CAEP
Three-Year Plan

Produced: May 6, 2025, 06:58 PM UTC - By Amy Woods

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:
13 Morongo Basin AEBG Consortium (Copper Mountain)
Address:
6162 Rotary Way | Joshua Tree, CA | 92252
Website:
cmccd.edu
Funding Channel 2025-26:
Fiscal Agent
CAEP Funds 2025-26:
$1,034,308
CAEP Funds 2024-25:
$1,009,771
CAEP Funds 2023-24:
$999,080

Consortium Contacts

Auto-populated

ResponsibilityNameEmailTitlePhone
Fiscal Contactjzwicker@cmccd.eduSenior Fiscal Services Specialist(760) 366-3791 ext: 5309
Primary Contacteweatherup@cmccd.eduCoordinator of Adult Education Program
Primary Contactrabrego@cmccd.eduDean - Instruction, Distance Education, and Learning Resources(773) 895-8809

Members

Auto-populated

Member AgencyMember TypeContactPhone
Copper Mountain CCDDistrictMeredith Plummer(760) 366-3791
Morongo UnifiedUnified School DistrictSharon Flores(760) 367-9191 ext: 4251

Executive Summary

The Morongo Basin Consortium is a partnership between Copper Mountain College (CMC) and the Morongo Basin Unified School District (MUSD). The three-year planning process began with a review of what succeeded in the last three-year plan (2022-2025) and, based on what was established in those goals and strategies (Improving Integration of Services and Transitions, Addressing Educational Needs, and Improving Effectiveness of Services), what could be expanded and/or developed to bridge some of the barriers in our region. According to Labor Market data from sources named in the assessment below, the highest occupational needs in the area are in construction, welding, healthcare, water technologies, and service industries. 

To address these needs, the Morongo Basin Consortium will create community partnerships and develop strategies to increase English language acquisition skills, basic education needs and transitional coursework, greater acquisition of computer literacy, and pathways to CTE and dual enrollment opportunities at Copper Mountain College. Based on input from community members including the Rotary Club, the Chamber of Commerce, guidance in the Inland Empire Regional Workforce Development Plan, and community surveys, there is also a need for noncredit stacked certifications to build college- and career-readiness in our region. The Consortium will manage the use of funds to accomplish 100% expenditure in the service of the programs laid out in this plan.

These plans are aligned with Continuous Improvement Plans written for WIOA Title II, TopsPro Enterprise data as maintained according to CAEP requirements, scores from CASAS testing regularly evaluated by the counselors, guidance attained at Directors’ and Administrators’ conferences attended regularly by the Program Coordinator, and leveraging partnerships with CTE programs, community business leaders, and the Regional Workforce Development Plan. 2025-2028.

Assessment

In addition to assessing program needs based on the data sources named below, the Morongo Basin Consortium will utilize data from TopsPro Enterprise to locate gaps in services and in coursework for our students. The CASAS scores will be a leading factor in launching basic education, English acquisition, and certifications.

Data was examined from census.gov Small Area Income and Poverty Estimates (SAIPE), revealing a 13% rate of poverty for children ages 5-17 in the Morongo Unified School District region; census.gov American Community Survey, which shows that 9% of the adult population of the Twentynine Palms-Morongo Valley CCD has not completed a high school diploma or its equivalent; and  censusreporter.org, which shows that 28% speak a language other than English at home and nearly 20% of all ages live below the poverty line, which is 1.5 times the rate in San Bernardino County. It is this data that guides our focus on High School Diploma or GED acquisition, English Language skills acquisition in ESL and citizenship preparation courses, basic education math, English, reading, and computer literacy courses, and a plan to create courses and stacked noncredit to credit certifications that also bridge to construction, welding, water tech, and healthcare jobs that are growing the most in our area.

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?

DataVista data does not represent the Morongo Basin within a decent margin of error; therefore, we have to rely on the data sources named in this assessment, on community input and surveys, on internal student data recorded in ASAP and TopsPro Enterprise, and on student self-reported needs. The MB Consortium has worked hard on developing consistent data tracking and using TopsPro Enterprise to align with State and Federal requirements and also hired a part-time data researcher to maintain our records. The faculty and staff all became certified in CASAS testing in 2023-2024 and began implementing CASAS testing in July 2024, with a goal of testing 80% of enrolled students, as recorded in our Continuous Improvement Plan 2024-2025. The Coordinator, the faculty, and the counselors have all aligned their student service to the scores in the testing and toward increasing measurable skills gains. As such, our Consortium continues to improve dramatically in data collection and in aligning our yearly plans to support the gaps found in data collection.

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
Morongo Basin Unified School DistrictUnified School District
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 Inland Empire Regional Workforce Development Plan Program Years 2025-28. The Inland Empire Regional Planning Unit combines the Riverside County Workforce Development Board and the San Bernardino County Workforce Development Board to create an agreed-upon plan for the Inland Empire, approved on March 11, 2025. Their research shows that 17% of adults have less than a high school diploma while 28% have a high school degree, and 24% have some college but no degree. Language skills in Spanish are in high demand in the region, which means that increasing English acquisition skills classes to our Spanish-speaking population would go far in filling those needs; and skills gaps in "target occupations" are in caregiving, manufacturing, Microsoft Word and keyboarding: these are in the top 20 in-demand skills, which is where our Adult Education Program also plans to fill gaps.

Since many students from Riverside County attend classes here in the Morongo Basin, we look at numbers from the two counties combined. Those numbers represent that the regions' greatest needs are in high school diploma or its equivalent attainment (17%) and in skills toward jobs and construction trade certifications for the high school graduates with no college and those with some college but no degrees, which combined reperesent about 52% of adults.

Please identify the categories of needs of your region.

Of the twelve needs identified above, eight were accomplished from the last three-year plan: greater access for underserved populations through expanded sites across the Basin and launching the programs online, both of which also furthered access to technology and improved accessibility of programming; greater basic skills attainment with new ABE classes; expanded English language offerings; increased awareness of services through advertising; increased childcare with vouchers to new childcare providers; and greater transportation availability thanks to free bus passes.

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
Students Student Answered surveys
Community Community members at outreach events Survey answers on local needs
MB Consortium Partners Administrator Participated in planning meetings
MB Consortium Partner MUSD Consortium Members 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
*Copper Mountain CCDMember Representative

12

214

0

0

0

26

0

0

0

252
*Morongo UnifiedMember Representative

0

0

0

0

0

0

0

0

0

0
Total Participants 12 214 0 0 0 26 0 0 0 252
* 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?

Water Tech

Not Entered

Our Consortium consists of one funded voting member, Copper Mountain College, and one unfunded voting member, Morongo Unified School District. We offer adult courses in high school diploma, GED, ESL, citizenship preparation, basic education reading, and basic math and English. These offerings take up 100% of the hours of instruction, and all programs are within the seven program areas and include elementary and secondary basic skills, programs for immigrants, and programs for adults with disabilities.

Metrics: CAEP Barriers & Metrics

Goals & Metrics

Metrics

Adult Ed Metrics

  • English Language Learner (149AE)
  • Low Income (154AE)
  • Low Literacy (155AE)

Metrics

Adult Ed Metrics

  • Adult Basic Education (1001)
  • Adult Secondary Education (1000)
  • English as a Secondary Language (1002)

Metrics

Adult Ed Metrics

  • Completed Educational Functioning Level Gain (400AE)

Metrics

Adult Ed Metrics

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

Metrics

Adult Ed Metrics

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

Consortium Level Metric Targets

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

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

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

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

Metric SetMetric DescriptionConsortium Level Metric Actuals Consortium Level Metric Targets
2022-23 2023-24 2024-25 2025-26 2026-27 2027-28
AllReportable Individuals (200AE) 877 1,218

250

275

302

Student BarriersEnglish Language Learner (149AE) 40 80

18

22

26

Student BarriersLow Literacy (155AE) 737 1,123

20

18

16

Student BarriersLow Income (154AE) 554 799

25

22

20

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.

Copper Mountain CCD (Reported by Copper Mountain)

Metric SetMetric DescriptionMember Level Metric Actuals Member Level Metric Targets
2022-23 2023-24 2024-25 2025-26 2026-27 2027-28
AllParticipants (202AE) 802 1,173

250

275

302

ProgressCompleted Educational Functioning Level Gain (400AE)

10

12

15

SuccessDiploma, GED or High School Equivalency (633AE) 38 33

6

8

10

TransitionTransitioned to Non-Developmental Credit College Course (637AE) 116

6

8

10

Students and ProgramsAdult Secondary Education (1000) 687 1,050

180

200

220

Students and ProgramsAdult Basic Education (1001) 0

6

8

10

Students and ProgramsEnglish as a Secondary Language (1002) 17 46

14

17

20

* Mandatory for all members


Morongo Unified (Reported by Morongo 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) 42

0

0

0

ProgressCompleted Educational Functioning Level Gain (400AE)

0

0

0

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

0

0

0

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

0

0

0

Students and ProgramsAdult Secondary Education (1000) 0

0

0

0

Students and ProgramsAdult Basic Education (1001) 0

0

0

0

Students and ProgramsEnglish as a Secondary Language (1002) 0

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
Copper Mountain CCD 100% 100% 20%

100%

100%

100%

Objectives

Objective #1: Address Educational Needs

The Consortium will offer ASE and ABE courses, such as High School Diploma and GED programs, basic English and basic reading courses; in addition, the Consortium will offer Citizenship Preparation and ESL classes. We will also increase the number of students taking credit courses at the college to fulfill their high school diploma requirements.

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

Expand ABE Offerings

The Adult Education Program of CMC will offer more courses in basic education reading, math, and English in order to promote literacy and numeracy in the community and to bridge the gap of under-skilled students at the college and under-skilled potential workers and the unemployed.

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).

In 2025-2026, more reading classes will be launched, the qualified faculty hired or put in place, and the texts purchased. This will be an increase of three courses from just one, and students with CASAS scores representing low literacy will increase by 50%

In the intermediate, a certificate will be created to promote college readiness and/or basic English readiness. This will increase by 10% each year the number of students who move into a higher course. Basic Math and English registration will also increase by 10%.

In the longer term, students who have increased levels from reading to basic English and then completion of basic English and math courses will then be more prepared to enter the workforce or to complete credit programs at the college. This goal will contribute a 10% increase in the number of low-literacy and low English skills students to move forward to higher levels of education or into the workforce.

Adult Education Metrics and Student Barriers

  • Progress: Completed Educational Functioning Level Gain (400AE)
  • Student Barriers: English Language Learner (149AE)
  • Students and Programs: Adult Basic Education (1001)
  • Transition: Transitioned to Non-Developmental Credit College Course (637AE)

Responsible Positions, Responsible Consortium Members, and Proposed Completion Date

Responsible PositionResponsible MemberProposed Completion Date
CoordinatorCopper Mountain CCD06/30/2026

Expand Skills Offerings

The Adult Education Program of CMC will offer more courses in basic skills such as digital literacy, keyboarding, Microsoft, resume writing, and others as needs are identified to bridge the gaps for those under-skilled students and workers seeking employment, higher education, or entry into CTE programs.

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).

Launch at least one new basic skills course, achieving a 100% increase in enrollment into basic skills courses since there aren't any yet.

In one to three years, the Adult Education Program at CMC will launch several new skills courses, increasing student employment and enrollment into CTE programs and higher education by 20%.

In 3-5 years, 10% of CMC's Adult Education Program students will have gained employment, gained entry into a CTE program, or entered higher education.

Adult Education Metrics and Student Barriers

  • Progress: Completed Educational Functioning Level Gain (400AE)
  • Student Barriers: Low Income (154AE)
  • Students and Programs: Adult Basic Education (1001)
  • Transition: Transitioned to Non-Developmental Credit College Course (637AE)

Responsible Positions, Responsible Consortium Members, and Proposed Completion Date

Responsible PositionResponsible MemberProposed Completion Date
CoordinatorCopper Mountain CCD06/30/2028

Objective #2: Improve Integration of Services & Transitions

Expand Access to In-House Services

The Adult Education Program of CMC will offer more in-house basic needs services through our counseling department; more access to technology through laptop loaners; more in-house accommodations, DSPS counseling, and 504 plans through our DSPS counselor. This will contribute to our adult students' ability to receive necessary services for their success without having to go outside the program, thus improving integration of services.

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).

In the next year, one of these service programs will be launched, and then another (or more) with each progressing year.

In 1-3 years, three of these service programs will be launched, and persistence will improve by 20%.

In the long term, 20% of the Adult Education Program's basic-needs services participants will have gained measurable skills and EFL gains thanks to those services.

Adult Education Metrics and Student Barriers

  • All: Participants (202AE)
  • Progress: Completed Educational Functioning Level Gain (400AE)
  • Success: Diploma, GED or High School Equivalency (633AE)

Responsible Positions, Responsible Consortium Members, and Proposed Completion Date

Responsible PositionResponsible MemberProposed Completion Date
CoordinatorCopper Mountain CCD06/30/2028

Expand Workshop Offerings

The Adult Education Program of CMC will offer workshops to its students and to the community. These will comprise basic skills, work skills, life skills, and counseling days. These new offerings will be at both of our sites across the Basin and contribute to the students transitioning into employment, CTE programs, and higher education.

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).

In the next year, one of these workshops will be launched and established into a regular location and schedule, and then another (or more) workshops will be added with each progressing year.

In 1-3 years, students who participated in Adult Education Program's workshops will demonstrate a 10% increase in transitioning to their next goal, whether that be in employment or education, or both.

In 3-5 years, students who participated in Adult Education Program's workshops will demonstrate a 20% increase in transitioning to their next goal, whether that be in employment or education, or both.

Adult Education Metrics and Student Barriers

  • All: Participants (202AE)
  • Progress: Completed Educational Functioning Level Gain (400AE)
  • Student Barriers: Low Income (154AE)
  • Transition: Transitioned to Non-Developmental Credit College Course (637AE)

Responsible Positions, Responsible Consortium Members, and Proposed Completion Date

Responsible PositionResponsible MemberProposed Completion Date
CoordinatorCopper Mountain CCD06/30/2028

Create Certifications and Noncredit Pathways

The Adult Education Program of CMC will establish series classes in ESL, basic skills, and basic education, after which certifications will be added. The certifications will stack toward educational functioning level gains, such as transitioning into higher level classes or credit education at a university or college. The certifications will also help to create pathways to CTE programs. This will contribute to addressing the improved transitions metric and help the community to overcome the low-income barrier.

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).

In the short-term, students will enjoy receiving certificates of completion that suggest new pathways to education, employment, and CTE programs.

In 1-3 years, the stacked certifications will lead to educational functioning level gains as well as increased persistence in the Adult Education Program as measured by the NRS report.

In 3-5 years, this goal will have supported an increase in graduation or completion rates, persistence in the program rates, and reportable participation rates, all measured in TopsPro and NRS reports.

Adult Education Metrics and Student Barriers

  • All: Participants (202AE)
  • Progress: Completed Educational Functioning Level Gain (400AE)
  • Student Barriers: English Language Learner (149AE)
  • Student Barriers: Low Literacy (155AE)
  • Students and Programs: Adult Basic Education (1001)
  • Students and Programs: English as a Secondary Language (1002)
  • Transition: Transitioned to Non-Developmental Credit College Course (637AE)

Responsible Positions, Responsible Consortium Members, and Proposed Completion Date

Responsible PositionResponsible MemberProposed Completion Date
CoordinatorCopper Mountain CCD06/30/2028

Objective #3: Improve Effectiveness of Services

Increase Community Awareness

The Adult Education Program of CMC will increase advertising to promote all of the new courses, programs, and certifications laid out in this plan; the Consortium will also expand engagement at local school and business events toward making the community more aware of our services; and engaging with the justice-involved and the under-served in our community will also be a goal. Advertising and greater community engagement will improve the effectiveness of our services by letting the community know that we have these offerings at their disposal.

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).

In one year, we will have sent out at least two blanket mailer campaigns and joined several events.

In 1-3 years, the Adult Education Program will be known to more people in the community, thus increasing enrollment as measured in TopsPro.

In 3-5 years, advertising and community engagement will have streamlined and cemented the effectiveness of our services.

Adult Education Metrics and Student Barriers

  • All: Participants (202AE)
  • Student Barriers: English Language Learner (149AE)
  • Student Barriers: Low Income (154AE)
  • Student Barriers: Low Literacy (155AE)
  • Students and Programs: Adult Basic Education (1001)
  • Students and Programs: Adult Secondary Education (1000)
  • Success: Diploma, GED or High School Equivalency (633AE)

Responsible Positions, Responsible Consortium Members, and Proposed Completion Date

Responsible PositionResponsible MemberProposed Completion Date
CoordinatorCopper Mountain CCD06/30/2028

Form Community Partnerships

The Adult Education Program of CMC will create partnerships with community and regional agencies toward improving the effectiveness of our services in accordance with community and regional needs. These entities may include but are not limited to the San Bernardino County Workforce Development Board, local entities who oversee the justice-involved, and agencies that serve the marginalized, such as the unhoused, those with disabilities, or those seeking shelter from violence.

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).

In the first year, the Consortium will have formed at least one new partnership with a community or regional entity.

In 1-3 years, partnerships will have increased two-fold and have a greater impact on the effectiveness of our services such that the numbers of enrolled under-served adults including but not limited to the justice-involved, students with disabilities, foster youth, and the unhoused will increase by 10% as measured in TopsPro.

In 3-5 years, the partnerships will lead to a 15% increase in enrollments of under-served adults including but not limited to the justice-involved, students with disabilities, foster youth, and the unhoused will increase by 10% as measured in TopsPro. 

Adult Education Metrics and Student Barriers

  • All: Reportable Individuals (200AE)
  • Student Barriers: English Language Learner (149AE)
  • Students and Programs: Adult Basic Education (1001)
  • Students and Programs: English as a Secondary Language (1002)
  • Success: Diploma, GED or High School Equivalency (633AE)

Responsible Positions, Responsible Consortium Members, and Proposed Completion Date

Responsible PositionResponsible MemberProposed Completion Date
CoordinatorCopper Mountain CCD06/30/2028

Funds Evaluation

Member Allocations and Expenditures

Member AgencyPrior Year Total Leveraged FundsProgram Reporting Status
Copper Mountain CCD $1,230,938Certified
Morongo Unified $0Certified
Totals$1,230,938 2/2 Certified

The funds referenced in the NOVA Program Area Reporting will be allocated to support Copper Mountain College's Adult Education Program. This program encompasses GED/High School Diploma, English as a Second Language, citizenship preparation, and basic education courses in reading, math, and English. All funds will be used to provide resources to implement, support, and expand services and course offerings to students. These allocations include but are not limited to program support staff, counseling, and instructional faculty salaries, facilities for instruction and advisement purposes, supplies, materials, and equipment to support and improve upon Adult Education courses, and professional development opportunities for faculty and staff of the Adult Education Program. Other resources, as they are available, are likewise allocated to support and align with the goals of the Adult Education Program, all the while developing strategies that align resources with determined outcome and success metrics. The Copper Mountain College Adult Education Program also receives WIOA Title II funding to support the courses listed above when CAEP resources have not already been used to support them.

Certification

Copper Mountain CCD - Member Representative

  • Dean - Instruction, Distance Education, and Learning Resources
  • rabrego@cmccd.edu
  • (773) 895-8809
Approved by Dr. Elle Weatherup

05/01/2025 11:03 AM PDT

Morongo Unified - Member Representative

Approved by Amy Woods

05/06/2025 11:58 AM PDT