CAEP
Three-Year Plan

Produced: Jun 19, 2025, 01:51 PM UTC - By Sally Cox

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:
20 San Diego East Region Adult Education
Address:
8800 Grossmont College Dr. | El Cajon, CA | 92020
Website:
https://adultedworks.org/
Funding Channel 2025-26:
Fiscal Agent
CAEP Funds 2025-26:
$10,525,733
CAEP Funds 2024-25:
$10,276,029
CAEP Funds 2023-24:
$10,167,233

Consortium Contacts

Auto-populated

ResponsibilityNameEmailTitlePhone
Primary Contactsally.cox@gcccd.eduCEO(619) 644-7684
Primary Contactlingliou@guhsd.netProject Manager(619) 627-1175

Members

Auto-populated

Member AgencyMember TypeContactPhone
Grossmont Union HighHigh School DistrictKim Bellaart Grossmont Adult Education(619) 588-3511
Grossmont-Cuyamaca CCDDistrictCynthia Nagura(619) 644-7683
Mountain Empire UnifiedUnified School DistrictDr. Patrick Keeley Mountain Empire Unified School District(619) 473-9022

Executive Summary

Consortium Overview

The East Region Adult Education (ERAE) consortium brings together resources and expertise from Grossmont Union High School District, Grossmont-Cuyamaca Community College District, and Mountain Empire Unified School District. Currently, ERAE serves over 4,700 adult learners each year, delivering a range of educational services across five key CAEP service areas: English as a Second Language (ESL), Adult Basic and Secondary Education (ABE/ASE), Career Technical Education (CTE), and Workforce Preparation.

Planning Process and Participants

The consortium’s new three-year plan was developed through a collaborative process that drew upon a wide range of perspectives from partners across the East Region. This process involved the ERAE Governing Board and Leadership Council, Transition Services teams, adult school and community college staff, K–12 partners, more than thirty community-based organizations, workforce development agencies, and industry advisory boards. Input was further informed by data from CAEP scorecards, DataVista, the Census Bureau, Centers of Excellence Sub-Regional Profile, Living Wage reports, and the San Diego Workforce Partnership’s labor market analysis — ensuring that the plan is both data-informed and community centered.

Needs Assessment Findings

This extensive process revealed several key educational and workforce needs within the region:

  • Foundation skill gaps, including digital literacy, reading, math, and interpersonal skills.

  • High demand for ESL and Integrated Education and Training (IET) programs.

  • Educational attainment gaps, with 9.3% of adults lacking a high school diploma and 21.8% having some college but no degree.

  • General barriers to participation, such as childcare, transportation, financial insecurity, and limited awareness of available services.

  • There’s a strong need for more clear pathways into livable-wage employment for many adult learners.

Selected CAEP Metrics and Targets

To gauge progress and guide ongoing improvement, the consortium will track several key metrics, including:

  • Number of adults served (with a target of 8,000 by 2027–2028).

  • Participation in ESL, ABE, ASE, and CTE programs.

  • Transitions to postsecondary education, employment, and credential attainment.

  • The ongoing progress of specialized groups, including English Learners, low literacy adults, low-income individuals, and the long-term unemployed.

Objectives and Strategies

To address these needs and enable greater student success, the consortium will pursue a range of strategies:

  • Implement comprehensive onboarding across programs to aid persistence.

  • Expand digital literacy and career readiness training to align with workforce demands.

  • Improve integration of services and transitions by conducting quarterly data reviews and establishing a case management and referral system for students.

  • Improve the effectiveness of services by extending dual enrollment, noncredit, and apprenticeship pathways, and by strengthening marketing and communication to raise awareness and accessibility.

Expected Outcomes

This approach is designed to produce measurable and sustained outcomes for both the community and its adult learners:

  • Short-term: Streamlined onboarding, improved data utilization, and more consistent delivery of services across programs.

  • Intermediate: Expanded program access, improved retention, and greater transitions to employment and further education.

  • Long-term: Stronger student outcomes, clear education-to-employment pathways, and sustained community partnerships that collectively contribute to upward mobility for all.

Funds Evaluation

Funds are distributed in a manner that reflects both the size of the population each institution serves and their respective responsibilities within the consortium:

  • Grossmont Adult Education (GAE) serves nearly 90% of the students and utilizes roughly 80% of funding, alongside Perkins, WIOA, and student fees.

  • The Grossmont-Cuyamaca Community College District (GCCD) oversees 14.5% of funding, focusing on transitions to credit-bearing programs and related initiatives.

  • Mountain Empire Adult Education operates in more rural areas with small but growing programs, employing 5.5% of funding to enable expansion in high-demand fields, such as welding.

All members have demonstrated responsible financial oversight and remain poised to maximize 100% utilization of their funding over the course of the new, three-year plan.

Assessment

To guide the development of our strategic plan, our members conducted a multi-approach needs assessment. The process was designed to gather information about regional needs from a variety of partners and data sources.

We engaged partners through focus groups, one-on-one conversations and community meetings. Participants included the East Region Adult Education (ERAE) Governing Board and Leadership Council, Transition Services teams, community college staff and administrators, adult education staff, K–12 partners, community schools, community-based organizations, workforce development partners, and industry advisory board members. 

In addition to this qualitative input, we analyzed quantitative data, including student enrollment, persistence, and outcomes; labor market information; industry sector reports; and livable wage data. We drew from a range of data sources, from DataVista metric reports, CAEP scorecard, Census Bureau, Centers of Excellence Sub Regional Profile, County Self-Sufficiency Wage reports and the San Diego Workforce Partnership’s labor market analyses. 

This approach resulted in a strategic plan that is data-informed, community and student centric, realistic, and actionable — reflecting both the priorities and expertise of all partners and ensuring we address the highest-priority needs in the East Region.

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?

The main question we wanted to answer was: “What does our region need to be a better place for students, families, and employers?” By connecting directly with industry partners, educational providers, and community organizations we gained unique insights that, when combined, provided a comprehensive view of the barriers, gaps, and opportunities for our adult learners. From industry partners, we learned what skills employees are missing and what training or credentials might aid their employment readiness. Our conversations with educational partners revealed student barriers, retention challenges, and strategies to help keep students engaged and on track toward their goals. Community organizations provided insight into additional student support services needed, whether related to medical, legal, basic needs, employment or financial stability, as well as effective marketing and communication strategies to make sure students know their options. Our K-12 and community school partners contributed valuable perspectives on the struggles families face when navigating education pathways, particularly when students do not successfully complete the traditional K-12 trajectory into college.

Obtaining input directly from partners and analyzing it alongside labor market information and educational outcomes has helped us gain a comprehensive understanding of our community’s needs. The process was not without its barriers, as we faced limitations in accessing some data and navigating competing priorities. We also considered deploying a student survey but chose to hold off in order to avoid survey fatigue, as we are currently developing a student survey for Fall 2025 that will enable us to gather additional input at that time.

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
East County Educational AllianceCommunity Organization
San Diego Workforce PartnershipWorkforce Development Board
Public Consulting GroupBusiness
United Domestic WorkersCommunity Organization
Refugee ForumCommunity Organization
El Cajon CollaborativeCommunity Organization
La Mesa Spring Valley Community SchoolsElementary/High School Combination
Access YouthOther
East County Economic Development CouncilCommunity 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?

East Region Adult Education (ERAE) is closely aligned with a range of education and workforce plans that guide services in the region.

Relevant Regional Plans

  • Centers of Excellence (COE) — San Diego/Imperial Subregional Profile (October 2023) highlights health care, office and administrative support, manufacturing, construction, law enforcement, and education as high-demand, middle-skill employment sectors that pay livable wages without requiring a Bachelor’s degree.

  • WIOA Regional Sector Strategy Plans (San Diego Workforce Partnership, Local Plan) emphasizes sector-specific training that directly prepares workers for in-demand jobs. This plan pinpoints health care and social assistance, public administration, administrative support and waste management as priority sectors. It also focuses on six additional sectors unique to San Diego- construction, military, manufacturing, professional, scientific and technical services, wholesale trade, and technology.

  • Strong Workforce Program (2024–2027) Four-Year Plan places priority on strengthening employer collaboration, developing clear career pathways, growing apprenticeships, and upskilling the workforce in high-demand sectors of advanced manufacturing, advanced transportation and logistics, health care, information technologies, and digital media.

Regional Employment Needs and Labor Market Data

The COE subregional profile underscores strong employment growth and livable wage opportunities in health care and social assistance, office and administrative roles, construction, and welding.

  • Healthcare practitioners earn a mean wage of $28/hour reflecting strong demand and high pay.

  • Office and administrative roles account for nearly 11% of employment in the region, with a mean wage of $26.96/hour.

  • Construction jobs pay a mean wage of $36.45/hour.

The MIT Living Wage Calculator shows that a living wage for a single adult with no children in San Diego County is $30.71/hour

Alignment Efforts

ERAE offers career training and education in high-demand pathways, including: drone technology, education, business and entrepreneurship, culinary and hospitality, health care, construction, welding, and transportation. We also provide integrated education and training (IET), career navigation and exploration services, and robust transition support to guide students toward employment and further education. These pathways directly reflect sectors identified by the COE, align with WIOA sector strategies, and enable upward mobility for adult learners.

Transition Services aid participants in navigating training and employment, reflecting both the priorities of WIOA employment services and Strong Workforce initiatives. We are leveraging community partnerships to connect learners to noncredit and credit postsecondary programs, pre-apprenticeships, apprenticeships, and dual enrollment — in keeping with SDCCD’s Guided Pathways framework and Perkins legislation.

Some alignment gaps remain, particularly in expanding the number and depth of apprenticeships through additional industry partnerships to strengthen career readiness. Increasing dual enrollment in technical and health care programs further presents an opportunity for more students to successfully move into high-demand employment.

Summary

ERAE’s programs are closely aligned with regional workforce and education plans, focusing on high-demand sectors and clear career pathways that help adult learners achieve financial stability. To continue making the greatest impact, ERAE will focus on technical certification, growing industry partnerships, and increasing access to pathways (dual enrollment, pre-apprenticeship and apprenticeship, credit and noncredit) to ensure all adults have the opportunity to move into strong, well-paying careers.

The data from our needs assessment indicates educational gaps and workforce demands that directly shape our Consortium’s priorities for the next three years. Foundational skills remain a barrier for many adult learners. Digital literacy, reading, math, interpersonal communication, and soft skills were frequently cited by partners as essential for employment readiness. Our assessment also showed a strong need for English as a Second Language (ESL) classes and Integrated Education and Training (IET) to enable non-native English speakers to fully participate in training and employment opportunities. Currently, 6% of the population speaks English “less than well” and 22% speaks it “very well”, with 64% speaking English exclusively.

Educational attainment gaps further contribute to ongoing struggles with employment and upward mobility. Approximately 9.4% of adults lack a high school diploma, while 22.7% have some college but no degree — signaling a strong opportunity for programs that enable individuals to complete a high school credential, pursue industry certificates, or connect to degree pathways through dual enrollment opportunities. Other significant barriers include financial insecurity, unreliable childcare, limited transportation, food and housing insecurity, poor internet access, and a lack of awareness about available programs — all of which make navigating training difficult for prospective students.

Employment data shows that 30% of adults are not currently in the labor force, with 4% unemployed. At the same time, growing employment opportunities exist in high-demand sectors such as health care, education, law enforcement, office and administration, retail and hospitality, manufacturing, and construction. These career pathways offer upward mobility without requiring a four-year degree. Providing financial support (including opportunities to earn while learning), wrap-around services, and clear guidance will be crucial to helping adult learners take advantage of these opportunities.

This information shapes the key priorities for ERAE. We will:

  • expand pathways into high-demand sectors and strengthen industry partnerships to aid employment placement upon graduation. 

  • address student support barriers to enable greater participation and persistence in training.

  • develop strong digital literacy programs and soft skills training alongside technical curricula will help align training with employment readiness.

  • strengthen collaborations with industry, community organizations, and education providers to grow pre-apprenticeship and apprenticeships, noncredit and credit options, dual enrollment pathways and employment placement to ensure that education and training directly translates into strong employment outcomes for all our adult learners.

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
East Region Adult Education- Governing Board Consortium Governing Board Members Participated in planning meetings
East Region Adult Education- Leadership Council comprised of 1-2 representatives from each member and the Consortium Project Manager Designed proposed strategies
East Region Adult Education- Transition Services Consortium wide Student Support Services Provided data
Community College Student Support Staff various staff from Admissions & Records, Outreach, TRIO, Counseling. Financial Aid, EOPS Provided data
Community College Leadership Deans, Academic Affairs Council Provided data
Adult Education Staff administrators, instructors, classified staff Provided data
K-12 High School Staff CTE coordinators, Counselors, Community School Counselors and Coordinators Provided data
Community Organizations UDW, PCG, faith based, libraries, health care providers, refugee resettlement agencies Provided data
Workforce Development Organizations San Diego Workforce Partnership, Access Youth, Career Centers Provided data
Advisory Boards medical and nonmedical industry partners that participate on our Advisory Boards Provided data

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
*Grossmont Union HighMember Representative

913

959

0

0

1,333

2,267

0

0

0

5472
*Grossmont-Cuyamaca CCDMember Representative

0

0

0

0

78

0

0

0

0

78
*Mountain Empire UnifiedMember Representative

9

0

0

0

4

0

0

0

0

13
Total Participants 922 959 0 0 1415 2267 0 0 0 5563
* 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?

Not Entered

East Region Adult Education (ERAE) brings together the collective expertise and resources of Grossmont Union High School District, Mountain Empire Unified School District, and Grossmont-Cuyamaca Community College District to serve the educational and workforce training needs of adults in our East Region community. Currently, ERAE reaches 4,774 adult learners each year, delivering more than 835,754 instructional hours across its programs.

Member organizations collaborate closely to maximize resources, avoid redundancy, and respond to the unique needs of their community. Services are offered in flexible, in-person, or hybrid formats with both open and managed enrollment — ensuring greater accessibility for all. Our programs encompass five key CAEP program areas. Our English as a Second Language (ESL) classes provide multilevel instruction that helps adults improve interpersonal, workplace, civic, and community engagement skills- strengthening their ability to contribute and connect in a variety of settings. The Adult Basic Education (ABE) program focuses on developing essential reading, math, and computer skills, preparing individuals for employment or further education. Our Adult Secondary Education (ASE) program helps adults complete their high school diploma or equivalency, opening up greater opportunities for both employment and continued education. Workforce Preparation services help adults further strengthen interpersonal skills alongside their technical training — ensuring they are well-equipped to succeed in today’s workforce.

Career Technical Education (CTE) offers industry-informed training and certifications in high-demand sectors such as health care, business and entrepreneurship, office administration, technology, education, construction, welding, transportation, and culinary. A majority of these CTE programs include Integrated Education and Training (IET) components, blending technical skills training with literacy instruction, both in and out of the classroom. The Canvas Learning Management System is integrated into all programs, allowing instructors to provide immediate feedback and support, even outside of class hours. An open literacy lab is also available for additional assistance. In 2022–2023, 151 ESL students enrolled in CTE programs, and 86.1% successfully completed their training.

Across these programs, 3,290 students made measurable literacy gains, 2,039 entered employment, 695 reported wage increases, 1,017 transitioned to postsecondary opportunities, and 139 successfully completed their high school diplomas or equivalencies. While ERAE is already addressing many community needs, there are several gaps and opportunities for expansion. During the next three years, we strive to:

  • improve or develop training pathways into high-demand sectors and foster strong industry partnerships for employment placement upon graduation.

  • provide earlier connections to additional wrap-around services, financial aid, and guidance to enable greater student persistence.

  • develop strong digital literacy and career readiness skills alongside technical curricula to aid employability.

  • support capacity expansion to reduce waitlists and enable greater access to high-demand programs.

  • strengthen collaborations with industry, community organizations, and education providers to grow pre-apprenticeships, apprenticeships, noncredit, credit, and dual enrollment pathways — ensuring education and training directly translate into strong employment outcomes for all adult learners in the region.

  • expand marketing and outreach.

Metrics: CAEP Barriers & Metrics

Goals & Metrics

Metrics

Adult Ed Metrics

  • English Language Learner (149AE)
  • Long Term Unemployed (153AE)
  • Low Income (154AE)
  • Low Literacy (155AE)

Metrics

Adult Ed Metrics

  • Adult Basic Education (1001)
  • Adult Secondary Education (1000)
  • Career Technical Education (1003)

Metrics

Adult Ed Metrics

  • Completed Educational Functioning Level Gain (400AE)

Metrics

Adult Ed Metrics

  • Transitioned to ASE (500AE)
  • Transitioned to CTE (636AE)
  • Transitioned to Non-Developmental Credit College Course (637AE)

Metrics

Adult Ed Metrics

  • Diploma, GED or High School Equivalency (633AE)
  • Postsecondary Credential (624AE)

Metrics

Adult Ed Metrics

  • Employed Two Quarters After Exit (505AE)
  • Median Change in Earnings (801AE)

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) 6,740 7,622

7,750

8,000

8,250

Student BarriersEnglish Language Learner (149AE) 3,222 4,090

4,500

4,750

5,000

Student BarriersLow Literacy (155AE) 4,523 5,013

5,500

5,750

6,000

Student BarriersLow Income (154AE) 3,993 4,480

5,000

5,250

5,500

Student BarriersLong Term Unemployed (153AE) 511 495

550

600

650

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.

Grossmont Union High (Reported by Grossmont Union High School District 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) 3,974 4,292

4,500

4,750

5,000

Employment & EarningsEmployed Two Quarters After Exit (505AE) 443

450

475

500

Employment & EarningsMedian Change in Earnings (801AE)

15.0%

15.0%

15.0%

ProgressCompleted Educational Functioning Level Gain (400AE) 1,056 1,371

1,500

1,750

2,000

SuccessDiploma, GED or High School Equivalency (633AE) 125 171

175

200

225

SuccessPostsecondary Credential (624AE) 1,421 1,538

1,750

2,000

2,250

TransitionTransitioned to ASE (500AE) 539

550

600

650

TransitionTransitioned to Non-Developmental Credit College Course (637AE) 176

175

200

225

TransitionTransitioned to CTE (636AE) 457

475

525

575

Students and ProgramsAdult Secondary Education (1000) 959 1,172

1,250

1,500

1,750

Students and ProgramsAdult Basic Education (1001) 913 878

900

950

1,000

Students and ProgramsCareer Technical Education (1003) 1,333 1,759

1,800

2,000

2,250

* Mandatory for all members


Grossmont-Cuyamaca CCD (Reported by Grossmont-Cuyamaca)

Metric SetMetric DescriptionMember Level Metric Actuals Member Level Metric Targets
2022-23 2023-24 2024-25 2025-26 2026-27 2027-28
AllParticipants (202AE) 81 97

100

125

150

Employment & EarningsEmployed Two Quarters After Exit (505AE) 23

25

35

40

Employment & EarningsMedian Change in Earnings (801AE)

10.0%

10.0%

10.0%

ProgressCompleted Educational Functioning Level Gain (400AE) 0

5

10

15

SuccessDiploma, GED or High School Equivalency (633AE)

0

0

0

SuccessPostsecondary Credential (624AE)

5

10

15

TransitionTransitioned to ASE (500AE)

0

0

0

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

5

10

15

TransitionTransitioned to CTE (636AE)

5

10

15

Students and ProgramsAdult Secondary Education (1000) 0 0

0

0

0

Students and ProgramsAdult Basic Education (1001) 0 0

0

0

0

Students and ProgramsCareer Technical Education (1003) 78 86

90

95

100

* Mandatory for all members


Mountain Empire Unified (Reported by Mountain Empire 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) 13

15

17

20

Employment & EarningsEmployed Two Quarters After Exit (505AE)

5

7

10

Employment & EarningsMedian Change in Earnings (801AE)

15.0%

15.0%

15.0%

ProgressCompleted Educational Functioning Level Gain (400AE)

2

4

6

SuccessDiploma, GED or High School Equivalency (633AE)

5

7

10

SuccessPostsecondary Credential (624AE)

0

1

3

TransitionTransitioned to ASE (500AE)

0

0

0

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

0

1

3

TransitionTransitioned to CTE (636AE)

0

1

3

Students and ProgramsAdult Secondary Education (1000)

0

0

0

Students and ProgramsAdult Basic Education (1001)

0

1

3

Students and ProgramsCareer Technical Education (1003)

0

1

3

* 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
Grossmont Union High 100% 100% 63%

100%

100%

100%

Grossmont-Cuyamaca CCD 100% 88% 0%

100%

100%

100%

Mountain Empire Unified 100% 100% 84%

100%

100%

100%

Objectives

Objective #1: Address Educational Needs

To address the educational needs of adult learners, members will implement two key strategies:

Strategy 1: Develop and Implement Comprehensive Onboarding Across Programs 

Members will transition from program-specific orientations to a more holistic onboarding process that supports all students regardless of the program they enter. This strategy aims to create smoother transitions, reduce misalignment between student goals and program placement, and foster early engagement. Key components of this onboarding process will include:

  • Fostering a sense of community and belonging among new students. 
  • Providing clear information about available programs, resources, and career pathways. 
  • Clarifying academic expectations and institutional policies to support student success. 
  • Identifying student goals and potential challenges early on to ensure timely access to support services. 

Strategy 2: Address Digital Literacy and Career Readiness Gaps 

In response to input from industry and community partners, members will focus on closing gaps in students' digital literacy and soft skills. These skills are increasingly essential for success in both education and the workforce. Members will assess student needs and expand access to training opportunities that build these competencies. By leveraging community and employer partnerships, this strategy ensures that students are better prepared for today’s job market and future learning opportunities.

Together, these strategies aim to create a more equitable and supportive educational environment that addresses both academic and workforce preparation needs.

Objective #2: Improve Integration of Services & Transitions

Select the strategies that your consortium is using to improve 1) integration of services and 2) transitions to post-secondary education and the workforce
  1. Utilizing Data

  2. Providing Professional Development

  3. Identifying Best Practices

  4. Offering Flexible Courses and Services

Not Entered

To improve both the integration of services and transitions to post-secondary education and the workforce, our consortium is implementing two key strategies focused on alignment, data use, and coordinated student support:

Strategy 1: Quarterly Reviews of Student Data

Our consortium is building a data-driven community by establishing consortium-wide data collection and review processes. Through regular data reviews and data dialogues, members will enhance data literacy and use shared insights to assess the effectiveness of programs, identify gaps, and drive continuous improvement. Creation of a unified data vocabulary and standardized practices fosters greater collaboration and accountability among members. This level of coordination supports the integration of services by ensuring decisions are based on shared evidence and aligned with student needs, which in turn strengthens students’ transitions to post-secondary education and the workforce.

Strategy 2: Establish a Student Information Case Management and Referral Process

To further support service integration,  we are implementing a shared case management and referral process. This system enables instructors, administrators, and support staff to access and contribute relevant information about each student’s goals, progress, and barriers. As a result, students receive more coordinated and personalized support, without having to retell their story multiple times. This holistic view of the student experience allows all education partners to align their guidance and services, which improves continuity, helps students stay on track toward their educational and career goals, and facilitates smoother transitions into other opportunities. 

Together, these strategies strengthen communication and collaboration across the consortium, resulting in more effective service delivery and smoother, more supported transitions for adult learners.

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

To improve the effectiveness of services, our consortium is implementing two key strategies that focus on expanding access and strengthening engagement:

Strategy 1: Develop or Improve Pathways for Students

Our focus is to increase student access to a variety of educational and career pathways through expanded dual enrollment, noncredit and credit course options, pre-apprenticeships, and apprenticeships. By building strong networks that connect community-based organizations, adult schools, community colleges, and industry partners, we are creating more integrated and seamless pathways for students. This collaborative approach ensures that support services, educational programming, and workforce opportunities are better aligned, enabling smoother transitions for learners from adult education to college and careers. 

Strategy 2: Enhance Marketing and Messaging Efforts

Effective services require that students and community partners are aware of the opportunities available to them. To address this, we will expand marketing and outreach efforts to include a wider network of community agencies, education and training partners, and students. By improving messaging and communication, our consortium is ensuring individuals are well-informed about the post-secondary and career pathways available to them and can connect to resources and programs early in their journey.

Together, these strategies enhance the coordination, accessibility, and visibility of services, resulting in more effective support for adult learners.

Activities & Outcomes

Objective #1: Address Educational Needs

Comprehensive Onboarding Across Programs

Members will:

  • Assess students early to tailor their onboarding experience and initial placement.
  • Consolidate onboarding elements to increase retention.
  • Embed student support services into orientation.
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).

  • Streamlined process for initial student placement.
  • Shorter start times to start class.
  • All students can clearly identify where to go for support and resources.
  • Streamlined outcomes approach to using specific CASAS tests in relation to student goals.
  • Refined onboarding process provided in different formats.
  • Increased retention.
  • Increased use of student support services.
  • Establish a community of practice focused on placement and onboarding to share effective practices across the region.

Adult Education Metrics and Student Barriers

  • All: Participants (202AE)
  • Student Barriers: English Language Learner (149AE)
  • Student Barriers: Low Literacy (155AE)
  • Students and Programs: Adult Basic Education (1001)
  • Students and Programs: Adult Secondary Education (1000)
  • Students and Programs: Career Technical Education (1003)
  • Transition: Transitioned to ASE (500AE)
  • 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
Kim BellaartGrossmont Union High06/30/2028
Joyce LiouGrossmont-Cuyamaca CCD06/30/2028
Vincent ChambersMountain Empire Unified06/30/2028

Digital Literacy and Career Readiness Gaps

Members will assess students’:

  • Digital literacy levels and connect them to digital literacy skills building opportunities.
  • Work readiness gaps and connect them to work readiness skills building options. 
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).

  • Students will demonstrate skill gains from:
    • baseline digital literacy skill levels.
    • baseline language, literacy and work readiness skill levels.
    • Digital literacy outcomes are mapped across courses and embedded into course content.
    • Workplace readiness outcomes are mapped across courses and embedded into course content.
  • Create consistent definitions and levels of digital literacy and workplace readiness proficiency across members to support aligned instruction and tracking.

Adult Education Metrics and Student Barriers

  • All: Participants (202AE)
  • All: Reportable Individuals (200AE)
  • Student Barriers: English Language Learner (149AE)
  • Student Barriers: Long Term Unemployed (153AE)
  • Student Barriers: Low Income (154AE)
  • Student Barriers: Low Literacy (155AE)
  • Students and Programs: Adult Basic Education (1001)
  • Students and Programs: Adult Secondary Education (1000)
  • Students and Programs: Career Technical Education (1003)

Responsible Positions, Responsible Consortium Members, and Proposed Completion Date

Responsible PositionResponsible MemberProposed Completion Date
Kim BellaartGrossmont Union High06/30/2028
Joyce LiouGrossmont-Cuyamaca CCD06/30/2028
Vincent ChambersMountain Empire Unified06/30/2028

Objective #2: Improve Integration of Services & Transitions

Create a Data-Driven Community

Members will:

  • Identify key reports to review regularly and embed data review into member meetings.
  • Train staff in data protocols.
  • Embed data review in leadership meetings related to decision making.
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).

  • Publish data review protocol.
  • Staff will attend trainings focused on enhancing data literacy.
  • Meeting minutes will capture the rationale behind decisions and highlight how data is being used to inform decision-making processes.
  • Data analysis embedded into recurring staff meetings and professional learning community.
  • Establish a consortium-wide culture of continuous improvement through consistent data analysis and application in decision-making.
  • Publish reports that share data, promote programs and celebrate successes.

Adult Education Metrics and Student Barriers

  • All: Reportable Individuals (200AE)
  • Progress: Completed Educational Functioning Level Gain (400AE)
  • Student Barriers: English Language Learner (149AE)
  • Student Barriers: Low Income (154AE)
  • Student Barriers: Low Literacy (155AE)
  • Success: Diploma, GED or High School Equivalency (633AE)
  • Success: Postsecondary Credential (624AE)
  • Transition: Transitioned to ASE (500AE)
  • 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
Kim BellaartGrossmont Union High06/30/2028
Joyce LiouGrossmont-Cuyamaca CCD06/30/2028
Vincent ChambersMountain Empire Unified06/30/2028

Student Case Management and Referral Process

Members will:

  • Train staff on the case management and referral tool.
  • Develop standardized processes and monitoring.
  • Develop data sharing agreements.
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).

  • Consistent staff log in.
  • Published procedures.
  • Extend platform usage to additional partners.
  • Quarterly review of system usage and reports.
  • The platform serves as a central hub for student support, allowing for real-time status updates, shared notes, and referral outcomes accessible across providers.

Adult Education Metrics and Student Barriers

  • All: Participants (202AE)
  • All: Reportable Individuals (200AE)
  • Employment & Earnings: Employed Two Quarters After Exit (505AE)
  • Employment & Earnings: Median Change in Earnings (801AE)
  • Progress: Completed Educational Functioning Level Gain (400AE)
  • Student Barriers: English Language Learner (149AE)
  • Student Barriers: Low Income (154AE)
  • Student Barriers: Low Literacy (155AE)
  • Success: Diploma, GED or High School Equivalency (633AE)
  • Success: Postsecondary Credential (624AE)
  • Transition: Transitioned to ASE (500AE)
  • 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
Kim BellaartGrossmont Union High06/30/2028
Joyce LiouGrossmont-Cuyamaca CCD06/30/2028
Vincent ChambersMountain Empire Unified06/30/2028

Objective #3: Improve Effectiveness of Services

Develop or Improve Pathways for Students

Members will:

  • Conduct needs assessment for community college noncredit opportunities and create a plan for implementation.
  • Leverage regional partners and resources  to align student access to: noncredit and credit post-secondary, pre-apprenticeship and apprenticeship, dual enrollment options.
  • Leverage regional partners, including the: Department of Rehabilitation (DOR), America’s Job Center of California (AJCC), Access Youth, YMCA. Strong Workforce Consortium.
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).

  • Community colleges evaluate Career Development and College Preparation noncredit opportunities and prioritize pathways
  • All members participate in regional alignment work.
  • Collect data to accurately indicate which students are receiving these supports.
  • Faculty create noncredit courses.
  • New noncredit offerings available to students. 
  • Increase the numbers of students transitioning to postsecondary opportunities.
  • Increase in the number of student participating in WIOA partner services.
  • Regional approach to regular reviews of ongoing programs and new initiatives.
  • Improved alignment of outreach, intake and referrals between partners.

Adult Education Metrics and Student Barriers

  • All: Participants (202AE)
  • All: Reportable Individuals (200AE)
  • Employment & Earnings: Employed Two Quarters After Exit (505AE)
  • Employment & Earnings: Median Change in Earnings (801AE)
  • Progress: Completed Educational Functioning Level Gain (400AE)
  • Student Barriers: English Language Learner (149AE)
  • Student Barriers: Long Term Unemployed (153AE)
  • Student Barriers: Low Literacy (155AE)
  • Students and Programs: Adult Basic Education (1001)
  • Students and Programs: Adult Secondary Education (1000)
  • Students and Programs: Career Technical Education (1003)
  • Success: Diploma, GED or High School Equivalency (633AE)
  • Success: Postsecondary Credential (624AE)
  • Transition: Transitioned to ASE (500AE)
  • 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
Kim BellaartGrossmont Union High06/30/2028
Joyce LiouGrossmont-Cuyamaca CCD06/30/2028
Vincent ChambersMountain Empire Unified06/30/2028

Enhance Marketing and Messaging Efforts

Members will:

  • Create a member wide marketing campaign.
  • Improve website and social media experiences for all students.
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).

  • Ensure all members have basic branding, marketing and outreach strategies.
  • Review current analytic data of current usage to identify user challenges.
  • Members identify appropriate site managers.
  • Consistently use data for ongoing evaluation of marketing strategies effectiveness.
  • Users report website and social media is easy to navigate.
  • All member websites and social media accounts meet established standards for accessibility and user-centered navigation. 

Adult Education Metrics and Student Barriers

  • All: Participants (202AE)
  • Transition: Transitioned to ASE (500AE)
  • 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
Kim BellaartGrossmont Union High06/30/2028
Joyce LiouGrossmont-Cuyamaca CCD06/30/2028
Vincent ChambersMountain Empire Unified06/30/2028

Funds Evaluation

Member Allocations and Expenditures

Member AgencyPrior Year Total Leveraged FundsProgram Reporting Status
Grossmont Union High $24,314,525Certified
Grossmont-Cuyamaca CCD $423,736Certified
Mountain Empire Unified $174,533Certified
Totals$24,912,794 3/3 Certified

CAEP funds are distributed based on the level of services each member provides.

Grossmont Adult Education (GAE) offers education classes and training programs for approximately 99% of the consortium’s students. GAE receives approximately 86% of CAEP funding. To support programs across the region and grow services, GAE also uses other funding sources to support adult education students, including: Perkins, WIOA Title II, student fees and in-kind contributions.

Grossmont-Cuyamaca Community College District (GCCCD) receives 12.5% of CAEP funds. While it offers limited noncredit instruction, GCCCD focuses on helping students transition into credit and transfer-level college courses. This work includes coordination with local high schools and alignment with adult education programs. GCCCD supports consortium-wide efforts, using CAEP funds to staff a program manager and five Transition Specialists (TS) who support students in transitioning to academic and career goals. Transition Services help explore academic and training options with students, support decision making processes, create and support students with their transition plans and connect them with resources to reduce barriers. GCCCD uses funds to pay for consortium-wide activities including marketing, outreach to students, outreach to community organization, data tracking, consulting, professional development and other activities that the consortium members prioritize. 

Mountain Empire Adult Education (MEAE) receives 1.5% of CAEP funds. Although MEAE covers more than 600 square miles, it serves a small population and operates one of the state’s smaller adult education programs. To sustain current offerings, MEAE also relies on CTE program fees and LCFF funding. The district plans to expand its successful High School Diploma and Welding programs by adding new courses.

Certification

Grossmont Union High - Member Representative

Approved by Sandra Huezo

06/18/2025 06:21 PM PDT

Grossmont-Cuyamaca CCD - Member Representative

Approved by Sally Cox

06/19/2025 06:51 AM PDT

Mountain Empire Unified - Member Representative

Approved by Vincent Chambers

06/18/2025 06:38 PM PDT