Produced: Jun 19, 2025, 03:15 AM UTC - By Elbia Sarabia
Details
Assessment
Metrics: CAEP Barriers & Metrics
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 Set | Metric Description | Consortium Level Metric Actuals | Consortium Level Metric Targets | ||||
|---|---|---|---|---|---|---|---|
| 2022-23 | 2023-24 | 2024-25 | 2025-26 | 2026-27 | 2027-28 | ||
| All | Reportable Individuals (200AE) | 48,119 | 47,613 | 47,613  | 47,613  | 47,613  | |
| Student Barriers | English Language Learner (149AE) | 12,766 | 14,281 | 13,796  | 13,796  | 13,796  | |
| Student Barriers | Low Literacy (155AE) | 32,003 | 32,988 | 32,500  | 32,500  | 32,500  | |
| Student Barriers | Low Income (154AE) | 24,759 | 22,721 | 23,495  | 23,495  | 23,495  | |
| Student Barriers | Reported Cultural Barriers (147AE) | 5,030 | 5,814 | 5,100  | 5,100  | 5,100  | |
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.
Baldwin Park Unified (Reported by BPUSD: Baldwin Park Adult & Community Education (BPAC))
| Metric Set | Metric Description | Member Level Metric Actuals | Member Level Metric Targets | ||||
|---|---|---|---|---|---|---|---|
| 2022-23 | 2023-24 | 2024-25 | 2025-26 | 2026-27 | 2027-28 | ||
| All | Participants (202AE) | 1,291 | 1,387 | 1,770  | 1,912  | 2,065  | |
| Progress | Completed Educational Functioning Level Gain (400AE) | 377 | 335 | 307  | 331  | 357  | |
| Progress | Immigration Integration Milestone (411AE) | 367 | 393 | 414  | 447  | 482  | |
| Success | Diploma, GED or High School Equivalency (633AE) | 101 | 115 | 84  | 90  | 97  | |
| Success | Postsecondary Credential (624AE) | 126 | 120 | 159  | 172  | 185  | |
| Transition | Transitioned to Non-Developmental Credit College Course (637AE) | 33 | 2  | 3  | 4  | ||
| Transition | Transitioned to CTE (636AE) | 58 | 70  | 70  | 82  | ||
| Students and Programs | Adult Secondary Education (1000) | 230 | 223 | 192  | 207  | 223  | |
| Students and Programs | Adult Basic Education (1001) | 107 | 95 | 113  | 122  | 131  | |
| Students and Programs | English as a Secondary Language (1002) | 602 | 648 | 806  | 870  | 939  | |
| Students and Programs | Career Technical Education (1003) | 519 | 577 | 592  | 639  | 690  | |
| Students and Programs | Programs for Adults With Disabilities (1004) | 0 | 0 | 0  | 0  | 0  | |
| Students and Programs | Child School Success (1005) | 0 | 0 | 0  | 0  | 0  | |
| Students and Programs | Workforce Preparation (124AE) | 187  | 201  | 217  | |||
| Students and Programs | Pre-Apprenticeship Training Programs (125AE) | 0  | 0  | 0  | |||
* Mandatory for all members
Bassett Unified (Reported by Bassett Unified School District (BUSD))
| Metric Set | Metric Description | Member Level Metric Actuals | Member Level Metric Targets | ||||
|---|---|---|---|---|---|---|---|
| 2022-23 | 2023-24 | 2024-25 | 2025-26 | 2026-27 | 2027-28 | ||
| All | Participants (202AE) | 868 | 1,102 | 1,200  | 1,210  | 1,210  | |
| Progress | Completed Educational Functioning Level Gain (400AE) | 155 | 249 | 386  | 387  | 387  | |
| Progress | Immigration Integration Milestone (411AE) | 21 | 40 | 153  | 154  | 154  | |
| Success | Diploma, GED or High School Equivalency (633AE) | 61 | 96 | 49  | 50  | 50  | |
| Success | Postsecondary Credential (624AE) | 179 | 344 | 398  | 399  | 399  | |
| Transition | Transitioned to Non-Developmental Credit College Course (637AE) | 4  | 5  | 6  | |||
| Transition | Transitioned to CTE (636AE) | 72 | 10  | 11  | 12  | ||
| Students and Programs | Adult Secondary Education (1000) | 111 | 135 | 86  | 87  | 87  | |
| Students and Programs | Adult Basic Education (1001) | 34 | 28 | 43  | 44  | 44  | |
| Students and Programs | English as a Secondary Language (1002) | 499 | 582 | 559  | 560  | 560  | |
| Students and Programs | Career Technical Education (1003) | 283 | 472 | 632  | 633  | 633  | |
| Students and Programs | Programs for Adults With Disabilities (1004) | 0 | 0 | 0  | 0  | 0  | |
| Students and Programs | Child School Success (1005) | 0 | 0 | 0  | 0  | 0  | |
| Students and Programs | Workforce Preparation (124AE) | 44  | 45  | 45  | |||
| Students and Programs | Pre-Apprenticeship Training Programs (125AE) | 0  | 0  | 0  | |||
* Mandatory for all members
Charter Oak Unified (Reported by Charter Oak Unified School District)
| Metric Set | Metric Description | Member Level Metric Actuals | Member Level Metric Targets | ||||
|---|---|---|---|---|---|---|---|
| 2022-23 | 2023-24 | 2024-25 | 2025-26 | 2026-27 | 2027-28 | ||
| All | Participants (202AE) | 533 | 758 | 981  | 1,030  | 1,082  | |
| Progress | Completed Educational Functioning Level Gain (400AE) | 62 | 81 | 97  | 101  | 106  | |
| Progress | Immigration Integration Milestone (411AE) | 61 | 42 | 60  | 63  | 66  | |
| Success | Diploma, GED or High School Equivalency (633AE) | 16 | 19  | 20  | 21  | ||
| Success | Postsecondary Credential (624AE) | 248 | 696 | 395  | 414  | 434  | |
| Transition | Transitioned to Non-Developmental Credit College Course (637AE) | 1  | 2  | 3  | |||
| Transition | Transitioned to CTE (636AE) | 29 | 30  | 31  | 32  | ||
| Students and Programs | Adult Secondary Education (1000) | 35 | 44 | 53  | 55  | 57  | |
| Students and Programs | Adult Basic Education (1001) | 15 | 37 | 53  | 55  | 57  | |
| Students and Programs | English as a Secondary Language (1002) | 236 | 245 | 243  | 255  | 267  | |
| Students and Programs | Career Technical Education (1003) | 201 | 511 | 433  | 454  | 476  | |
| Students and Programs | Programs for Adults With Disabilities (1004) | 0 | 0 | 0  | 0  | 0  | |
| Students and Programs | Child School Success (1005) | 62 | 0 | 15  | 16  | 17  | |
| Students and Programs | Workforce Preparation (124AE) | 124  | 130  | 136  | |||
| Students and Programs | Pre-Apprenticeship Training Programs (125AE) | 39  | 39  | 39  | |||
* Mandatory for all members
Covina-Valley Unified (Reported by Covina-Valley Unified School District (C-VUSD))
| Metric Set | Metric Description | Member Level Metric Actuals | Member Level Metric Targets | ||||
|---|---|---|---|---|---|---|---|
| 2022-23 | 2023-24 | 2024-25 | 2025-26 | 2026-27 | 2027-28 | ||
| All | Participants (202AE) | 1,409 | 1,562 | 1,787  | 1,876  | 1,969  | |
| Progress | Completed Educational Functioning Level Gain (400AE) | 213 | 298 | 225  | 236  | 247  | |
| Progress | Immigration Integration Milestone (411AE) | 125 | 189 | 122  | 128  | 134  | |
| Success | Diploma, GED or High School Equivalency (633AE) | 105 | 162 | 53  | 55  | 57  | |
| Success | Postsecondary Credential (624AE) | 419 | 361 | 200  | 210  | 220  | |
| Transition | Transitioned to Non-Developmental Credit College Course (637AE) | 14 | 1  | 2  | 3  | ||
| Transition | Transitioned to CTE (636AE) | 50 | 222  | 233  | 244  | ||
| Students and Programs | Adult Secondary Education (1000) | 348 | 342 | 260  | 273  | 286  | |
| Students and Programs | Adult Basic Education (1001) | 41 | 36 | 233  | 244  | 256  | |
| Students and Programs | English as a Secondary Language (1002) | 327 | 378 | 321  | 337  | 353  | |
| Students and Programs | Career Technical Education (1003) | 700 | 829 | 853  | 895  | 939  | |
| Students and Programs | Programs for Adults With Disabilities (1004) | 0 | 0 | 0  | 0  | 0  | |
| Students and Programs | Child School Success (1005) | 81 | 74 | 5  | 6  | 7  | |
| Students and Programs | Workforce Preparation (124AE) | 349  | 366  | 384  | |||
| Students and Programs | Pre-Apprenticeship Training Programs (125AE) | 0  | 0  | 0  | |||
* Mandatory for all members
Hacienda la Puente Unified (Reported by Hacienda La Puente Adult Education)
| Metric Set | Metric Description | Member Level Metric Actuals | Member Level Metric Targets | ||||
|---|---|---|---|---|---|---|---|
| 2022-23 | 2023-24 | 2024-25 | 2025-26 | 2026-27 | 2027-28 | ||
| All | Participants (202AE) | 12,711 | 11,307 | 11,200  | 11,500  | 12,000  | |
| Progress | Completed Educational Functioning Level Gain (400AE) | 584 | 784 | 908  | 932  | 972  | |
| Progress | Immigration Integration Milestone (411AE) | 742 | 972 | 805  | 826  | 861  | |
| Success | Diploma, GED or High School Equivalency (633AE) | 696 | 678 | 157  | 161  | 167  | |
| Success | Postsecondary Credential (624AE) | 892 | 784 | 556  | 571  | 595  | |
| Transition | Transitioned to Non-Developmental Credit College Course (637AE) | 44 | 44  | 44  | 44  | ||
| Transition | Transitioned to CTE (636AE) | 214 | 126  | 129  | 134  | ||
| Students and Programs | Adult Secondary Education (1000) | 531 | 532 | 566  | 581  | 605  | |
| Students and Programs | Adult Basic Education (1001) | 636 | 597 | 670  | 688  | 717  | |
| Students and Programs | English as a Secondary Language (1002) | 1,423 | 1,591 | 1,678  | 1,723  | 1,797  | |
| Students and Programs | Career Technical Education (1003) | 10,759 | 9,117 | 6,951  | 7,138  | 7,444  | |
| Students and Programs | Programs for Adults With Disabilities (1004) | 152 | 217 | 233  | 239  | 249  | |
| Students and Programs | Child School Success (1005) | 33 | 28 | 15  | 15  | 16  | |
| Students and Programs | Workforce Preparation (124AE) | 437  | 448  | 467  | |||
| Students and Programs | Pre-Apprenticeship Training Programs (125AE) | 0  | 0  | 0  | |||
* Mandatory for all members
Mt. San Antonio CCD (Reported by Mt. San Antonio)
| Metric Set | Metric Description | Member Level Metric Actuals | Member Level Metric Targets | ||||
|---|---|---|---|---|---|---|---|
| 2022-23 | 2023-24 | 2024-25 | 2025-26 | 2026-27 | 2027-28 | ||
| All | Participants (202AE) | 24,984 | 26,229 | 27,000  | 27,500  | 28,000  | |
| Progress | Completed Educational Functioning Level Gain (400AE) | 2,974 | 3,385 | 3,500  | 3,700  | 3,800  | |
| Progress | Immigration Integration Milestone (411AE) | 2,551 | 2,652 | 2,700  | 2,800  | 3,000  | |
| Success | Diploma, GED or High School Equivalency (633AE) | 1,736 | 1,308 | 131  | 140  | 150  | |
| Success | Postsecondary Credential (624AE) | 4,657 | 3,345 | 2,300  | 2,400  | 2,500  | |
| Transition | Transitioned to Non-Developmental Credit College Course (637AE) | 4,411 | 5,000  | 5,000  | 5,000  | ||
| Transition | Transitioned to CTE (636AE) | 3,641 | 100  | 110  | 120  | ||
| Students and Programs | Adult Secondary Education (1000) | 16,896 | 15,077 | 1,147  | 1,200  | 1,300  | |
| Students and Programs | Adult Basic Education (1001) | 6,072 | 8,369 | 2,946  | 3,100  | 3,200  | |
| Students and Programs | English as a Secondary Language (1002) | 5,081 | 5,370 | 4,000  | 4,100  | 4,200  | |
| Students and Programs | Career Technical Education (1003) | 5,370 | 6,235 | 3,482  | 3,500  | 3,600  | |
| Students and Programs | Programs for Adults With Disabilities (1004) | 1,389 | 1,617 | 700  | 750  | 800  | |
| Students and Programs | Child School Success (1005) | 0  | 0  | 0  | |||
| Students and Programs | Workforce Preparation (124AE) | 0  | 0  | 0  | |||
| Students and Programs | Pre-Apprenticeship Training Programs (125AE) | 0  | 0  | 0  | |||
* Mandatory for all members
Pomona Unified (Reported by Pomona Unified School District (PUSD))
| Metric Set | Metric Description | Member Level Metric Actuals | Member Level Metric Targets | ||||
|---|---|---|---|---|---|---|---|
| 2022-23 | 2023-24 | 2024-25 | 2025-26 | 2026-27 | 2027-28 | ||
| All | Participants (202AE) | 752 | 760 | 758  | 768  | 778  | |
| Progress | Completed Educational Functioning Level Gain (400AE) | 272 | 261 | 309  | 312  | 315  | |
| Progress | Immigration Integration Milestone (411AE) | 180 | 196 | 230  | 232  | 234  | |
| Success | Diploma, GED or High School Equivalency (633AE) | 48 | 44 | 57  | 57  | 57  | |
| Success | Postsecondary Credential (624AE) | 113 | 47 | 52  | 53  | 54  | |
| Transition | Transitioned to Non-Developmental Credit College Course (637AE) | 1  | 2  | 3  | |||
| Transition | Transitioned to CTE (636AE) | 27 | 2  | 2  | 3  | ||
| Students and Programs | Adult Secondary Education (1000) | 254 | 235 | 234  | 236  | 238  | |
| Students and Programs | Adult Basic Education (1001) | 22 | 112 | 2  | 2  | 2  | |
| Students and Programs | English as a Secondary Language (1002) | 443 | 470 | 520  | 525  | 530  | |
| Students and Programs | Career Technical Education (1003) | 155 | 133 | 92  | 93  | 94  | |
| Students and Programs | Programs for Adults With Disabilities (1004) | 0 | 0 | 0  | 0  | 0  | |
| Students and Programs | Child School Success (1005) | 0 | 0 | 0  | 0  | 0  | |
| Students and Programs | Workforce Preparation (124AE) | 20  | 20  | 20  | |||
| Students and Programs | Pre-Apprenticeship Training Programs (125AE) | 0  | 0  | 0  | |||
* Mandatory for all members
Rowland Unified (Reported by Rowland Adult and Community Education)
| Metric Set | Metric Description | Member Level Metric Actuals | Member Level Metric Targets | ||||
|---|---|---|---|---|---|---|---|
| 2022-23 | 2023-24 | 2024-25 | 2025-26 | 2026-27 | 2027-28 | ||
| All | Participants (202AE) | 910 | 1,093 | 1,312  | 1,509  | 1,735  | |
| Progress | Completed Educational Functioning Level Gain (400AE) | 352 | 412 | 464  | 533  | 612  | |
| Progress | Immigration Integration Milestone (411AE) | 439 | 387 | 419  | 481  | 553  | |
| Success | Diploma, GED or High School Equivalency (633AE) | 48 | 47  | 54  | 62  | ||
| Success | Postsecondary Credential (624AE) | 190 | 31 | 0  | 0  | 0  | |
| Transition | Transitioned to Non-Developmental Credit College Course (637AE) | 17 | 20  | 21  | 22  | ||
| Transition | Transitioned to CTE (636AE) | 33 | 10  | 10  | 10  | ||
| Students and Programs | Adult Secondary Education (1000) | 117 | 204 | 209  | 240  | 276  | |
| Students and Programs | Adult Basic Education (1001) | 36 | 74 | 236  | 271  | 311  | |
| Students and Programs | English as a Secondary Language (1002) | 759 | 867 | 896  | 896  | 896  | |
| Students and Programs | Career Technical Education (1003) | 0 | 0 | 15  | 15  | 15  | |
| Students and Programs | Programs for Adults With Disabilities (1004) | 0 | 0 | 0  | 0  | 0  | |
| Students and Programs | Child School Success (1005) | 83 | 88 | 152  | 152  | 152  | |
| Students and Programs | Workforce Preparation (124AE) | 46  | 46  | 46  | |||
| Students and Programs | Pre-Apprenticeship Training Programs (125AE) | 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.
| Member | % of Available Funds Spent | Member Level Targets | ||||
|---|---|---|---|---|---|---|
| 2022-23 | 2023-24 | 2024-25 | 2025-26 | 2026-27 | 2027-28 | |
| Baldwin Park Unified | 100% | 100% | 26% | 100%  | 100%  | 100%  | 
| Bassett Unified | 100% | 100% | 31% | 100%  | 100%  | 100%  | 
| Charter Oak Unified | 100% | 100% | 58% | 90%  | 90%  | 90%  | 
| Covina-Valley Unified | 100% | 100% | 82% | 100%  | 100%  | 100%  | 
| Hacienda la Puente Unified | 100% | 100% | 61% | 100%  | 100%  | 100%  | 
| Mt. San Antonio CCD | 100% | 88% | 0% | 65%  | 70%  | 80%  | 
| Pomona Unified | 100% | 100% | 58% | 90%  | 90%  | 90%  | 
| Rowland Unified | 100% | 57% | 0% | 50%  | 75%  | 100%  | 
Objectives
Objective #1: Address Educational Needs
- Flexible HSD/HSE Options
 - Increase EFL Attainment
 - Increase Digital Literacy
 - Growth of CTE & Healthcare Programs
 
Objective #2: Improve Integration of Services & Transitions
Utilizing Data
Providing Professional Development
Identifying Best Practices
Offering Flexible Courses and Services
Not Entered
- Establish & implement AWD certificate pathways
 - Improve transitions from ADP to SEP
 - Increase the number of 1st-time noncredit students entering credit programs
 - Increase adult school student credit program entry
 - Increase IET offerings
 
Objective #3: Improve Effectiveness of Services
Not Entered
Not Entered
- Promote & Coordinate Professional Development Activities
 - Increase Consortium Events
 
Activities & Outcomes
Objective #1: Address Educational Needs
Flexible HSD/HSE options
RACE Key Activities
25-26:
- Refine intake and orientation to identify appropriate HSD/HSE placement (face-to-face, online, and hybrid) and promote co-enrollment in ESL and Digital Literacy courses.
 - Begin implementation of a multi-tiered student support system, including needs-based counseling and referral tracking for HSD/HSE students.
 - Expand flexible scheduling and online learning options.
 
26-27:
- Launch professional development to strengthen CCRS alignment and transition strategies between ESL, HSD, and CTE (all staff)
 - Increase integration of digital literacy modules in HSD/HSE coursework to support college/career readiness.
 
27-28:
- Evaluate and revise course offerings based on student progress and graduation data.
 - Target a 5% increase in transitions from HSD/HSE to CTE or postsecondary opportunities.
 
Covina- Valley Key Metrics
25-28:
- Student Academic Plans and Completion Timelines: Registration in August. Mid-Year- December; End of year- May.
 - Monthly transition workshops: Provide student workshops, presentations, and opportunities for higher education and career training.
 - Regularly monitor student data and transitions
 - Continue to increase transitions between ASE programs to our CTE pathways to increase transition outcomes
 
Key Metrics
- Graduation Numbers
 - Transition Numbers
 - Digital Literacy Course Enrollments
 - Student Support Service Numbers
 - Co-Enrollment in Other Programs
 
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).
An increase of 1% of grad rates, transition rates, digital literacy enrollments & SSN collection above baseline numbers in 2023-24
An increase of 3% of grad rates, transition rates, digital literacy enrollments & SSN collection above baseline numbers in 2023-24.
An increase of 5% of grad rates, transition rates, digital literacy enrollments & SSN collection above baseline numbers in 2023-24.
Adult Education Metrics and Student Barriers
- Student Barriers: Low Literacy (155AE)
 - Students and Programs: Adult Basic Education (1001)
 - Students and Programs: Adult Secondary Education (1000)
 - Success: Diploma, GED or High School Equivalency (633AE)
 
Responsible Positions, Responsible Consortium Members, and Proposed Completion Date
| Responsible Position | Responsible Member | Proposed Completion Date | 
|---|---|---|
| Agency Administrator | Rowland Unified | 06/30/2028 | 
| Agency Administrator | Covina-Valley Unified | 06/30/2028 | 
Increase EFL Attainment
Consortium-wide activities:
25-26:
- Workshops on two Key CASAS Reports in Workgroup and Annual Consortium PD Conference
 - Track EFLs annually and compare to baseline 23-24.
 
26-27:
- Implement Data chats (ABE-ASE-ESL workgroups) with students for building agency with learning
 - Track EFLs annually and compare to baseline 23-24.
 
27-28:
- Increase student EFL performance by 3% by end of year 3.
 
Key Metrics
- CASAS Test Results (ESL/ABE/ASE)
 
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).
Workshops on Key CASAS Reports in Workgroup and Consortium PD Conference for faculty and coordinators
•Implement Data chats with students for building agency with learning
•Increase student EFL performance by 3% by end of year 3.
Adult Education Metrics and Student Barriers
- Progress: Completed Educational Functioning Level Gain (400AE)
 - Student Barriers: Low Literacy (155AE)
 - Student Barriers: Reported Cultural Barriers (147AE)
 - Students and Programs: Adult Basic Education (1001)
 - Students and Programs: Adult Secondary Education (1000)
 - Students and Programs: English as a Secondary Language (1002)
 
Responsible Positions, Responsible Consortium Members, and Proposed Completion Date
| Responsible Position | Responsible Member | Proposed Completion Date | 
|---|---|---|
| Agency Administrator | Baldwin Park Unified | 06/30/2028 | 
| Agency Administrator | Bassett Unified | 06/30/2028 | 
| Agency Administrator | Charter Oak Unified | 06/30/2028 | 
| Agency Administrator | Covina-Valley Unified | 06/30/2028 | 
| Agency Administrator | Hacienda la Puente Unified | 06/30/2028 | 
| Agency Administrator | Mt. San Antonio CCD | 06/30/2028 | 
| Agency Administrator | Pomona Unified | 06/30/2028 | 
| Agency Administrator | Rowland Unified | 06/30/2028 | 
| Consortium Manager | Mt. San Antonio CCD | 06/30/2028 | 
Increase Digital Literacy
RACE Key Activities:
25-26
- Pilot Digital Literacy embedded in ESL/CTE instruction (VESL, ELL Healthcare).
 - Launch student digital portfolios to track tech skills and job readiness (CIP Goal 3).
 - Provide PD for staff on contextualized digital literacy instruction.
 
26-27:
- Expand offerings of COAAP-aligned digital literacy modules.
 - Increase enrollment in digital literacy and integrated IET programs.
 - Collect and analyze completion and transition data.
 
27-28:
- Scale digital portfolio implementation across all programs.
 - Increase the passage of COAAPs and digital literacy completion by at least 2%.
 
BPACE Key Activities:
25-26
- Adjust the Digital Literacy offerings to become a more sequenced program with an opening and a conclusion
 - Through OTAN's free licensing, teachers can receive Canvas training to create a Digital Shell of their course
 - ASE Programs, through the use of a Digital Shell, will offer students the ability to submit assignments in a digital form (part of our CIP)
 
26-27:
- Create a Digital Literacy skills assessment for students to complete upon registration
 - Adjust our course offerings to meet the demand of students
 
27-28:
- Provide Digital Literacy Professional Development to teachers in industry-specific fields
 
Key Metrics:
- Enrollment in Digital Literacy Classes
 - Completion of Digital Literacy classes
 - Offering Digital Literacy COAAPs
 - Passage of Digital Literacy COAAPs
 
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:
•Enrollment in Digital Literacy Classes
•Completion of Digital Literacy classes
•Offering of Digital Literacy COAAPs
•Passage of Digital Literacy COAAPs
By .5%
Increase:
•Enrollment in Digital Literacy Classes
•Completion of Digital Literacy classes
•Offering of Digital Literacy COAAPs
•Passage of Digital Literacy COAAPs
By 1%
Increase:
•Enrollment in Digital Literacy Classes
•Completion of Digital Literacy classes
•Offering of Digital Literacy COAAPs
•Passage of Digital Literacy COAAPs
By 2%
Adult Education Metrics and Student Barriers
- All: Participants (202AE)
 - Progress: Immigration Integration Milestone (411AE)
 - Student Barriers: English Language Learner (149AE)
 - Student Barriers: Low Income (154AE)
 - Student Barriers: Low Literacy (155AE)
 - Students and Programs: Adult Basic Education (1001)
 
Responsible Positions, Responsible Consortium Members, and Proposed Completion Date
| Responsible Position | Responsible Member | Proposed Completion Date | 
|---|---|---|
| Agency Administrator | Rowland Unified | 06/30/2028 | 
| Agency Administrator | Baldwin Park Unified | 06/30/2028 | 
Growth of CTE & Healthcare Programs
BAS Key Activities:
25-26
- Open Introduction to Building and Construction class in Fall 2025
 - Expand CNA program enrollment through targeted outreach and funding partnerships (e.g., AJCC, DOR, VA)
 - Begin partnership efforts with the Western States Regional Council of Carpenters to establish a pre-apprenticeship pathway
 - Start outreach to secure additional clinical sites for CNA and HHA programs
 
26-27:
- Introduce HVAC Duct Design as an advanced course offering
 - Finalize pre-apprenticeship framework with Western States Carpenters and promote entry into union apprenticeship programs
 - Continue expanding CNA/HHA clinical site partnerships to support program growth
 - Develop articulation agreements with Mt. SAC for allied health pathways
 - Increase marketing to high school seniors and adult learners
 
27-28:
- Expand program capacity and offer evening/weekend options for working adults
 - Implement on-site clinical or externship opportunities for healthcare students
 - Review student outcome data to refine and strengthen course offerings
 - Add stackable credentials for trades and healthcare programs
 
RACE Key Activities:
25-26
- Expand wraparound services in employment, medical access, and study skills based on student needs surveys (CIP Goal 1).
 - Launch a Community Partnership Advisory Team to coordinate service integration.
 
26-27:
- Host biannual advisory meetings with at least five community partners.
 - Track student referrals and evaluate service uptake and satisfaction.
 
27-28:
- Increase community partnership impact by 15%.
 - Analyze and adjust student support offerings to ensure continued alignment with evolving student needs.
 
Mt. SAC SCE Key Activities:
25-26
- Expand partnerships with local healthcare employers.
 - Launch the first Phlebotomy program cohort.
 - Add one additional Pharmacy Technician (PTEC) cohort and one additional Medical Assistant cohort.
 
26-27:
- Strengthen collaborations with credit Career Technical Education (CTE) programs such as Fire Technology.
 - Launch new Community Health Worker program.
 
27-28:
- Introduce new EKG Technician program.
 - Double the number of Licensed Vocational Nursing (LVN) program cohorts.
 
BPACE Key Activities:
25-26
- Fall Grand Opening of New Electrician Building on our main campus to expand to the instructional/learning opportunities available to our students
 - Expand Food Service & Hospitality to include Baking to better prepare our students as they enter the workforce
 - Work to secure a Coordinator to oversee medical programs
 - Expand trade offerings to meet the market demand
 
26-27:
- Expand electrical, HVAC, and plumbing programs
 - Following the securing of a Coordinator, develop the medical programs that market demand identifies to be the most beneficial
 - Expand our marketing outreach through new means to broaden the scope of potential new students
 
27-28:
- Work to establish new concurrent CTE programs with the high schools in the Baldwin Park Unified School District
 - Continue to expand trade offerings to meet the market demand
 
PACE Key Activities:
25-26
- Begin the approval process to open two new programs: an HVAC and an Electrician program with the pertinent organizations, such asthe State Board COE, etc
 - Begin partnership with local Carpenters and Electrician Unions
 - Start outreach to ensure community awareness of the opening of these programs
 
26-27:
- Ensure funding for instructional materials through Perkins and CAEP allocations
 - On-board instructors for HVAC & Electrician programs
 - Introduce HVAC and Electrician course offerings to our community
 - Increase marketing to our high schools and our adult population
 
27-28:
- Expand program capacity to include evening shifts
 - Review student outcome data and strengthen course offerings
 - Add stackable credentials for these two trades
 
Charter Oak Key Activities:
25-26
- Review and update all CTE curriculum to ensure alignment with current industry standards and certifications (e.g., CompTIA, Adobe, Medical Assistant, Phlebotomy).
 - Host advisory committee meetings with local industry partners to inform curriculum and identify high-demand skills.
 - Provide staff training on integrating employability skills and digital tools into instruction.
 
26-27:
- Expand career pathways in high-growth fields (e.g., EV Technology, Cybersecurity, Business Office Technology).
 - Integrate hands-on experiences such as externships, simulations, and industry presentations.
 - Develop articulation agreements or transition support with local community colleges and apprenticeship programs.
 
27-28:
- Launch program-wide assessment of student outcomes using both qualitative (student/partner feedback) and quantitative data (certification pass rates, job placement).
 - Pilot competency-based instruction and credit for prior learning in selected programs.
 - Provide advanced training for CTE instructors in emerging technologies and instructional best practices.
 
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:
•Number of programs offered across consortium
•Number of enrollees in programs
•Number of Program Completers
by .5%
Increase:
•Number of programs offered across consortium
•Number of enrollees in programs
•Number of Program Completers
by 1%
Increase:
•Number of programs offered across consortium
•Number of enrollees in programs
•Number of Program Completers
by 2%
Adult Education Metrics and Student Barriers
- Student Barriers: Low Income (154AE)
 - Student Barriers: Reported Cultural Barriers (147AE)
 - Students and Programs: Career Technical Education (1003)
 - Students and Programs: Workforce Preparation (124AE)
 - Success: Postsecondary Credential (624AE)
 
Responsible Positions, Responsible Consortium Members, and Proposed Completion Date
| Responsible Position | Responsible Member | Proposed Completion Date | 
|---|---|---|
| Agency Administrator | Bassett Unified | 06/30/2028 | 
| Agency Administrator | Rowland Unified | 06/30/2028 | 
| Agency Administrator | Mt. San Antonio CCD | 06/30/2028 | 
| Agency Administrator | Baldwin Park Unified | 06/30/2028 | 
| Agency Administrator | Pomona Unified | 06/30/2028 | 
Objective #2: Improve Integration of Services & Transitions
Establish & implement AWD certificate pathways
Mt SAC SCE Key Activities:
25-26:
- Develop pathways aligned with AWD student needs
 
26-27:
- Certificates approved for the first cohort by Fall 2027
 
27-28
- 15 students from the first cohort enrolled in the pathway will be awarded a certificate
 
Metrics:
- Certificate Program Approval
 - Progress Indicators
 - Certificates Awarded
 
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).
•Develop pathways aligned with AWD student needs
•Certificates approved for the first cohort by Fall 2027
•15 students from the first cohort enrolled in the pathway will be awarded a certificate
Adult Education Metrics and Student Barriers
- Students and Programs: Programs for Adults With Disabilities (1004)
 
Responsible Positions, Responsible Consortium Members, and Proposed Completion Date
| Responsible Position | Responsible Member | Proposed Completion Date | 
|---|---|---|
| Agency Administrator | Mt. San Antonio CCD | 06/30/2028 | 
| Department Administrator | Mt. San Antonio CCD | 06/30/2028 | 
Improve transitions from ADP to SEP
HLP Key Activities:
25-26:
- Increase community integration activities (such as volunteering, attending local events, or participating in job shadowing) for adults with disabilities in supported employment.
 - 1% increase in transitions to supported employment from the baseline year 2023-24. Focus on building partnerships, offering job readiness training, and increasing community engagement through volunteering and job shadowing
 - Laying the groundwork (job readiness, partnerships, and community integration).
 
26-27
- 2% increase in transitions to supported employment (total 3%). Expand community engagement, enhance mentorship programs, and broaden employer partnerships.
 - Develop and implement a structured transition plan that includes job readiness training, job shadowing, and community integration activities.
 - Expanding and strengthening transition strategies, including mentorship and job placements.
 
27-28
- 2% increase in transitions to supported employment (total 5%).
 - Continue strengthening community connections and job placement support to ensure sustainable transitions.
 - Refining strategies, expanding employer partnerships, and ensuring sustainability.
 
Metrics
- Track the number of community integration activities each individual participates in monthly. Compare the number of activities at the beginning and end of the year to obtain a 5% increase.
 - Track the number of individuals who transition from the adult day program to supported employment each year and compare the annual rate of transition to obtain a 5% increase over the 3-year period.
 
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).
•1% increase in transitions to supported employment
•3% increase in transitions to supported employment
•5% increase in transitions to supported employment
Adult Education Metrics and Student Barriers
- Students and Programs: Programs for Adults With Disabilities (1004)
 
Responsible Positions, Responsible Consortium Members, and Proposed Completion Date
| Responsible Position | Responsible Member | Proposed Completion Date | 
|---|---|---|
| Agency Administrator | Hacienda la Puente Unified | 06/30/2028 | 
| Program Administrator | Hacienda la Puente Unified | 06/30/2028 | 
Increase the number of 1st-time noncredit students
Mt. SAC Key Activities:
25-28:
- a variety of student support and program offerings:
 - Increase the number of articulations in mirrored courses
 - Enroll and track special admit/noncredit dual enrollment so that adult learners can earn a high school diploma and make significant progress in the credit program at the same time.
 - Initiate Ability to Benefit for students without a high school diploma
 - Offer pre-college classes in math and English to prepare students for transfer-level classes.
 - Establish a campus team to address residency issues and enrollment barriers
 
Metrics:
- Credit Enrollments from noncredit
 - Articulation
 
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 by 3% the number of noncredit students transitioning to credit coursework. Increase by 3% the number of articulations in mirrored courses
•Increase by 5% the number of noncredit students transitioning to credit coursework. Increase by 5% the number of articulations in mirrored courses
•Increase by 7% the number of noncredit students transitioning to credit coursework. Increase by 7% the number of articulations in mirrored courses
Adult Education Metrics and Student Barriers
- All: Participants (202AE)
 - Student Barriers: Low Income (154AE)
 - Student Barriers: Reported Cultural Barriers (147AE)
 - Students and Programs: Adult Basic Education (1001)
 - Students and Programs: Adult Secondary Education (1000)
 - Students and Programs: Career Technical Education (1003)
 - Success: Postsecondary Credential (624AE)
 - Transition: Transitioned to CTE (636AE)
 - Transition: Transitioned to Non-Developmental Credit College Course (637AE)
 
Responsible Positions, Responsible Consortium Members, and Proposed Completion Date
| Responsible Position | Responsible Member | Proposed Completion Date | 
|---|---|---|
| Agency Administrator | Mt. San Antonio CCD | 06/30/2028 | 
| Transition Counselor | Mt. San Antonio CCD | 06/30/2028 | 
Increase adult school student credit program entry
Consortium Key Activities:
25-28:
- Consortium Counselors to take part in a variety of introduction workshops to targeted classes at local adult schools.
 - Target key staff at each school to be the local liaison to direct Consortium Counselor activities specific to each agency
 - CSS Workgroup to create a general completion checklist to integrate Consortium counselors into the exit program process at the local adult schools.
 - Identify key stakeholders in the articulation process and integrate Consortium counselors to assist with the final process.
 
Key Metrics
- Credit Enrollments from consortium Adult Schools to college
 - Number of student articulation agreements completed between adult schools and college
 
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 by 3% the number of adult school students enrolling in credit coursework. Increase by 3% the number of adult school student articulations credit courses
•Increase by 5% the number of adult school students enrolling in credit coursework. Increase by 3% the number of adult school student articulations credit courses
•-Increase by 7% the number of adult school students enrolling in credit coursework. Increase by 3% the number of adult school student articulations credit courses
Adult Education Metrics and Student Barriers
- Transition: Transitioned to Non-Developmental Credit College Course (637AE)
 
Responsible Positions, Responsible Consortium Members, and Proposed Completion Date
| Responsible Position | Responsible Member | Proposed Completion Date | 
|---|---|---|
| Consortium Manager | Mt. San Antonio CCD | 06/30/2028 | 
Increase IET offerings
Consortium Level Activities:
25-26:
- Apply to and complete the IET Implementation Clinic [2 schools: (PACE & BAS)]
 - Design curriculum with a team of CTE and ESL faculty (RACE & CV)
 
26-27
- Offer first cohort of their IET program (RACE & CV)
 - Design curriculum with a team of CTE and ESL faculty (PACE & BAS)
 
27-28
- Offer first cohort of their IET programs ( PACE & BAS)
 
BPACE Key Activities:
25-26:
- Extend collaboration between CTE and ESL instructors to review syllabus compliance
 - Work with teachers to enhance their TE Portal skills
 - Enhance the preparation of our teachers by expanding their workforce preparation understanding
 
26-27
- Offer teachers and staff the opportunity to expand their knowledge of adult literacy best practices
 - Counselor workshops will be offered to students with a focus on common barriers adult learners encounter
 - Provide CTE students with more in-depth career readiness
 
27-28
- Continue to expand the collaboration between CTE and ESL instructors
 - Leadership Team will evaluate student progress and statistical data from the NRS tables
 
Metrics:
- Number of schools offering IET programs
 - Number of IET programs across the consortium
 - Number of enrollees in IET programs
 - Number of completers in IET programs
 
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).
•Schools not currently offering IET programs will begin to develop them.
•50% of the consortium schools will offer IET programming
•All eight schools will offer at least one IET program
Adult Education Metrics and Student Barriers
- Progress: Immigration Integration Milestone (411AE)
 - Student Barriers: English Language Learner (149AE)
 - Student Barriers: Low Income (154AE)
 - Student Barriers: Low Literacy (155AE)
 - Student Barriers: Reported Cultural Barriers (147AE)
 - Students and Programs: Adult Basic Education (1001)
 - Students and Programs: Career Technical Education (1003)
 - Students and Programs: Workforce Preparation (124AE)
 - Success: Postsecondary Credential (624AE)
 
Responsible Positions, Responsible Consortium Members, and Proposed Completion Date
| Responsible Position | Responsible Member | Proposed Completion Date | 
|---|---|---|
| Agency Administrator | Baldwin Park Unified | 06/30/2028 | 
| Agency Administrator | Pomona Unified | 06/30/2028 | 
| Agency Administrator | Bassett Unified | 06/30/2028 | 
| Agency Administrator | Rowland Unified | 06/30/2028 | 
| Agency Administrator | Covina-Valley Unified | 06/30/2028 | 
Objective #3: Improve Effectiveness of Services
Promote, Coordinate, and Offer PD Activities
Consortium Activities:
25-28:
- Offer at least two CASAS Reports workshops in ESL/ABE/ASE Workgroups
 - Workgroup Representatives will create a compendium of topics and choose ones to master.
 - Representatives will practice facilitating activities within workgroups
 - Representatives will facilitate training at the annual PD conference.
 
Metrics:
- PD Opportunities in Workgroups
 - Integrate Partners into workgroups and activities
 - Annual PD Conference
 
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).
Maintain Workgroup Effectiveness rating
Increase number of workgroup attendees becoming presenters in PD opportunities
30% of presenters come from consortium agencies with the assistance of workgroup support.
Adult Education Metrics and Student Barriers
- All: Participants (202AE)
 - All: Reportable Individuals (200AE)
 - Progress: Immigration Integration Milestone (411AE)
 - Students and Programs: Adult Basic Education (1001)
 - Students and Programs: Adult Secondary Education (1000)
 
Responsible Positions, Responsible Consortium Members, and Proposed Completion Date
| Responsible Position | Responsible Member | Proposed Completion Date | 
|---|---|---|
| Consortium Manager | Mt. San Antonio CCD | 06/30/2028 | 
Increase Attendance at Consortium Events
Key Activities:
25-28:
- Survey all CAEP faculty at each institution for topics they are interested in.
 - Create a planning committee for the Annual Adult Ed Day
 - Survey Workgroup Members for Effectiveness annually and review with members the results.
 - Create an anonymous form for them to suggest topics and give feedback throughout the year.
 
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).
•Annual PD Conference
•Adult Ed Day
•Monthly Workgroup Meetings
•Increase attendance to these events by 1%
•Annual PD Conference
•Adult Ed Day
•Monthly Workgroup Meetings
•Increase attendance to these events by 3%
•Annual PD Conference
•Adult Ed Day
•Monthly Workgroup Meetings
•Increase attendance to these events by 5%
Adult Education Metrics and Student Barriers
- All: Reportable Individuals (200AE)
 - Progress: Completed Educational Functioning Level Gain (400AE)
 - Success: Diploma, GED or High School Equivalency (633AE)
 - Success: Postsecondary Credential (624AE)
 - Transition: Transitioned to CTE (636AE)
 - Transition: Transitioned to Non-Developmental Credit College Course (637AE)
 
Responsible Positions, Responsible Consortium Members, and Proposed Completion Date
| Responsible Position | Responsible Member | Proposed Completion Date | 
|---|---|---|
| Consortium Manager | Mt. San Antonio CCD | 06/30/2028 | 
Funds Evaluation
Member Allocations and Expenditures
| Member Agency | Prior Year Total Leveraged Funds | Program Reporting Status | 
|---|---|---|
| Baldwin Park Unified | $9,007,227 | Certified | 
| Bassett Unified | $4,409,806 | Certified | 
| Charter Oak Unified | $1,801,722 | Certified | 
| Covina-Valley Unified | $5,699,802 | Certified | 
| Hacienda la Puente Unified | $22,953,870 | Certified | 
| Mt. San Antonio CCD | $11,118,165 | Certified | 
| Pomona Unified | $2,821,257 | Certified | 
| Rowland Unified | $1,049,390 | Certified | 
| Totals | $58,861,239 | 8/8 Certified | 
The Mt. SAC Consortium Steering Committee evaluates funds reported by each member during the NOVA Program Area Reporting exercise. They also critically review prior year leveraged funds to assess how well available funds will meet regional adult educational needs over the next three years. Additionally, the Steering Committee monitors consortium-level carryover quarterly by reviewing estimated and actual expenditures.
Certification
Baldwin Park Unified - Member Representative
Dr. Veronica Valenzuela - Director of Adult and Community Education
 - vvalenzuela144@bpusd.net
 - (626) 939-4456 ext: 85205
 
Andrew Stager Dr - Assistant Director
 - apstager357@bpusd.net
 - (626) 939-4456 ext: 83360
 
Bassett Unified - Member Representative
Mr. Adder Argueta - Principal
 - aargueta@bassettusd.org
 - (626) 931-3129
 
Angel Villalon - angel.villalon@bassettusd.org
 - (626) 931-3129
 
Charter Oak Unified - Member Representative
Ivan Ayro Ed.D. - Director of Adult & Career Technical Education
 - IAyro@cousd.net
 - (626) 938-0280
 
Dr Alayna Effinger - aeffinger@cousd.net
 
Covina-Valley Unified - Member Representative
Ryan Maddox - Principal
 - rmaddox@c-vusd.org
 - (626) 974-4205
 
Sita Rampershad - srampershad@c-vusd.org
 
Hacienda la Puente Unified - Member Representative
Dr. Greg Buckner Ed.D - Executive Director
 - gbuckner@hlpusd.k12.ca.us
 - (626) 933-3915
 
Elbia Sarabia - Director, Adult Academics & Community Education
 - esarabia@hlpusd.k12.ca.us
 - (626) 933-8302
 
Micah Goins - pgoins@hlpusd.k12.ca.us
 
Jennifer Recillas - Secretary II
 - jrecillas@hlpusd.k12.ca.us
 - (626) 933-3915
 
Nety Con - Budget Supervisor
 - necon@hlpusd.org
 - (626) 933-3881
 
Erendira Salazar - Sr. Budget Technician
 - esalazar@hlpusd.org
 - (626) 933-3888
 
Mt. San Antonio CCD - Member Representative
Dr. Madelyn Arballo Dr. - 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
 
Monique Cardenas - Program Administrator
 - monique.cardenas@pusd.org
 - (909) 397-4711 ext: 21500
 
Luis Rodriguez - luis.rodriguez@pusd.org
 
Rowland Unified - Member Representative
Corrie Duran - Director of Fiscal Services
 - corrieduran@rowlandschools.org
 
Dr. LaToya Brown - Administrator
 - latoya.brown@rowlandschools.org
 - (626) 965-5975 ext: 1570