CAEP
Three-Year Plan

Produced: Jun 18, 2025, 03:31 PM UTC - By Melissa Lee

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:
35 Southwest Riverside Adult Education
Address:
28237 La Piedra Road | Menifee, CA | 92584
Website:
https://sradulted.org/
Funding Channel 2025-26:
Fiscal Agent
CAEP Funds 2025-26:
$0
CAEP Funds 2024-25:
$0
CAEP Funds 2023-24:
$0

Consortium Contacts

Auto-populated

ResponsibilityNameEmailTitlePhone
Consortium Co-Chairjajohnso@msjc.eduDean, Career Technical Education(951) 639-5350
Primary Contactjport@msjc.eduDirector of Adult Ed and Non-Credit Programs(951) 639-5700
Primary Contactrleach@msjc.eduInterim Director of Budget and Accounting(951) 346-2581
Primary Contactvsuzuki@msjc.eduAccountant(951) 222-7342
Primary Contacttdmitriyeva@msjc.eduFinancial Analyst(951) 465-8251
Primary Contactskimbrough@msjc.eduInterim Associate Dean of Business Services

Members

Auto-populated

Member AgencyMember TypeContactPhone
Banning UnifiedUnified School DistrictVictor Herrera(951) 663-9109
Beaumont UnifiedUnified School DistrictDebbie Flores(951) 797-5362
Hemet UnifiedUnified School DistrictHemet Unified School District Erica Jennings(951) 765-5100 ext: 5717
Lake Elsinore UnifiedUnified School DistrictNohora Vazquez(951) 742-0549
Mt. San Jacinto CCDDistrictJoyce Johnson(951) 639-5350
Murrieta Valley UnifiedUnified School DistrictMatt Bean(951) 696-1409 ext: 5199
Perris Union HighHigh School DistrictNancy Ulloa(951) 943-6369 ext: 80215
Riverside Co. Office of EducationCounty Office of Education (COE)Julie Carter(951) 826-6453
San Jacinto UnifiedUnified School DistrictKen Swanson(951) 487-7710
Temecula Valley UnifiedUnified School DistrictTVUSD TVUSD TVUSD(951) 506-7993

Executive Summary

The Southwest Riverside Adult Education Regional Consortium (SRAEC) initiated its 2025–2028 CAEP Three-Year Plan with a collaborative and data-driven approach that engaged leadership from all member institutions, including K-12 adult schools and Mount San Jacinto College. The planning process also included participation from key workforce and community partners such as the Riverside County Workforce Development Board (WDB), local America’s Job Centers of California (AJCC), and various support staff, students, and community-based organizations. A broad range of stakeholders contributed through monthly leadership meetings and virtual focus groups.

Needs Assessment Findings:

The comprehensive Needs Assessment identified significant educational and workforce gaps in the region:

  • Demographics: Over 16% of adults age 25+ in Riverside County lack a high school diploma, and nearly 12% report limited English proficiency.

  • Workforce Gaps: Labor market data revealed high demand and persistent shortages in healthcare, transportation/logistics, construction, and manufacturing sectors.

  • Educational Gaps: Foundational skills remain a barrier for many residents, and English learners and under-credentialed adults struggle to access family-sustaining careers.

  • Service Gaps: Identified areas include inconsistent transition planning services, limited employer engagement, and underdeveloped coordination between Title I and II partners.

Selected Metrics for the 2025–2028 Plan Include:

  • Increases in high school diploma/HSE completions and ESL level gains

  • Enrollment growth across programs and populations with barriers to employment

  • Expansion of short-term CTE pathways aligned with in-demand jobs

  • Improved transitions to college or employment

  • Enhanced support services such as counseling, digital skills training, and wraparound resources

Strategic Objectives and Key Strategies: 

The strategic objectives of the Southwest Riverside Adult Education Regional Consortium’s 2025–2028 Three-Year Plan focus on addressing educational needs, improving integration of services and transitions, and enhancing the overall effectiveness of programs. To meet the diverse needs of adult learners, the consortium will expand technology-enhanced instruction across ESL, ABE/ASE, and CTE programs, implement program maps that clearly outline pathways to employment and further education, and strengthen noncredit CTE offerings aligned with regional labor market demands. Integration of services will be improved through data-driven decision-making, professional development for educators, identification of best practices, and the delivery of flexible, student-centered services. To increase service effectiveness, the consortium will refine or develop key areas such as ESL instruction, GED and basic skills programs, pre-apprenticeship opportunities, and wraparound support services. These strategies aim to close service gaps, support transitions to college and employment, and ensure that all learners have access to equitable, high-quality educational opportunities. 

Assessment

The Southwest Riverside County Adult Education Regional Consortium began the pre-planning process for the 2025–2028 CAEP Three-Year Plan in fall 2024. Guided by resources from the CAEP Office—including webinars, trainings, and reports—the Consortium engaged in a strategic planning process to assess the region’s needs, evaluate the effectiveness of existing efforts, and identify priorities for the future.

To support this effort, the leadership team facilitated monthly workgroup meetings to determine key questions and data sources required for each section of the Plan. The Consortium engaged in several data-driven activities to inform planning and ensure alignment with educational and workforce demands:

  1. Self-Assessment of Program Quality: Each leadership team member utilized the CAEP Program Quality Self-Assessment Tool to identify strengths and areas for growth across five key domains: Capacity, Connection, Entry, Progress, and Completion/Transition.

  2. Regional Demographic Analysis: The Consortium reviewed relevant federal, state, and local datasets—including the U.S. Census Bureau, American Community Survey, and CAEP Consortium Factsheets—to better understand the demographics and characteristics of our region.

  3. Labor Market Information: The Riverside County Workforce Development Board (WDB) provided presentations on high-growth sectors in the region. SRAE Co-Directors also contributed to the development of the WDB’s Local Plan through focus group participation, helping shape a comprehensive analysis of regional labor market trends. To further support program alignment, Centers of Excellence (COE) labor market reports were reviewed during leadership meetings, with a particular focus on CTE pathways in Healthcare, Construction, and Welding.

  4. Consortium Member Data Analysis: Since January 2025, Consortium members have analyzed program and student data using tools such as the DataVista portal, CASAS TOPSpro, and institutional planning documents (e.g., WASC reports and Continuous Improvement Plans). This analysis identified key challenges—such as low persistence to 40 instructional hours, limited transitions to postsecondary education, the need for more CTE offerings, and gaps in student awareness of support services. At the same time, the Consortium noted successes in enrollment growth, literacy gains, and program completion.

  5. Stakeholder Engagement: To ensure a collaborative and inclusive planning process, In April 2025 SRAE hosted virtual focus groups with a broad range of stakeholders—including teachers, support staff, students, MSJC representatives, Riverside AJCC staff, and community partners. These sessions provided critical input on program strengths, barriers, and areas for improvement, which directly shaped the development of the new three-year plan.

What type of representatives make up your assessment planning board members?

Students, AJCC members

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?

To identify and assess the needs of adults served by our Consortium, the Southwest Riverside County Adult Education Regional Consortium implemented a multi-step, data-informed planning process. Data collection efforts began in Fall 2024 as part of our pre-planning for the 2025–2028 CAEP Three-Year Plan. Consortium members leveraged multiple sources, including the CAEP Program Quality Self-Assessment Tool, demographic data from the U.S. Census Bureau and American Community Survey, labor market information from the Riverside County Workforce Development Board and Centers of Excellence (COE), and internal data via DataVista, CASAS TOPSpro, and local institutional plans (e.g., WASC and Continuous Improvement Plans).

Virtual focus groups were also held with key stakeholders—including faculty, staff, students, and community partners—to capture qualitative insights into service gaps, barriers, and opportunities for improvement.

One barrier faced during this process was ensuring consistency in data reporting across member agencies, particularly around metrics like student persistence and transitions. However, the collaborative nature of the workgroups and access to centralized tools such as DataVista improved data visibility and facilitated shared analysis.

Ultimately, our efforts resulted in a clearer understanding of the region’s adult education landscape. Successes included the identification of priority areas for program growth, stronger alignment between offerings and labor market demand, and increased stakeholder engagement in the planning process.

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
Riverside County Workforce Development BoardWorkforce Development Board
AJCCWorkforce Development Board
California Family Life CenterCommunity Organization
Mt. San Jacinto Community College DistrictCommunity Organization
In Home Support Services- Riverside CountyCommunity Organization
Habitat for HumanityCommunity Organization
Southwest Carpenter's UnionIndustry
CAL Regional Career Accelerated Learning-CTEsIndustry
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?

The Southwest Riverside Consortium intentionally aligned its 2025–2028 CAEP Three-Year Plan with multiple regional education and workforce plans:

  • Riverside County Workforce Development Board Regional Plan 2025-2028;
  • Inland Empire Regional Planning Unit and Riverside County Workforce Development Board plan 2025-2028; 
  • Strong Workforce Program (SWP) Local Plans
  • WIOA Title II Continuous Improvement Plans (CIPs) – Developed and submitted by each WIOA Title II-funded adult school within the consortium.
  • WASC Accreditation Reports and Institutional Self-Studies – Completed by each member agency.

Across these plans, common workforce priorities include: 

  • Building career pathways in Healthcare, Manufacturing, Public Administration, and Transportation and Logistics. 
  • Achieving increased access for individuals with barriers to employment (e.g., transportation, childcare, digital skills)
  • Expanding short-term training aligned with in-demand occupations
  • Increasing transitions from adult education to community college or direct-to-workforce placement
  • Enhancing wraparound supports and equitable access to services
  • Supporting reentry populations

Collaboration has been central to the Consortium’s efforts to strengthen alignment between adult education and regional workforce development systems. As an educational partner, the Southwest Riverside County Adult Education Regional Consortium (SRAE) has worked closely with local America’s Job Center of California (AJCC) partners to ensure integrated service delivery. Consortium representatives actively participate in monthly meetings with workforce partners to identify and address barriers to co-enrollment and shared service delivery.

To support this coordination, the SRAE Consortium continues to utilize the formal referral process established under the Riverside County MOU with WIOA partners. This referral system facilitates the transfer of individuals between AJCCs and adult education agencies for training, job readiness, and workforce services, promoting a more seamless experience for adult learners.

Despite this progress, the regional Needs Assessment identified several key gaps in alignment that present opportunities for improvement:

  • Transition Support Services: While transition services are available across the region, they are not uniformly coordinated or case-managed. A more structured, regional approach to transition planning would help ensure students receive consistent support when moving from adult education to postsecondary training or employment.
  • Employer Engagement: Some members have developed strong partnerships with local employers, but employer input is still underutilized in certain CTE programs. Expanding employer engagement would help align training with labor market needs and improve job placement outcomes.
  • Regional Service Coordination: Integration between WIOA Title I and Title II services remains an area for growth. Opportunities exist to enhance collaboration through co-location of services, data sharing agreements, and joint planning efforts between adult schools and AJCCs.

Moving forward, the Consortium remains committed to closing these alignment gaps through stronger partnerships, expanded articulation agreements, and more consistent regional coordination. These actions will ensure that adult learners receive coherent, comprehensive services that support both educational advancement and workforce success.

The SRAE members undertook a series of activities to understand better the customers, demographics, and educational needs of the adults served by the Consortium. Riverside County: Key Demographic Indicators

  • Total population 2,492,442 
  • Adults 25+ without a high-school diploma 16.7 % of adults 25+ (≈ 1 in 6) 83.3 % of adults hold at least a high-school credential; the remainder lack one 
  • Residents who speak English “less than very well” 291,268 people (~ 11.7 %) 
  • students classified as English Learners (17 % of k12 enrollment ) 
  • Unemployment rate (April 2025, not seasonally adjusted) 4.9%

Educational & Skill Profile (Source: Inland Empire Planning Unit Plan)

  • Educational attainment skews toward high-school level credentials. While 83 % of working-age adults (25-64) hold at least a diploma or GED, only 15 % have a bachelor’s degree – well below the state average of 23 %. This creates a large pool of workers ready for middle-skill training but highlights a pipeline gap for jobs requiring four-year degrees. 

  • Foundational skill gaps remain significant: 17 % of adults still lack a diploma, and roughly one in eight residents struggle with limited English proficiency. These factors restrict access to post-secondary training and family-sustaining wages.

  • Workforce‐ready but under-credentialed. LMI data in the region shows sizable gaps between job postings and available workers in entry-level certifications in high demanding sectors such as: 

  • Healthcare leads regional growth; high demand persists for Personal Care Aides and Medical Assistants, yet Registered Nurses remain chronically short-staffed.
  • Transportation & Logistics posts the second-fastest job growth, with heavy-truck and light-truck drivers earning family-sustaining wages after short-term training.
  • Manufacturing needs skilled machinists, welders, and CNC talent despite overall slower growth.
  • Public Administration offers stable, above-median wages in clerical, maintenance, and eligibility-interviewer roles. 

Educational gaps translate directly into workforce challenges. Employers report persistent shortages of workers who hold industry-recognized certificates (especially in basic healthcare and safety), commercial driving licenses, and bilingual customer-facing skills. Digital fluency—ranging from keyboarding to software )—is another cross-sector deficit.

At the same time, the region’s unemployment rate remains a modest 5.4 %, meaning most jobseekers already in the market need up-skilling more than job placement. Aligning adult-education pathways with these middle-skill credentials—while reinforcing ESL, high-school completion, and transition services—remains critical to meeting both learner needs and regional economic demand.

The Riverside Southwest County region requires a multi-faceted adult education system that offers equitable access to foundational skills, workforce training, and transition support—while addressing the socio-economic barriers that often limit adult learner success. More integrated support services and case management are needed to address these challenges and improve educational outcomes. There is a continued need to increase community awareness of available adult education programs. Many eligible residents remain unaware of the services offered or how to access them. Enhanced outreach, marketing, and partnerships with community-based organizations can help bridge this gap.

The Consortium remains committed to addressing these needs through coordinated planning, strategic partnerships, and responsive programming. 



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
Banning Adult School Administrator Participated in planning meetings
Beaumont Adult School Administrator Participated in planning meetings
Hemet Adult School Administrator Participated in planning meetings
Lake Elsinore Adult School Administrator Participated in planning meetings
MJSC College-Non Credit Administrator Participated in planning meetings
Murrieta Adult School Administrator Participated in planning meetings
Perris Adult School Administrator Participated in planning meetings
Riverside County Office of Education Administrator Participated in planning meetings
San Jacinto Adult School Administrator Participated in planning meetings
Temecula Valley Adult School Administrator Participated in planning meetings
SRAE Staff Classified staff Participated in planning meetings
SRAE Agencies Teacher employed by local educational agencies Participated in planning meetings
SRAE Students Student Participated in planning meetings
California Family Life Center Administrator Participated in planning meetings
Riverside County Workforce Development Board Administrator Provided data

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
*Banning UnifiedMember Representative

0

85

0

0

0

0

0

0

0

85
*Beaumont UnifiedMember Representative

311

286

0

0

57

351

0

0

0

1005
*Hemet UnifiedMember Representative

208

656

0

0

37

487

0

0

142

1530
*Lake Elsinore UnifiedMember Representative

0

317

0

0

217

807

0

0

83

1424
*Mt. San Jacinto CCDMember Representative

18

458

0

0

172

1,114

25

0

23

1810
*Murrieta Valley UnifiedMember Representative

64

69

0

0

0

89

0

0

0

222
*Perris Union HighMember Representative

0

213

0

0

32

0

0

0

0

245
*Riverside Co. Office of EducationMember Representative

14

116

0

0

160

0

0

0

0

290
*San Jacinto UnifiedMember Representative

185

160

0

0

28

0

0

0

0

373
*Temecula Valley UnifiedMember Representative

0

174

0

0

0

15

0

0

0

189
Total Participants 800 2534 0 0 703 2863 25 0 248 7173
* 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?

Not Entered

The Southwest Riverside County Adult Education Regional Consortium offers a comprehensive continuum of services—from foundational literacy to short-term career training—designed to move adults toward diplomas, industry certificates, and employment. 

1. Levels of Instruction Provided

  • Instructional Hours

    • 2024–2025: More than 500 thousand instructional hours have already been recorded, with final totals expected to rise as year-end reporting is completed.

  • Program Mix & Scheduling

  • ESL accounts for the largest share of hours (200K), underscoring sustained demand for English acquisition and transition through state-approved functional levels.
  • High School Diploma / Equivalency (ASE) remains the second-largest component (150K), offered year-round by every member with morning, afternoon, evening, and limited weekend schedules.

  • CTE hours continue to grow (75K hours): seven of ten agencies now run CTE programs such as Construction, Welding, Child Development, Business Communications, Digital Media, Home Health Aide, and Culinary Arts. A community-college–led pre-apprenticeship in Construction provides a regional on-ramp to apprenticeship. The consortium plans to expand its CTE offerings in the next three years with the addition of Healthcare (CMA and Pharmacy Tech) and Commercial Truck Driving,  in an effort to respond to the high demand of skilled employees in our region. 

  • Delivery Modes: Hybrid and distance-learning has allowed the offering of more sections, however, digital literacy is still a challenge for many students.

Strengths: High instructional volume, flexible scheduling, consistent use of standardized CASAS testing for progress monitoring.

Areas to Strengthen: Broader adoption of hybrid delivery in CTE and formalization of CTE sequences into stackable pathways.

2. Types of Education & Workforce Services

Foundational Skills (ABE, ASE/HSE, ESL) 

  • All members offer ABE and High School Diploma or Equivalency (ASE/HSE) programs.
  • Six members run comprehensive ESL sequences (Beginning → Advanced); the community college fills remaining geographic gaps.
  • Uniform intake, orientation, and progress-monitoring processes (CASAS testing, hybrid options, flexible day/evening/weekend schedules). 

Career & Technical Education (CTE): 

  • Rapid expansion over three years, but pathways need further formalization (stackable credentials, articulation to credit programs). Employers endorse growth; pathway mapping is the next step.

Transition & Counseling Services

  • Progress monitoring and case management are built into every program cycle. 
  • Need for consistency in counseling services and transitions across agencies.
  • Workforce Navigation & AJCC Integration 
  • Formal WIOA referral form (per Riverside MOU) routes learners to America’s Job Centers for co-enrollment, job search, internships, and on-the-job training.
  • Consortium Career Navigator participate in monthly cross-agency meetings to remove co-enrollment barriers and align services with LWDB priorities. 
  • Next-level improvement lies in real-time data sharing to track joint outcomes and consistency in the referral process across agencies

Support Services

  • Barriers are addressed through childcare, transportation assistance, counseling, and transitional services secured via community-based partners
  • Wrap-around supports are embedded in most sites’ onboarding processes. 
  • Sustainability hinges on expanded partner network across region.



Metrics: CAEP Barriers & Metrics

Goals & Metrics

Metrics

Adult Ed Metrics

  • English Language Learner (149AE)
  • Low Literacy (155AE)

Metrics

Adult Ed Metrics

  • Completed Educational Functioning Level Gain (400AE)

Metrics

Adult Ed Metrics

  • Diploma, GED or High School Equivalency (633AE)

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) 6,704 7,968

6,770

7,311

7,819

Student BarriersEnglish Language Learner (149AE) 4,272 4,884

4,265

4,608

4,926

Student BarriersLow 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 SetMetric DescriptionMember Level Metric Actuals Member Level Metric Targets
2022-23 2023-24 2024-25 2025-26 2026-27 2027-28
AllParticipants (202AE) 88 90

96

101

107

ProgressCompleted Educational Functioning Level Gain (400AE) 39 36

64

69

74

SuccessDiploma, GED or High School Equivalency (633AE) 36 37

55

56

58

* Mandatory for all members


Beaumont Unified (Reported by Beaumont Adult School (BAS))

Metric SetMetric DescriptionMember Level Metric Actuals Member Level Metric Targets
2022-23 2023-24 2024-25 2025-26 2026-27 2027-28
AllParticipants (202AE) 370 555

612

660

709

ProgressCompleted Educational Functioning Level Gain (400AE) 144 219

300

343

390

SuccessDiploma, 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 SetMetric DescriptionMember Level Metric Actuals Member Level Metric Targets
2022-23 2023-24 2024-25 2025-26 2026-27 2027-28
AllParticipants (202AE) 565 849

1,121

1,154

1,189

ProgressCompleted Educational Functioning Level Gain (400AE) 222 321

571

600

630

SuccessDiploma, 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 SetMetric DescriptionMember Level Metric Actuals Member Level Metric Targets
2022-23 2023-24 2024-25 2025-26 2026-27 2027-28
AllParticipants (202AE) 1,187 1,155

1,271

1,309

1,349

ProgressCompleted Educational Functioning Level Gain (400AE) 700 776

839

877

917

SuccessDiploma, 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 SetMetric DescriptionMember Level Metric Actuals Member Level Metric Targets
2022-23 2023-24 2024-25 2025-26 2026-27 2027-28
AllParticipants (202AE) 2,825 3,262

1,553

1,822

2,129

ProgressCompleted Educational Functioning Level Gain (400AE) 721 895

683

857

1,065

SuccessDiploma, GED or High School Equivalency (633AE) 82 112

81

85

88

* Mandatory for all members


Murrieta Valley Unified (No reporting institution)

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

193

228

269

ProgressCompleted Educational Functioning Level Gain (400AE)

97

121

150

SuccessDiploma, GED or High School Equivalency (633AE)

25

28

31

* Mandatory for all members


Perris Union High (Reported by Perris Community Adult School)

Metric SetMetric DescriptionMember Level Metric Actuals Member Level Metric Targets
2022-23 2023-24 2024-25 2025-26 2026-27 2027-28
AllParticipants (202AE) 200 221

254

262

270

ProgressCompleted Educational Functioning Level Gain (400AE) 62 57

102

118

135

SuccessDiploma, 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 SetMetric DescriptionMember Level Metric Actuals Member Level Metric Targets
2022-23 2023-24 2024-25 2025-26 2026-27 2027-28
AllParticipants (202AE) 58 106

224

280

336

ProgressCompleted Educational Functioning Level Gain (400AE) 31

34

56

84

SuccessDiploma, 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 SetMetric DescriptionMember Level Metric Actuals Member Level Metric Targets
2022-23 2023-24 2024-25 2025-26 2026-27 2027-28
AllParticipants (202AE) 134 160

194

204

218

ProgressCompleted Educational Functioning Level Gain (400AE) 13 15

89

100

113

SuccessDiploma, GED or High School Equivalency (633AE) 23 52

76

79

81

* Mandatory for all members


Temecula Valley Unified (Reported by Temecula Valley USD)

Metric SetMetric DescriptionMember Level Metric Actuals Member Level Metric Targets
2022-23 2023-24 2024-25 2025-26 2026-27 2027-28
AllParticipants (202AE) 91 120

159

164

169

ProgressCompleted Educational Functioning Level Gain (400AE) 21 35

53

63

71

SuccessDiploma, 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.

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
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

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

Not Entered

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

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

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).

  • 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 PositionResponsible MemberProposed Completion Date
Jasmine Port - Director Mt. San Jacinto CCD06/30/2028
Nohora Vazquez - Principal Lake Elsinore Unified06/30/2028
Blair Bradley - Assistant Principal Hemet Unified06/30/2028
Morgan Quick - Assistant Principal Murrieta Valley Unified06/30/2028
Pauline Garcia - Director Perris Union High06/30/2028
Anthony Coronado - PrincipalBeaumont Unified06/30/2028
Arthur Kimball - PrincipalRiverside Co. Office of Education06/30/2028
Ken Swanson - PrincipalSan Jacinto Unified06/30/2028
Melissa Lee - PrincipalBanning Unified06/30/2028
David Schlottman - PrincipalTemecula Valley Unified06/30/2028

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. 

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).

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 PositionResponsible MemberProposed Completion Date
Jasmine Port - Director Mt. San Jacinto CCD06/30/2028
Nohora - Principal Lake Elsinore Unified06/30/2028
Blair Bradley - Assistant Principal Hemet Unified06/30/2028
Morgan Quick - Assistant Principal Murrieta Valley Unified06/30/2028
Pauline Garcia - Director Perris Union High06/30/2028
Ken Swanson - Principal San Jacinto Unified06/30/2028
Anthony Coronado - Principal Beaumont Unified06/30/2028
Arthur Kimball - Principal Riverside Co. Office of Education06/30/2028
Melissa Lee - Principal Banning Unified06/30/2028
David Schlottman - Principal Temecula Valley Unified06/30/2028

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. 

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).

  • 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 PositionResponsible MemberProposed Completion Date
Jasmine Port - Director Mt. San Jacinto CCD06/30/2028
Nohora Vazquez - Principal Lake Elsinore Unified06/30/2028
David Schlottman - Principal Temecula Valley Unified06/30/2028
Ken Swanson - Principal San Jacinto Unified06/30/2028
Blair Bradley - Assistant Principal Hemet Unified06/30/2028
Anthony Coronado - Principal Beaumont Unified06/30/2028
Pauline Garcia - DirectorPerris Union High06/30/2028
Morgan Quick - Assistant Principal Murrieta Valley Unified06/30/2028
Arthur Kimball - Principal Riverside Co. Office of Education06/30/2028
Melissa Lee - Principal Banning Unified06/30/2028

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. 

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).

  • 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 PositionResponsible MemberProposed Completion Date
Jasmine Port - Director Mt. San Jacinto CCD06/30/2028
Nohora Vazquez - Principal Lake Elsinore Unified06/30/2028
Melissa Lee - PrincipalBanning Unified06/30/2028
Anthony Coronado - PrincipalBeaumont Unified06/30/2028
Blair Bradley - Assistant PrincipalHemet Unified06/30/2028
Morgan Quick - Assistant PrincipalMurrieta Valley Unified06/30/2028
Pauline Garcia - Director Perris Union High06/30/2028
Arthur Kimball - PrincipalRiverside Co. Office of Education06/30/2028
Ken Swanson - PrincipalSan Jacinto Unified06/30/2028
David Schlottman - PrincipalTemecula Valley Unified06/30/2028

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. 


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).

  • 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 PositionResponsible MemberProposed Completion Date
Jasmine Port - Director Mt. San Jacinto CCD06/30/2028
Nohora Vazquez - Principal Mt. San Jacinto CCD06/30/2028
Melissa Lee - Principal Banning Unified06/30/2028
Anthony Coronado - Principal Beaumont Unified06/30/2028
Blair Bradley - Assistant Principal Hemet Unified06/30/2028
Morgan Quick - Assistant PrincipalMurrieta Valley Unified06/30/2028
Pauline Garcia - Director Perris Union High06/30/2028
Arthur Kimball - Principal Riverside Co. Office of Education06/30/2028
David Schlottman - Principal Temecula Valley Unified06/30/2028
Ken Swanson - PrincipalSan Jacinto Unified06/30/2028

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. 

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).

  • 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 PositionResponsible MemberProposed Completion Date
Jasmine Port - Director Mt. San Jacinto CCD06/30/2028
Nohora Vazquez - Principal Lake Elsinore Unified06/30/2028
Melissa Lee - Principal Banning Unified06/30/2028
Anthony Coronado - Principal Beaumont Unified06/30/2028
Blair Bradley - Assistant Principal Hemet Unified06/30/2028
Morgan Quick - Assistant Principal Murrieta Valley Unified06/30/2028
Pauline Garcia - Director Perris Union High06/30/2028
Arthur Kimball - Principal Riverside Co. Office of Education06/30/2028
Ken Swanson - Principal San Jacinto Unified06/30/2028
David Schlottman - Principal Temecula Valley Unified06/30/2028

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. 

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).

  • 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 PositionResponsible MemberProposed Completion Date
Jasmine Port - Director Mt. San Jacinto CCD06/30/2028
Nohora Vazquez - Principal Lake Elsinore Unified06/30/2028
Melissa Lee - Principal Banning Unified06/30/2028
Anthony Coronado - Principal Beaumont Unified06/30/2028
Blair Bradley - Assistant Principal Hemet Unified06/30/2028
Morgan Quick - Assistant Principal Murrieta Valley Unified06/30/2028
Pauline Garcia - Director Perris Union High06/30/2028
Arthur Kimball - Principal Riverside Co. Office of Education06/30/2028
Ken Swanson - Principal San Jacinto Unified06/30/2028
David Schlottman - Principal Temecula Valley Unified06/30/2028

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. 

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).

  • 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 PositionResponsible MemberProposed Completion Date
Jasmine Port - Director Mt. San Jacinto CCD06/30/2028
Nohora Vazquez - Principal Lake Elsinore Unified06/30/2028
Melissa Lee - Principal Banning Unified06/30/2028
Anthony Coronado - Principal Beaumont Unified06/30/2028
Blair Bradley - Assistant PrincipalHemet Unified06/30/2028
Morgan Quick - Assistant PrincipalMurrieta Valley Unified06/30/2028
Pauline Garcia - DirectorPerris Union High06/30/2028
Arthur Kimball - PrincipalRiverside Co. Office of Education06/30/2028
Ken Swanson - PrincipalSan Jacinto Unified06/30/2028
David Schlottman - PrincipalTemecula Valley Unified06/30/2028

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. 

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).

  • 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 PositionResponsible MemberProposed Completion Date
Jasmine Port - Director Mt. San Jacinto CCD06/30/2028
Nohora Vazquez - Principal Lake Elsinore Unified06/30/2028
Melissa Lee - PrincipalBanning Unified06/30/2028
Anthony Coronado- PrincipalBeaumont Unified06/30/2028
Blair Bradley - Assistant PrincipalHemet Unified06/30/2028
Morgan Quick - Assistant PrincipalMurrieta Valley Unified06/30/2028
Pauline Garcia - DirectorPerris Union High06/30/2028
Arthur Kimball - PrincipalRiverside Co. Office of Education06/30/2028
Ken Swanson - Principal San Jacinto Unified06/30/2028
David Schlottman - PrincipalTemecula Valley Unified06/30/2028

Funds Evaluation

Member Allocations and Expenditures

Member AgencyPrior Year Total Leveraged FundsProgram Reporting Status
Banning Unified $173,716Certified
Beaumont Unified $2,353,970Certified
Hemet Unified $1,240,446Certified
Lake Elsinore Unified $1,770,340Certified
Mt. San Jacinto CCD $4,111,517Certified
Murrieta Valley Unified $337,838Certified
Perris Union High $569,440Certified
Riverside Co. Office of Education $1,015,977Certified
San Jacinto Unified $552,031Certified
Temecula Valley Unified $519,732Certified
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

Approved by Melissa Lee

06/18/2025 08:30 AM PDT

Beaumont Unified - Member Representative

Approved by Anthony Coronado

06/16/2025 08:35 PM PDT

Hemet Unified - Member Representative

Approved by Matthew Centofranchi

06/17/2025 08:39 AM PDT

Lake Elsinore Unified - Member Representative

Approved by Patrick McGee

06/17/2025 09:23 AM PDT

Mt. San Jacinto CCD - Member Representative

  • Interim Director of Budget and Accounting
  • rleach@msjc.edu
  • (951) 346-2581
  • Director of Adult Ed and Non-Credit Programs
  • jport@msjc.edu
  • (951) 639-5700
Approved by Dr. Jasmine Port Ed.D.

06/16/2025 07:00 PM PDT

Murrieta Valley Unified - Member Representative

Approved by Morgan Quick

06/17/2025 09:01 AM PDT

Perris Union High - Member Representative

Approved by Nancy Ulloa

06/17/2025 07:08 AM PDT

Riverside Co. Office of Education - Member Representative

Approved by Julie Carter

06/17/2025 08:13 AM PDT

San Jacinto Unified - Member Representative

Approved by Ken Swanson

06/17/2025 06:57 AM PDT

Temecula Valley Unified - Member Representative

Approved by David Schlottman

06/16/2025 07:02 PM PDT