tools and improve student persistence by 2% as measured by the WIOA Title II Persister Report.

By the end of 2027-28, at least 90% of attending GGAE students will receive structured technology support—including school email setup, Google and Burlington English account access, and completion of the GGAE End of Semester Survey and the  CASAS Student Technology Survey—to ensure equitable access to digital tools and improve student persistence by 4% as measured by the WIOA Title II Persister Report.

By the end of 2029-30, at least 90% of attending GGAE students will receive structured technology support—including school email setup, Google and Burlington English account access, and completion of the GGAE End of Semester Survey and the  CASAS Student Technology Survey—to ensure equitable access to digital tools and improve student persistence by 6%  as measured by the WIOA Title II Persister Report.

Adult Education Metrics and Student Barriers

  • All: Participants (202AE)

Responsible Positions, Responsible Consortium Members, and Proposed Completion Date

Responsible PositionResponsible MemberProposed Completion Date
GGAE DirectorGarden Grove Unified06/30/2028

GGAE- Update All Program Syllabi

GGAE will begin the process of updating all program syllabi to reflect the WIOA Title II Integrated Syllabus format. During Professional Development, teachers will collaborate by department and by level to redesign a comprehensive syllabus to include all the components of an integrated curriculum. This includes CTE, HSD, HSE, ABE, and ESL courses.

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 2025-26, GGAE instructional teams will redesign and update 75% of course syllabi—across CTE, HSD, HSE, ABE, and ESL—to align with the WIOA Title II Integrated Syllabus format, with collaborative work occurring during departmental Professional Development sessions throughout the year.

By the end of 2025-28, GGAE instructional teams will redesign and update 90% of course syllabi—across CTE, HSD, HSE, ABE, and ESL—to align with the WIOA Title II Integrated Syllabus format, with collaborative work occurring during departmental Professional Development sessions throughout the year.

By the end of 2029-30, GGAE instructional teams will redesign and update 100% of course syllabi—across CTE, HSD, HSE, ABE, and ESL—to align with the WIOA Title II Integrated Syllabus format, with collaborative work occurring during departmental Professional Development sessions throughout the year.

Adult Education Metrics and Student Barriers

  • Progress: Completed Educational Functioning Level Gain (400AE)

Responsible Positions, Responsible Consortium Members, and Proposed Completion Date

Responsible PositionResponsible MemberProposed Completion Date
GGAE DirectorGarden Grove Unified06/30/2028

Objective #2: Improve Integration of Services & Transitions

Increase Adult Education Dual Enrollment

Continue to expand adult education dual enrollment through the collaboration of CCCD, HBAS, GGAE, and OCDE.

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).

At least 100 eligible adult education students enrolled in CCCD credit classes though the adult education dual enrollment program. 

At least 200 eligible adult education students enrolled in CCCD credit classes though the adult education dual enrollment program. 

At least 300 eligible adult education students enrolled in CCCD credit classes though the adult education dual enrollment program. 

Adult Education Metrics and Student Barriers

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

Responsible Positions, Responsible Consortium Members, and Proposed Completion Date

Responsible PositionResponsible MemberProposed Completion Date
Adult Education Program DirectorsCoast CCD06/30/2028
Principal Adult Education SchoolHuntington Beach Union High06/30/2028
Director Adult Education ProgramGarden Grove Unified06/30/2028
Director Special ProgramsOrange County Department of Education06/30/2028

CCCD - Promote the CCC Apply Noncredit Application

CCCD - Increase the number of students successfully completing the noncredit application process.

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).

5% increase in completed applications

8% increase in completed applications

12% increase in completed applications

Adult Education Metrics and Student Barriers

  • All: Participants (202AE)

Responsible Positions, Responsible Consortium Members, and Proposed Completion Date

Responsible PositionResponsible MemberProposed Completion Date
Adult Education Program Directors; Student ServiceCoast CCD06/30/2028

HBAS Student Education Plan

All HBAS student participants with 100 or more hours of attendance in CTE programs, ESL levels 3 and 4, and ASE students will meet with an advisor at least twice per year to review their Student Education Plan.

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).

50% of student participants with 100 or more hours of attendance in CTE programs, ESL levels 3 and 4, and ASE students will meet with an advisor at least twice per year to review their Student Education Plan.

75% of student participants with 100 or more hours of attendance in CTE programs, ESL levels 3 and 4, and ASE students will meet with an advisor at least twice per year to review their Student Education Plan.

100% of student participants with 100 or more hours of attendance in CTE programs, ESL levels 3 and 4, and ASE students will meet with an advisor at least twice per year to review their Student Education Plan.

Adult Education Metrics and Student Barriers

  • Progress: Completed Educational Functioning Level Gain (400AE)
  • Success: Diploma, GED or High School Equivalency (633AE)
  • Transition: Transitioned to CTE (636AE)
  • Transition: Transitioned to Non-Developmental Credit College Course (637AE)

Responsible Positions, Responsible Consortium Members, and Proposed Completion Date

Responsible PositionResponsible MemberProposed Completion Date
Administrators, Counselors, Job DeveloperHuntington Beach Union High06/30/2028

Objective #3: Improve Effectiveness of Services

CCCD - Expand the Utilization of the Slate CRM

CCCD - Expand the utilization of the Slate Customer Relationship Management (CRM) platform to enhance student engagement and communication workflows. Slate will be used for prospective student outreach, current student communication, event registration and check-in, follow-up surveys, automated reminders (e.g., class start dates), and distribution of newsletters to students and community partners.

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).

  • Centralized list of partner contacts created in Slate
  • Automated communications campaigns launched (e.g., class reminders, outreach emails)
  • Increased event attendance and follow-up survey participation
  • Improved student onboarding and retention through targeted messaging
  • Stronger engagement with community partners through regular newsletters
  • Data-informed outreach strategies based on analytics
  • Increased student enrollment and program completion rates
  • Sustained partnerships through ongoing communication and collaboration

Adult Education Metrics and Student Barriers

  • All: Participants (202AE)

Responsible Positions, Responsible Consortium Members, and Proposed Completion Date

Responsible PositionResponsible MemberProposed Completion Date
Adult Education Program DirectorsCoast CCD06/30/2028

HBAS - Job Placement Services

HBAS - Expand job placement support services, including resume workshops, mock interviews, and job fairs, and encourage more student participation to facilitate successful transitions into the workforce, resulting in 20% more student participants retaining or obtaining a job by year three.

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).

10% more student participants retaining or obtaining a job 

5% more student participants retaining or obtaining a job 

5% more student participants retaining or obtaining a job 

Adult Education Metrics and Student Barriers

  • Transition: Transitioned to CTE (636AE)

Responsible Positions, Responsible Consortium Members, and Proposed Completion Date

Responsible PositionResponsible MemberProposed Completion Date
Job DeveloperHuntington Beach Union High06/30/2028

HBAS - Realignment of Class Scope and Sequence

Provide professional development to ESL teachers to support realigning the scope and sequence of classes to College and Career Readiness Standards. The result will be an increase of participant measurable skill gains by 10% by year three. 

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).

The percentage of ESL participants obtaining a measurable skill gain will increase by 3% from the prior year.

The percentage of ESL participants obtaining a measurable skill gain will increase by 3% from the prior year.

The percentage of ESL participants obtaining a measurable skill gain will increase by 4% from the prior year.

Adult Education Metrics and Student Barriers

  • Progress: Completed Educational Functioning Level Gain (400AE)

Responsible Positions, Responsible Consortium Members, and Proposed Completion Date

Responsible PositionResponsible MemberProposed Completion Date
ESL AdministratorHuntington Beach Union High06/30/2028

Funds Evaluation

Member Allocations and Expenditures

Member AgencyPrior Year Total Leveraged FundsProgram Reporting Status
Coast CCD $8,419,516Certified
Coastline ROP $0Certified
Garden Grove Unified $491,409Certified
Huntington Beach Union High $9,339,694Certified
Newport-Mesa Unified $0Certified
Orange County Department of Education $0Certified
Totals$18,250,619 6/6 Certified

CAEC is a direct funded consortium. CAEC works together collaboratively and fairly to allocate financial resources and achieve efficiency and effectiveness in meeting the needs of CAEC students. Mandated and contract negotiated cost increases will be considered first in developing the annual budget before other grant funded projects. The distribution of the allocation across the three funded members is based on the percentage of funding received in the prior year. No funded member uses more than 5% for indirect costs. 

As noted in the CAEC bylaws, in an effort to provide students with maximum services funded through the CAEP consortium, funded members will make every effort to expend funds according the agreed upon plan by the end of each fiscal year. In the case that funds remain for any fiscal year, the following process will be followed:
Members with unexpended funds will provide a narrative explaining the reason for the carryover and if applicable what part of their respective plan was not carried out.
Member carryover funds will be considered in the development of the following year's plan.
Members will have first opportunity to expend in the following year any funds they carryover as long as plans to expend such fund are in accordance with the approved plan for that year.
If a member is not able to develop a plan for expenditure of carryover funds that is aligned with the approved plan then those funds will be made available for other consortium projects. 

The funded members are committed to ensuring that their budget allocations are fully aligned with the goals and priorities outlined in the CAEP Three-Year Plan. Budget planning will strategically support the implementation of consortium initiatives through both personnel and non-personnel investments. This includes assigning staff dedicated to instructional delivery, student support, and administrative oversight, professional development, contracting services for technology infrastructure and software licenses, and procurement of instructional materials and equipment to support program needs. To maximize the effectiveness and sustainability of these initiatives, CAEC will adopt a braided and leveraged funding approach. CAEC will continue to utilize WIOA Title II -  AEFLA, Strong Workforce Program, Student Equity and Achievement Program, and apportionment funding in addition to CAEP funding to ensure that CAEP-funded activities are well-resourced and responsive to learner needs.

Certification

Coast CCD - Member Representative

  • Vice Chancellor Educational Services and Technology
  • aserban@cccd.edu
  • (714) 438-4698
Approved by Dr. Andreea Serban

06/16/2025 02:12 PM PDT

Coastline ROP - Member Representative

Approved by Gina Escobar

06/16/2025 02:23 PM PDT

Garden Grove Unified - Member Representative

Approved by M'Liss Patterson

06/16/2025 02:39 PM PDT

Huntington Beach Union High - Member Representative

Approved by Steve Curiel

06/16/2025 09:10 PM PDT

Newport-Mesa Unified - Member Representative

Approved by Keith Carmona

06/23/2025 11:00 AM PDT

Orange County Department of Education - Member Representative

Approved by Fatinah Judeh

06/17/2025 10:44 AM PDT