Produced: Jun 23, 2025, 06:01 PM UTC - By Keith Carmona
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) | 8,002 | 9,312 | 9,778 | 10,266 | 10,780 | |
Student Barriers | English 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 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) | 3,909 | 4,544 | 4,772 | 5,010 | 5,260 | |
Progress | Completed Educational Functioning Level Gain (400AE) | 567 | 979 | 1,028 | 1,079 | 1,133 | |
Success | Diploma, GED or High School Equivalency (633AE) | 99 | 77 | 81 | 85 | 89 | |
Transition | Transitioned to Non-Developmental Credit College Course (637AE) | 401 | 421 | 442 | 464 | ||
Transition | Transitioned to CTE (636AE) | 567 | 595 | 625 | 656 |
* Mandatory for all members
Coastline ROP (Reported by Coastline Regional Occupational Program)
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) | 0 | 0 | 0 | |||
Progress | Completed Educational Functioning Level Gain (400AE) | 0 | 0 | 0 | |||
Success | Diploma, GED or High School Equivalency (633AE) | 0 | 0 | 0 | |||
Transition | Transitioned to Non-Developmental Credit College Course (637AE) | 0 | 0 | 0 | |||
Transition | Transitioned to CTE (636AE) | 0 | 0 | 0 |
* Mandatory for all members
Garden Grove Unified (Reported by Garden Grove Unified School District (GGUSD))
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) | 1,944 | 2,140 | 2,247 | 2,359 | 2,477 | |
Progress | Completed Educational Functioning Level Gain (400AE) | 792 | 979 | 1,028 | 1,079 | 1,133 | |
Success | Diploma, GED or High School Equivalency (633AE) | 70 | 88 | 92 | 97 | 102 | |
Transition | Transitioned to Non-Developmental Credit College Course (637AE) | 58 | 61 | 64 | 67 | ||
Transition | Transitioned 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 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) | 2,310 | 2,755 | 2,894 | 2,967 | 3,041 | |
Progress | Completed Educational Functioning Level Gain (400AE) | 985 | 1,234 | 1,296 | 1,329 | 1,362 | |
Success | Diploma, GED or High School Equivalency (633AE) | 103 | 131 | 138 | 141 | 145 | |
Transition | Transitioned to Non-Developmental Credit College Course (637AE) | 90 | 172 | 177 | 181 | ||
Transition | Transitioned to CTE (636AE) | 449 | 461 | 473 | 485 |
* Mandatory for all members
Newport-Mesa Unified (Reported by Newport-Mesa USD Adult Education)
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) | 0 | 0 | 0 | |||
Progress | Completed Educational Functioning Level Gain (400AE) | 0 | 0 | 0 | |||
Success | Diploma, GED or High School Equivalency (633AE) | 0 | 0 | 0 | |||
Transition | Transitioned to Non-Developmental Credit College Course (637AE) | 0 | 0 | 0 | |||
Transition | Transitioned to CTE (636AE) | 0 | 0 | 0 |
* Mandatory for all members
Orange County Department of Education (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) | 0 | 0 | 0 | |||
Progress | Completed Educational Functioning Level Gain (400AE) | 0 | 0 | 0 | |||
Success | Diploma, GED or High School Equivalency (633AE) | 0 | 0 | 0 | |||
Transition | Transitioned to Non-Developmental Credit College Course (637AE) | 0 | 0 | 0 | |||
Transition | Transitioned 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.
Member | % of Available Funds Spent | Member Level Targets | ||||
---|---|---|---|---|---|---|
2022-23 | 2023-24 | 2024-25 | 2025-26 | 2026-27 | 2027-28 | |
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
Utilizing Data
Providing Professional Development
Identifying Best Practices
Offering Flexible Courses and Services
Not Entered
Objective #3: 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.
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 Position | Responsible Member | Proposed Completion Date |
---|---|---|
Adult Education Program Directors | Coast CCD | 06/30/2028 |
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
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 Position | Responsible Member | Proposed Completion Date |
---|---|---|
HBAS Administrative Team | Huntington Beach Union High | 06/30/2028 |
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).
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 Position | Responsible Member | Proposed Completion Date |
---|---|---|
GGAE Director | Garden Grove Unified | 06/30/2028 |
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.
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 Position | Responsible Member | Proposed Completion Date |
---|---|---|
GGAE Director | Garden Grove Unified | 06/30/2028 |
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.
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 Position | Responsible Member | Proposed Completion Date |
---|---|---|
Adult Education Program Directors | Coast CCD | 06/30/2028 |
Principal Adult Education School | Huntington Beach Union High | 06/30/2028 |
Director Adult Education Program | Garden Grove Unified | 06/30/2028 |
Director Special Programs | Orange County Department of Education | 06/30/2028 |
CCCD - Promote the CCC Apply Noncredit Application
CCCD - Increase the number of students successfully completing the noncredit application process.
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 Position | Responsible Member | Proposed Completion Date |
---|---|---|
Adult Education Program Directors; Student Service | Coast CCD | 06/30/2028 |
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.
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 Position | Responsible Member | Proposed Completion Date |
---|---|---|
Administrators, Counselors, Job Developer | Huntington Beach Union High | 06/30/2028 |
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.
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 Position | Responsible Member | Proposed Completion Date |
---|---|---|
Adult Education Program Directors | Coast CCD | 06/30/2028 |
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.
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 Position | Responsible Member | Proposed Completion Date |
---|---|---|
Job Developer | Huntington Beach Union High | 06/30/2028 |
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.
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 Position | Responsible Member | Proposed Completion Date |
---|---|---|
ESL Administrator | Huntington Beach Union High | 06/30/2028 |
Funds Evaluation
Member Allocations and Expenditures
Member Agency | Prior Year Total Leveraged Funds | Program Reporting Status |
---|---|---|
Coast CCD | $8,419,516 | Certified |
Coastline ROP | $0 | Certified |
Garden Grove Unified | $491,409 | Certified |
Huntington Beach Union High | $9,339,694 | Certified |
Newport-Mesa Unified | $0 | Certified |
Orange County Department of Education | $0 | Certified |
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
Dr. Andreea Serban - Vice Chancellor Educational Services and Technology
- aserban@cccd.edu
- (714) 438-4698
Coastline ROP - Member Representative
Gina Escobar - gescobar@coastlinerop.org
Garden Grove Unified - Member Representative
M'Liss Patterson - Director
- mpatterson@ggusd.us
- (714) 663-6305
Huntington Beach Union High - Member Representative
Steve Curiel - Principal
- scuriel@hbas.edu
- (714) 842-4227
Newport-Mesa Unified - Member Representative
Keith Carmona - Director of Teaching and Learning
- kcarmona@nmusd.us
- (714) 424-7516
Orange County Department of Education - Member Representative
Fatinah Judeh - Coordinator
- fjudeh@ocde.us
- (714) 349-3073