Produced: Aug 15, 2024, 05:47 PM UTC - By Anthony Coronado
2024-25
Plans & Goals
- Executive Summary
For the 2024-2025 school year, the SRAE Consortium continues committed to preparing adults to acquire the skills necessary to prepare for college, career, and the workforce. All members have strengthened core academic skills through contextual learning, integrating a career pathway framework into the curriculum, and providing flexible and equitable offerings. Members have increased students' support services (child care, electronic devices, online tutoring, and HSE vouchers) to reduce barriers to participation and support the acceleration of completion and advancement to higher levels of education and employment. Another priority for SRAE is to increase our transition rates and participation in CTE courses across the region. Our career counselors will continue to assist each adult school in transitioning students from academic programs (HSD, HSE, ESL) to regional CTE offerings and college and workforce pathways. The region will work together to continue implementing a Consortium-wide professional development calendar, strengthen the role of our transitional counselors, and build additional relationships with more community partners to better leverage existing resources.
For the 2024-2025 period, SRAE will primarily address gaps in services and seamless transitions as demonstrated in the selected Metrics of the 2022-2025 Three-Year Plan. Additionally, the Consortium will focus on the following goals:
- Increase in enrollment across programs, educational attainment, and improved support services.
- Increase its capacity to effectively market its programs and conduct targeted outreach directed at communities that could benefit from its services.
- Increase our level of student persistence and completion rates by aligning the intake processes and student support/transitions services
- Ongoing analysis of LMI data and alignment with the Riverside WDB to expand consortium-wide career pathways in targeted industries for our region.
- Improve the capacity of Instructional and Clerical leads through monthly meetings to ensure consistent understanding of CAEP data elements and achievement of program outcomes.
- The Steering Committee will continue its practice of holding monthly Data Study Sessions where members review and analyze student data, fiscal data, and Annual Plan progress indicators.
- Regional Planning Overview
To address the educational needs of the Southwest Riverside Consortium region, the member districts will focus on enrollment recovery, educational attainment, and improved support services.
Enrollment recovery through increased outreach and marketing:
- The consortium will increase its capacity to effectively market its programs and conduct targeted outreach directed at communities that could benefit from its services.
- SRAE’s partner network of community-based organizations will be instrumental in messaging the consortium’s programs and services to populations that may be hard to reach through traditional communication channels.
- The SRAE Website will be updated to reflect the most recent program information and will be advertised more widely within the consortium and the community at large.
All members will implement an efficient orientation process:
- This orientation will include activities focused on the identification and documentation of student barriers, goal setting, program pathway, and transitional opportunities in order to address our enrollment and retention rates.
District members will annually assess CTE offerings using the most current LMI data for the region to inform the CTE program offerings:
- Collaborate with the Workforce Development partners to establish transitional opportunities within our CTE pathways.
- Improve the tracking of student transitions to postsecondary and the workforce.
Engage in quarterly reviews of data from TOPs:
- Improve the consortium's capacity to be a data-informed consortium through the monthly Data Team meetings to ensure consistent understanding and collection of CAEP data elements.
- The Steering Committee will continue its practice of holding monthly Data Study Sessions where members review and analyze student data, fiscal data, and Annual Plan progress indicators.
- Consortium leadership will also continue to monitor CAEP data and accountability guidance, keep members informed of data submission deadlines and provide technical assistance to members as needed.
Meeting Regional Needs
Regional Need #1
- Gaps in Service / Regional Needs
Based on the 2022 CAEP Fact Sheets data (American Community Survey 2022-https://caladulted.org/CaepFactSheets), our Regional Consortium serves an adult population of approximately 686,686 individuals. The population is composed of 50.9% females and 49.1% males. The ethnic composition includes 39.1% Hispanic residents, 43.2% White, 6.1% African American, 7% Asian, with the remainder being American Indian and Pacific Islander. Notably, 6% of the population has limited English proficiency, and 27% are Spanish speakers. Educational attainment data shows that 13.3% of the population, or 91,390 individuals, have an education level below high school. The area also has a 4% unemployment rate, representing 30,124 residents, while 38% of the population has opted out of the labor force. The poverty rate is concerning, with 111,288 residents living near or below the poverty line. Additionally, approximately 111,956 adults in the region have disabilities.
As a consortium, we have effectively developed and maintained a comprehensive array of High School/High School Equivalency (HSE) and ESL courses across our region. We have implemented robust systems that facilitate students' seamless access to all our programs, which include orientations, flexible scheduling, hybrid learning modalities, and progress monitoring. Each consortium member is committed to ensuring students progress in their educational and transitional goals, utilizing the standardized CASAS assessment to measure advancement. All consortium members offer Adult Basic Education (ABE) and Adult Secondary Education (ASE) programs, and six members provide a well-structured ESL program that guides students through state-approved functional levels, from Beginning to Advanced. In areas where consortium members are unable to offer ESL programs, our Community College fills the gap by providing these classes. Over the past three years, we have seen significant growth in career and workforce training courses throughout our Consortium. Currently, seven out of our ten consortium members offer short-term Career and Technical Education (CTE) programs. Expanding and formalizing these programs into clear pathways remains a key area of focus for our continued development.
- How do you know? What resources did you use to identify these gaps?
All Consortium members actively participated in evaluating the Consortium's effectiveness and assessing the region's needs, programs, and services. The CAEP office provided guidance through webinars, training sessions, and reports, which were instrumental in our strategic planning efforts.
To gather comprehensive input, we conducted surveys targeting students, teachers, support staff, and counselors, focusing on the five areas highlighted in the CAEP assessment tool. Additionally, we hosted a community meeting where we presented demographic data from the CAEP 2020 Factsheet. During this meeting, a consultant from Riverside Workforce Development shared labor market information (LMI) that helped us identify industry trends and informed our educational program offerings.
The following key insights emerged from the collected data:
**Collaborative Support:** Consortium partners acknowledge the importance of collaboration to maximize available supportive services. By utilizing co-enrollments, we can leverage resources more effectively and provide comprehensive services to our shared clients, including job seekers.
**Unemployment Trends:** As of June 2024, Riverside County's unemployment rate stood at 4.3% (49,600 out of 1,165,800), reflecting a slight increase from 4.8% in June 2023.
**Strategic Action Steps:** In alignment with the Riverside Workforce Development Board (RWDB), we identified key action steps to address the region's current needs: (1) expanding access to childcare, (2) targeting displaced workers for upskilling, (3) broadening access to technology and related skills, and (4) increasing career pathways in high-growth industries.
**Contextualized Education:** There is a recognized need to offer contextualized courses that facilitate the transition of adult students into Riverside County's largest industries, including Healthcare, Transportation, Construction, and Retail.
These conclusions will guide our ongoing efforts to enhance program offerings and better serve our community.
- How will you measure effectiveness / progress towards meeting this need?
To measure the effectiveness of its services, the Southwest Riverside Consortium will implement the following strategies to enhance its capacity and outcomes:
**Consistent Data Collection and Analysis:** The Consortium will prioritize achieving consistent data collection, reporting, and analysis across all SRAE members. This effort will focus on closely monitoring enrollment and participation targets for the FY 2024-2025 to ensure we meet our goals.
**Data-Driven Decision Making:** We will enhance the Consortium’s capacity to be data-driven by holding monthly Data Team meetings for administrators and support staff. These meetings will ensure a shared understanding and consistent collection of CAEP data elements across all members, enabling informed decision-making.
**Focus on Transitional Services and Pathways:** The Consortium will place a strong emphasis on improving transitional services and pathways in the region's growth industries. This includes refining the educational and career pathways that align with industry needs and support students in successfully transitioning to employment.
**Annual Assessment of CTE Offerings:** District members will conduct an annual assessment of Career and Technical Education (CTE) offerings using the most current labor market information (LMI) for the region. This assessment will guide the development and adjustment of CTE programs to ensure they are aligned with regional workforce demands.
**Development of CTE Program Maps:** We will create consortium-wide CTE program maps that facilitate program alignment and support seamless student transitions between educational levels and into the workforce.
**Enhanced Counseling Services:** The Consortium will strengthen embedded counseling services across the region to provide students with the guidance and support needed to navigate their educational and career pathways effectively.
**Collaboration with Workforce Development Partners:** We will collaborate closely with Workforce Development partners to establish transitional opportunities within our CTE pathways, ensuring students have access to real-world experiences and job placements.
**Improved Tracking of Student Transitions:** The Consortium will enhance its tracking of student transitions to postsecondary education and the workforce, enabling us to better measure the long-term impact of our programs and services on student success.
These strategies will collectively improve our ability to serve the community, meet educational and workforce needs, and ensure the effectiveness of our Consortium’s efforts.
Address Educational Needs
2024-25 Strategies
Improve Integration of Services & Transitions
2024-25 Strategies
Develop CTE Pathway Maps
Activity that Applies to this Strategy
Improvement of CTE pathways in SRCAERC
Metrics that Apply to this Activity/Strategy
- Student Barriers: English Language Learner (AE 305 - Overall)
- Student Barriers: Low Literacy (AE 311 - Overall)
The SRAE Consortium will actively develop CTE program maps designed to provide students with a clear understanding of how our CTE offerings align with industry-recognized pathways and lead to specific occupations. To support this initiative, the following strategies will be implemented:
- Create CTE pathway maps for current programs offered across the region
- Ensure pathway maps show onramps to further education, training, and employment opportunities across the region
- Investigate existing regional healthcare program models
- Explore articulated curriculum resulting in certification for employment of viable Health career programs.
Improve Effectiveness of Services
2024-25 Strategies
Student Evaluation Survey
Activity that Applies to this Strategy
Improvement of Data Collection and Analysis
Metrics that Apply to this Activity/Strategy
- Student Barriers: English Language Learner (AE 305 - Overall)
- Student Barriers: Low Literacy (AE 311 - Overall)
To effectively gather student feedback and assess the effectiveness of our services, the SRAE Consortium will implement a regional student survey aimed at identifying regional academic needs and evaluating our performance in meeting those needs. This effort will be supported by key strategies, including:
- The development of a consortium-wide student evaluation survey
- The utilization of end-of-semester data analysis for program improvement
- Sharing of program evaluation data during consortium professional development sessions to facilitate continuous improvement planning.
These strategies will ensure that our programs remain responsive to the needs of our students and are consistently aligned with our goals for educational excellence.
Fiscal Management
- A narrative justifying how the planned allocations are consistent with the annual adult education plan which is based on your CAEP 3-year plan.
SRAE’s Annual Plan will be aligned with the current Three-Year Regional Plan for Adult Education, while also being responsive to current community needs and conditions. The Annual Plan will be approved by the SRAE Steering Committee in a formal public governance meeting. Steering Committee members are responsible and accountable to align their CAEP allocations with the objectives in the Annual and Three-Year Plan through the budget submission and approval process in NOVA.
Furthermore, all funded members will provide regular updates on expenditures, and their alignment with the Annual and Three Year Plan, at public Steering Committee meetings.
All funded Members are responsible and accountable for aligning their CAEP allocations with the 2024-2025 annual goals of addressing educational needs through strategies targeting enrollment recovery and an increase in educational attainment. Another focus will be the alignment of funds to build members’ capacity in data management, and analysis of LMI data to support new CTEs in our region. Each member has carefully reviewed their allocations to cover instructional and classified support, materials, and operational services that contribute to improved effectiveness of services.
- An approach to incorporating remaining carry-over funds from prior year(s) into strategies planned for 2024-25.
Our Consortium is dedicated to adhering to the state's outlined 20% consortium carryover threshold. We are confident our current established practices, designed to foster transparency and accountability among members, can facilitate the right conversations about using carry-over funds appropriately, in alignment with the 24-25 Annual Plan. We anticipate carry-over funds to be used in innovative ways to enhance services, with a particular focus on enrollment recovery, educational attainment, a marketing campaign to increase our visibility in the region, support professional development events, and our annual community forum. Our steering committee members will review quarterly how members’ CAEP funds have been used, and how those uses effectively align to the consortium’s Three Year and Annual Plans.
Another approach that supports transparent fiscal accountability is during our monthly public governance meetings, our fiscal lead will show where carry-over funds exist, and discussions will be open on how they should be used.
Certification
Banning Unified - Member Representative
Victor Herrera - Chief Business Officer
- vherrera@banning.k12.ca.us
- (951) 663-9109
Melissa Lee - mlee@banning.k12.ca.us
- (951) 922-0250 ext: 260001
Eddie Ramos - Director of Fiscal Services
- eramos@banning.k12.ca.us
- (951) 692-6093
Ana Orozco - Tech III
- acorozco@banning.k12.ca.us
- (951) 922-0200
Beaumont Unified - Member Representative
Debbie Flores - Assistant Director of Fiscal Services
- dflores@beaumontusd.k12.ca.us
- (951) 797-5362
Anthony Coronado - Principal
- acoronado@beaumontusd.k12.ca.us
- (951) 845-6012
Hemet Unified - Member Representative
Erica Jennings - Accountant
- ejennings@hemetusd.org
- (951) 765-5100 ext: 5717
Matthew Centofranchi - Principal
- mcentofranchi@hemetusd.org
- (951) 765-5182 ext: 200
Blair Bradley - Assistant Principal
- bbradley@hemetusd.org
- (951) 765-5190
Heidi Franklin - Accountant
- hfranklin@hemetusd.org
- (951) 765-5100 ext: 5730
Lake Elsinore Unified - Member Representative
Nohora Vazquez - Principal/Co-Director of Southwest Adult Ed Consortium
- nohora.vazquez@leusd.k12.ca.us
- (951) 742-0549
Deysi Perez - Sr. Accountant
- deysi.perez@leusd.k12.ca.us
- (951) 253-7000 ext: 7094
Patrick McGee - Interim Director - Fiscal Support Services
- patrick.mcgee@leusd.k12.ca.us
- (951) 253-7019
Mt. San Jacinto CCD - Member Representative
Joyce Johnson - Dean, Career Technical Education
- jajohnso@msjc.edu
- (951) 639-5350
Riana Leach - Financial Analyst
- rleach@msjc.edu
- (951) 346-2581
Gail Jensen - Dean of Administrative Services/Controller
- gjensen@msjc.edu
- (951) 487-3023
Jasmine Port - Director of Adult Ed and Non-Credit Programs
- jport@msjc.edu
- (951) 639-5700
Tatyana Dmitriyeva - Financial Analyst
- tdmitriyeva@msjc.edu
- (951) 465-8251
Valerie Suzuki - Accountant
- vsuzuki@msjc.edu
- (951) 222-7342
Murrieta Valley Unified - Member Representative
Matt Bean - Principal
- mbean@murrieta.k12.ca.us
- (951) 696-1409 ext: 5199
Jolie Lindemeyer - Fiscal Services Supervisor
- jlindemeyer@murrieta.k12.ca.us
- (951) 696-1600 ext: 1073
Morgan Quick - mquick@murrieta.k12.ca.us
Perris Union High - Member Representative
Nancy Ulloa - Accounting Technician
- nancy.ulloa2@puhsd.org
- (951) 943-6369 ext: 80215
Pauline Garcia - Principal
- pauline.garcia@puhsd.org
- (951) 591-1557
Riverside Co. Office of Education - Member Representative
Julie Carter - Financial Manager
- jcarter@rcoe.us
- (951) 826-6453
Lucie Gonzalez - Principal
- lmgonzalez@rcoe.us
- (951) 922-7362
San Jacinto Unified - Member Representative
Ken Swanson - kswanson@sanjacinto.k12.ca.us
- (951) 487-7710
Brittany Ross - Accounting Technician
- bross@sanjacinto.k12.ca.us
- (951) 929-7700 ext: 4240
Temecula Valley Unified - Member Representative
TVUSD TVUSD - Accountant
- asaha@tvusd.us
- (951) 506-7993
Miles Waddell - Accountant
- mwaddell@tvusd.us
- (951) 506-7993 ext: 7993
David Schlottman - Principal
- dschlottman@tvusd.us
- (951) 695-7320 ext: 24006
Aimee Ricken - aricken@tvusd.us