CAEP
Annual Plan

Produced: Aug 13, 2025, 03:47 PM UTC - By Paul Dautremont

20 San Diego East Region Adult Education
CONSORTIUM APPROVED

2025-26

Plans & Goals

Executive Summary

East Region Adult Education (ERAE) is proud to report significant strides in implementing its strategic plan, addressing regional educational gaps, and strengthening workforce alignment. During the previous program year, our consortium—comprised of Grossmont Union High School District, Mountain Empire Unified School District, and Grossmont-Cuyamaca Community College District—advanced multiple initiatives that laid the groundwork for a more responsive, student-centered adult education system.

For the current program year, ERAE will focus on fully launching and refining the following strategic initiatives aligned with our three-year plan:

  • Comprehensive Onboarding Across Programs: Support equitable access and student success by embedding early assessments, support services, and clear program information into orientation processes.
  • Digital Literacy and Career Readiness: Assess and address skill gaps early through integrated instruction that builds technical and workplace readiness.
  • Service Integration and Student Transitions: Institutionalize case management, data review, and cross-agency collaboration to support seamless transitions into postsecondary education and employment.
  • Pathway Development and Access Expansion: Build out noncredit, dual enrollment, pre-apprenticeship, and apprenticeship pathways with industry and community partners, particularly in high-demand sectors.
  • Marketing and Outreach Enhancements: Launch coordinated, consortium-wide marketing campaigns and improve website and social media platforms to increase engagement and enrollment.

These initiatives are directly responsive to the findings from ERAE’s regional needs assessment, which identified persistent barriers to access such as digital literacy gaps, low educational attainment, and insufficient awareness of available services. Additionally, employment data underscores the need to align adult education with career pathways in high-growth sectors such as healthcare, education, and construction.

Key achievements for this year, thus far, include the development of a universal onboarding model to streamline student placement, orientation, and connection to support services. This model, which incorporates digital literacy assessment and earlier engagement with transition services, will be piloted in Fall 2025. ERAE also began implementing a case management and referral system (Pairin) to personalize student support and expand collaboration with community partners. Training has begun with initial staff and regional partners, with plans to continue rollout to a broader group. Marketing and outreach efforts were also revitalized, including updated branding for member agencies and improved digital communication strategies to increase visibility and accessibility.

Additional activities that support our strategic plan are also underway. We are in the process of identifying key staff to lead the evaluation of Career Development and College Pathways, with the goal of recommending areas for development or improvement. A notable accomplishment in this area is the development of targeted marketing materials to promote dual enrollment. Efforts are also being made to strengthen partnerships with college programs and community agencies to raise awareness of dual enrollment as a valuable option for students. These efforts aim to reduce admissions and residency barriers, accelerate diploma and certificate completion, and support English language development.

The consortium’s planned allocations strategically support these goals by investing in high-impact strategies that are measurable, data-informed, and equity-driven. Together, these efforts ensure that ERAE is not only meeting its immediate performance goals but also laying the foundation for sustained, long-term outcomes—including increased student retention, improved employment outcomes, and stronger regional partnerships that drive upward mobility for adult learners.

Plans & Goals

How (if at all) do the consortium’s previous program year goals differ from the current year’s goals?

Goals remain the same

How much progress did the consortium make towards its previous program year goals?

Some progress - around half of the goals were met

Not Entered
What barriers did the consortium face in making progress towards its previous program year goals?

Not Entered
What are the goals for the consortium for the current program year?

Not Entered
How will the consortium measure progress towards the goals set for the current program year?

Not Entered

Assessment

Regional Needs Assessment

Please identify the categories of needs in your region.

Please identify resources used to identify these gaps.

To effectively measure student progress and guide ongoing improvement, the East Region Adult Education (ERAE) Consortium has identified a set of indicators aligned with both regional needs and state priorities.

Student Progress Indicators

  1. Participation and Persistence Metrics
    • Enrollment counts across program areas (ESL, ABE, ASE, CTE, and IET).
    • Student attendance and persistence rates, tracked through TOPSPro.
    • Number of students participating in and completing programs.
  2. Academic and Skill Gains
    • Measurable skill gains, particularly in literacy, numeracy, career readiness, and digital literacy.
    • Completion of Adult Secondary Education (ASE) credentials (e.g., high school diploma or equivalency).
    • Completion of short-term CTE certifications aligned with in-demand industry sectors.
  3. Transition and Completion Outcomes
    • Number of students transitioning to postsecondary education or training, including dual enrollment, noncredit-to-credit pathways, and apprenticeships.
    • Attainment of industry-recognized credentials and certifications.
    • Student progress from ESL and ABE into ASE or CTE programs.
  4. Employment and Economic Outcomes
    • Employment placement after program exit, tracked through follow-up surveys and employment data.
    • Wage gain reporting (e.g., percentage of students reporting increased wages post-program).
    • Number of students entering employment in regional high-demand sectors such as health care, education, construction, and technology.
  5. Specialized Group Tracking
    • Ongoing monitoring of educational progress and outcomes for target populations including:
      • English learners
      • Adults with low literacy
      • Individuals experiencing poverty
      • Long-term unemployed and underemployed adults
  6. Barriers Addressed and Support Services Utilized
    • Utilization rates of wraparound services (childcare, transportation, financial aid, technology access).
    • Student engagement with transition services and career navigation supports.
  7. Program Capacity and Access
    • Waitlist tracking for high-demand programs.
    • Expansion of access points in rural areas and underserved communities.
    • Student access to digital learning platforms and hybrid instruction models.

These local indicators are designed to reflect student outcomes in a holistic way — addressing not just academic achievement but also employment readiness, transitions to higher education, and the removal of access barriers. By combining quantitative student data with qualitative input from partners, ERAE ensures that progress monitoring remains student-centered, equitable, and aligned with regional workforce needs.

To ensure our three-year plan is responsive and equitable, ERAE Consortium conducted a comprehensive needs assessment using both qualitative and quantitative methods. Through focus groups, interviews, and community meetings, we engaged a wide range of stakeholders—Governing Board and Leadership Council members, Transition Services teams, K–12 and community college staff, workforce partners, community-based organizations, and industry advisory board members. This input was paired with data from sources such as DataVista, TOPSPro, CAEP Fact Sheets, Census data, self-sufficiency wage reports, and labor market and regional workforce plans.

The assessment revealed key gaps: foundational skills (digital literacy, reading, math, interpersonal skills), strong demand for ESL and IET programs, significant educational attainment gaps, and barriers like lack of childcare, transportation, and awareness of services. There is also a clear need for more accessible pathways to livable-wage employment, particularly for English Learners, low-literacy adults, and low-income individuals.

Many of these needs are already being addressed through flexible ESL, ABE, ASE, and CTE programs that integrate IET and career readiness. Transition Services support student persistence, while Canvas expands instructional access. Programs align with high-demand sectors like technology, education, business and entrepreneurship, culinary and hospitality, health care, construction, welding, and transportation. 

Still, opportunities remain. ERAE is working to expand pathways (apprenticeship, pre-apprenticeship, dual enrollment, noncredit and credit), strengthen digital literacy and career readiness, increase access to wraparound supports, and improve onboarding and outreach. These priorities align with WIOA, Strong Workforce, and Guided Pathways frameworks to support seamless transitions into education and employment.

What sets the East Region apart is its geographic and demographic diversity, with many adults facing high living costs, limited childcare and transportation, and digital access challenges. Many learners also experience economic insecurity, limited English proficiency, interrupted education, or unfamiliarity with local systems. By centering community voices and data, ERAE is well-positioned to respond to these complex, region-specific needs.

Activities & Outcomes

Objective #1: Address Educational Needs

Comprehensive Onboarding Across Programs

THREE-YEAR PLAN 2025-28

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.

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)
  • 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

THREE-YEAR PLAN 2025-28

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. 

Adult Education Metrics and Student Barriers

  • All: Participants (202AE)
  • All: Reportable Individuals (200AE)
  • Progress: Completed Educational Functioning Level Gain (400AE)
  • 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)
  • 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 #2: Improve Integration of Services & Transitions

Create a Data-Driven Community

THREE-YEAR PLAN 2025-28

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.

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: 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)
  • 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

THREE-YEAR PLAN 2025-28

Members will:

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

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)
  • 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

Objective #3: Improve Effectiveness of Services

Develop or Improve Pathways for Students

THREE-YEAR PLAN 2025-28

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.

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

THREE-YEAR PLAN 2025-28

Members will:

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

Adult Education Metrics and Student Barriers

  • All: Participants (202AE)
  • 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)
  • 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

Fiscal Management

Alignment & Carryover

The planned usage of allocations for the current program year closely aligns with the objectives outlined in the East Region Adult Education (ERAE) Consortium’s Three-Year Plan. Each member’s allocation reflects its role in delivering student-centered services, addressing equity gaps, and supporting transition efforts.

Grossmont Adult Education (GAE) serves approximately 99% of the region’s adult learners and receives 86% of CAEP funds. These funds are used to towards programs that span ESL, ABE, ASE, CTE, and Workforce Preparation. These programs address foundational skill gaps and support pathway expansion. GAE strives to serve 8,000 students by 2027–28 and expand access to high-quality instruction and student support.

Grossmont-Cuyamaca Community College District (GCCCD) receives 12.5–13% funding and plays a critical role in supporting student transitions to postsecondary education and employment. GCCCD funds a Program Manager and Transition Services team that provide individualized support and co-enrollment opportunities under SB 554. These services are essential to helping students navigate pathways to livable-wage employment and postsecondary options. Additionally, GCCCD uses its funds to support regional coordination, marketing and student and community outreach, professional development, and data tracking—all of which directly align with strategies to improve service integration and awareness.

Mountain Empire Adult Education (MEAE), serving a rural and geographically expansive district, receives 1.5% of CAEP funds. While MEAE supports a smaller population, its CAEP-funded offerings—such as High School Diploma and Welding—target regional educational attainment gaps and workforce needs. MEAE plans to expand course offerings in 2025–26, advancing the consortium’s objectives to increase access and strengthen pathways to employment in underserved areas.

Together, these allocations support the implementation of the consortium’s key strategies: comprehensive onboarding, expanded digital literacy and career readiness training, improved service integration and transitions, and expanding pathways. By aligning funding with member roles, community needs, and long-term goals, ERAE ensures that CAEP resources are used strategically and equitably to advance student success and regional economic mobility.

The East Region Adult Education (ERAE) Consortium is committed to fiscal responsibility and compliance with Education Code §84914.

To ensure timely and strategic use of resources, ERAE has established a clear policy that defines “excessive carryover” as more than 15% of a member’s prior-year allocation. If a member exceeds this threshold for two consecutive years, a Corrective Action Plan is required. Continued noncompliance may result in a vote by the Leadership Council to reduce future allocations by the amount of unspent funds. Reallocated funds would be used for short-term initiatives supporting consortium-wide priorities, without affecting ongoing base funding.

This approach allows the consortium to remain responsive to changing needs while reinforcing accountability. Carryover funds must align with the approved annual plan and be expended within the following year unless otherwise approved by the Governing Board. All decisions regarding carryover use are reviewed through a structured, transparent process that includes quarterly budget and performance reviews, guided by the Leadership Council and the CAEP Project Manager. This ensures all spending supports the consortium’s Three-Year Strategic Plan and aligns with the CAEP Fiscal Management Guide.

By maintaining a proactive policy on carryover and aligning resource use Strategic Plan objective, ERAE ensures that all funds—whether current or carried over—are used effectively to improve services and outcomes for adult learners across the region.

Usage

How does the consortium plan to use allocated funds in the upcoming year?

Not Entered

Consortium Objectives & Activities Overview

Objectives & Activities

= consortium has included this activity in an Annual Plan from the 2025-28 Three-Year Plan
= consortium has NOT selected this activity in an Annual Plan from the 2025-28 Three-Year Plan
ActivityOriginIncluded in Annual Plan
Objective #1: Address Educational Needs
Comprehensive Onboarding Across Programs
THREE-YEAR PLAN 2025-28
Digital Literacy and Career Readiness Gaps
THREE-YEAR PLAN 2025-28
Objective #2: Improve Integration of Services & Transitions
Create a Data-Driven Community
THREE-YEAR PLAN 2025-28
Student Case Management and Referral Process
THREE-YEAR PLAN 2025-28
Objective #3: Improve Effectiveness of Services
Develop or Improve Pathways for Students
THREE-YEAR PLAN 2025-28
Enhance Marketing and Messaging Efforts
THREE-YEAR PLAN 2025-28

Certification

Grossmont Union High - Member Representative

Approved by Dr. Paul Dautremont

08/13/2025 08:47 AM PDT

Grossmont-Cuyamaca CCD - Member Representative

Approved by Cynthia Nagura

08/11/2025 08:25 AM PDT

Mountain Empire Unified - Member Representative

Approved by Vincent Chambers

08/08/2025 10:19 PM PDT