CAEP
Three-Year Plan

Produced: Jun 18, 2025, 06:16 PM UTC - By Joshua Lopez

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:
22 Imperial County Adult Education Consortium
Address:
1398 Sperber Rd. | El Centro, CA | 92251
Website:
https://www.icoe.org/adult-education-block-grant
Funding Channel 2025-26:
Fiscal Agent
CAEP Funds 2025-26:
$0
CAEP Funds 2024-25:
$0
CAEP Funds 2023-24:
$0

Consortium Contacts

Auto-populated

ResponsibilityNameEmailTitlePhone
Primary Contactdcabanilla@icoe.orgDIRECTOR, HIGHER EDUCATION AND ADULT LEARNING(760) 312-6618
Fiscal Contacthector.orozco@icoe.orgFiscal Manager(760) 312-6540

Members

Auto-populated

Member AgencyMember TypeContactPhone
Brawley Union HighHigh School DistrictSimon Canalez(760) 312-6085
Calexico UnifiedUnified School DistrictVianey Rubio(760) 768-3888 ext: 3022
Calipatria UnifiedUnified School DistrictRosa Medina(760) 335-2352 ext: 3552
Central Union HighHigh School DistrictMr. Darrell Pechtl(760) 312-7052
Holtville UnifiedUnified School DistrictCelso Ruiz(760) 356-2974
Imperial Co. Office of EducationCounty Office of Education (COE)Renato Montaño(760) 312-6572
Imperial UnifiedUnified School DistrictCynthia Herrera(760) 355-3220 ext: 22210
San Pasqual Valley UnifiedUnified School DistrictKish Curtis(760) 572-0222 ext: 2088
Imperial CCDDistrictVictor Torres(760) 355-6311 ext: 6311

Executive Summary

The Imperial County Adult Education Consortium (ICAEC) is composed of member agencies across the region, including K–12 adult schools from Brawley Union High School District, Calexico Unified School District, Calipatria Unified School District, Central Union High School District, Holtville Unified School District, Imperial Unified School District, San Pasqual Valley Unified School District—located on the California-Arizona border—and the Imperial County Office of Education, as well as Imperial Valley College (Imperial Community College District). The Consortium also includes a site dedicated to serving the incarcerated population. Together, these members work collaboratively to serve the diverse adult learner population across Imperial County. Consortium members and stakeholders—including administrators, instructors, support staff, student success specialists, and community partners—actively participated in the 2023–2025 Three-Year Planning process. This engagement included data analysis, stakeholder surveys, site-level input sessions, and regional planning meetings to identify adult education needs and align strategies with statewide CAEP goals.

Key needs identified through the Needs Assessment include expanding access to flexible course delivery to address barriers, improving student transitions to postsecondary and workforce pathways, increasing life skills development, and strengthening marketing and outreach to address persistent enrollment and retention challenges. Based on these findings, the Consortium selected targeted Three-Year Plan Metrics such as enrollment growth, increased measurable skill gains, credential attainment, postsecondary transitions, and workforce outcomes to meet the established goal of the consortium to "Enroll, Educate, and Employ" adults in Imperial County.

To meet these goals, ICAEC developed objectives and corresponding strategies including: implementing hybrid and distance learning delivery models; increasing course offerings in ESL, HSD/HSE, CTE, and Early College Credit; standardizing intake and progress monitoring; hosting recruitment and engagement events; and expanding professional development and community partnerships. These activities are specifically designed to address common barriers faced by adult learners, such as transportation challenges, childcare responsibilities, limited access to information, and inconsistent support across agencies.

ICAEC members continue to demonstrate strong commitment and collaboration in supporting adult learners across Imperial County. The Consortium is focused on expanding programs and services through strengthened partnerships with Imperial Valley College (IVC), K–12 districts, the Workforce Development Board and other community partners. In this Three-Year Plan, the Consortium will refine its use of data to identify and address service gaps, support seamless transitions, and integrate services that increase enrollment, retention, and successful transitions to postsecondary education and employment. A coordinated calendar for enrollment and professional development will continue to guide collective efforts, while relationships with business and industry partners will be further developed to align education with regional workforce needs.

The ICAEC will meet regularly to ensure collaboration, monitor progress, and expand educational and workforce programs and supports as needed. By focusing on data-driven planning, strategic partnerships, and effective resource use, the Consortium aims to increase enrollment and persistence, retention, completion, and transitions. ICAEC members remain dedicated to providing high-quality programs that empower adults to achieve their educational and career goals.

The Consortium also conducted an evaluation of CAEP fund use, ensuring resources are aligned with strategic priorities and equitably distributed to support data-driven decision-making, capacity building, and direct student services. The ICAEC remains committed to continuous improvement and collaborative innovation to meet the diverse needs of adult learners throughout Imperial County.

Assessment

In preparation for the development of the Three-Year Plan, the Imperial County Adult Education Consortium (ICAEC) participated in several activities to assess the current status of programs in the county:

  • A survey was developed using the CAEP Three-Year Plan template to evaluate their school and the consortium as a whole. All members participated and 100% of districts submitted the survey.
  • At our annual Adult Education Summit, Adult Education teachers, administrators and other staff completed a survey to share their insights, feedback and suggestions for local adult education programs moving forward.
  • US Census data for Imperial County was reviewed to provide an overall picture of the county’s population and need in employment, education and income and poverty
  • CAEP Consortium Fact Sheet was used as an additional resource
  • The CAEP Three-Year Plan was a regular agenda item at monthly meetings of the Imperial County Adult Education Consortium where Member Representatives engaged in discussion.
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?

Adult Education Teacher and other staff Survey

The Imperial County Adult Education Consortium reviews local, state and national data annually at the Adult Education Summit in the fall. Our partners from Workforce Development attend our meetings regularly to share updates. Additionally, since we meet monthly as a Consortium, members provide a monthly update on services provided and almost equally as important, they share anecdotal/qualitative data from participants that help inform some of the things that are seen with attendance, participation and completion. Participant input is highly valued and speaks to the relationships that our schools have with our students. Their lense helps consortium members understand their challenges and provides leaders with the opportunity to plan and deliver programming that meets their diverse needs.

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
Workforce DevelopmentBoardIndustry
Imperial Valley CollegeCommunity Organization
Imperial Co. Office of EducationCounty Office of Education (COE)
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 Imperial County Adult Education Consortium follows WIOA guidelines to provide diverse services to students to prepare them for the workforce and to continue their education.  All districts offer GED and ESL classes, while some districts have adopted online platforms to broaden their program.  Partnering with the Imperial County Office of Education, the consortium has acquired equitable access to internet towers to ensure connectivity for all residents.  LMI data is used to help shape CTE programs, such as the implementation of the ELD Healthcare Pathway. This also aligns with our partners from the Workforce Development Board, who help students align with the demands of the labor market by providing digital skills workshops, resume-building workshops, and job search/placements.  The Imperial County Adult Education Consortium also provides students with one-to-one and group sessions focused on post-secondary plans and transitions, as well as citizenship information workshops, and career-building plan workshops.   The Imperial County Adult Education Consortium would like to increase the CTE course offerings to align with the community college pathways.  Another identified gap is the limitation of space to be able to offer more courses in addition to the limitation of time courses can be offered.  Some participating districts share space with the continuation high school.  The consortium also faces a shortage of teachers because of space and availability of teachers in the CTE sector.  

Imperial County Adult Education Consortium members reported that students needed increased class offerings in CTE, ESL, ABE, and computer literacy.  Another need students have asked for is childcare.  Consortium members have also identified a lack of services for adult learners with learning differences and disabilities.  There is also a high need for ESL courses to increase the rate of students able to finish their high school diploma and continue on or enter the workforce.  

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?

Imperial County’s adult learners face unique challenges stemming from high unemployment, pervasive poverty, and limited access to education and infrastructure. The region’s rural isolation, predominantly Hispanic population, and high number of English Language Learners contribute to widespread language and literacy barriers, while transportation and digital access further hinder participation in educational programs. Many adults also contend with interrupted or limited formal education, immigration-related obstacles, and the need to balance family and work responsibilities. As a result, programs must be flexible, culturally responsive, and provide integrated support services that directly connect learners with workforce opportunities and community resources.

Which populations are currently being served by your programs?

Contributions by Entities*

NameRoleThree-Year Plan Contribution
Cynthia Herrera Administrator Participated in planning meetings and provided data.
Joshua Lopez Administrator Participated in planning meetings and provided data.
Martin Leyva Administrator Participated in planning meetings and provided data.
Darrell Pechtl Administrator Participated in planning meetings and provided data.
Fernanda Ledezma Administrator Participated in planning meetings and provided data.
Linda Lopez Classified staff Participated in planning meetings and provided data.
Lillian Patterson Administrator Participated in planning meetings and provided data.
Douglas Kline Administrator Participated in planning meetings and provided data.
Victor Torres Administrator Participated in planning meetings and 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
*Brawley Union HighMember Representative

0

178

0

0

44

36

0

0

0

258
*Calexico UnifiedMember Representative

0

86

0

0

0

299

0

15

0

400
*Calipatria UnifiedMember Representative

0

9

0

0

0

3

0

0

0

12
*Central Union HighMember Representative

22

165

0

0

19

251

0

19

0

476
*Holtville UnifiedMember Representative

0

25

0

0

0

49

0

0

0

74
*Imperial CCDMember Representative

0

0

0

0

0

0

0

0

1,278

1278
*Imperial Co. Office of EducationMember Representative

0

25

0

0

0

10

0

0

0

35
*Imperial UnifiedMember Representative

0

32

0

0

0

55

0

10

0

97
*San Pasqual Valley UnifiedMember Representative

0

15

0

0

0

0

0

0

0

15
Total Participants 22 535 0 0 63 703 0 44 1278 2645
* 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?

The Consortium currently serves industries such as construction (welding), and healthcare. Our community struggles with high unemployment and limited access to facilities to expand course offerings. Work-based learning face significant barriers across multiple industries as well. However, sectors like healthcare, construction, renewable energy, logistics, and entry-level tech offer promising pathways due to lower entry requirements and growing demand. These opportunities are often hindered by challenges such as limited training infrastructure, transportation barriers, digital divides, and systemic inequities. Addressing these requires targeted interventions like public-private partnerships, distance learning, community-based workforce programs, and pre-apprenticeship models tailored to local industry needs, enabling inclusive economic development and sustained career pathways.

The consortium currently provides adult education classes primarily in the mornings as well in the afternoons. Two campuses have initiated pilot programs using online platforms, reflecting a growing interest in expanding distance learning options. These efforts are particularly aimed at supporting students who face barriers such as lack of childcare or transportation. While this demonstrates an evolving commitment to accessibility, the scale remains limited.

Consortium members report operating at full capacity, with waiting lists for students unable to enroll due to late registration or limited classroom space. This suggests that the current levels of service (in terms of hours and enrollment capacity) are insufficient to meet the demand. Additionally, most consortium members cite challenges in funding and recruiting educators for adult education programs and note that facility limitations further restrict service expansion.

In terms of types of services, the consortium offers a range of supports aligned with the seven program areas, including adult basic education, adult secondary education, and programs leading to postsecondary transitions. Student Success Specialists provide individualized support, such as résumé development, college application assistance, and goal-setting. They also connect students to the local workforce development board to access additional resources and workshops, indicating alignment with workforce preparation and career technical education (CTE) goals.

However, based on the needs assessment outlined in Section 2, there are clear gaps between existing services and community demand. The restricted program availability and infrastructure challenges hinder the consortium’s ability to fully address the educational and workforce development needs of adult learners. While there is a strong desire among consortium members to expand services, particularly in flexible and hybrid formats, insufficient staffing and facility resources continue to be a challenge.

Metrics: CAEP Barriers & Metrics

Goals & Metrics

Metrics

Adult Ed Metrics

  • English Language Learner (149AE)
  • Ex-Offender (150AE)
  • 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)
  • English as a Secondary Language (1002)
  • Programs for Adults With Disabilities (1004)
  • Short-Term CTE Training Programs (126AE)
  • Workforce Preparation (124AE)

Metrics

Adult Ed Metrics

  • Completed Educational Functioning Level Gain (400AE)

Metrics

Adult Ed Metrics

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

Metrics

Adult Ed Metrics

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

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) 2,318 2,574

2,800

3,000

3,100

Student BarriersEnglish Language Learner (149AE) 1,699 1,936

2,200

2,350

2,500

Student BarriersLow Literacy (155AE) 2,096 2,354

2,500

2,700

2,800

Student BarriersLow Income (154AE) 1,241 1,517

1,700

1,800

1,900

Student BarriersLong Term Unemployed (153AE) 36 39

40

35

30

Student BarriersEx-Offender (150AE) 33

30

30

30

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.

Brawley Union High (Reported by Brawley Union Adult School)

Metric SetMetric DescriptionMember Level Metric Actuals Member Level Metric Targets
2022-23 2023-24 2024-25 2025-26 2026-27 2027-28
AllParticipants (202AE) 178 164

270

275

280

Employment & EarningsEmployed Two Quarters After Exit (505AE) 29

0

0

0

Employment & EarningsMedian Change in Earnings (801AE)

0.0%

0.0%

0.0%

ProgressCompleted Educational Functioning Level Gain (400AE) 40

40

45

50

SuccessDiploma, GED or High School Equivalency (633AE) 48 54

0

0

0

TransitionTransitioned to Non-Developmental Credit College Course (637AE) 18

0

0

0

TransitionTransitioned to CTE (636AE) 51

0

0

0

Students and ProgramsAdult Secondary Education (1000) 151 140

225

235

245

Students and ProgramsAdult Basic Education (1001) 0 0

0

0

0

Students and ProgramsEnglish as a Secondary Language (1002) 42 39

40

40

40

Students and ProgramsCareer Technical Education (1003) 69

44

44

44

Students and ProgramsPrograms for Adults With Disabilities (1004) 0 0

0

0

0

Students and ProgramsWorkforce Preparation (124AE)

0

0

0

Students and ProgramsShort-Term CTE Training Programs (126AE)

0

0

0

* Mandatory for all members


Calexico Unified (Reported by Calexico USD-Robert F. Morales Adult Ed.)

Metric SetMetric DescriptionMember Level Metric Actuals Member Level Metric Targets
2022-23 2023-24 2024-25 2025-26 2026-27 2027-28
AllParticipants (202AE) 309 329

388

426

468

Employment & EarningsEmployed Two Quarters After Exit (505AE) 27

0

0

0

Employment & EarningsMedian Change in Earnings (801AE)

0.0%

0.0%

0.0%

ProgressCompleted Educational Functioning Level Gain (400AE) 96 132

132

145

159

SuccessDiploma, GED or High School Equivalency (633AE) 15 23

15

20

25

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

0

0

0

TransitionTransitioned to CTE (636AE) 34

0

0

0

Students and ProgramsAdult Secondary Education (1000) 89 77

94

103

113

Students and ProgramsAdult Basic Education (1001) 92 70

94

103

113

Students and ProgramsEnglish as a Secondary Language (1002) 243 257

328

360

392

Students and ProgramsCareer Technical Education (1003) 30 32

0

0

0

Students and ProgramsPrograms for Adults With Disabilities (1004) 0 0

0

0

0

Students and ProgramsWorkforce Preparation (124AE)

15

20

25

Students and ProgramsShort-Term CTE Training Programs (126AE)

15

20

25

* Mandatory for all members


Calipatria Unified (Reported by Calipatria Unified School District (CUSD))

Metric SetMetric DescriptionMember Level Metric Actuals Member Level Metric Targets
2022-23 2023-24 2024-25 2025-26 2026-27 2027-28
AllParticipants (202AE) 30 13

15

15

20

Employment & EarningsEmployed Two Quarters After Exit (505AE)

0

0

0

Employment & EarningsMedian Change in Earnings (801AE)

0.0%

0.0%

0.0%

ProgressCompleted Educational Functioning Level Gain (400AE) 0

0

0

0

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

15

15

20

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

0

0

0

TransitionTransitioned to CTE (636AE)

0

0

0

Students and ProgramsAdult Secondary Education (1000) 10

0

0

0

Students and ProgramsAdult Basic Education (1001) 10 0

0

0

0

Students and ProgramsEnglish as a Secondary Language (1002) 20

0

0

0

Students and ProgramsCareer Technical Education (1003) 0 0

0

0

0

Students and ProgramsPrograms for Adults With Disabilities (1004) 0 0

0

0

0

Students and ProgramsWorkforce Preparation (124AE)

0

0

0

Students and ProgramsShort-Term CTE Training Programs (126AE)

0

0

0

* Mandatory for all members


Central Union High (Reported by Central Union High School District (CUHSD))

Metric SetMetric DescriptionMember Level Metric Actuals Member Level Metric Targets
2022-23 2023-24 2024-25 2025-26 2026-27 2027-28
AllParticipants (202AE) 323 482

550

600

650

Employment & EarningsEmployed Two Quarters After Exit (505AE) 36

0

0

0

Employment & EarningsMedian Change in Earnings (801AE)

0.0%

0.0%

0.0%

ProgressCompleted Educational Functioning Level Gain (400AE) 89 225

231

252

273

SuccessDiploma, GED or High School Equivalency (633AE) 47 81

50

60

80

TransitionTransitioned to Non-Developmental Credit College Course (637AE) 29

0

0

0

TransitionTransitioned to CTE (636AE) 23

0

0

0

Students and ProgramsAdult Secondary Education (1000) 198 216

231

264

286

Students and ProgramsAdult Basic Education (1001) 184 212

240

260

280

Students and ProgramsEnglish as a Secondary Language (1002) 146 264

264

288

312

Students and ProgramsCareer Technical Education (1003) 0 18

23

28

35

Students and ProgramsPrograms for Adults With Disabilities (1004) 0 0

0

0

0

Students and ProgramsWorkforce Preparation (124AE)

20

26

38

Students and ProgramsShort-Term CTE Training Programs (126AE)

26

33

43

* Mandatory for all members


Holtville Unified (Reported by Holtville 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) 78 77

80

85

85

Employment & EarningsEmployed Two Quarters After Exit (505AE)

0

0

0

Employment & EarningsMedian Change in Earnings (801AE)

0.0%

0.0%

0.0%

ProgressCompleted Educational Functioning Level Gain (400AE) 16 19

30

35

35

SuccessDiploma, GED or High School Equivalency (633AE)

0

0

0

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

0

0

0

TransitionTransitioned to CTE (636AE)

0

0

0

Students and ProgramsAdult Secondary Education (1000) 36 30

30

30

30

Students and ProgramsAdult Basic Education (1001) 0 0

0

0

0

Students and ProgramsEnglish as a Secondary Language (1002) 56 67

50

55

55

Students and ProgramsCareer Technical Education (1003) 0 0

0

0

0

Students and ProgramsPrograms for Adults With Disabilities (1004) 0 0

0

0

0

Students and ProgramsWorkforce Preparation (124AE)

0

0

0

Students and ProgramsShort-Term CTE Training Programs (126AE)

0

0

0

* Mandatory for all members


Imperial CCD (Reported by Imperial)

Metric SetMetric DescriptionMember Level Metric Actuals Member Level Metric Targets
2022-23 2023-24 2024-25 2025-26 2026-27 2027-28
AllParticipants (202AE) 1,046 1,137

1,300

1,320

1,350

Employment & EarningsEmployed Two Quarters After Exit (505AE) 267

0

0

0

Employment & EarningsMedian Change in Earnings (801AE)

0.0%

0.0%

0.0%

ProgressCompleted Educational Functioning Level Gain (400AE) 148 203

0

0

0

SuccessDiploma, GED or High School Equivalency (633AE) 25

0

0

0

TransitionTransitioned to Non-Developmental Credit College Course (637AE) 69

0

0

0

TransitionTransitioned to CTE (636AE) 81

0

0

0

Students and ProgramsAdult Secondary Education (1000) 10

40

60

80

Students and ProgramsAdult Basic Education (1001) 0 0

0

0

0

Students and ProgramsEnglish as a Secondary Language (1002) 932 1,049

0

0

0

Students and ProgramsCareer Technical Education (1003) 149 123

0

0

0

Students and ProgramsPrograms for Adults With Disabilities (1004) 20 22

0

0

0

Students and ProgramsWorkforce Preparation (124AE)

1,300

1,320

1,350

Students and ProgramsShort-Term CTE Training Programs (126AE)

0

0

0

* Mandatory for all members


Imperial Co. Office of Education (Reported by Imperial County Office of 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)

40

42

45

Employment & EarningsEmployed Two Quarters After Exit (505AE)

1

3

5

Employment & EarningsMedian Change in Earnings (801AE)

0.0%

0.0%

0.0%

ProgressCompleted Educational Functioning Level Gain (400AE)

25

27

30

SuccessDiploma, GED or High School Equivalency (633AE)

25

27

30

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

0

0

0

TransitionTransitioned to CTE (636AE)

0

0

0

Students and ProgramsAdult Secondary Education (1000)

15

17

20

Students and ProgramsAdult Basic Education (1001)

15

17

20

Students and ProgramsEnglish as a Secondary Language (1002)

10

12

15

Students and ProgramsCareer Technical Education (1003)

0

0

0

Students and ProgramsPrograms for Adults With Disabilities (1004)

0

0

0

Students and ProgramsWorkforce Preparation (124AE)

0

0

0

Students and ProgramsShort-Term CTE Training Programs (126AE)

10

12

15

* Mandatory for all members


Imperial Unified (Reported by Imperial Unified School District (IUSD))

Metric SetMetric DescriptionMember Level Metric Actuals Member Level Metric Targets
2022-23 2023-24 2024-25 2025-26 2026-27 2027-28
AllParticipants (202AE) 67 72

115

125

130

Employment & EarningsEmployed Two Quarters After Exit (505AE) 11

0

0

0

Employment & EarningsMedian Change in Earnings (801AE)

0.0%

0.0%

0.0%

ProgressCompleted Educational Functioning Level Gain (400AE) 16 29

30

35

40

SuccessDiploma, GED or High School Equivalency (633AE)

0

0

0

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

0

0

0

TransitionTransitioned to CTE (636AE)

0

0

0

Students and ProgramsAdult Secondary Education (1000) 20 36

40

45

50

Students and ProgramsAdult Basic Education (1001) 20 36

40

45

50

Students and ProgramsEnglish as a Secondary Language (1002) 48 41

60

65

65

Students and ProgramsCareer Technical Education (1003) 0 0

0

0

0

Students and ProgramsPrograms for Adults With Disabilities (1004) 0 0

0

0

0

Students and ProgramsWorkforce Preparation (124AE)

0

0

0

Students and ProgramsShort-Term CTE Training Programs (126AE)

15

15

15

* Mandatory for all members


San Pasqual Valley Unified (Reported by San Pasqual Valley 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) 41 33

45

45

45

Employment & EarningsEmployed Two Quarters After Exit (505AE) 0

0

0

0

Employment & EarningsMedian Change in Earnings (801AE)

0.0%

0.0%

0.0%

ProgressCompleted Educational Functioning Level Gain (400AE) 10

15

15

15

SuccessDiploma, GED or High School Equivalency (633AE) 11

15

15

15

TransitionTransitioned to Non-Developmental Credit College Course (637AE) 0

0

0

0

TransitionTransitioned to CTE (636AE)

0

0

0

Students and ProgramsAdult Secondary Education (1000) 41 33

45

45

45

Students and ProgramsAdult Basic Education (1001) 41 0

0

0

0

Students and ProgramsEnglish as a Secondary Language (1002) 0 0

0

0

0

Students and ProgramsCareer Technical Education (1003) 0 0

0

0

0

Students and ProgramsPrograms for Adults With Disabilities (1004) 0 0

0

0

0

Students and ProgramsWorkforce Preparation (124AE)

0

0

0

Students and ProgramsShort-Term CTE Training Programs (126AE)

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
Brawley Union High 100% 95% 0%

100%

100%

100%

Calexico Unified 100% 100% 66%

100%

100%

100%

Calipatria Unified 100% 100% 43%

100%

100%

100%

Central Union High 100% 100% 69%

100%

100%

100%

Holtville Unified 100% 100% 32%

100%

100%

100%

Imperial CCD 100% 100% 67%

90%

95%

100%

Imperial Co. Office of Education 100% 96% 0%

95%

100%

100%

Imperial Unified 100% 100% 27%

80%

90%

100%

San Pasqual Valley Unified 100% 100% 79%

100%

100%

100%

Objectives

Objective #1: Address Educational Needs

To address the education and workforce needs of the Imperial County Adult Education Consortium, Member Districts will participate in activities to address identified areas of need and ongoing support for students, staff and community. Consortium Members are committed to providing high quality programs for students and strive to improve and expand services when possible.  

To target areas of need, Consortium Members will continue to collaborate and strengthen partnerships with existing partners to leverage resources to support student’s workforce and educational needs. Members will continue to foster relationships across the county to increase visibility and knowledge of the opportunities available for adults at Adult Education schools. Fostering relationships with partners and expanding opportunities to connect with the community at large will provide for a more informed community who can speak to the benefits of Adult Education and provide other avenues for students to participate in programs to the betterment of their families and communities. Members will monitor enrollment and retention data quarterly to measure effectiveness of strategies and modify efforts as needed.

Members commit to continuing to work together to implement a uniform procedure for intake and intentional ongoing support for students to support their pathway from enrollment to graduation and transition to postsecondary education and/or employment. Members and Partners will work together to implement an Intake and Orientation for new and returning students to ensure they are aware of the programs available, and ensure that they are enrolling in the appropriate program to meet their end goal. Additionally, students will also be informed through this process of the supportive services for academic, career and employability skill needs, and personal/social needs. 

Lastly, Members will continue to offer courses in ESL, HSD/HSE as well as Career Education. Where there is opportunity for expansion for course offerings via distance learning, schools will work to increase offerings and services for more accessibility. 

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 integration and services and transition, the Imperial County Adult Education Consortium is committed to intentionally support transitions and student acceleration by implementing strategies and activities that will ensure students progress and complete their pathway through postsecondary education and/or employment.

The Consortium has identified strategies and practices to integrate into systems to ensure students are supported from enrollment to graduation and beyond. To support students, the consortium will implement the following activities for students to ensure integration and seamless transitions:

  • Engage in Education and Career Planning for all students to establish a plan for their pathway, including opportunities for career and postsecondary exploration. Implement a key area of contact when students are close to completing their program to plan for the next step. 
  • Continue to provide opportunities for students and staff to visit local colleges and connect with college staff to establish relationships and understanding of programs offered (certificate/degree, EOPS, FAFSA, Counseling) for seamless transitions and other support. 
  • Establish ongoing data monitoring practices to track progress, acceleration, completion of programs, and transition to postsecondary and/or workforce to measure impact of activities and modify as needed. Discuss at regularly scheduled board meetings quarterly to identify best practices and areas for improvement.
  • Continue to strengthen partnerships with local workforce development organizations to leverage resources to support students progress, acceleration and transition to postsecondary and workforce.
  • Continue to align adult education programs across the county and with the local community college to ensure acceleration and seamless transitions.
  • Promote Early College Credit Dual opportunities across all adult education programs and increase participation to support the seamless transition to postsecondary education.
  • Continue to maintain a coordinated adult education calendar and improve online presence to promote programs and services across the county.

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 effectiveness of services, the Imperial County Adult Education Consortium will engage in the following activities.

  • Continue offering ongoing professional development for adult education teachers, support staff and Administrators in CAEP program areas and best instructional practices.
  • Engage in an annual Labor Market Information presentation and discuss annually
  • Continue to provide activities, support and technical assistance for WIOA applications
  • Establish ongoing data monitoring practices to track progress, acceleration, completion of programs, and transition to postsecondary and/or workforce to measure impact of activities and modify as needed.  
  • Continue to collaborate with Imperial Valley College to support the engagement and support of students for seamless transitions.

Activities & Outcomes

Objective #1: Address Educational Needs

Adult Education Recruitment Fair

The ICAEC Consortium implement an Adult Education Fair annually to promote Adult Education school sites and courses and sites to prospective students to address their educational needs.  Each school site Administrators and office personnel will be in attendance with intake forms, and a list of available courses, class times, and other opportunities available.  The Consortium will also extend the invitations to local agencies such as the Workforce Development Board, Imperial Valley College, USCIS, and the Public Libraries to promote their offerings to support adult learners.  ICAEC Student Success Specialists will also have their own booth to highlight their services as well as IVC to promote dual enrollment and transitioning to IVC.  The Adult Education Recruitment Fair will be upbeat and hosted at a local school site MPR or County Office of Education. We will also explore partnering with local employers such as InnerCare and other partners who may speak on internships and potential career opportunities. We will use social media to promote the event to engage the larger Imperial County community, and strengthen partnerships while promoting course offerings.


The ICAEC Consortium will host an annual Adult Education Recruitment Fair to promote school sites, programs, and services to prospective adult learners. School administrators and office staff will provide intake forms, course lists, and class schedules to support immediate student enrollment. Community partners such as the Workforce Development Board, Imperial Valley College, USCIS, and public libraries will share resources to assist learners with educational and career pathways. Student Success Specialists and IVC staff will highlight support services, dual enrollment, and transition opportunities. The event will be hosted at a local school site or the County Office of Education and will include employer participation to showcase internship and job opportunities. This activity supports CAEP objectives by increasing access, fostering transitions, and leveraging community resources, while addressing student barriers such as lack of awareness and limited service access to improve key adult education outcomes.

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).

ICAEC Members and staff will develop an implementation plan and inform and engage educational partners and employers to plan for a Summer/Fall 2026 implementation.

In years 1-3 ICAEC will plan and implement the Adult Education Recruitment Fair annually in Years 2 and 3. The event will increase the knowledge and visibility of Adult Education opportunities in Imperial County. Students will participate in a more streamlined intake process and have a better understanding of expectations to lead to more seamless completions and transitions.


  • Increased public awareness of adult education programs and services across Imperial County.

  • Growth in student inquiries, enrollments, and intake form submissions from new participants.

  • Strengthened relationships with community partners and local employers through event participation.


In years 3-5 ICAEC will refine and continuously improve the implementation of the Adult Education Recruitment Fair annually; possibly expanding to multiple sites across the Imperial County. The event will continue to increase the knowledge and visibility of Adult Education opportunities in Imperial County as well as inform the Consortium of needs of the community through the in-person interactions afforded by this activity. At the end of this 5 year period, institutionalization of the recruitment fair as a key regional strategy for outreach and enrollment will occur.

Adult Education Metrics and Student Barriers

  • All: Participants (202AE)
  • All: Reportable Individuals (200AE)
  • Student Barriers: English Language Learner (149AE)
  • Student Barriers: Ex-Offender (150AE)
  • 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)
  • Students and Programs: English as a Secondary Language (1002)
  • Students and Programs: Short-Term CTE Training Programs (126AE)

Responsible Positions, Responsible Consortium Members, and Proposed Completion Date

Responsible PositionResponsible MemberProposed Completion Date
PrincipalBrawley Union High06/30/2028
PrincipalCalexico Unified06/30/2028
SuperintendentCalipatria Unified06/30/2028
PrincipalCentral Union High06/30/2028
SuperintendentHoltville Unified06/30/2028
PrincipalImperial Co. Office of Education06/30/2028
Student Success SpecialistImperial CCD06/30/2028
PrincipalImperial Unified06/30/2028
SuperintendentSan Pasqual Valley Unified06/30/2028
Associate Dean of Workforce DevelopmentImperial CCD06/30/2028

Increased Course Offerings

The ICAEC Consortium will expand course offerings in ESL, HSE/HSD, Career Technical Education (CTE), and Early College Credit at various sites throughout Imperial County, with flexible scheduling to meet diverse student needs. Member agencies, in collaboration with instructional staff and IVC, will implement additional classes at strategic times and locations to increase access. Key deliverables include updated course schedules, increased class sections, and enrollment data tracking. This activity supports CAEP objectives by promoting student acceleration, seamless transitions, and more efficient use of regional resources. It contributes to short-term outcomes such as higher enrollment and improved access, and intermediate outcomes including increased course completion and credential attainment. By addressing barriers such as scheduling conflicts, transportation, and program availability, this initiative aims to improve equity and performance on key adult education metrics.

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).

Analysis of facility and staffing needs to expand courses to identify the most viable sites and modalities to increase offerings. Sites will participate in a thorough analysis of their site and create a growth goal.

Using data acquired, begin strategic increases to courses in ESL, HSE/HSD, CTE, and Early College Credit on site or via other modalities. Incremental increases will occur during years 1-3. 

As more course offerings are available, the Consortium will increase the number of students served across the county.

Adult Education Metrics and Student Barriers

  • All: Participants (202AE)
  • Student Barriers: English Language Learner (149AE)
  • Student Barriers: Ex-Offender (150AE)
  • Students and Programs: Adult Basic Education (1001)
  • Success: Diploma, GED or High School Equivalency (633AE)

Responsible Positions, Responsible Consortium Members, and Proposed Completion Date

Responsible PositionResponsible MemberProposed Completion Date
PrincipalBrawley Union High06/30/2028
PrincipalCalexico Unified06/30/2028
SuperintendentCalipatria Unified06/30/2028
PrincipalCentral Union High06/30/2028
SuperintendentHoltville Unified06/30/2028
PrincipalImperial Co. Office of Education06/30/2028
Student Success SpecialistImperial CCD06/30/2028
PrincipalImperial Unified06/30/2028
SuperintendentSan Pasqual Valley Unified06/30/2028
Associate Dean of Workforce DevelopmentImperial CCD06/30/2028
Associate Dean of Workforce DevelopmentImperial CCD06/30/2028

Objective #2: Improve Integration of Services & Transitions

IVC Higher Education Week

IVC will host an annual IVC Higher Education Week in the fall in collaboration with adult education sites, to include an informational sessions on what is offered at IVC and the process to enroll and transition to IVC.  IVC representatives from pertinent departments such as Admissions, Financial Aid, Counseling, Workforce, Dual Enrollment, and Student Equity will travel to Adult Education schools and speak on the degrees and programs that are currently being offered as well as host a college fair. Students will be exposed to the opportunity to participate in postsecondary education and connect how their short-term CTE program or HSD/GED classes can lead to a certificate or degree at the community college. 

Outcomes

Use the space provided to identify the Outcomes that the activity will accomplish in the next year (Short-Term), in one to three years (Intermediate), and in three to five years (Long-Term). The brief description of each of these three types of outcomes should include one or more outcomes that are specific, measurable, achievable, relevant, and time-bound (SMART).

Increased collaboration and connection from Adult Education students and staff with Imperial Valley College staff and programs to coordinate this event.

Increased number of Adult Education students and staff receiving universal outreach to increase their knowledge, interest and confidence in participating in postsecondary education options.

Increase in seamless transitions to IVC, with ongoing application workshops. Students will learn about their options upon enrollment and especially when they are completing their courses. There will be more of a community built among students that are transitioning to IVC.  

Adult Education Metrics and Student Barriers

  • Progress: Completed Educational Functioning Level Gain (400AE)
  • Students and Programs: Adult Secondary Education (1000)
  • Transition: Transitioned to CTE (636AE)

Responsible Positions, Responsible Consortium Members, and Proposed Completion Date

Responsible PositionResponsible MemberProposed Completion Date
PrincipalBrawley Union High06/30/2028
PrincipalCalexico Unified06/30/2028
SuperintendentCalipatria Unified06/30/2028
PrincipalCentral Union High06/30/2028
SuperintendentSan Pasqual Valley Unified06/30/2028
SuperintendentHoltville Unified06/30/2028
PrincipalImperial Co. Office of Education06/30/2028
Student Success SpecialistImperial CCD06/30/2028
PrincipalImperial Unified06/30/2028
Associate Dean of Workforce DevelopmentImperial CCD06/30/2028

Professional Development

The ICAEC Consortium will implement ongoing professional development (PD) opportunities for adult education teachers, administrators, and support staff to enhance instructional quality and student support services. Member agencies will  participate in PD sessions focused on adult education metrics, student academic and socio-emotional needs, and strategies to support student progression. Key deliverables include a professional development calendar, data review, and post-training evaluations. This activity supports CAEP objectives by improving program effectiveness and promoting student acceleration through informed, responsive practices. Short-term outcomes include increased staff knowledge and confidence, while intermediate outcomes involve improved student engagement, persistence, and achievement. By equipping staff to better identify and address student barriers, this activity supports progress on CAEP performance metrics and fosters a more equitable learning environment.

Outcomes

Use the space provided to identify the Outcomes that the activity will accomplish in the next year (Short-Term), in one to three years (Intermediate), and in three to five years (Long-Term). The brief description of each of these three types of outcomes should include one or more outcomes that are specific, measurable, achievable, relevant, and time-bound (SMART).

The Consortium will continue to host the annual Adult Education Professional Development Summit for teachers, administrators and support staff. Topics are selected annually to focus on areas of need. Collaboration with community partners and agencies for workforce and community resources. Adult Education staff will also participate in other professional development offered across the state of California and with partner agencies. This ongoing PD will increase teacher efficacy and ensure students are receiving the best instruction and support in the classroom.

Continue to host the annual Adult Education Professional Development Summit for teachers, administrators and support staff. Expand topics and collaboration with community partners and agencies for workforce and community resources. Adult Education staff will continue to participate in other professional development offered across the state of California and with partner agencies.


Adult Education staff will continue to participate in other professional development offered across the state of California and with partner agencies. Engage teachers and other staff to lead session on best practices and lessons learned. Teachers will continue to grow their knowledge and confidents in their profession while emerging as leaders in the field.

Adult Education Metrics and Student Barriers

  • All: Participants (202AE)
  • Progress: Completed Educational Functioning Level Gain (400AE)
  • Student Barriers: English Language Learner (149AE)
  • Student Barriers: Ex-Offender (150AE)
  • 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: English as a Secondary Language (1002)
  • Students and Programs: Workforce Preparation (124AE)

Responsible Positions, Responsible Consortium Members, and Proposed Completion Date

Responsible PositionResponsible MemberProposed Completion Date
PrincipalBrawley Union High06/30/2028
PrincipalCalexico Unified06/30/2028
SuperintendentCalipatria Unified06/30/2028
PrincipalCentral Union High06/30/2028
SuperintendentHoltville Unified06/30/2028
PrincipalImperial Co. Office of Education06/30/2028
Student Success SpecialistImperial CCD06/30/2028
PrincipalImperial Unified06/30/2028
SuperintendentSan Pasqual Valley Unified06/30/2028
Associate Dean of Workforce DevelopmentImperial CCD06/30/2028

Distance Learning Offerings to Reduce Barriers

To increase access and reduce barriers, agencies will implement hybrid and distance learning instructional models that allow students to participate in classes in person, online, or both. Instructional staff, administrators, and support teams will develop flexible course schedules, upgrade classroom technology, and receive targeted training. These models support CAEP objectives by promoting seamless transitions, accelerating student progress, and leveraging resources to extend program reach. Over time, this approach improves enrollment, persistence, and outcomes by addressing barriers such as transportation, childcare, and scheduling conflicts.

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).

Train staff trained in flexible instructional delivery and use of educational technology. Launch of pilot hybrid and distance learning courses across multiple program areas. 

Initial increases in student enrollment and attendance due to greater flexibility. Expanded availability of hybrid and distance learning courses consortium-wide. See measurable improvements in student persistence, measurable skill gains, and course completion rates.

Sustained flexible delivery infrastructure and instructional practices embedded in program design. Continued reduction in equity gaps through increased access for underserved populations. Significant long-term gains in CAEP metrics, including diploma attainment and postsecondary or workforce transitions.

Adult Education Metrics and Student Barriers

  • All: Participants (202AE)
  • All: Reportable Individuals (200AE)
  • Student Barriers: English Language Learner (149AE)
  • Student Barriers: Ex-Offender (150AE)
  • Student Barriers: Low Income (154AE)
  • Students and Programs: Adult Basic Education (1001)
  • Students and Programs: Career Technical Education (1003)
  • 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
PrincipalBrawley Union High06/30/2028
PrincipalCalexico Unified06/30/2028
SuperintendentCalipatria Unified06/30/2028
PrincipalCentral Union High06/30/2028
SuperintendentHoltville Unified06/30/2028
PrincipalImperial Co. Office of Education06/30/2028
Student Success SpecialistImperial CCD06/30/2028
PrincipalImperial Unified06/30/2028
SuperintendentSan Pasqual Valley Unified06/30/2028
Associate Dean of Workforce DevelopmentImperial CCD06/30/2028

Objective #3: Improve Effectiveness of Services

Individualized Learning Plans

The ICAEC Consortium will implement a standardized intake and progress monitoring process to be used consistently across all adult education sites in Imperial County, from initial enrollment through transition to postsecondary education or the workforce. Member agencies will collaborate to design, train staff on, and adopt common tools and procedures for student onboarding, goal setting, career planning, and tracking progress. Key deliverables include a uniform intake form, progress monitoring templates, and transition tracking reports. This activity supports CAEP objectives by fostering seamless transitions and leveraging shared resources to improve student outcomes. Short-term outcomes include improved data consistency and early identification of student needs, while intermediate outcomes involve increased transition rates and more targeted student support. By addressing gaps in service continuity and follow-up, this effort strengthens performance on adult education metrics and reduces barriers to student success.

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).

Establish baseline data for enrollment, retention, completion and transition to postsecondary and workforce. Establish procedures and forms for Intake and Orientation, ongoing progress monitoring, key points of contact and pre-transition processes for a pilot in Fall 2026, and full implementation in Fall 2027. Students will be more informed of expectations, important deadlines and supports available. Students will be more engaged and will complete programs in a reasonable amount of time.


Implement training for Adult Education staff in Spring/Summer 2026 for implementation of process in Fall 2026. Review data for enrollment, retention, completion, and transition to postsecondary and workforce to measure progress. Revisit procedures and and update for data-driven, continuous improvement twice annually thereafter. Outcomes achieved will include increased retention and seamless transitions to postsecondary education and employment.

Full implementation at all adult education sites by Year 5. Review annually and update for continuous improvement. Outcomes achieved will include increased retention and seamless transitions to postsecondary education and employment.

Adult Education Metrics and Student Barriers

  • All: Participants (202AE)
  • Student Barriers: English Language Learner (149AE)
  • Student Barriers: Ex-Offender (150AE)
  • 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)
  • Students and Programs: English as a Secondary Language (1002)
  • Students and Programs: Short-Term CTE Training Programs (126AE)

Responsible Positions, Responsible Consortium Members, and Proposed Completion Date

Responsible PositionResponsible MemberProposed Completion Date
PrincipalBrawley Union High06/30/2028
PrincipalCalexico Unified06/30/2028
SuperintendentCalipatria Unified06/30/2028
PrincipalCentral Union High06/30/2028
SuperintendentHoltville Unified06/30/2028
PrincipalImperial Co. Office of Education06/30/2028
Student Success SpecialistImperial CCD06/30/2028
PrincipalImperial Unified06/30/2028
SuperintendentSan Pasqual Valley Unified06/30/2028
Associate Dean of Workforce DevelopmentImperial CCD06/30/2028

Life Skills Workshops

The ICAEC Consortium will implement targeted activities and workshops to help adult learners develop essential life skills such as time management, study strategies, financial literacy, and awareness of postsecondary education options. Member agencies, in collaboration with Student Success Specialists and community partners, will deliver these supports through classroom integration, standalone sessions, and resource events. Key deliverables include workshop materials, attendance records, and student feedback surveys. This activity supports CAEP objectives by accelerating student progress and fostering smoother transitions into postsecondary education and the workforce. In the short term, learners will gain practical tools to manage their responsibilities and persist in their programs; intermediate outcomes include increased completion and transition rates. By equipping students with the skills to navigate both school and life demands, this initiative directly addresses barriers related to self-management, financial stability, and career planning, improving outcomes across key CAEP metrics.

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).

Student Success Specialists will develop a 3-part series of workshops to implement virtually and in-person for implementation in Spring 2026. All students will participate in at least one workshop during their time in Adult Education.

Students will receive information about financial aid that they can then apply when transitioning to community college. They will also receive hands-on workshops on employability skills like resume building, headshots, mock interviews.

The 3-part series of workshops will be offered virtually and in-person on a quarterly basis to ensure students can access at least once during their school year. Students will develop life-long skills that will help them to be successful in education and employment.

The workshops will be integrated to student ILP. They will automatically enroll in financial aid workshops. Workshops will first be informational and towards the end, have financial aid specialists visit the school sites to help students apply for financial aid. Employability skills workshops will be built into the CTE Course as a requirement. Students can be linked to industry leaders and participate in resume building workshops. School sites can work together to host as a group to connect all students in their CTE class and have them practice interviewing with a panel of teachers.

In years 3-5, the Consortium will identify other topics such as financial aid, employability skills, and transition support to integrate into the series to continue to develop life-long skills to help students be successful. Students will better equipped to manage their time and use responsible decision-making skills to implement into their everyday life.



Adult Education Metrics and Student Barriers

  • All: Participants (202AE)
  • Employment & Earnings: Median Change in Earnings (801AE)
  • Progress: Completed Educational Functioning Level Gain (400AE)
  • Student Barriers: English Language Learner (149AE)
  • Student Barriers: Ex-Offender (150AE)
  • 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)
  • Students and Programs: English as a Secondary Language (1002)
  • Students and Programs: Workforce Preparation (124AE)
  • Transition: Transitioned to Non-Developmental Credit College Course (637AE)

Responsible Positions, Responsible Consortium Members, and Proposed Completion Date

Responsible PositionResponsible MemberProposed Completion Date
PrincipalBrawley Union High06/30/2028
PrincipalCalexico Unified06/30/2028
SuperintendentCalipatria Unified06/30/2028
PrincipalCentral Union High06/30/2028
SuperintendentHoltville Unified06/30/2028
Student Success SpecialistImperial CCD06/30/2028
PrincipalImperial Co. Office of Education06/30/2028
PrincipalImperial Unified06/30/2028
SuperintendentSan Pasqual Valley Unified06/30/2028
Associate Dean of Workforce DevelopmentImperial CCD06/30/2028

Marketing and Outreach

The ICAEC Consortium will expand marketing efforts for adult education programs by enhancing its social media presence and conducting targeted community outreach to raise awareness and drive enrollment. Member agencies will collaborate on coordinated messaging, digital campaigns, and outreach events to promote available courses, support services, and student success stories. Key deliverables include marketing materials, social media analytics, outreach event logs, and enrollment trend reports. This activity supports CAEP objectives by leveraging resources to broaden access and accelerate student engagement and participation. Short-term outcomes include increased visibility and inquiries, while intermediate outcomes involve higher enrollment, persistence, and retention rates. By addressing barriers related to lack of awareness and access to information, this initiative strengthens performance on CAEP metrics and fosters equitable participation across Imperial County.

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).

Increase social media presence, increased printed materials and community presence to support increases in enrollment, persistence, completion and transitions. The Consortium will increase visibility and engagement with the community.

Increased social media presence, printed materials and community presence will support increases in enrollment, persistence, completion and transitions. Review data and modify plans as needed.

Increased social media presence, printed materials and community presence will support more students enrolled and transitioning to postsecondary education or employment. Include success stories in community outreach and marketing.

Adult Education Metrics and Student Barriers

  • All: Participants (202AE)

Responsible Positions, Responsible Consortium Members, and Proposed Completion Date

Responsible PositionResponsible MemberProposed Completion Date
PrincipalBrawley Union High06/30/2028
PrincipalCalexico Unified06/30/2028
SuperintendentCalipatria Unified06/30/2028
PrincipalCentral Union High06/30/2028
SuperintendentHoltville Unified06/30/2028
Student Success SpecialistImperial CCD06/30/2028
PrincipalImperial Co. Office of Education06/30/2028
PrincipalImperial Unified06/30/2028
SuperintendentSan Pasqual Valley Unified06/30/2028
Associate Dean of Workforce DevelopmentImperial CCD06/30/2028

Early College Credit for Adult Education

The ICAEC Consortium will expand access to both credit and non-credit college courses for adult education students to support their academic advancement and career readiness. Member agencies will work closely with Imperial Valley College (IVC) and other partners to identify and promote relevant course offerings, including dual enrollment and bridge programs. Key deliverables include updated course catalogs, enrollment data, and outreach materials targeting adult learners. This activity supports CAEP objectives by accelerating student progress and creating seamless transitions to postsecondary education. Short-term outcomes include increased awareness and enrollment in college-level courses, while intermediate outcomes involve higher rates of course completion, credential attainment, and postsecondary persistence. By reducing barriers to college access and aligning pathways, this effort improves performance on key CAEP metrics and supports long-term student success.

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).

With increased marketing and support, more students will understand what Early College Credit is, how to access it, and the benefits of participating and completing one or more courses.

Expand offering of a course for early college credit to provide students more options for courses that will benefit them to seamlessly transition to postsecondary education.

Adult Education students will be better prepared to succeed in postsecondary education due to their participation in early college credit opportunities while enrolled in their HSE/HSD programs. More students will successfully transition and complete postsecondary education certificate and degree programs.

Adult Education Metrics and Student Barriers

  • All: Participants (202AE)
  • Student Barriers: Ex-Offender (150AE)
  • Students and Programs: Adult Secondary Education (1000)

Responsible Positions, Responsible Consortium Members, and Proposed Completion Date

Responsible PositionResponsible MemberProposed Completion Date
PrincipalBrawley Union High06/30/2028
PrincipalCalexico Unified06/30/2028
SuperintendentCalipatria Unified06/30/2028
PrincipalCentral Union High06/30/2028
SuperintendentHoltville Unified06/30/2028
Student Success SpecialistImperial CCD06/30/2028
PrincipalImperial Co. Office of Education06/30/2028
PrincipalImperial Unified06/30/2028
SuperintendentSan Pasqual Valley Unified06/30/2028
Associate Dean of Workforce DevelopmentImperial CCD06/30/2028

Community College Exploration and Engagement Days

Building on the success of the Engagement Days outlined in the 2023–2025 CAEP Three-Year Plan, the ICAEC Consortium will continue collaborating with Imperial Valley College (IVC) to host Community College Exploration Days for adult education students nearing completion of their HSD/HSE programs. These events will include campus tours, interactive class visits, and informational sessions on dual enrollment, certificate and degree programs, enrollment processes, and financial aid. Member agencies and IVC staff will coordinate event planning, student transportation, and workshop facilitation. Key deliverables include event schedules, attendance records, and student feedback. This activity supports CAEP objectives by promoting seamless transitions to postsecondary education and accelerating student progress through early exposure and planning. Short-term outcomes include increased student awareness of college pathways, with intermediate outcomes such as improved postsecondary enrollment and reduced transition-related barriers, supporting gains in CAEP transition and credential attainment metrics.

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).

Consortium Members will ICAEC Student Success Specialists will engage students and ensure 65% participation and the enrollment in dual enrollment and postsecondary education will increase by 10%.

The Consortium will exand the pool of participants to include any student who is working toward a HSE/HSD. Exposure to classes and possibilities will showcase that students are alble to access dual enrollment and postsecondary options and be successful can succeed. Students will have a more clear picture of their goals and remain engaged to complete their HSE/HSD to access offerings at IVC.

The long-term goal is to cultivate a community of adult ed students that can graduate from Adult Ed and transition to IVC. This will help break the stigma of postsecondary education being unattainable if you didn't start right after high school.

Adult Education Metrics and Student Barriers

  • All: Participants (202AE)
  • Students and Programs: Adult Secondary Education (1000)
  • Students and Programs: Career Technical Education (1003)
  • Students and Programs: English as a Secondary Language (1002)

Responsible Positions, Responsible Consortium Members, and Proposed Completion Date

Responsible PositionResponsible MemberProposed Completion Date
PrincipalBrawley Union High06/30/2028
PrincipalCalexico Unified06/30/2028
SuperintendentCalipatria Unified06/30/2028
PrincipalCentral Union High06/30/2028
SuperintendentHoltville Unified06/30/2028
PrincipalImperial Unified06/30/2028
PrincipalImperial Co. Office of Education06/30/2028
Student Success SpecialistImperial CCD06/30/2028
SuperintendentSan Pasqual Valley Unified06/30/2028
Associate Dean of Workforce DevelopmentImperial CCD06/30/2028

ICAEC End-of-Year Survey

The Consortium will implement an End-of-Year Survey, a strategic tool designed to support school sites in evaluating program effectiveness and preparing for the upcoming academic year. It also serves as a personalized touchpoint for students to reflect on their own growth, goals, and engagement.

Outcomes

Use the space provided to identify the Outcomes that the activity will accomplish in the next year (Short-Term), in one to three years (Intermediate), and in three to five years (Long-Term). The brief description of each of these three types of outcomes should include one or more outcomes that are specific, measurable, achievable, relevant, and time-bound (SMART).

The end-of-year survey enables school sites to make immediate, responsive adjustments to programs based on student feedback. It fosters student engagement by validating their voices and reconnecting them to their ILP goals, while also giving educators insight into current student needs.

This data will reinforce the need to be data-driven and directly inform summer planning, professional development, and support strategies for the upcoming school year.

Over time, the survey process cultivates a culture of reflection and continuous improvement, where student voice plays a central role in shaping programs and instruction. The collection of longitudinal data supports more personalized ILPs, strengthens student-staff relationships, and drives equity by highlighting systemic gaps. Ultimately, this leads to sustained growth in student achievement, engagement, and goal-setting behaviors.

Adult Education Metrics and Student Barriers

  • All: Participants (202AE)

Responsible Positions, Responsible Consortium Members, and Proposed Completion Date

Responsible PositionResponsible MemberProposed Completion Date
PrincipalBrawley Union High06/30/2028
PrincipalCalexico Unified06/30/2028
SuperintendentCalipatria Unified06/30/2028
PrincipalCentral Union High06/30/2028
SuperintendentHoltville Unified06/30/2028
Student Success SpecialistImperial CCD06/30/2028
PrincipalImperial Co. Office of Education06/30/2028
PrincipalImperial Unified06/30/2028
SuperintendentSan Pasqual Valley Unified06/30/2028
Associate Dean of Workforce DevelopmentImperial CCD06/30/2028

Funds Evaluation

Member Allocations and Expenditures

Member AgencyPrior Year Total Leveraged FundsProgram Reporting Status
Brawley Union High $118,993Certified
Calexico Unified $541,206Certified
Calipatria Unified $32,892Certified
Central Union High $1,044,811Certified
Holtville Unified $239,573Certified
Imperial CCD $253,487Certified
Imperial Co. Office of Education $21,842Certified
Imperial Unified $111,108Certified
San Pasqual Valley Unified $83,568Certified
Totals$2,447,480 9/9 Certified

In the Program Area Reporting for fiscal year July 2023–June 2024, consortium members reported the allocation of CAEP funds across key program areas, including ESL, HSD/HSE, CTE, and workforce preparation. Over the next three years, these funds—including remaining carryover from prior years—will be strategically allocated to expand course offerings, support hybrid/distance learning delivery models, enhance student support services, and implement collaborative initiatives outlined in this Three-Year Plan. Members will continue to meet regularly to review financial reports, engage in ongoing discussions about funding priorities, and ensure transparency in fiscal planning. 

In addition to CAEP funds reported in NOVA, member agencies will utilize other resources such as WIOA Title II funding, local district contributions, Perkins funds and community agencies to leverage additional resources that enhance services for both students and staff. Ongoing fiscal monitoring and accountability will remain a top priority to ensure progress toward goals and to inform future planning efforts. Additionally, members will support one another in identifying and pursuing supplemental funding opportunities to expand and strengthen adult education programs countywide.

Certification

Brawley Union High - Member Representative

Approved by Martin Leyva

06/16/2025 01:41 PM PDT

Calexico Unified - Member Representative

Approved by Joshua Lopez

06/18/2025 11:15 AM PDT

Calipatria Unified - Member Representative

Approved by Dr. Liliann Patterson

06/15/2025 04:12 PM PDT

Central Union High - Member Representative

  • Director of Adult, Student and Parent Services
  • dpechtl@mycuhsd.org
  • (760) 312-7052
Approved by Mr. Darrell Pechtl

06/16/2025 01:30 PM PDT

Holtville Unified - Member Representative

Approved by Celso Ruiz

06/12/2025 03:43 PM PDT

Imperial CCD - Member Representative

  • Associate Dean of Workforce Development and Non-Traditional Instruction
  • victor.torres@imperial.edu
  • (760) 355-6311 ext: 6311
Approved by Victor Torres

06/16/2025 02:01 PM PDT

Imperial Co. Office of Education - Member Representative

Approved by Renato Montaño

06/12/2025 04:04 PM PDT

Imperial Unified - Member Representative

Approved by Cynthia Herrera

06/13/2025 02:06 PM PDT

San Pasqual Valley Unified - Member Representative

Approved by Kish Curtis

06/17/2025 10:40 AM PDT