Produced: Jun 18, 2025, 03:31 PM UTC - By Melissa Lee
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) | 6,704 | 7,968 | 6,770 | 7,311 | 7,819 | |
Student Barriers | English Language Learner (149AE) | 4,272 | 4,884 | 4,265 | 4,608 | 4,926 | |
Student Barriers | Low Literacy (155AE) | 6,318 | 7,275 | 6,296 | 6,800 | 7,272 |
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.
Banning Unified (Reported by Banning Adult School)
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) | 88 | 90 | 96 | 101 | 107 | |
Progress | Completed Educational Functioning Level Gain (400AE) | 39 | 36 | 64 | 69 | 74 | |
Success | Diploma, GED or High School Equivalency (633AE) | 36 | 37 | 55 | 56 | 58 |
* Mandatory for all members
Beaumont Unified (Reported by Beaumont Adult School (BAS))
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) | 370 | 555 | 612 | 660 | 709 | |
Progress | Completed Educational Functioning Level Gain (400AE) | 144 | 219 | 300 | 343 | 390 | |
Success | Diploma, GED or High School Equivalency (633AE) | 32 | 67 | 45 | 47 | 48 |
* Mandatory for all members
Hemet Unified (Reported by Hemet Unified School District (HUSD))
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) | 565 | 849 | 1,121 | 1,154 | 1,189 | |
Progress | Completed Educational Functioning Level Gain (400AE) | 222 | 321 | 571 | 600 | 630 | |
Success | Diploma, GED or High School Equivalency (633AE) | 162 | 147 | 235 | 242 | 249 |
* Mandatory for all members
Lake Elsinore Unified (Reported by Lake Elsinore USD: Valley Adult School (VAS))
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) | 1,187 | 1,155 | 1,271 | 1,309 | 1,349 | |
Progress | Completed Educational Functioning Level Gain (400AE) | 700 | 776 | 839 | 877 | 917 | |
Success | Diploma, GED or High School Equivalency (633AE) | 117 | 122 | 120 | 125 | 130 |
* Mandatory for all members
Mt. San Jacinto CCD (Reported by Mt. San Jacinto)
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) | 2,825 | 3,262 | 1,553 | 1,822 | 2,129 | |
Progress | Completed Educational Functioning Level Gain (400AE) | 721 | 895 | 683 | 857 | 1,065 | |
Success | Diploma, GED or High School Equivalency (633AE) | 82 | 112 | 81 | 85 | 88 |
* Mandatory for all members
Murrieta Valley Unified (No reporting institution)
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) | 193 | 228 | 269 | |||
Progress | Completed Educational Functioning Level Gain (400AE) | 97 | 121 | 150 | |||
Success | Diploma, GED or High School Equivalency (633AE) | 25 | 28 | 31 |
* Mandatory for all members
Perris Union High (Reported by Perris Community Adult School)
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) | 200 | 221 | 254 | 262 | 270 | |
Progress | Completed Educational Functioning Level Gain (400AE) | 62 | 57 | 102 | 118 | 135 | |
Success | Diploma, GED or High School Equivalency (633AE) | 49 | 52 | 50 | 53 | 56 |
* Mandatory for all members
Riverside Co. Office of Education (Reported by Riverside County Office of Education - Riverside)
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) | 58 | 106 | 224 | 280 | 336 | |
Progress | Completed Educational Functioning Level Gain (400AE) | 31 | 34 | 56 | 84 | ||
Success | Diploma, GED or High School Equivalency (633AE) | 25 | 33 | 42 |
* Mandatory for all members
San Jacinto Unified (Reported by San Jacinto Unified School District (SJUSD))
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) | 134 | 160 | 194 | 204 | 218 | |
Progress | Completed Educational Functioning Level Gain (400AE) | 13 | 15 | 89 | 100 | 113 | |
Success | Diploma, GED or High School Equivalency (633AE) | 23 | 52 | 76 | 79 | 81 |
* Mandatory for all members
Temecula Valley Unified (Reported by Temecula Valley USD)
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) | 91 | 120 | 159 | 164 | 169 | |
Progress | Completed Educational Functioning Level Gain (400AE) | 21 | 35 | 53 | 63 | 71 | |
Success | Diploma, GED or High School Equivalency (633AE) | 16 | 46 | 52 | 53 | 55 |
* 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 | |
Banning Unified | 100% | 100% | 78% | 100% | 100% | 100% |
Beaumont Unified | 100% | 100% | 47% | 85% | 90% | 90% |
Hemet Unified | 100% | 100% | 55% | 80% | 80% | 80% |
Lake Elsinore Unified | 100% | 94% | 0% | 80% | 80% | 80% |
Mt. San Jacinto CCD | 100% | 100% | 13% | 80% | 80% | 80% |
Murrieta Valley Unified | 100% | 100% | 68% | 80% | 80% | 80% |
Perris Union High | 100% | 100% | 58% | 100% | 100% | 100% |
Riverside Co. Office of Education | 100% | 100% | 69% | 80% | 80% | 80% |
San Jacinto Unified | 100% | 100% | 60% | 81% | 85% | 90% |
Temecula Valley Unified | 100% | 100% | 40% | 100% | 100% | 100% |
Objectives
Objective #1: Address Educational Needs
To address the diverse and evolving educational needs of adult learners across the Southwest Riverside region, the consortium is committed to implementing a comprehensive strategy that strengthens instructional quality, expands access to career pathways, and supports student persistence and success. Over the next three years, we will prioritize activities that enhance technology-integrated instruction, provide clear and accessible program maps, and expand and align Career Technical Education (CTE) offerings with regional labor market demands. These efforts are designed to reduce barriers, improve equity, and ensure that all adult learners have meaningful opportunities to achieve their academic, career, and personal goals.
Technology-Enhanced Instruction:
To meet the evolving needs of adult learners, the consortium will expand the use of technology-enhanced instruction across ESL, ABE/ASE, and CTE programs. This includes implementation of platforms such as ELLI and Burlington English, use of Northstar Digital Literacy, LMS integration (CANVAS and Google Classroom), and faculty professional development in emerging tools like artificial intelligence (AI) and adaptive learning platforms. These tools will increase access, engagement, and learning outcomes—particularly for learners with limited digital literacy or who require flexible learning formats.
Development of Program Maps:
The consortium will create and refine program maps that clearly outline educational pathways across ESL, ABE/ASE, and CTE, including transition points to credit programs, certification, or employment. These maps will include onramps for students at various skill levels and show stackable progressions aligned to regional labor market needs. Program maps will be used by faculty, advisors, and support staff to improve student onboarding, goal setting, and transition planning, ensuring that learners understand how their coursework leads to meaningful outcomes.
Expansion and Enhancement of Career Technical Education (CTE):
To respond to regional workforce demand and student interest, the consortium will expand and enhance noncredit CTE offerings. This includes strengthening existing programs (e.g., Culinary Arts, Welding, Child Development, and Healthcare), piloting new programs in fields such as Digital Communications and Commercial Driver Training, and embedding supportive instruction such as contextualized ESL and workforce preparation. Partnerships with employers and workforce boards will guide curriculum updates and ensure that programs lead to in-demand, living-wage careers.
Objective #2: Improve Integration of Services & Transitions
Utilizing Data
Providing Professional Development
Identifying Best Practices
Offering Flexible Courses and Services
Not Entered
Objective #3: Improve Effectiveness of Services
Not Entered
Not Entered
Activities & Outcomes
Objective #1: Address Educational Needs
Technology Enhanced Instruction
The SRAE will implement a consortium-wide plan centered on the strategic integration of ELLI, Burlington English, CANVAS/Google LMS, and other instructional technologies. This objective is designed to improve instructional quality, digital literacy, and student success, while addressing persistent student barriers including limited tech fluency, low digital access, and a need for flexible learning formats. The following activities will be implemented across member agencies to support this objective:
1. ELLI ESL Module Implementation: ELLI will be expanded across MSJC, Hemet, Murrieta, and Beaumont to support ESL instruction with mobile, CASAS-aligned modules. The goal is for 80% of ESL students to complete at least one module annually. Faculty will be trained to embed ELLI into instruction, with progress tracked quarterly.
2. Murrieta Digital Literacy Workshop Series: Murrieta will provide all ESL students with digital literacy workshops covering essential tech skills and online platform use.
3. Northstar Digital Literacy Expansion: Some agencies will offer Northstar certifications through in-person and hybrid models.
4. Edmentum Math Pilot: San Jacinto Adult School will pilot Edmentum for ASE math support using self-paced, standards-based content. Results will guide potential adoption at additional sites.
5. Unified LMS Strategy: Agencies will expand use of CANVAS and Google Classroom, with MSJC and others providing shared curriculum shells and training. A common PD calendar will support faculty adoption.
6. AI and Study Tool Integration: Faculty will receive PD on AI-powered tools (e.g., ChatGPT) to enhance instruction and student learning. Emphasis will be on ethical use and support for ESL and neurodiverse learners.
Key Deliverables:
ELLI module completion data (by agency and student cohort)
Northstar certifications
Faculty PD records for AI and LMS tools
Edmentum usage and effectiveness report
Centralized LMS curriculum shells and shared training calendar
Alignment with CAEP Objective: Addressing Educational Needs
Expanding equitable access to high-quality, tech-supported learning
Providing foundational digital and academic skills needed for persistence and transition
Enhancing instructional flexibility for learners balancing life, work, and school
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).
At least 70% of active ESL students across consortium agencies will complete one or more assigned ELLI modules as supplemental curriculum, demonstrating increased digital learning engagement.
At least 75% of lead CAEP faculty will receive training on using CANVAS, Google Classroom, and/or AI-enhanced teaching tools, with post-PD evaluations indicating increased confidence in digital instruction.
- At least 70% of students will indicate increased digital literacy skills as shown by the consortium's student exit survey
At least 50% of instructional programs across the consortium will have transitioned to blended or LMS-integrated delivery, providing more flexible learning options.
- Technology-enhanced instruction will be institutionalized across all consortium agencies, with 90% of faculty proficient in consistently using digital platforms to supplement instruction.
CAEP programs will achieve sustained increases in persistence and measurable skill gains, contributing to stronger performance in state and federal accountability metrics.
Adult Education Metrics and Student Barriers
- Student Barriers: English Language Learner (149AE)
- Student Barriers: Low Literacy (155AE)
Responsible Positions, Responsible Consortium Members, and Proposed Completion Date
Responsible Position | Responsible Member | Proposed Completion Date |
---|---|---|
Jasmine Port - Director | Mt. San Jacinto CCD | 06/30/2028 |
Nohora Vazquez - Principal | Lake Elsinore Unified | 06/30/2028 |
Blair Bradley - Assistant Principal | Hemet Unified | 06/30/2028 |
Morgan Quick - Assistant Principal | Murrieta Valley Unified | 06/30/2028 |
Pauline Garcia - Director | Perris Union High | 06/30/2028 |
Anthony Coronado - Principal | Beaumont Unified | 06/30/2028 |
Arthur Kimball - Principal | Riverside Co. Office of Education | 06/30/2028 |
Ken Swanson - Principal | San Jacinto Unified | 06/30/2028 |
Melissa Lee - Principal | Banning Unified | 06/30/2028 |
David Schlottman - Principal | Temecula Valley Unified | 06/30/2028 |
Development of Program Maps
The consortium will develop program maps across all CAEP program areas to clarify educational pathways, support transitions, and align services across agencies. Each member agency will identify its academic program offerings and outline learner pathways that lead to further education, training, or employment. The consortium will research and review existing models, bring samples to steering committee meetings, and support agency teams in designing their own maps.
A shared structure will be developed to ensure consistency across member agencies while allowing for local flexibility.
Key Deliverables:
Consortium-wide program map template to ensure consistency across agencies
Completed program maps for each CAEP program area (e.g., ESL, ABE, ASE, CTE, Workforce Prep) at each member agency
Repository of sample and finalized program maps accessible to all staff and stakeholders
Integration of program maps into orientation, counseling, and advising workflows
Documentation of steering committee meetings and review sessions where maps are developed and refined
Implementation of a shared system to track student transitions linked to mapped pathways
Annual review and update schedule for program maps to ensure alignment with program changes and labor market shift
Alignment with CAEP Objective: Addressing Educational Needs
The development of program maps directly supports CAEP Objective 1 by helping adult learners clearly understand their educational pathways, from entry-level instruction to advanced training, certification, or employment. By making program structures transparent and accessible, learners are better equipped to set goals, make informed decisions, and persist through programs. This targeted support addresses key educational needs by improving student engagement, reducing attrition, and ensuring learners see a clear connection between their coursework and future opportunities.
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).
Program maps will be developed across all member agencies, with each agency identifying and documenting key pathways in at least two program areas (e.g., ESL, ASE, CTE). A shared template and visual design model will be finalized for consortium use.
Program maps will be integrated into student onboarding, advising, and transition support. At least 75% of students across agencies will be introduced to a relevant program map during their first term of enrollment. The consortium will implement a system to track student movement through mapped transitions and update maps annually.
By year five, program maps will be institutionalized across all CAEP program areas, fully embedded into orientation, case management, and instructional practices. Student transition rates to postsecondary or workforce programs will continue showing growth and map-driven evaluation will provide actionable data to support continuous improvement and regional alignment.
Adult Education Metrics and Student Barriers
- Student Barriers: English Language Learner (149AE)
- Student Barriers: Low Literacy (155AE)
Responsible Positions, Responsible Consortium Members, and Proposed Completion Date
Responsible Position | Responsible Member | Proposed Completion Date |
---|---|---|
Jasmine Port - Director | Mt. San Jacinto CCD | 06/30/2028 |
Nohora - Principal | Lake Elsinore Unified | 06/30/2028 |
Blair Bradley - Assistant Principal | Hemet Unified | 06/30/2028 |
Morgan Quick - Assistant Principal | Murrieta Valley Unified | 06/30/2028 |
Pauline Garcia - Director | Perris Union High | 06/30/2028 |
Ken Swanson - Principal | San Jacinto Unified | 06/30/2028 |
Anthony Coronado - Principal | Beaumont Unified | 06/30/2028 |
Arthur Kimball - Principal | Riverside Co. Office of Education | 06/30/2028 |
Melissa Lee - Principal | Banning Unified | 06/30/2028 |
David Schlottman - Principal | Temecula Valley Unified | 06/30/2028 |
Expansion and Enhancement of CTE & Workforce Prep
The consortium will expand and enhance Career Technical Education (CTE) offerings by launching at least three new pathways and workforce preparation programs across multiple member agencies, with a focus on sectors identified as high-demand through regional labor market analysis. Using tools such as Centers of Excellence data, EDD reports, and input from local employers and workforce boards, the consortium will assess employability needs and align new program development accordingly. Healthcare will remain a key priority, alongside trades and logistics. Programs will be structured to award industry-recognized, stackable credentials and integrate workforce readiness where applicable. Each agency will monitor enrollment, credential completion, and transition outcomes. The consortium will also work to align adult school CTE offerings with Mt. San Jacinto College’s credit-bearing CTE pathways to create seamless student transitions into postsecondary training or employment.
Key Deliverables:
Launch of at least three new CTE or workforce preparation programs, aligned with regional labor market needs
Regional labor market analysis documentation (e.g., COE data, EDD reports, employer surveys) used to inform new program design
Stackable credential frameworks embedded into each new or enhanced CTE program
Workforce readiness components (e.g., resume writing, digital skills, soft skills) integrated into CTE instruction
Enrollment and completion tracking systems established at each participating agency
Quarterly progress reports capturing enrollment, certification rates, and student transitions to employment or postsecondary
Employer and advisory board engagement records (e.g., meeting notes, affiliation agreements, feedback summaries)
Alignment with CAEP Objective: Addressing Educational Needs
This activity directly supports CAEP Objective 1 by expanding access to short-term, job-focused educational opportunities that meet the immediate and long-term needs of adult learners. By offering high-demand CTE programs aligned with regional labor market trends—particularly in healthcare and the skilled trades—the consortium helps adult learners gain relevant skills, earn industry-recognized credentials, and improve employability. These programs address educational gaps, provide meaningful onramps for learners at all skill levels, and create clear pathways to economic mobility and self-sufficiency.
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).
At least three new or expanded CTE pathways will launch across member agencies, with baseline enrollment data collected.
Programs will demonstrate a minimum 80% student completion rate and begin issuing industry-recognized certifications.
CTE programs will begin to align with Mt. San Jacinto College’s credit-bearing CTE pathways, enabling students to transition more easily into postsecondary training or apprenticeship.
Define workforce preparation offerings across the consortium.
Each agency will review regional labor market data and identify priority sectors (e.g., healthcare, trades) to guide future program planning.
CTE enrollment will increase by at least 2% annually, and stackable credentials will be available in all consortium CTE programs.
Workforce preparation components (e.g., soft skills, digital literacy, mock interviews) will be embedded across programs.
Adult school and college CTE programs will be fully aligned, offering students clear, articulated pathways from noncredit to credit.
Consortium-wide, CTE student completion and certification rates will reach or exceed 85%, with improved transition to post-secondary or workforce.
CTE programs will be sustained and scaled based on labor market demand, employer feedback, and successful student outcomes, especially in healthcare and regional priority sectors.
Adult Education Metrics and Student Barriers
- Student Barriers: English Language Learner (149AE)
- Student Barriers: Low Literacy (155AE)
Responsible Positions, Responsible Consortium Members, and Proposed Completion Date
Responsible Position | Responsible Member | Proposed Completion Date |
---|---|---|
Jasmine Port - Director | Mt. San Jacinto CCD | 06/30/2028 |
Nohora Vazquez - Principal | Lake Elsinore Unified | 06/30/2028 |
David Schlottman - Principal | Temecula Valley Unified | 06/30/2028 |
Ken Swanson - Principal | San Jacinto Unified | 06/30/2028 |
Blair Bradley - Assistant Principal | Hemet Unified | 06/30/2028 |
Anthony Coronado - Principal | Beaumont Unified | 06/30/2028 |
Pauline Garcia - Director | Perris Union High | 06/30/2028 |
Morgan Quick - Assistant Principal | Murrieta Valley Unified | 06/30/2028 |
Arthur Kimball - Principal | Riverside Co. Office of Education | 06/30/2028 |
Melissa Lee - Principal | Banning Unified | 06/30/2028 |
Objective #2: Improve Integration of Services & Transitions
Transition to Post-Secondary and Workforce
The consortium will strengthen systems that support student transitions to postsecondary education and the workforce. This includes building a more robust counseling framework, leveraging data teams for transition tracking, and continuing coordination with the consortium transition specialist. Program maps will be used to identify key milestones and decision points along student pathways, helping staff guide learners toward their next steps. Additionally, the consortium will deepen engagement with regional employers, workforce boards, and industry stakeholders to better understand local labor market demands and align transition strategies with in-demand occupations—particularly in healthcare, trades, and logistics.
Key Deliverables:
A standardized transition counseling framework adopted across consortium member agencies
Milestone-based transition tracking tools embedded in program maps and advising practices
Baseline and ongoing transition data reports, disaggregated by program and site
Annual convenings with employers and regional stakeholders to align education-to-employment pathways
Professional development sessions for counselors and faculty on integrating labor market data into student advising
Alignment with CAEP Objective: Improve Integration of Services
This activity directly supports Objective #2 by strengthening collaboration across counseling, instruction, and data teams to ensure more coordinated and seamless transitions for adult learners. By integrating program maps, shared milestones, and employer-informed advising into student services, the consortium creates a unified approach to supporting transitions across agencies and programs. Engagement with employers and workforce stakeholders further aligns education and employment services, helping learners move more efficiently from adult education into postsecondary or career pathways.
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).
A standardized transition counseling framework will be drafted and piloted across member agencies.
The consortium will begin collecting baseline transition data using program maps and student milestones.
At least two regional labor market engagement sessions will be held with employers and stakeholders to inform pathway alignment and advising.
Student transitions will be supported by training and shared tools across the consortium.
The consortium will track and increase transitions to postsecondary or workforce by 10% across key program areas, using shared definitions and data tools.
Labor market insights will be regularly incorporated into student counseling and program review processes.
- The consortium will demonstrate sustained improvements in student transitions to postsecondary and workforce, with outcome data disaggregated by program and population.
Regional pathways will be more responsive to labor market needs, and employer engagement will be institutionalized as part of ongoing planning and accountability.
Adult Education Metrics and Student Barriers
- Student Barriers: English Language Learner (149AE)
- Student Barriers: Low Literacy (155AE)
Responsible Positions, Responsible Consortium Members, and Proposed Completion Date
Responsible Position | Responsible Member | Proposed Completion Date |
---|---|---|
Jasmine Port - Director | Mt. San Jacinto CCD | 06/30/2028 |
Nohora Vazquez - Principal | Lake Elsinore Unified | 06/30/2028 |
Melissa Lee - Principal | Banning Unified | 06/30/2028 |
Anthony Coronado - Principal | Beaumont Unified | 06/30/2028 |
Blair Bradley - Assistant Principal | Hemet Unified | 06/30/2028 |
Morgan Quick - Assistant Principal | Murrieta Valley Unified | 06/30/2028 |
Pauline Garcia - Director | Perris Union High | 06/30/2028 |
Arthur Kimball - Principal | Riverside Co. Office of Education | 06/30/2028 |
Ken Swanson - Principal | San Jacinto Unified | 06/30/2028 |
David Schlottman - Principal | Temecula Valley Unified | 06/30/2028 |
Enhance Employer Engagement
To strengthen the connection between adult education programs and local workforce needs, the consortium will enhance employer engagement through multiple strategies. These include engaging all regional Chambers of Commerce, identifying and leveraging school districts as both employers and partners, building pre-established affiliation agreements with local clinics and workforce sectors (e.g., healthcare), and developing a comprehensive community asset map to track employer partnerships and potential work-based learning opportunities.
Key Deliverables:
Completed and shared community asset map
Meeting summaries from Chamber and employer partner engagements
Internal feedback process or survey tool for employer input into program development
Annual employer engagement schedule and partner contact list
Alignment with CAEP Objective: Improve Integration of Services
Enhancing employer engagement supports CAEP Objective 2 by building stronger, more intentional connections between adult education programs and workforce systems. By collaborating with Chambers of Commerce, local employers, and industry partners, the consortium ensures that training programs are informed by real labor market needs and that services are aligned to support smooth transitions into employment. This integration helps create a coordinated system where education, training, and job placement efforts are strategically connected to better serve adult learners.
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).
Join at least three Chambers of Commerce across our service territory
Establish potential employer partners to engage in adult education program planning.
A draft of the community asset map will be created, identifying current employer partners and opportunity gaps.
A fully developed and regularly updated community asset map will be in place to guide employer partnerships and program alignment.
Employer feedback will be formally incorporated into at least two CTE offerings.
A system will be implemented for annual employer engagement and feedback across all member agencies.
Employer engagement will be institutionalized consortium-wide.
The asset map will inform ongoing development of contextualized and career-focused instruction.
Employer-aligned programming will contribute to measurable increases in job placement and workforce transition rates among adult learners.
Adult Education Metrics and Student Barriers
- Student Barriers: English Language Learner (149AE)
- Student Barriers: Low Literacy (155AE)
Responsible Positions, Responsible Consortium Members, and Proposed Completion Date
Responsible Position | Responsible Member | Proposed Completion Date |
---|---|---|
Jasmine Port - Director | Mt. San Jacinto CCD | 06/30/2028 |
Nohora Vazquez - Principal | Mt. San Jacinto CCD | 06/30/2028 |
Melissa Lee - Principal | Banning Unified | 06/30/2028 |
Anthony Coronado - Principal | Beaumont Unified | 06/30/2028 |
Blair Bradley - Assistant Principal | Hemet Unified | 06/30/2028 |
Morgan Quick - Assistant Principal | Murrieta Valley Unified | 06/30/2028 |
Pauline Garcia - Director | Perris Union High | 06/30/2028 |
Arthur Kimball - Principal | Riverside Co. Office of Education | 06/30/2028 |
David Schlottman - Principal | Temecula Valley Unified | 06/30/2028 |
Ken Swanson - Principal | San Jacinto Unified | 06/30/2028 |
Formalize AJCC Referral Process/Wraparound Service
To ensure adult learners have equitable access to comprehensive support services, the consortium will formalize a regional referral process to AJCCs and community-based organizations, including healthcare, housing, food access, transportation, and employment services. This includes the use of a standardized AJCC referral form, shared tools like Padlet or Unite Us for community resource navigation, and the development of a consortium-wide system coordinated by the transition specialist. A central hub or platform will house these resources to facilitate seamless service connections across member agencies.
Key Deliverables:
Completed and shared community asset map (e.g. list of vetted community-based organizations and services, categorized by need (e.g., housing, healthcare, food, transportation, employment))
Formal use of AJCC referral form
Referral process guide or workflow document outlining when, how, and where to refer students for wraparound support
Tracking of referrals
Alignment with CAEP Objective: Improve Integration of Services
This activity strengthens integration by formalizing connections between adult education programs and community-based organizations, workforce agencies, and support services. By establishing a shared referral system and centralizing access to resources, the consortium ensures that students receive coordinated wraparound support that enables smoother transitions between education, employment, and life stability. This systemic alignment improves continuity of care, reduces service gaps, and creates a more connected, student-centered ecosystem across member agencies.
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).
A standardized AJCC referral form and intake process will be adopted across the consortium.
Identified list of vetted community-based organizations and services, categorized by need for use across the consortium (e.g., housing, healthcare, food, transportation, employment)
The consortium will hold at least two trainings per year on how to utilize the referral hub and support tools.
Each agency will designate a referral point person and begin tracking the number of referrals made to external services.
A working version of the shared support service hub will be launched and shared with staff.
All member agencies will consistently use the formalized referral process, with annual reporting on referrals and service access outcomes.
Wraparound service referrals will be documented in ASAP across consortium agencies
Referral data will be analyzed annually to guide program improvements and service partnerships.
A fully integrated support system will be in place across the consortium, ensuring that 100% of students in need are connected to appropriate community services.
Adult Education Metrics and Student Barriers
- Student Barriers: English Language Learner (149AE)
- Student Barriers: Low Literacy (155AE)
Responsible Positions, Responsible Consortium Members, and Proposed Completion Date
Responsible Position | Responsible Member | Proposed Completion Date |
---|---|---|
Jasmine Port - Director | Mt. San Jacinto CCD | 06/30/2028 |
Nohora Vazquez - Principal | Lake Elsinore Unified | 06/30/2028 |
Melissa Lee - Principal | Banning Unified | 06/30/2028 |
Anthony Coronado - Principal | Beaumont Unified | 06/30/2028 |
Blair Bradley - Assistant Principal | Hemet Unified | 06/30/2028 |
Morgan Quick - Assistant Principal | Murrieta Valley Unified | 06/30/2028 |
Pauline Garcia - Director | Perris Union High | 06/30/2028 |
Arthur Kimball - Principal | Riverside Co. Office of Education | 06/30/2028 |
Ken Swanson - Principal | San Jacinto Unified | 06/30/2028 |
David Schlottman - Principal | Temecula Valley Unified | 06/30/2028 |
Objective #3: Improve Effectiveness of Services
PLC for Instructional Programs
The consortium will implement a quarterly Professional Learning Community (PLC) model for instructional staff across all member agencies, with the potential to increase meeting frequency as the model becomes more embedded. Each agency will designate a lead teacher to participate in PLC sessions focused on evidence-based instructional practices, learner engagement, and continuous improvement strategies. These collaborative sessions will allow teachers to share best practices, align instructional approaches, and respond to student needs using data and shared goals.
Key Deliverables:
Quarterly PLC meeting schedule and calendar shared with all member agencies
Designated lead teacher(s) from each agency confirmed for PLC participation
Meeting agendas, notes, and shared resources documented and distributed consortium-wide
Repository of instructional best practices and strategies curated from PLC discussions
Annual feedback and reflection (e.g., surveys, mid-year check-ins) to assess impact on teaching
Recommendations for expanding PLC topics or frequency based on faculty engagement and need
Alignment with CAEP Objective 3: Improve Effectiveness of Services:
The PLC model improves the effectiveness of instructional services by fostering ongoing, collaborative professional development focused on evidence-based teaching practices. Through regular peer learning, shared problem-solving, and the dissemination of successful strategies, teachers can refine their instruction in real time based on student needs. This leads to more consistent, engaging, and data-informed instruction across agencies—ultimately enhancing student learning outcomes, persistence, and program completion.
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).
Each agency will designate a lead teacher to participate in quarterly PLC meetings.
A calendar of topics will be developed, focused on instructional alignment and student persistence.
At least three PLC sessions will be completed in Year 1, with documented meeting notes, shared resources, and collaborative action items.
Feedback from faculty will inform refinement of the PLC structure and focus.
Analyze student learning data to measure impact of implementation of instructional practices
PLC participation will include more instructional staff with potential for increased meeting frequency based on demand and impact.
Teachers will implement and reflect on shared practices, with improved consistency across programs.
Improvement of student learning gains.
The PLC will evolve into a consortium-wide professional learning system that supports faculty on instructional innovation for adult learners.
Instructional alignment will contribute to enhanced measurable gains in student outcomes, including persistence, learning gains, and program completion.
PLC insights will be used in institutional planning and program evaluation across all instructional areas.
Adult Education Metrics and Student Barriers
- Student Barriers: English Language Learner (149AE)
- Student Barriers: Low Literacy (155AE)
Responsible Positions, Responsible Consortium Members, and Proposed Completion Date
Responsible Position | Responsible Member | Proposed Completion Date |
---|---|---|
Jasmine Port - Director | Mt. San Jacinto CCD | 06/30/2028 |
Nohora Vazquez - Principal | Lake Elsinore Unified | 06/30/2028 |
Melissa Lee - Principal | Banning Unified | 06/30/2028 |
Anthony Coronado - Principal | Beaumont Unified | 06/30/2028 |
Blair Bradley - Assistant Principal | Hemet Unified | 06/30/2028 |
Morgan Quick - Assistant Principal | Murrieta Valley Unified | 06/30/2028 |
Pauline Garcia - Director | Perris Union High | 06/30/2028 |
Arthur Kimball - Principal | Riverside Co. Office of Education | 06/30/2028 |
Ken Swanson - Principal | San Jacinto Unified | 06/30/2028 |
David Schlottman - Principal | Temecula Valley Unified | 06/30/2028 |
Building Capacity through Consortium/Regional PD
The consortium will build staff capacity by offering regional and consortium-wide professional development opportunities throughout the year, including sessions at Fall Consortium PD, the CASAS Summer Institute, and the CAEP Summit. New staff will receive targeted onboarding and training to ensure consistent understanding of adult education standards, reporting requirements, and effective instructional practices. Participation will be tracked annually to ensure 100% of new staff are trained, and PD offerings will evolve based on feedback and instructional needs.
Key Deliverables:
Annual PD calendar including consortium-hosted events (e.g., Fall PD Day) and regional/statewide conferences (e.g., CASAS Institute, CAEP Summit)
Offer onboarding support for new administrators, covering CAEP/WIOA basics, instructional expectations, and program-specific training
PD attendance records
Post-PD evaluation tools (e.g., surveys or reflections) to assess training impact and guide future PD planning
Electronically accessible repository of training materials accessible to all member agencies
Annual PD summary report documenting participation, evaluation results, and adjustments made in response to staff feedback
Alignment with CAEP Objective 3: Improve Effectiveness of Services:
This activity supports CAEP Objective 3 by improving the effectiveness of services through shared learning, aligned practices, and continuous professional growth across all member agencies. It also addresses barriers related to staff turnover, inconsistent program quality, and limited access to high-quality PD.
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).
100% of new administrators will receive onboarding training on CAEP, WIOA II, and consortium-specific practices.
An annual consortium-wide PD session will be offered, with participation logged and evaluated.
Regional PD sessions will be sponsored consortium-wide.
Staff will report increased confidence in implementing policies, instructional strategies, or data tools as a result of training (via post-PD surveys).
All agencies will have at least one staff representative participate in annual statewide or regional PD events (e.g., CASAS, CAEP Summit).
Ongoing PD participation will lead to increased instructional consistency and program quality across the consortium.
Professional development will be institutionalized into onboarding and strategic planning efforts.
The consortium will demonstrate improved student outcomes and service delivery metrics tied to capacity-building efforts.
Adult Education Metrics and Student Barriers
- Student Barriers: English Language Learner (149AE)
- Student Barriers: Low Literacy (155AE)
Responsible Positions, Responsible Consortium Members, and Proposed Completion Date
Responsible Position | Responsible Member | Proposed Completion Date |
---|---|---|
Jasmine Port - Director | Mt. San Jacinto CCD | 06/30/2028 |
Nohora Vazquez - Principal | Lake Elsinore Unified | 06/30/2028 |
Melissa Lee - Principal | Banning Unified | 06/30/2028 |
Anthony Coronado - Principal | Beaumont Unified | 06/30/2028 |
Blair Bradley - Assistant Principal | Hemet Unified | 06/30/2028 |
Morgan Quick - Assistant Principal | Murrieta Valley Unified | 06/30/2028 |
Pauline Garcia - Director | Perris Union High | 06/30/2028 |
Arthur Kimball - Principal | Riverside Co. Office of Education | 06/30/2028 |
Ken Swanson - Principal | San Jacinto Unified | 06/30/2028 |
David Schlottman - Principal | Temecula Valley Unified | 06/30/2028 |
Data Collection and Analysis
The consortium will implement a structured process for quarterly data collection, review, and analysis to monitor student progress, program performance, and fiscal effectiveness. This includes engaging administrators and consortium leads in data discussions focused on transparency, outcomes, and alignment with goals. Data review will include enrollment, persistence, measurable skill gains, transitions, and expenditures to ensure data-informed planning, program improvement, and accountability.
Key Deliverables:
Quarterly data review meetings with administrators, program leads, and fiscal agents, documented with agendas and action items
Consortium-wide data dashboard or shared reporting tool tracking key metrics (e.g., enrollment, persistence, MSGs, transitions, expenditures)
Baseline data report for each agency on student outcomes
Annual summary report highlighting trends, gaps, and data-informed program or budget adjustments
Training materials or sessions to support administrator and staff data literacy and use
Year-over-year comparison tools to assess performance improvement across CAEP metrics and spending efficiency
Alignment with CAEP Objective 3: Improve Effectiveness of Services:
By establishing regular, structured data review processes, this activity strengthens the consortium’s ability to evaluate program performance, align spending with outcomes, and make informed, timely adjustments. It improves the effectiveness of services by ensuring that decisions are based on accurate data related to enrollment, persistence, measurable skill gains, transitions, and resource use. This continuous improvement approach promotes transparency, accountability, and strategic use of resources—key components of high-performing adult education systems.
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).
Quarterly data review meetings will be established and attended by administrators
Monthly data meetings will be established and attended by data support staff.
Baseline data on student performance and agency expenditures will be compiled and shared consortium-wide.
Consortium-wide planning and funding decisions will be increasingly driven by quarterly data insights.
Data literacy among site administrators will improve, with at least 75% of participants reporting increased comfort using data to inform decisions.
Mid-cycle program adjustments will be made based on analysis of student outcomes and expenditure effectiveness.
Data-driven decision-making will be fully institutionalized, with regular use of performance and fiscal data in strategic planning, program development, and accountability reporting.
Program and fiscal performance across agencies will demonstrate sustained improvement in CAEP metrics such as persistence, measurable skill gains, and transitions.
The consortium will operate with increased transparency and shared responsibility, informed by a culture of continuous data use and reflection.
Adult Education Metrics and Student Barriers
- Student Barriers: English Language Learner (149AE)
- Student Barriers: Low Literacy (155AE)
Responsible Positions, Responsible Consortium Members, and Proposed Completion Date
Responsible Position | Responsible Member | Proposed Completion Date |
---|---|---|
Jasmine Port - Director | Mt. San Jacinto CCD | 06/30/2028 |
Nohora Vazquez - Principal | Lake Elsinore Unified | 06/30/2028 |
Melissa Lee - Principal | Banning Unified | 06/30/2028 |
Anthony Coronado- Principal | Beaumont Unified | 06/30/2028 |
Blair Bradley - Assistant Principal | Hemet Unified | 06/30/2028 |
Morgan Quick - Assistant Principal | Murrieta Valley Unified | 06/30/2028 |
Pauline Garcia - Director | Perris Union High | 06/30/2028 |
Arthur Kimball - Principal | Riverside Co. Office of Education | 06/30/2028 |
Ken Swanson - Principal | San Jacinto Unified | 06/30/2028 |
David Schlottman - Principal | Temecula Valley Unified | 06/30/2028 |
Funds Evaluation
Member Allocations and Expenditures
Member Agency | Prior Year Total Leveraged Funds | Program Reporting Status |
---|---|---|
Banning Unified | $173,716 | Certified |
Beaumont Unified | $2,353,970 | Certified |
Hemet Unified | $1,240,446 | Certified |
Lake Elsinore Unified | $1,770,340 | Certified |
Mt. San Jacinto CCD | $4,111,517 | Certified |
Murrieta Valley Unified | $337,838 | Certified |
Perris Union High | $569,440 | Certified |
Riverside Co. Office of Education | $1,015,977 | Certified |
San Jacinto Unified | $552,031 | Certified |
Temecula Valley Unified | $519,732 | Certified |
Totals | $12,645,007 | 10/10 Certified |
The consortium will formally approve the Three-Year Plan during a public governance meeting. All funded members are responsible for aligning their CAEP allocations with the regional objectives outlined in this plan, ensuring that budget decisions directly support identified strategies and outcomes.
The Steering Committee meets regularly to review funding priorities, including the allocation of CAEP funds and the strategic use of other resources available to some member districts, such as WIOA Title II, Perkins, CalWORKs, and Strong Workforce Program (SWP) funds. These discussions help ensure that each member’s budget aligns not only with the consortium-wide goals but also considers complementary investments that can strengthen student services and program development.
Over the next three years, adult education funds reported in NOVA—including CAEP base and carryover funds—will be allocated to support the core activities detailed in this plan. These include technology-enhanced instruction, program mapping, CTE expansion, transitions to postsecondary and workforce, employer engagement, wraparound services, and professional development. Carryover funds will be used strategically to support innovation and address evolving student needs across our region.
CAEP funds will be the foundational investment used to implement the strategies in this Three-Year Plan. Other funds—such as WIOA II for integrated education and training, and Perkins for CTE development—will be leveraged to expand access, strengthen career pathways, and enhance measurable student outcomes. By coordinating resource use across agencies and funding streams, the consortium will ensure that adult learners receive comprehensive, efficient, and equitable services across the region.
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
Hemet Unified School District 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 - Interim Director of Budget and Accounting
- rleach@msjc.edu
- (951) 346-2581
Dr. Jasmine Port Ed.D. - 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
Stacy Kimbrough - Interim Associate Dean of Business Services
- skimbrough@msjc.edu
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
Dr. Pauline Garcia 5911557 - 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
Ms. 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 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