CAEP
Three-Year Plan

Produced: Jun 19, 2025, 03:15 AM UTC - By Elbia Sarabia

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:
34 Mt. San Antonio Regional Consortium for Adult Education
Address:
1100 N. Grand Ave. | Walnut, CA | 91789
Website:
http://www.mtsac-rc.org/
Funding Channel 2025-26:
Direct Funded
CAEP Funds 2025-26:
$44,368,344
CAEP Funds 2024-25:
$43,315,786
CAEP Funds 2023-24:
$42,857,185

Consortium Contacts

Auto-populated

ResponsibilityNameEmailTitlePhone
Primary Contactmarballo@mtsac.eduVice President, SCE(909) 274-5228
Primary Contactmziegenhohn@mtsac.eduDirector, Fiscal Resources(909) 274-6445
Primary Contactaramos254@mtsac.eduAdministrative Specialist(909) 274-5357
Fiscal Contactlzahn@mtsac.eduProgram Account Specialist(909) 274-5156
Primary Contacttdiaz40@mtsac.eduManager, Regional Adult Education Consortium(909) 274-5474
Primary Contactrroyce@mtsac.eduChief Compliance and College Budget Officer(909) 274-5530
Primary Contactdmiller102@mtsac.eduChief Fiscal Services Officer(909) 836-8912

Members

Auto-populated

Member AgencyMember TypeContactPhone
Baldwin Park UnifiedUnified School DistrictDr. Veronica Valenzuela(626) 939-4456 ext: 85205
Bassett UnifiedUnified School DistrictMr. Adder Argueta(626) 931-3129
Charter Oak UnifiedUnified School DistrictIvan Ayro Ed.D.(626) 938-0280
Covina-Valley UnifiedUnified School DistrictRyan Maddox(626) 974-4205
Hacienda la Puente UnifiedUnified School DistrictDr. Greg Buckner Ed.D(626) 933-3915
Mt. San Antonio CCDDistrictDr. Madelyn Arballo Dr.(909) 274-5228
Pomona UnifiedUnified School DistrictSusan Pua Gonzales(909) 397-4800 ext: 23869
Rowland UnifiedUnified School DistrictCorrie Duran
San Gabriel Valley ROPRegional Occupation Center/Program (ROC/P)Dr. Madelyn Arballo Dr.(909) 274-5228

Executive Summary

The Mt. San Antonio Regional Consortium for Adult Education, the second largest in California, serves a diverse population of nearly one million residents, including 613,671 adults, across a 385-square-mile region in eastern Los Angeles County.  In 2023-24, the Consortium provided educational services to 43,613 participants through its eight member institutions: Baldwin Park Adult & Community Education, Bassett Adult School, Charter Oak Adult Education, Covina Valley/Tri-Community Adult School, Hacienda La Puente Adult Education, Mt. San Antonio College School of Continuing Education, Pomona Adult & Career Education, and Rowland Adult & Community Education. Representatives from all member sites actively participated in a comprehensive three-year planning process, contributing to the Steering Committee and program teams.

A thorough needs assessment identified key areas for improvement and focus within the region's adult education landscape. The resulting Three-Year Plan establishes measurable metrics, clear objectives, targeted strategies, and anticipated outcomes designed to address these identified needs. The plan aims to enhance educational opportunities and outcomes for adult learners within the Consortium's service area.

Amid a post-pandemic world and evolving political landscape, the Consortium's faculty, staff, and managers are dedicated to addressing the needs of current and future students. The present environment offers enhanced opportunities to build upon the goals of the June 2022 Three-Year Plan. Furthermore, the Consortium is evaluating how best to support the regional workforce navigating post-pandemic employment shifts. Despite unemployment falling from 19% (May 2020) to 4.3% (March 2025), a reevaluation of adult education priorities is crucial to target skilled worker shortages in projected job openings.

The 2025-28 Three-Year Plan will continue the 2022-25 priorities: strengthening pathways (especially healthcare), expanding CTE, improving access for adults with disabilities and those without high school diplomas, and increasing transitions to further education/employment. The Consortium will also continue efforts to re-engage past students and attract new ones via strategic marketing, outreach, and the implementation of more Integrated Education and Training programs. Despite a preference shift towards in-person learning, online options will remain to address access barriers. The Three-Year Plan includes instructional strategies for high-quality learning for all, including remote students.

Funding will support advanced technology, including exploring and implementing AI for better student learning and support, alongside AI training for faculty. The Consortium will continue its strong AJCC partnerships and seek more on-site collaborations, per the June 2022 plan. The 2025-28 plan will further develop the 2022-25 integrated transition counseling, prioritizing articulation agreements. Moreover, faculty and staff will continue DEI efforts, exploring AI's role in equitable access and personalized learning to ensure a welcoming and supportive experience for all students.

The Consortium will strategically grow programs in high-demand fields: health careers (meeting state needs), programs for adults with disabilities, comprehensive CTE, IET, and ASE. Robust support will facilitate students' transitions to employment or further education. The need for more ASE is significant (17% lack a high school credential). Targeted CTE is crucial for high-demand healthcare jobs (Medical Assistants, Vocational Nurses, CNAs, Physical Therapist Assistants, Personal Care Aides) and shortages in business, hospitality, manufacturing, and skilled crafts. Recognizing the underserved population of adults with disabilities (only 2% of over 10,000 served), the Consortium is committed to substantial program expansion, leveraging member expertise to address evolving regional needs.

Assessment

In preparation for this report, Member Districts collaboratively utilized the CAEP Three-Year Planning Self-Assessment Tool. A structured series of monthly online meetings, designed for maximum participation, brought together member-appointed representatives to review the progress of prior plans. To inform strategic development, a comprehensive review of existing consortium plans and self-studies—including the WIOA Continuous Improvement Plan, WASC Self-Studies, Carl Perkins Needs Assessment Council for Occupational Education reports, and Strong Workforce Plans—was conducted to identify overarching themes and effective strategies. This collaborative effort led to the creation of SMART goal strategies, specifically aligned with the CAEP objectives outlined in the Three-Year Plan template, with mutually agreed-upon metrics to gauge their effectiveness. Data for this Plan, including demographic and enrollment shifts, was validated through the use of TOPSpro Enterprise, Data Vista, and CAEP Consortium Factsheets. Further insights into current labor market conditions were garnered from the Center of Excellence (CTX) for Labor Market Research and the Occupational Information Network (ONET). 


  • The CAEP Three-Year Planning Self-Assessment Tool was utilized by the Member Districts to assist in the process of planning for this report.
  • A series of monthly meetings were held with member-appointed representatives to review the past plan’s progress.  Plans and self-studies across the consortium, such as the WIOA Continuous Improvement Plan, WASC Self-Studies, Council for Occupational Education reports, and Strong Workforce Plans, were referenced and reviewed for common themes and strategies.
  • SMART goal strategies were created to align with the CAEP objectives listed in the Three-Year Plan template. Consensus was reached for the metrics used to measure the movement and success of the strategies chosen.
  • These subcommittee meetings were held monthly online to garner maximum participation.
  • TOPSpro Enterprise, Data Vista, and CAEP Consortium Factsheets were used to understand demographic and enrollment shifts and to validate data in this Plan.
  • The Center of Excellence (CTX) for Labor Market Research and the Occupational Information Network (ONET) were both referenced to understand current labor market data.
What type of representatives make up your assessment planning board members?

Local AJCCs

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?

TOPSpro Enterprise was the most consistent tool in our tool belt.  Unfortunately, Data Vista doesn't provide current information and is lacking in collecting all outcome data listed in CAEP.  Fortunately for us, all members of the consortium are WIOA-funded and therefore provide the most accurate accounting of real-time data.

Regional Alignment and Priorities

Provide the names and types of the regional partner organizations that your consortium works with to ensure programs offered align with regional needs. *

Click Add Partner Organization, search for the organization’s name, and select it. If the organization is not listed, click Create a new one in the modal, enter the Partner Organization Name, and select the Partner Organization Type.

Partner Organization NamePartner Organization Type
East San Gabriel Valley America's Job Center of California Community Organization
Americas Job Center of California - PomonaCommunity Organization
What relevant education and workforce plans that guide services in the region were used to develop this Three-Year Plan?

What are the top priorities in relation to regional alignment?

  • WIOA Title II Continuous Improvement Plan (CIP)
    • Aligns with CAEP programs: ABE, ASE, and ESL
  • Carl D. Perkins Career Technical Education Act Local Application and Comprehensive Local Needs Assessment
    • Aligns with CAEP programs: Workforce Readiness and CTE
  • California Strong Workforce Program (SWP) Local Plan (in NOVA)
    • Aligns with CAEP programs: Workforce Readiness and CTE
  • WASC Action Plan
    • Aligns with all CAEP programs
  • COE Self-Study
    • Aligns with CAEP programs: Workforce Readiness and CTE
  • California’s 2024-2027 Unified Strategic Workforce Development Plan
    • Aligns with all CAEP programs
  • Los Angeles Basin Regional Planning Unit Regional Plan 2021-2024 
    • Aligns with all CAEP programs

The above data informs the Consortium Steering Committee's programmatic decisions. Furthermore, various consortium workgroups continuously evaluate student needs each year through agency assessments and observations. 

Please identify the categories of needs of your region.

Not Entered
What challenges does your region face that impact the programs you have previously or are currently offering?

Not Entered
Which populations are currently being served by your programs?

Contributions by Entities*

NameRoleThree-Year Plan Contribution
Adder Argueta Principal Participated in planning meetings
Alayna Effinger Principal Designed proposed strategies
Andrew Stager Administrator Participated in planning meetings
Angel Villalon Classified staff Participated in planning meetings
Jeff Palmer Teacher employed by local educational agencies Participated in planning meetings
LaToya Brown Administrator Participated in planning meetings
Laura Perez Administrator Designed proposed strategies
Rebecca Cristobal Classified staff Participated in planning meetings
Rosalilia Sandoval-Gonzalez Administrator Participated in planning meetings
Sita Rampershad Assistant Principal Participated in planning meetings
Sage Overoye Administrator Designed proposed strategies
Adriana Rodriguez-Jovel Administrator Designed proposed strategies
Tischel Diaz Administrator Provided data
Cindy Carrasco Community college faculty Designed proposed strategies
La Quirshia Fennell Community college faculty Designed proposed strategies
Madelyn Arballo Administrator Designed proposed strategies
Diana Lupercio Administrator Designed proposed strategies
Tischel Diaz Administrator Designed proposed strategies

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
*Baldwin Park UnifiedMember Representative

89

180

0

0

537

622

0

0

161

1589
*Bassett UnifiedMember Representative

26

128

0

0

470

554

0

0

38

1216
*Charter Oak UnifiedMember Representative

35

43

0

0

507

242

39

0

181

1047
*Covina-Valley UnifiedMember Representative

36

326

0

73

815

374

0

0

527

2151
*Hacienda la Puente UnifiedMember Representative

565

502

208

27

8,949

1,546

0

0

342

12139
*Mt. San Antonio CCDMember Representative

8,369

15,077

609

0

6,235

5,370

0

0

0

35660
*Pomona UnifiedMember Representative

109

228

0

0

123

450

0

0

1

911
*Rowland UnifiedMember Representative

65

183

0

86

0

844

0

0

0

1178
Total Participants 9294 16667 817 186 17636 10002 39 0 1250 55891
* 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?

Public Services (Court Reporting), Welding, Metal Fabrication

Not Entered

Our consortium offers comprehensive education and workforce services that align with regional needs and cover all CAEP program areas. Despite this, waitlists remain common across Member Districts. Without increased funding, we're limited to maintaining existing programs and struggle to expand to meet the growing demand for our services. 

Metrics: CAEP Barriers & Metrics

Goals & Metrics

Metrics

Adult Ed Metrics

  • English Language Learner (149AE)
  • Low Income (154AE)
  • Low Literacy (155AE)
  • Reported Cultural Barriers (147AE)

Metrics

Adult Ed Metrics

  • Adult Basic Education (1001)
  • Adult Secondary Education (1000)
  • Career Technical Education (1003)
  • Child School Success (1005)
  • English as a Secondary Language (1002)
  • Pre-Apprenticeship Training Programs (125AE)
  • Programs for Adults With Disabilities (1004)
  • Workforce Preparation (124AE)

Metrics

Adult Ed Metrics

  • Completed Educational Functioning Level Gain (400AE)
  • Immigration Integration Milestone (411AE)

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)
  • Postsecondary Credential (624AE)

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) 48,119 47,613

47,613

47,613

47,613

Student BarriersEnglish Language Learner (149AE) 12,766 14,281

13,796

13,796

13,796

Student BarriersLow Literacy (155AE) 32,003 32,988

32,500

32,500

32,500

Student BarriersLow Income (154AE) 24,759 22,721

23,495

23,495

23,495

Student BarriersReported 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 SetMetric DescriptionMember Level Metric Actuals Member Level Metric Targets
2022-23 2023-24 2024-25 2025-26 2026-27 2027-28
AllParticipants (202AE) 1,291 1,387

1,770

1,912

2,065

ProgressCompleted Educational Functioning Level Gain (400AE) 377 335

307

331

357

ProgressImmigration Integration Milestone (411AE) 367 393

414

447

482

SuccessDiploma, GED or High School Equivalency (633AE) 101 115

84

90

97

SuccessPostsecondary Credential (624AE) 126 120

159

172

185

TransitionTransitioned to Non-Developmental Credit College Course (637AE) 33

2

3

4

TransitionTransitioned to CTE (636AE) 58

70

70

82

Students and ProgramsAdult Secondary Education (1000) 230 223

192

207

223

Students and ProgramsAdult Basic Education (1001) 107 95

113

122

131

Students and ProgramsEnglish as a Secondary Language (1002) 602 648

806

870

939

Students and ProgramsCareer Technical Education (1003) 519 577

592

639

690

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

0

0

0

Students and ProgramsChild School Success (1005) 0 0

0

0

0

Students and ProgramsWorkforce Preparation (124AE)

187

201

217

Students and ProgramsPre-Apprenticeship Training Programs (125AE)

0

0

0

* Mandatory for all members


Bassett Unified (Reported by Bassett Unified School District (BUSD))

Metric SetMetric DescriptionMember Level Metric Actuals Member Level Metric Targets
2022-23 2023-24 2024-25 2025-26 2026-27 2027-28
AllParticipants (202AE) 868 1,102

1,200

1,210

1,210

ProgressCompleted Educational Functioning Level Gain (400AE) 155 249

386

387

387

ProgressImmigration Integration Milestone (411AE) 21 40

153

154

154

SuccessDiploma, GED or High School Equivalency (633AE) 61 96

49

50

50

SuccessPostsecondary Credential (624AE) 179 344

398

399

399

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

4

5

6

TransitionTransitioned to CTE (636AE) 72

10

11

12

Students and ProgramsAdult Secondary Education (1000) 111 135

86

87

87

Students and ProgramsAdult Basic Education (1001) 34 28

43

44

44

Students and ProgramsEnglish as a Secondary Language (1002) 499 582

559

560

560

Students and ProgramsCareer Technical Education (1003) 283 472

632

633

633

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

0

0

0

Students and ProgramsChild School Success (1005) 0 0

0

0

0

Students and ProgramsWorkforce Preparation (124AE)

44

45

45

Students and ProgramsPre-Apprenticeship Training Programs (125AE)

0

0

0

* Mandatory for all members


Charter Oak Unified (Reported by Charter Oak 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) 533 758

981

1,030

1,082

ProgressCompleted Educational Functioning Level Gain (400AE) 62 81

97

101

106

ProgressImmigration Integration Milestone (411AE) 61 42

60

63

66

SuccessDiploma, GED or High School Equivalency (633AE) 16

19

20

21

SuccessPostsecondary Credential (624AE) 248 696

395

414

434

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

1

2

3

TransitionTransitioned to CTE (636AE) 29

30

31

32

Students and ProgramsAdult Secondary Education (1000) 35 44

53

55

57

Students and ProgramsAdult Basic Education (1001) 15 37

53

55

57

Students and ProgramsEnglish as a Secondary Language (1002) 236 245

243

255

267

Students and ProgramsCareer Technical Education (1003) 201 511

433

454

476

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

0

0

0

Students and ProgramsChild School Success (1005) 62 0

15

16

17

Students and ProgramsWorkforce Preparation (124AE)

124

130

136

Students and ProgramsPre-Apprenticeship Training Programs (125AE)

39

39

39

* Mandatory for all members


Covina-Valley Unified (Reported by Covina-Valley Unified School District (C-VUSD))

Metric SetMetric DescriptionMember Level Metric Actuals Member Level Metric Targets
2022-23 2023-24 2024-25 2025-26 2026-27 2027-28
AllParticipants (202AE) 1,409 1,562

1,787

1,876

1,969

ProgressCompleted Educational Functioning Level Gain (400AE) 213 298

225

236

247

ProgressImmigration Integration Milestone (411AE) 125 189

122

128

134

SuccessDiploma, GED or High School Equivalency (633AE) 105 162

53

55

57

SuccessPostsecondary Credential (624AE) 419 361

200

210

220

TransitionTransitioned to Non-Developmental Credit College Course (637AE) 14

1

2

3

TransitionTransitioned to CTE (636AE) 50

222

233

244

Students and ProgramsAdult Secondary Education (1000) 348 342

260

273

286

Students and ProgramsAdult Basic Education (1001) 41 36

233

244

256

Students and ProgramsEnglish as a Secondary Language (1002) 327 378

321

337

353

Students and ProgramsCareer Technical Education (1003) 700 829

853

895

939

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

0

0

0

Students and ProgramsChild School Success (1005) 81 74

5

6

7

Students and ProgramsWorkforce Preparation (124AE)

349

366

384

Students and ProgramsPre-Apprenticeship Training Programs (125AE)

0

0

0

* Mandatory for all members


Hacienda la Puente Unified (Reported by Hacienda La Puente 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) 12,711 11,307

11,200

11,500

12,000

ProgressCompleted Educational Functioning Level Gain (400AE) 584 784

908

932

972

ProgressImmigration Integration Milestone (411AE) 742 972

805

826

861

SuccessDiploma, GED or High School Equivalency (633AE) 696 678

157

161

167

SuccessPostsecondary Credential (624AE) 892 784

556

571

595

TransitionTransitioned to Non-Developmental Credit College Course (637AE) 44

44

44

44

TransitionTransitioned to CTE (636AE) 214

126

129

134

Students and ProgramsAdult Secondary Education (1000) 531 532

566

581

605

Students and ProgramsAdult Basic Education (1001) 636 597

670

688

717

Students and ProgramsEnglish as a Secondary Language (1002) 1,423 1,591

1,678

1,723

1,797

Students and ProgramsCareer Technical Education (1003) 10,759 9,117

6,951

7,138

7,444

Students and ProgramsPrograms for Adults With Disabilities (1004) 152 217

233

239

249

Students and ProgramsChild School Success (1005) 33 28

15

15

16

Students and ProgramsWorkforce Preparation (124AE)

437

448

467

Students and ProgramsPre-Apprenticeship Training Programs (125AE)

0

0

0

* Mandatory for all members


Mt. San Antonio CCD (Reported by Mt. San Antonio)

Metric SetMetric DescriptionMember Level Metric Actuals Member Level Metric Targets
2022-23 2023-24 2024-25 2025-26 2026-27 2027-28
AllParticipants (202AE) 24,984 26,229

27,000

27,500

28,000

ProgressCompleted Educational Functioning Level Gain (400AE) 2,974 3,385

3,500

3,700

3,800

ProgressImmigration Integration Milestone (411AE) 2,551 2,652

2,700

2,800

3,000

SuccessDiploma, GED or High School Equivalency (633AE) 1,736 1,308

131

140

150

SuccessPostsecondary Credential (624AE) 4,657 3,345

2,300

2,400

2,500

TransitionTransitioned to Non-Developmental Credit College Course (637AE) 4,411

5,000

5,000

5,000

TransitionTransitioned to CTE (636AE) 3,641

100

110

120

Students and ProgramsAdult Secondary Education (1000) 16,896 15,077

1,147

1,200

1,300

Students and ProgramsAdult Basic Education (1001) 6,072 8,369

2,946

3,100

3,200

Students and ProgramsEnglish as a Secondary Language (1002) 5,081 5,370

4,000

4,100

4,200

Students and ProgramsCareer Technical Education (1003) 5,370 6,235

3,482

3,500

3,600

Students and ProgramsPrograms for Adults With Disabilities (1004) 1,389 1,617

700

750

800

Students and ProgramsChild School Success (1005)

0

0

0

Students and ProgramsWorkforce Preparation (124AE)

0

0

0

Students and ProgramsPre-Apprenticeship Training Programs (125AE)

0

0

0

* Mandatory for all members


Pomona Unified (Reported by Pomona Unified School District (PUSD))

Metric SetMetric DescriptionMember Level Metric Actuals Member Level Metric Targets
2022-23 2023-24 2024-25 2025-26 2026-27 2027-28
AllParticipants (202AE) 752 760

758

768

778

ProgressCompleted Educational Functioning Level Gain (400AE) 272 261

309

312

315

ProgressImmigration Integration Milestone (411AE) 180 196

230

232

234

SuccessDiploma, GED or High School Equivalency (633AE) 48 44

57

57

57

SuccessPostsecondary Credential (624AE) 113 47

52

53

54

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

1

2

3

TransitionTransitioned to CTE (636AE) 27

2

2

3

Students and ProgramsAdult Secondary Education (1000) 254 235

234

236

238

Students and ProgramsAdult Basic Education (1001) 22 112

2

2

2

Students and ProgramsEnglish as a Secondary Language (1002) 443 470

520

525

530

Students and ProgramsCareer Technical Education (1003) 155 133

92

93

94

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

0

0

0

Students and ProgramsChild School Success (1005) 0 0

0

0

0

Students and ProgramsWorkforce Preparation (124AE)

20

20

20

Students and ProgramsPre-Apprenticeship Training Programs (125AE)

0

0

0

* Mandatory for all members


Rowland Unified (Reported by Rowland Adult and Community 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) 910 1,093

1,312

1,509

1,735

ProgressCompleted Educational Functioning Level Gain (400AE) 352 412

464

533

612

ProgressImmigration Integration Milestone (411AE) 439 387

419

481

553

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

47

54

62

SuccessPostsecondary Credential (624AE) 190 31

0

0

0

TransitionTransitioned to Non-Developmental Credit College Course (637AE) 17

20

21

22

TransitionTransitioned to CTE (636AE) 33

10

10

10

Students and ProgramsAdult Secondary Education (1000) 117 204

209

240

276

Students and ProgramsAdult Basic Education (1001) 36 74

236

271

311

Students and ProgramsEnglish as a Secondary Language (1002) 759 867

896

896

896

Students and ProgramsCareer Technical Education (1003) 0 0

15

15

15

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

0

0

0

Students and ProgramsChild School Success (1005) 83 88

152

152

152

Students and ProgramsWorkforce Preparation (124AE)

46

46

46

Students and ProgramsPre-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.

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
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

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

  • 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

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

  • 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
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).

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 PositionResponsible MemberProposed Completion Date
Agency AdministratorRowland Unified06/30/2028
Agency AdministratorCovina-Valley Unified06/30/2028

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)
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).

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 PositionResponsible MemberProposed Completion Date
Agency AdministratorBaldwin Park Unified06/30/2028
Agency AdministratorBassett Unified06/30/2028
Agency AdministratorCharter Oak Unified06/30/2028
Agency AdministratorCovina-Valley Unified06/30/2028
Agency AdministratorHacienda la Puente Unified06/30/2028
Agency AdministratorMt. San Antonio CCD06/30/2028
Agency AdministratorPomona Unified06/30/2028
Agency AdministratorRowland Unified06/30/2028
Consortium ManagerMt. San Antonio CCD06/30/2028

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
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:

•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 PositionResponsible MemberProposed Completion Date
Agency AdministratorRowland Unified06/30/2028
Agency AdministratorBaldwin Park Unified06/30/2028

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.
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:

•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 PositionResponsible MemberProposed Completion Date
Agency AdministratorBassett Unified06/30/2028
Agency AdministratorRowland Unified06/30/2028
Agency AdministratorMt. San Antonio CCD06/30/2028
Agency AdministratorBaldwin Park Unified06/30/2028
Agency AdministratorPomona Unified06/30/2028

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
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).

•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 PositionResponsible MemberProposed Completion Date
Agency AdministratorMt. San Antonio CCD06/30/2028
Department AdministratorMt. San Antonio CCD06/30/2028

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.
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).

•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 PositionResponsible MemberProposed Completion Date
Agency AdministratorHacienda la Puente Unified06/30/2028
Program AdministratorHacienda la Puente Unified06/30/2028

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
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 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 PositionResponsible MemberProposed Completion Date
Agency AdministratorMt. San Antonio CCD06/30/2028
Transition CounselorMt. San Antonio CCD06/30/2028

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
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 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 PositionResponsible MemberProposed Completion Date
Consortium ManagerMt. San Antonio CCD06/30/2028

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
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).

•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 PositionResponsible MemberProposed Completion Date
Agency AdministratorBaldwin Park Unified06/30/2028
Agency AdministratorPomona Unified06/30/2028
Agency AdministratorBassett Unified06/30/2028
Agency AdministratorRowland Unified06/30/2028
Agency AdministratorCovina-Valley Unified06/30/2028

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
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).

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 PositionResponsible MemberProposed Completion Date
Consortium ManagerMt. San Antonio CCD06/30/2028

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.
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).

•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 PositionResponsible MemberProposed Completion Date
Consortium ManagerMt. San Antonio CCD06/30/2028

Funds Evaluation

Member Allocations and Expenditures

Member AgencyPrior Year Total Leveraged FundsProgram Reporting Status
Baldwin Park Unified $9,007,227Certified
Bassett Unified $4,409,806Certified
Charter Oak Unified $1,801,722Certified
Covina-Valley Unified $5,699,802Certified
Hacienda la Puente Unified $22,953,870Certified
Mt. San Antonio CCD $11,118,165Certified
Pomona Unified $2,821,257Certified
Rowland Unified $1,049,390Certified
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

Approved by Dr. Veronica Valenzuela

06/18/2025 03:38 PM PDT

Bassett Unified - Member Representative

Approved by Mr. Adder Argueta

06/18/2025 03:34 PM PDT

Charter Oak Unified - Member Representative

  • Director of Adult & Career Technical Education
  • IAyro@cousd.net
  • (626) 938-0280
Approved by Dr Alayna Effinger

06/18/2025 03:24 PM PDT

Covina-Valley Unified - Member Representative

Approved by Ryan Maddox

06/18/2025 04:08 PM PDT

Hacienda la Puente Unified - Member Representative

Approved by Elbia Sarabia

06/18/2025 08:14 PM PDT

Mt. San Antonio CCD - Member Representative

Approved by Dr. Madelyn Arballo Dr.

06/18/2025 04:53 PM PDT

Pomona Unified - Member Representative

Approved by Luis Rodriguez

06/18/2025 04:28 PM PDT

Rowland Unified - Member Representative

Approved by Corrie Duran

06/18/2025 03:44 PM PDT