Produced: Aug 16, 2024, 12:12 AM UTC - By Madelyn Arballo
2024-25
Plans & Goals
- Executive Summary
 Serving 39,072 students in 2021-22, the Mount San Antonio Regional Consortium for Adult Education (Mt. SAC RC) is the second-largest consortium in California. The Consortium’s boundaries encompass the communities of Baldwin Park, Bassett, Charter Oak, Covina, Diamond Bar, the southern portion of Glendora, Hacienda Heights, City of Industry, Irwindale, La Puente, La Verne, Pomona, Rowland Heights, San Dimas, Valinda, Walnut, and West Covina. The Consortium area lies in eastern Los Angeles County and is a vital part of the Southern California economy. The 385-square-mile region is home to almost a million people.
The Mt. SAC RC includes 7 school districts and 1 community college. The Consortium agencies include Baldwin Park Adult & Community Education (BPACE), Bassett Adult School, Charter Oak Adult Education, Covina Valley/Tri-Community Adult School, Hacienda La Puente Adult Education (HLPAE), the Mount San Antonio College School of Continuing Education (SCE), Pomona Adult & Career Education (PACE), and Rowland Adult & Community Education (RACE).
Representatives from each site participated on the three-year planning team, the Steering Committee, and program teams that provided input to the plan. Consortium faculty, staff, and managers continue to account for the needs of current, as well as prospective, students in an educational environment largely shaped by the aftermath of the COVID-19 response and current protocols. There are now broader opportunities to build upon the goals from the June 2019 3-Year Plan than in previous years. The Consortium reflects on how it can support people in our region as they respond to the employment shifts that have resulted from the COVID-19 era. While unemployment has dropped more than 14% since May 2020, this shift requires a re-examination of adult education priorities in the region to target areas where there are forecasted and growing gaps in skilled workers.
The 2024-25 Annual Plan continues the strategies set forth in the 2022-25 3-Year Plan, which focus mainly on developing stronger pathway programs, particularly in the healthcare field, growing Career Technical Education (CTE) opportunities, improving education opportunities for adults with disabilities and people lacking high school credentials, and increasing transitions to post-secondary education and employment. The Consortium will continue to reconnect with students who did not complete their courses as well as recruit new adult learners via marketing efforts and direct outreach. Online learning has continued to be an offering among Consortium members to serve employed students, parents, and individuals with unreliable access to transportation.
The 3-Year Plan includes instructional strategies to ensure that students can access high-quality instruction from their homes if that is their preference. This includes expenditures related to expanded technology for distance learning for students and staff, as well as professional development for faculty. There is a continued focus on interaction and engagement with America’s Job Centers of California (AJCC). AJCCs and related student support agencies will include increased opportunities for co-locations at member sites as per the June 2019 3-Year Plan. The 2022 3-Year Plan will also further the goal from the June 2019 plan, which is the establishment of integrated transition counseling across adult schools and college programs. In addition, Consortium staff will continue the important work of examining practices within a Diversity, Equity, and Inclusion framework to ensure that all students are welcomed and supported in our programs, both online and in person.
The Consortium will integrate transition counselors at each member agency to increase access to assistance with post-secondary transitions across the Consortium. Particular attention will be paid to growing health careers programs, programs for adults with disabilities, CTE programs (both online and in person), and adult secondary education (ASE). The need for increased ASE is shown by the fact that 20% of people in the region over the age of 25 have not earned a high school diploma or equivalent. CTE programs are crucial as the highest-demand occupations in the region are in healthcare, particularly Medical Assistants, Vocational Nurses, CNAs, Physical Therapist Assistants, and Personal Care Aides. Targeted CTE programs can also address the need for trained workers in fields such as business, manufacturing, and skilled crafts. It is also critical to develop and grow programs for Adults with Disabilities, as only two percent of the over 10,000 individuals with intellectual and/or developmental disabilities in the region are currently served. Consortium members have long been a source of training in these areas and can leverage their experience and knowledge to address the changing vocational and academic needs of people in our region.
- Regional Planning Overview
 The Mt. SAC Regional Consortium will continue to implement the 2022-25 three-year plan through strategic planning, team collaboration, and student-centered decision-making. The three-year planning process provided an opportunity to examine the continued state of Adult Education in the region and provided critical conversations and data to stakeholders.
The goals of the three-year plan require the engagement of the Workgroups, the Steering Committee, and Mt. San Antonio Regional Consortium Leadership. The workgroups will meet regularly to discuss how to mitigate the regional needs and ensure that students receive the best possible curriculum, instruction, and student services at each member site. Members will share best practices and develop strategies to address student and programmatic needs. The workgroups will also facilitate professional development opportunities, including topics focusing on distance learning, student outcomes, and Diversity, Equity, Inclusion, and Accessibility.
The Steering Committee will continue to meet and provide leadership and resources to ensure that program development proceeds as laid out in the three-year plan timeline and that professional development opportunities are available to faculty and staff. Mt. San Antonio Regional Consortium Leadership will facilitate the Steering Committee and workgroup conversations. The Consortium Manager will also ensure that the goals of the three-year plan remain at the forefront of decision-making. The Consortium Counselors will be integrated monthly at each member site to provide students and prospective students with information about college and career opportunities. They will also assist them with the transition process.
Meeting Regional Needs
Regional Need #1
- Gaps in Service / Regional Needs
 Increase access to CTE/STV Programs
- How do you know? What resources did you use to identify these gaps?
 Los Angeles County, where the Consortium is located, is home to a wide variety of industries. The COE LA County Sector Profile reports that the primary existing sectors are Business & Entrepreneurship (employing 629,158 people), followed by Retail, Hospitality, and Tourism (411,359). However, job growth in these fields is projected to diminish by up to 5 percent by 2024. Whilethe Health sector currently comprises 188,328 employees, it is poised to have the highest level of job growth between 2019-2024 at 11 percent. This number is supported by labor market data that places occupational therapy assistants, physical therapist assistants, and personal care aides among the top ten fastest-growing occupations in the region.
- How will you measure effectiveness / progress towards meeting this need?
 Benchmark progress data for 2021-22 will serve as the baseline for measuring program effectiveness.
Comparing 2023-24 data to the 2021-22 baseline, CTE/STV program enrollments have grown by 24%, reflecting an average increase of 33% over the first two years of the three-year plan.
Regional Need #2
- Gaps in Service / Regional Needs
 PROVISION OF ADULT BASIC EDUCATION AND/OR ACADEMIC EDUCATION FOR HIGH SCHOOL DIPLOMA OR EQUIVALENCY.
- How do you know? What resources did you use to identify these gaps?
 With 14,840 students enrolled in the ABE/ASE program, the consortium is capable of meeting a significant regional need for those seeking to increase basic skills, improve job skills, and/or attain a high school diploma or equivalency. However, this number is lower than it was pre-pandemic. Consortium members will work to engage students with services, which is crucial as educational achievement data indicate that 20% of regional residents over the age of 25 lack a high school diploma or equivalent and that percentage is higher among foreign-born populations (27%), those who reported speaking English “less than well” (47%), and individuals near or below the poverty level (27%). In addition, Los Angeles County residents have lower literacy and numeracy rates than California and the nation overall per NCES.
- How will you measure effectiveness / progress towards meeting this need?
 An annual review of student enrollment, educational functional level achievement counts (basic education), diploma momentum progress, and completion with historical comparative data will establish a baseline for effectiveness and progress.
Although ABE/ASE enrollment figures have fallen by 24%, there has been a substantial 124% rise in HSD/HSE completions compared to the 2021-22 baseline. This suggests that students demonstrating regular attendance are achieving notably positive results.
Regional Need #3
- Gaps in Service / Regional Needs
 IMPROVING REGIONAL SERVICES TO IMMIGRANTS
- How do you know? What resources did you use to identify these gaps?
 Our immigrant population is reflected in the higher regional rate of foreign-born individuals who speak a language other than English. Of foreign-born individuals, the populations identify evenly as Asian (48%) and Hispanic/Latino (47%). The primary languages spoken in foreign-born households are Spanish (45%), Chinese and Mandarin (10%), Tagalog (6%), Cantonese (5%), and Korean and Vietnamese (3%). This linguistic diversity is also representative of the general population, with English being the primary language spoken at home (39%), followed by Spanish (38%).
- How will you measure effectiveness / progress towards meeting this need?
 By annually analyzing student enrollment, educational attainment levels, and immigrant student data against historical trends, we will establish a baseline for measuring program effectiveness and progress.
Compared to the 2021-22 baseline, 2023-24 data shows overall positive growth across all underserved racial and ethnic groups. Specifically, Hispanic and Asian participant numbers increased by 16% and 31%, respectively. Additionally, the consortium achieved a 38% increase in students passing Immigrant Integration indicators.
Regional Need #4
- Gaps in Service / Regional Needs
 EDUCATION, TRAINING AND SUPPORT FOR ADULTS WITH DISABILITIES
- How do you know? What resources did you use to identify these gaps?
 Department of Developmental Services data show that there are 10,337 people with intellectual and/or developmental disabilities in the Consortium area and only two percent of those students are currently being served. In addition, adults with disabilities are also much less likely to be employed than individuals without disabilities (17.9% compared to 63.7%, respectively). In 2021, 29% of workers with a disability were employed part time, compared with 16% for those with no disability (Bureau of Labor Statistics, 2021). Even though most adults with Intellectual Disabilities (ID) are underemployed, 62% of adults with ID in a competitive setting have been at their current job for 3 years or more (SpecialOlympics). In the San Gabriel/Pomona Regional Center area only 9% of regional center consumers are receiving wages, compared to 13.5% across California (Dept. of Developmental Services).
- How will you measure effectiveness / progress towards meeting this need?
 By annually reviewing student enrollment, participation, and completion rates against historical data, we will establish a baseline for measuring program effectiveness and progress.
AWD program enrollments have surged by 62% from 2021-22 to 2023-24
In anticipation of upcoming local legislative changes, the consortium will explore expanding services and outreach across the region.
Adequate space remains a challenge as we strive to meet the region's growing needs.
Regional Need #5
- Gaps in Service / Regional Needs
 TRANSITION TO POST-SECONDARY SUPPORT
- How do you know? What resources did you use to identify these gaps?
 Adult Education Pipeline data show that the Mt. San Antonio Consortium consistently outperforms the state average for students transitioning to Postsecondary from ESL, ABE, and ASE programs (32% for the Consortium compared to 17%statewide in 2019-20). However, it is anticipated that this cohort number decreased because of COVID and the switch to distance learning. This expectation is based on Mt. SAC enrollment data that shows a decrease in headcount of fifteen percent from 2019-20 to 2021-22. It is imperative that the Consortium expand its proactive approach to student services and transition support, so students can continue with their education at the postsecondary level.
- How will you measure effectiveness / progress towards meeting this need?
 By annually tracking postsecondary transfer rates against historical data, we can establish a baseline for measuring program effectiveness and progress.
Re-establishing the monthly Counseling Support Services workgroup and integrating consortium transition counselors into adult school agencies has helped the consortium boost postsecondary transfers by 51% above the 2021-22 baseline.
The Consortium enhanced access to transition counselors during the 2023-24 program year by fully integrating them into adult school campuses with expanded hours.
Our Annual Adult Education Day was another success, drawing over 120 students. This event provides students, faculty, and counselors with information about the support services available to those transitioning from adult school and noncredit programs to college credit courses. We will continue to host this event annually.
Address Educational Needs
2024-25 Strategies
CTE/STV Programs
Activity that Applies to this Strategy
Growth of CTE Programs and Pathways (All)
Metrics that Apply to this Activity/Strategy
- All: Adults who Became Participants (AE 202 - Overall)
 - All: Number of Adults Served (AE 200 - Overall)
 - Student Barriers: English Language Learner (AE 305 - Overall)
 - Student Barriers: Long Term Unemployed (AE 309 - Overall)
 - Student Barriers: Low Income (AE 310 - Overall)
 - Transition: Participants with Transition to Postsecondary (CTE) (AE 636 - Overall)
 
- The consortium has undertaken a comprehensive initiative to expand healthcare pathway opportunities and support. This includes increasing class sizes and offerings within existing programs and launching new programs in Medical Assisting and Pharmacy Technology.
 - The consortium is committed to expanding healthcare career options and will launch new programs in Medical Billing and Coding, Phlebotomy, Certified Nursing Assistant (CNA), Emergency Medical Technician (EMT), and Licensed Vocational Nursing (LVN) during the 2024-25 program year.
 - To align with the ELL Healthcare Career Pathways Grant, the consortium is implementing enhanced support services and accelerated learning models across all member agencies. The goal is to eliminate barriers to education and employment.
 
Contextualized Instruction or IET
Activity that Applies to this Strategy
Expand IET Program (HLPAE)
Metrics that Apply to this Activity/Strategy
- Student Barriers: Low Literacy (AE 311 - Overall)
 
The Mt. SAC Consortium has successfully secured Round 1 funding from the Chancellor's Office ELL Healthcare Grant to support accelerated learning models for English Language Learners pursuing in-demand healthcare careers. The consortium has been invited to apply for Round 2 funding, which we anticipate receiving for the 2024-25 program year to further enhance our contextualized English instruction.
Member agencies will continue developing and implementing contextualized instruction or Integrated Education and Training (IET) models. These programs will combine ESL, ABE, and ASE coursework with Career Technical Education or Short-Term Vocational training, leveraging partnerships with organizations like America's Job Centers of California (AJCC).
Online Learning
Activity that Applies to this Strategy
Expansion of Online CTE Offerings (HLPAE)
Metrics that Apply to this Activity/Strategy
- All: Adults who Became Participants (AE 202 - Overall)
 - All: Number of Adults Served (AE 200 - Overall)
 - Student Barriers: Long Term Unemployed (AE 309 - Overall)
 - Student Barriers: Low Income (AE 310 - Overall)
 
While hands-on learning remains central to Mt. SAC's noncredit CTE programs, we are exploring opportunities to incorporate online coursework and expand access to digital textbooks and open educational resources.
HLPAE continues to develop and facilitate blended, hybrid or online courses to support student acceleration. As we move into a post-pandemic world, students continue to appreciate the flexibility and accessibility of online and blended learning.
Covina Valley Court Reporting Online program is 100% online. The program is a Certified Court Reporting program approved by the Court Reporters Board of California. The program offers Voice Writing and Machine Theory along with speed building and academic courses to prepare students for the state or national certification. Students appreciate the flexibility of the online program and enrollment has more than doubled since the 2022-2023 school year.
Education, Training, and Support for Adults with Disabilities
Activity that Applies to this Strategy
AWD Program Development and Expansion (Mt. SAC)
Metrics that Apply to this Activity/Strategy
- All: Adults who Became Participants (AE 202 - Overall)
 - All: Number of Adults Served (AE 200 - Overall)
 - Student Barriers: Long Term Unemployed (AE 309 - Overall)
 - Student Barriers: Low Income (AE 310 - Overall)
 
Over the past year, the Mt. SAC IMPACT program significantly expanded its course offerings by increasing both on-campus and off-site locations. To accommodate this growth, additional faculty were hired. Consequently, student enrollment in the AWD program surged to include a 62% increase in AWD program enrollments across the consortium.
Despite this expansion, waitlists persist for many courses, and available space is now maximized. Unfortunately, the closure of the Production Workshop at Hacienda La Puente Adult Education due to WIOA legislative changes in the 2022-2023 year exacerbated the under-serving of nearly 100 clients in the community.
To address this issue, the AWD workgroup is developing alternative services and programs for displaced students. Additionally, partnerships with the East San Gabriel/Pomona Regional Centers will be maintained and expanded to include prospective employers.
Improve Integration of Services & Transitions
2024-25 Strategies
ESL Transitional Support to ASE and Beyond
Activity that Applies to this Strategy
Increase GED & HS Completers
Metrics that Apply to this Activity/Strategy
- All: Adults who Became Participants (AE 202 - Overall)
 - All: Number of Adults Served (AE 200 - Overall)
 - Success: Participants Who Earn a High School Diploma or Equivalency (AE 633 - Overall)
 - Transition: Participants with Transition to Postsecondary (CTE) (AE 636 - Overall)
 - Transition: Participants with Transition to Postsecondary (credit college) (AE 637 - Overall)
 
To enhance college awareness and facilitate student transitions, consortium transition counselors have conducted in-class presentations at member schools. Additionally, the consortium has submitted a revised Transitions COAAP to CASAS for approval. This expanded COAAP now includes Beginning Low and Beginning High students, introducing the concept of college transfer at all ESL levels.
RACE’s counseling department has implemented a multi-tiered support system based on student data to address individual needs. Furthermore, RACE has hired a digital literacy instructor to provide students with essential computer skills training.
In the 2023-24 academic year, transition counselors successfully guided 18 adult school students to Mt. SAC. This includes four students who received support through the Adult Special Admit (AESA) program in conjunction with the Mt. SAC DREAM Program. The Mt. SAC DREAM Program also serves Dreamers, and consortium sites will offer transition support to eligible students. One pathway to higher education for undocumented students is the AESA program, which allows for concurrent enrollment in college courses at no cost.
ASE & CTE/STV TRANSITIONS TO COLLEGE AND CAREER
Activity that Applies to this Strategy
Post-secondary and Employment Transitions (All)
Metrics that Apply to this Activity/Strategy
- All: Number of Adults Served (AE 200 - Overall)
 - Student Barriers: Long Term Unemployed (AE 309 - Overall)
 - Student Barriers: Low Income (AE 310 - Overall)
 - Transition: Participants with Transition to Postsecondary (CTE) (AE 636 - Overall)
 - Transition: Participants with Transition to Postsecondary (credit college) (AE 637 - Overall)
 
This initiative aims to create and expand pathways for adult learners leading to employment or college enrollment. All consortium members, including counselors, counselor workgroups, the Steering Committee, and AJCCs, will participate. Member institutions may assign dedicated staff to identify, support, and track students progressing through these pathways.
The Consortium has employed two part-time transition counselors to facilitate student progression from adult education to higher education. These counselors provide case management support to ensure students complete the transition process and connect with appropriate support services. A tracking system is currently under development to monitor student progress and communicate with referring institutions.
Mt. SAC noncredit programs are engaging in research to identify and address barriers hindering student transfer to credit programs. This includes collaborating with campus departments to remove obstacles to student success.
Key metrics:
A 12% increase in students entering employment compared to baseline.
A 48% increase in students transitioning to postsecondary education compared to baseline.
EXPAND IET
Activity that Applies to this Strategy
Expand IET Program (HLPAE)
Metrics that Apply to this Activity/Strategy
- Student Barriers: Low Literacy (AE 311 - Overall)
 
During the 23-24 Program year, the ESL workgroup has focused on revising and expanding upon the EL Civics COAAPs that touch upon transitions and healthcare careers. By the end of the 2023-24 program year, the consortium submitted revisions to the Transitions COAAP to include all levels of ESL and not just the higher levels.
For the 2024-25 program year, the ESL workgroup will move forward with the expansion and revision of COAAPs centered around the healthcare industry. There will be collaborative efforts to gain insight from the CTE-STV workgroup as well as to make the COAAPs more robust and updated to current industry needs.
In alignment with the ELL Healthcare Grant, all sites offering targeted healthcare programming will work toward implementing accelerated learning models for ELL CTE-STV students, including, but not limited to contextualized English Instruction.
Improve Effectiveness of Services
2024-25 Strategies
DEVELOP PARTNERSHIPS & ADDITIONAL SITES
Activity that Applies to this Strategy
New Adult Literacy Center (BPACE)
Metrics that Apply to this Activity/Strategy
- All: Adults who Became Participants (AE 202 - Overall)
 - All: Number of Adults Served (AE 200 - Overall)
 
Members may establish collaborative partnerships to offer CAEP programs at alternative instructional sites, including K-12 schools, community organizations, and online platforms. These expanded locations will enhance accessibility and provide additional resources for adult learners. Annual performance reviews, comparing student enrollment, educational progress, program completion, and transition rates to historical data, will measure program effectiveness and inform future development.
Mt. SAC’s IMPACT program:
Expanded their AWD course offerings, which has contributed to a large increase in enrollments within the program.
BPACE:
Achieved a 5% enrollment increase across ABE, ESL, and ASE programs compared to the baseline year.
Demonstrated a 240% improvement in Education Functioning Levels over the baseline year.
Maintained a consistent Secondary Completion rate across both years.
For 2024-25 Will Expand Citizenship and ESL Programs by offering additional sections, including later afternoon/evening courses at the Literacy Center
RACE:
Established the first MOU with a community partner to provide citizenship and mental health support to students and the community.
Expanded course offerings to three new locations: Pacific Clinics, Rowland Elementary, and Rowland High School.
MARKETING
Activity that Applies to this Strategy
Enhance Pathway to College and Career (RACE)
Metrics that Apply to this Activity/Strategy
- All: Adults who Became Participants (AE 202 - Overall)
 
To effectively re-engage students post-pandemic, members should prioritize marketing and outreach efforts. This includes developing targeted campaigns using print, digital, and promotional materials to inform the community about program offerings.
RACE:
Expanded course catalog distribution to RUSD schools, local libraries, and faith-based organizations.
Strengthened community partnerships with Pacific Clinics, Asian Americans Advancing Justice, and AJCC to increase outreach and visibility.
Enhanced community engagement through participation in learning communities in La Puente and Rowland Heights.
Facilitated knowledge-sharing among counselors by hosting learning communities.
Provided regular program overviews to RUSD's English Learner Advisory Committee.
Improved student retention through enhanced new and returning student orientation.
BPACE
Collaborated with community partners and participated in local events to promote agency programs.
PROFESSIONAL DEVELOPMENT
Activity that Applies to this Strategy
Post-secondary and Employment Transitions (All)
Metrics that Apply to this Activity/Strategy
- All: Number of Adults Served (AE 200 - Overall)
 - Student Barriers: Long Term Unemployed (AE 309 - Overall)
 - Student Barriers: Low Income (AE 310 - Overall)
 - Transition: Participants with Transition to Postsecondary (CTE) (AE 636 - Overall)
 - Transition: Participants with Transition to Postsecondary (credit college) (AE 637 - Overall)
 
Consortium Professional Development
The Consortium successfully revived its annual Professional Development Conference, bringing together over 140 staff members from 12 agencies, including all eight consortium members. This event featured a diverse range of topics such as instructional and leadership development, student retention strategies, compliance training, and adult student support. To broaden participant support networks, we invited community partners to showcase their services. The conference was enthusiastically received, and attendees expressed keen interest in future professional development opportunities.
Annual Adult Ed Day
The Consortium hosted the Annual Adult Ed Day in Spring 2024, attracting over 120 students from consortium adult schools. This on-campus event provided students with valuable exposure to transition support and opportunities, while also offering faculty and counselors resources to assist their students in this process.
Ongoing Professional Development
To ensure continuous learning, the Consortium will integrate professional development into monthly program-specific workgroup meetings.
Additionally, BPACE staff and faculty participate in the annual Summer Reboot focused on technology skills enhancement.
COLLABORATION WITH AJCCs
Activity that Applies to this Strategy
Career Support for Student (Bassett)
Metrics that Apply to this Activity/Strategy
- Student Barriers: Long Term Unemployed (AE 309 - Overall)
 - Student Barriers: Low Income (AE 310 - Overall)
 
Institutions will focus resources on supporting the co-location or satellite sites with mandated partners, i.e., America’s Job Centers of California, the Employment Development Department, or related agencies, enhancing student access to necessary resources. However, Local AJCCs are currently restructuring due to funding shifts and member institutions are awaiting updates on co-location opportunities moving forward.
In the 2024-25 period, Bassett plans to enhance its educational offerings by adding four new bungalows, which will significantly expand its capacity to accommodate more students and provide additional resources. To further support student development, the institution will organize a series of informational workshops and career fairs in partnership with local businesses and industry leaders. These events are designed to give students valuable insights into various career paths, facilitate networking opportunities, and improve job placement rates. Moreover, Bassett is exploring collaborations with technology companies to integrate advanced digital skills training into its curriculum. This initiative will help students gain expertise in high-demand areas such as data analysis, cybersecurity, and software development, ensuring they are well-prepared for the evolving job market. In addition, Bassett will introduce mentorship programs and internship opportunities to connect students with professionals in their fields of interest. Through these comprehensive efforts, Bassett aims to bridge the gap between education and employment, equipping students with the practical skills and professional networks needed to thrive in their careers.
TECHNOLOGY & EQUIPMENT
Activity that Applies to this Strategy
Post-secondary and Employment Transitions (All)
Metrics that Apply to this Activity/Strategy
- All: Number of Adults Served (AE 200 - Overall)
 - Student Barriers: Low Income (AE 310 - Overall)
 
Members will invest in expanding technology infrastructure, including equipment upgrades and facility improvements to support adult learning. This commitment will enhance online instructional opportunities for both faculty and students. While remote learning offers advantages, it also highlights digital disparities within the region. To address this, members will collaborate to provide students with technology, hardware support, internet access, and technical assistance for ongoing online programs. Faculty will receive professional development to optimize online teaching and learning.
Member agencies will continue offering loaner laptops and student online support to remove barriers to online and hybrid course enrollment.
DATA SUPPORT
Activity that Applies to this Strategy
Post-secondary and Employment Transitions (All)
Metrics that Apply to this Activity/Strategy
- All: Number of Adults Served (AE 200 - Overall)
 
To enhance data management and reporting, the Steering Committee hired a Consortium Manager with extensive experience in WIOA and CAEP data systems. This role is responsible for aligning with state reporting mandates and improving the consortium's ability to accurately track student participation, progress, and outcomes.
Since the Consortium Manager's appointment and collaboration with the Data Accountability workgroup, CAEP data accuracy has significantly improved. These efforts will continue with ongoing professional development support.
The Consortium Manager presents quarterly CAEP data analyses, including student demographics and outcomes, to the Steering Committee and Data Accountability workgroup to inform consortium initiatives and share best practices. Annual data sharing with all workgroups ensures transparency and supports data-driven decision-making.
The Consortium Data Accountability Workgroup is researching the creation of a multi-consortium Data professional development workshop with facilitators from data information companies such as ASAP and CASAS in order to share best practices and strengthen knowledge of the capabilities of these systems to support data collection and reporting for CAEP.
Fiscal Management
- A narrative justifying how the planned allocations are consistent with the annual adult education plan which is based on your CAEP 3-year plan.
 Member spending and resource distribution directly support the consortium's mission and strategic priorities outlined in the three-year plan. K12 adult schools primarily rely on CAEP funding. Several K12 members have successfully expanded and sustained essential CTE programs using student fee revenue. Mt. SAC has leveraged state community college funds to grow CTE and disability support services. WIOA II funds have enabled most members to enhance ESL, vocational ESL, citizenship, and IET offerings.
Consortium members prioritize serving the educational and vocational needs of immigrant students, as demonstrated by substantial investments in immigrant education programs. Continued financial support will be dedicated to assisting immigrant students in acquiring language skills, vocational training, citizenship, and IET.
Expanding CTE pathways is a core focus for consortium members. Collaborations will increase pathway options, including healthcare programs to address regional workforce shortages. Members will utilize additional funding sources, including WIOA II, the Strong Workforce Program, student fees, ELL Healthcare Career Pathways grants, and community college apportionment.
Enhancing student success through post-secondary transitions and employment is a shared goal. Members prioritize comprehensive support services, including counseling and academic advising. The consortium has hired two dedicated part-time counselors to facilitate student transitions to higher education. Based in local adult schools, these counselors will expand access to post-secondary pathways.
- An approach to incorporating remaining carry-over funds from prior year(s) into strategies planned for 2024-25.
 The consortium has implemented robust procedures for the effective management of shared carryover funds. These funds are being invested in capital outlay projects to support emerging programs, particularly in high-demand CTE fields like healthcare. Additionally, carryover funds will be allocated to initiatives that enhance student transitions to higher education and employment.
To support program expansion, the consortium is actively recruiting qualified personnel to fill critical roles in administration, program coordination, and faculty positions. Furthermore, we are committed to enhancing data accuracy through expanded professional development opportunities for faculty and data accountability staff.
Certification
Baldwin Park Unified - Member Representative
Veronica Valenzuela - Director of Adult and Community Education
 - vvalenzuela144@bpusd.net
 - (626) 939-4456 ext: 85205
 
Bassett Unified - Member Representative
Adder Argueta - Principal
 - aargueta@bassettusd.org
 - (626) 931-3129
 
Charter Oak Unified - Member Representative
Ivan Ayro - Director of Adult & Career Technical Education
 - IAyro@cousd.net
 - (626) 938-0280
 
Covina-Valley Unified - Member Representative
Ryan Maddox - Principal
 - rmaddox@c-vusd.org
 - (626) 974-4205
 
Hacienda la Puente Unified - Member Representative
Greg Buckner - Executive Director
 - gbuckner@hlpusd.k12.ca.us
 - (626) 933-3915
 
Micah Goins - pgoins@hlpusd.k12.ca.us
 
Lorraine Molina - Budgeting Supervisor
 - lmolina@hlpusd.k12.ca.us
 - (626) 933-3866
 
Jennifer Recillas - Secretary II
 - jrecillas@hlpusd.k12.ca.us
 - (626) 933-3915
 
Mt. San Antonio CCD - Member Representative
Madelyn Arballo - Vice President, SCE
 - marballo@mtsac.edu
 - (909) 274-5228
 
Pomona Unified - Member Representative
Susan Pua Gonzales - Fiscal Services Analyst
 - susan.puagonzales@pusd.org
 - (909) 397-4800 ext: 23869
 
Miguel Hurtado - Principal
 - miguel.hurtado@pusd.org
 - (909) 469-2333 ext: 24352
 
Rowland Unified - Member Representative
Corrie Duran - Director of Fiscal Services
 - corrieduran@rowlandschools.org
 
LaToya Brown - Administrator
 - latoya.brown@rowlandschools.org
 - (626) 965-5975 ext: 1570