CAEP
Three-Year Plan

Produced: Jul 1, 2025, 10:16 PM UTC - By Araceli Chavez

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:
37 North Orange County Regional Consortium for Adult Education (NOCRC)
Address:
505 N Euclid Avenue, Suite 200 Suite 200 | Anaheim, CA | 92801
Website:
www.nocrcae.org
Funding Channel 2025-26:
Fiscal Agent
CAEP Funds 2025-26:
$4,888,981
CAEP Funds 2024-25:
$4,772,999
CAEP Funds 2023-24:
$4,722,465

Consortium Contacts

Auto-populated

ResponsibilityNameEmailTitlePhone
Primary Contactvpurtell@noce.eduPresident(714) 808-4670
Primary Contactmedina.hatooglu@noce.eduProgram Coordinator(714) 808-4500 ext: 88156
Fiscal Contactdlevy@noce.eduGrant Support(714) 808-4622

Members

Auto-populated

Member AgencyMember TypeContactPhone
North Orange County CCDDistrictValentina Purtell(714) 808-4670
Anaheim Union HighHigh School DistrictAraceli Chavez
Fullerton Joint Union HighHigh School DistrictMelissa Freeman Ed.D.(714) 870-2805
Garden Grove UnifiedUnified School DistrictDr Amy Avina(714) 663-6291
Los Alamitos UnifiedUnified School DistrictMrs. cara Vienna(562) 370-3032
North Orange County ROPRegional Occupation Center/Program (ROC/P)Jennifer Pesavento Ed.D.(714) 713-3239
Orange County Department of EducationCounty Office of Education (COE)Fatinah Judeh(714) 349-3073
Placentia-Yorba Linda UnifiedUnified School DistrictRebecca Allen(714) 986-7170 ext: 44001

Executive Summary

The North Orange County Regional Consortium (NOCRC) developed its 2025–2028 Three-Year Plan to address the critical educational and workforce needs of adult learners in the region. This plan reflects collaboration between NOCRC’s three funded members, North Orange Continuing Education (NOCE), North Orange County Regional Occupational Program (NOCROP), and Garden Grove Adult Education (GGAE), and was shaped by contributions from administrators, faculty, staff, students, and community partners dedicated to advancing adult education. 

The planning process began with a robust needs assessment that included demographic data, labor market analysis, student outcomes, and internal research. The region is home to over 737,000 adults, many of whom face significant barriers: over 100,000 lack a high school diploma, nearly 85,000 speak limited English, and approximately one-in-six adults live in poverty. These challenges are especially prevalent among the Hispanic community and are compounded by insufficient access to transportation, childcare, and digital resources. As such, NOCRC decided to target the low literacy metric in its three-year planning process. 

Over the next three years, NOCRC’s funded members will implement targeted strategies aligned with the three core CAEP objectives: addressing educational needs, improving the integration of services and transitions, and improving effectiveness of services.  

To address educational needs, NOCE is expanding its efforts through increased outreach, student engagement initiatives, and comprehensive support services. The ESL and K-12 Student Success programs will broaden course offerings to better serve adults facing scheduling constraints or transportation barriers, ensuring greater accessibility and flexibility. NOCE will also continue to provide academic, emotional, and career-focused support through its Disability Support Services program and the Career Skills and Resource Center. GGAE will further integrate Burlington English into its ESL curriculum to strengthen literacy outcomes and digital proficiency. In response to regional workforce demands, NOCROP is launching a new Sterile Processing Technician training program, featuring industry-aligned curriculum, hands-on externship experiences, and job placement assistance to prepare students for high-demand roles in the healthcare sector. 

To improve integration of services and transitions, the consortium is investing in new technologies to increase student support. NOCE is deploying a virtual tutoring platform and expanding trauma-informed training for staff and community partners. GGAE is integrating career exploration tools into ESL instruction to prepare students for postsecondary pathways and employment. NOCROP is implementing the Aeries student data system to improve accuracy and reporting. These approaches are designed to ensure that all students can access and complete educational programs aligned with their goals. 

To improve effectiveness of services, all members are focused on student engagement, retention, and career transitions through increased access to wraparound support services and clearer, better-aligned program pathways that promote long-term success. NOCE plans to reduce financial barriers to students by offering GED exam vouchers, increasing awareness of services available to students, and expand counseling services. NOCROP is modernizing its dental assistant program with new equipment.  

To measure that the programs are meeting the goals of the CAEP program, an evaluation of funds will be conducted to confirm that CAEP resources are being effectively invested to meet the needs of the consortium and its students. Ongoing collaboration among members ensures a unified approach to ensure compliance with budget development and carryover management. 

NOCRC’s Three-Year Plan outlines a focused approach to strengthening adult education across North Orange County. By expanding access to instruction, addressing barriers to participation, and aligning programs with local workforce and educational needs, the consortium is equipping adult learners with the skills and credentials needed for further education, employment and higher wages, and greater economic stability. 

Assessment

NOCRC conducted a comprehensive needs assessment using reports and presentations commissioned through NOCE’s Office of Institutional Research and Planning. NOCE’s Senior Research and Planning Analyst for NOCRC consolidated findings from a myriad of data sources which were used to gain insights into the educational needs of adults in the region, labor market demands, the current education and workforce services available, and the gaps in those services. A summary of these data sources includes the following:

Demographic and Regional Analysis

  • The CAEP Fact Sheets for North Orange County Regional Consortium (NOCRC) provided insights into the demographic profile of adults in the region.
  • Reports such as the Orange County Community Indicators Report, Orange County Labor Market Overview Report, and the Program Demand Gap Analysis for NOCE by Lightcast were analyzed to assess regional population trends and labor market demands.

Regional Plans and Alignment

  • Regional educational and workforce plans, including the WIOA Title II Continuous Improvement Plan (CIP), Workforce Innovation and Opportunity Act (WIOA) Title I Local and Regional Plans, California Strong Workforce Program (SWP) Local Plan, and the Carl D. Perkins Career Technical Education Act Local Application and Comprehensive Local Needs Assessment, were reviewed to identify gaps in alignment between adult education and workforce services.

Data on Students Served and CAEP Outcomes

  • Data on CAEP Adult Learners from DataVista on the students served in the 2020-21, 2021-22, and 2022-23 academic years by NOCRC and its funded members (North Orange Continuing Education [NOCE], North Orange County Regional Occupational Program [NOCROP], and Garden Grove Adult Education [GGAE]) was examined.
  • Data on reportable individuals, program participants, progress, transition, success, and employment outcomes were extracted from DataVista for statewide, NOCRC, NOCE, NOCROP, and GGAE. Trends and percentages over three years were analyzed for NOCRC and compared to statewide outcomes to identify areas for improvement.
  • Due to delays in the availability of 2023-24 DataVista data, internal data from student information systems and CASAS TOPSpro was analyzed to assess the current student population.
  • Additionally, ongoing student surveys conducted by the funded institutions and their specific programs were used to understand students’ challenges and barriers in relation to their educational journey.
What type of representatives make up your assessment planning board members?

Regional Occupational Program

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?

Student surveys

The NOCE Office of Institutional Research and Planning led a comprehensive effort to assess the needs of adult learners in our region. As part of this process, multiple data sources were reviewed:

  • Student data submitted to the California Community Colleges Chancellor’s Office Management Information System (COMIS).

  • Data from TOPSpro Enterprise (TE) 

  • Regional demographic data extracted from the Adult Education Pipeline and CAEP Fact Sheets.

  • Comparative analysis of NOCRC student demographics against service area populations to identify access gaps and opportunities.

  • Labor market data from various sources, including Program Demand Gap Analysis: Environmental Scan and Review of Academic Programs by Lightcast, and the Orange County Labor Market Overview by the Center of Excellence for Labor Market Research.

Based on this analysis, recommendations were developed to guide program planning for the next three years. These recommendations include specific industries and occupations to target for program development, as well as key student populations to prioritize in efforts to improve access and equity.

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
Anaheim Workforce Connection - Workforce Development BoardWorkforce Development Board
United WayPhilanthropic Organization
Anaheim ElementaryElementary School District
Anaheim Family YMCACommunity Organization
Boys and Girls Club of Garden GroveCommunity Organization
CSU FullertonOther
Centralia ElementaryElementary School District
Chrysalis CharterCharter
The Salvation ArmyCommunity Organization
What relevant education and workforce plans that guide services in the region were used to develop this Three-Year Plan?

Disability Support Services Plan; Conditions of Children in Orange County Report

What are the top priorities in relation to regional alignment?

Promoting strategies to increase inclusion of AWDs in higher education & employment

NOCRC serves as a collaborative partner in the broader educational and workforce development ecosystem in Orange County. The mission and vision of NOCRC and its three funded members (NOCE, NOCROP, and GGAE) is to collaborate to create, redesign, and deliver innovative, inclusive, and regionally relevant academic programs and support services for adult students to reach their personal and professional goals. As executors of many federal and state initiatives, NOCE, NOCROP, and GGAE have developed many institutional and regional plans pertaining to building educational pathways and workforce services to support adult learners in the community. Below are samples of recent educational and workforce plans that align with the goals of the upcoming CAEP Three-Year Plan:

WIOA Title II Continuous Improvement Plan (CIP)

As funded agencies, both NOCE and GGAE are required to submit the Workforce Innovation and Opportunity Act (WIOA), Title II: Adult Education and Family Literacy Act (AEFLA) Continuous Improvement Plan (CIP) that highlights the efforts that institutions will strive to achieve to improve basic education and literacy skills among adult learners in the region. In the 2023-24 CIP, NOCE set three goals focusing on (1) increasing the total number of students enrolling in Integrated Education and Training (IET) programs at NOCE, (2) increasing the effective use of Artificial Intelligence (AI) for workplace productivity and instruction to improve digital literacy skills, and (3) increasing the total number of students completing 12 hours of instruction, resulting in increased retention, persistence, and performance metrics/funding for AEFLA/WIOA and CAEP. On the other hand, GGAE will continue to focus on (1) improving students’ hands on training in digital literacy and internet safety, (2) providing professional development to integrate technology into their curriculum, and (3) improving student persistence rates. 

Workforce Innovation and Opportunity Act (WIOA) Title I Local and Regional Plans

The Orange County, Santa Ana, and Anaheim Workforce Development Boards have partnered with adult education partners such as NOCRC to serve diverse population of English language learners, foreign-born, and refugee students. To enhance support and improve outcomes for the target population, the local boards, as part of the 2021-2024 Unified Local Plan, emphasized the importance of developing a program plan to assist individuals with foreign degrees. This initiative aims to simplify the process of obtaining transcript evaluation services, reducing confusion, and ensuring individuals do not have to start their education from scratch and effectively leverage existing skills both academically and in the workplace.

California Strong Workforce Program (SWP) Local Plan

The Orange County Strong Workforce Program Regional Plan (2025-2029) emphasizes collaborative planning between Workforce Development Boards (WDBs), the Employment Development Department (EDD), and OCRC member community college institutions to address workforce needs. The WDBs, EDD, community colleges within the Orange County region, and NOCRC as a consortium for adult education continue to collaborate to provide career educational pathways that align with employer demands, with a focus on apprenticeships, work-based learning, and industry employer training and education.

Carl D. Perkins Career Technical Education Act Local Application and Comprehensive Local Needs Assessment

NOCE, along with Cypress College and Fullerton College, as educational institutions within the North Orange County Community College District (NOCCCD), are responsible for conducting a comprehensive local needs assessment (CLNA) related to career education. Key stakeholders within NOCCCD made of administrators, counselors, faculty, parents, and students along with representatives from the regional WIOA and business industries informed the current CLNA and identified the following gaps from the NOCCCD Perkins Gap Analysis Survey: (1) need to increase hands on technical skills through internships/externships, (2) need for instructor training, mentoring & recruitment, (3) need for flexible scheduling through more hybrid courses to allow students to work more, (4) needs in career preparation & placement, (5) need to work on reengagement and retention, and (6) need for resources for technology equipment and textbooks for students.

To address identified gaps, NOCRC adopts a holistic approach that includes targeted outreach to specific populations and efforts to align curriculum with evolving industry needs. Strategies include aligning CTE programs with labor market demands to support pathways to high-wage careers; integrating ESL and CTE through programs like Integrated Basic Education and Skills Training (I-BEST); offering workforce preparation courses, career readiness workshops, and flexible course scheduling; and providing one-to-one support through peer mentoring.

To assess regional population and labor market needs, data from the CAEP Fact Sheets, Orange County Community Indicators Report, Orange County Labor Market Overview Report, and the Program Demand Gap Analysis for NOCE by Lightcast was analyzed and synthesized. NOCRC identified the following key data points as the region’s educational priorities:

Regional Population Findings

  • Orange County, the third most populous county in California, is aging and diversifying. Nearly 20% of the 737,350 adults in the North Orange County region are 65 years or older. While the White population has declined by 10% since 2010, Asian, Black/African American, Native American, and Hispanic/Latino groups have grown by 18%, 16%, 15%, and 6%, respectively.  Hispanic/Latino residents make up 37% of the region, with White and Asian residents at 33% and 20%.
  • Over 9% of California’s foreign-born population resides in Orange County, with Mexico, Vietnam, Korea, the Philippines, and China as top five countries of origin. Spanish, Vietnamese, Korean, English, and Tagalog are the primary home languages for foreign-born residents in the region.
  • The CAEP Fact Sheets provide the following insights into the demographic profile of specific population groups within the NOCRC region:
      • Adults with Limited English Proficiency: Nearly 12% of adults (n=84,552) speak English less than "well." Among them, 56% are Hispanic, 39% are Asian. Further, 49% of adults with limited English proficiency also lack a high school diploma.
      • Adults Without a High School Diploma: Over 14% of adults (n=103,875) lack a high school diploma. Of this group, 71% are Hispanic, 42% are also English learners, 30% live near or below the poverty line, and nearly half (46%) are aged between 45 and 64 years.
      • Unemployment: Among the unemployed individuals (n=27,971), 32% are aged between 20 and 29 years.
      • Poverty Levels: One in six adults (n=119,320) lives near or below the poverty line. While the overall unemployment rate in the NOCRC region is 4%, it doubles to 8% among individuals near or below the poverty line.

Labor Market Need Findings

  • In the LA and Orange macroregion, the fastest-growing jobs for those with only a high school diploma include home health and personal care aides, security guards, food preparation supervisors, stockers, and truck drivers. Expanding the criteria to include some college or postsecondary awards, the top occupations are nursing assistants, heavy truck drivers, medical assistants, manicurists and pedicurists, and licensed practical and vocational nurses.
  • Analysis of 338 occupations conducted by the Orange County Center of Excellence for Labor Market Research identified 8% as below middle-skill occupations, requiring less than community college education. Key sectors include advanced transportation and logistics; retail, hospitality, and tourism; public safety; agriculture, water, and environment technologies; energy, construction, and utilities; and information and communication technologies/digital media.
  • Lightcast’s program demand and gap analysis identified six NOCE programs for expansion based on unmet job openings and competitive wages: management, quality assurance management for medical devices, early childhood education infant care teacher, medical assistant, business information worker, and personal care aide.

Implications for NOCRC’s Adult Education Services

The needs analysis underscores the importance of prioritizing adult education services within NOCRC, including the expansion of ESL, High School Diploma/GED, and CTE programs.

  • ESL Programs: With the growing number of foreign-born residents in Orange County, the projected increase in Hispanic/Latino populations in the region, and nearly 12% of adults in the NOCRC region identifying as English learners, of which are 56% are Hispanic/Latino, it is essential to maintain and expand ESL instruction in the region to support non-English speakers.
  • High School Diploma Programs: Over 100,000 adults in the region lack a high school diploma, with 71% being Hispanic/Latino, highlighting the need to expand outreach and provide High School Diploma or equivalent programs tailored for Spanish-speaking adults. A collaboration between ESL and Basic Skills programs is necessary, as nearly half of the individuals identified as English learners also lack a high school diploma.
  • Career Training: Nearly one-third of unemployed individuals are in their twenties, and 16% of adults in the region live near or below the poverty line, emphasizing the critical need to align career training with labor market demands for high demand, high-wage careers. Labor market analysis findings have led NOCRC to identify growth opportunities in healthcare, cosmetology, early childhood education, IT, and hospitality, with an additional focus on providing workforce preparation courses as a foundational step toward career pathways for students in the Disability Support Services program.
Please identify the categories of needs of your region.

Housing insecurity/ lack of low-cost housing

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

Lack of instructional facilities on campus

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

Emancipated individuals; Foster youth; Asylees; Undocumented; Homeless individuals

Contributions by Entities*

NameRoleThree-Year Plan Contribution
Rebecca Allen Administrator Provided feedback and input for the overall three-year plan
Karen Bautista Administrator Provided feedback and input for the overall three-year plan
Araceli Chavez Administrator Provided feedback and input for the overall three-year plan
Melissa Freeman Administrator Provided feedback and input for the overall three-year plan
Karla Frizler Administrator Created strategies and activities that align to CAEP objectives
Adam Gottdank Administrator Created strategies and activities that align to CAEP objectives
Medina Hatooglu Classified staff Provided feedback to the three-year plan writing
Rosanna Islas Administrator Created strategies and activities that align to CAEP objectives
Fatinah Judeh Administrator Provided feedback and input for the overall three-year plan
Tina McClurkin Administrator Created strategies and activities that align to CAEP objectives
M’Liss Patterson Administrator Provided feedback and input for the overall three-year plan
Deborah Perkins Administrator Created strategies and activities that align to CAEP objectives
Jennifer Pesavento Administrator Provided feedback and input for the overall three-year plan
Valentina Purtell Administrator Overseeing the three-year plan
Stephanie Rodriguez-Yokana Administrator Created strategies and activities that align to CAEP objectives
Harpreet Uppal Administrator Conducted needs assessment, provided data to set targets, and supported three-year plan writing
Cara Vienna Administrator Provided feedback and input for the overall three-year plan
Juliana Zaragoza Classified staff Handled logistical aspects of EC meetings to gather EC feedback

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
*Anaheim Union HighMember Representative

0

0

0

0

0

0

0

0

0

0
*Fullerton Joint Union HighMember Representative

0

0

0

0

0

0

0

0

0

0
*Garden Grove UnifiedMember Representative

0

0

0

0

0

0

0

0

0

0
*Los Alamitos UnifiedMember Representative

0

0

0

0

0

0

0

0

0

0
*North Orange County CCDMember Representative

0

0

0

0

0

0

0

0

0

0
*North Orange County ROPMember Representative

0

0

0

0

0

0

0

0

0

0
*Orange County Department of EducationMember Representative

0

0

0

0

0

0

0

0

0

0
*Placentia-Yorba Linda UnifiedMember Representative

0

0

0

0

0

0

0

0

0

0
Total Participants 0 0 0 0 0 0 0 0 0 0
* Consortium Member required to input number of Participants

For each service provider added, check the box in the program areas where services are provided.

Provider NameProvider TypeProgram Area Where Services Are Provided
ABEASEAWDCSSCTEESLPre-ApprenticeshipShort Term CTEWorkforce Reentry
Orange County Department of Education Other

Placentia Library District Community Organization

What industries do you currently serve/plan to serve in the future?

Animal care, childcare,1 digital marketing

Not Entered

Through its three funded members, NOCRC delivers a broad spectrum of courses, certificates, and educational pathway programs tailored for adult learners.

As the largest provider in the consortium, NOCE offers instructional programming across all CAEP program areas. Its Adult Basic Education (ABE) and Adult Secondary Education (ASE) programs enable students to earn a high school diploma or equivalency. The Career Technical Education (CTE) program provides career certificates in high-demand industries such as healthcare, IT, and education, equipping adults with skills for entry-level careers. NOCE’s Disability Support Services (DSS) program promotes independent living and employment for adults with disabilities through instructional programming and support services. The English as a Second Language (ESL) program enhances English proficiency, prepares learners for citizenship, and integrates them into the workforce. The Parenting Program educates parents and caregivers on strategies to support the academic success of school-aged children. To complement these offerings, CAEP funding supports a student transition services counselor who assists learners in advancing to college or entering the workforce.

The needs analysis highlights the critical importance of prioritizing ESL and career training programs within NOCRC to meet the region's evolving demands and support adult learners effectively. CTE and ESL are NOCE’s largest programs, with 47% of its 2022-23 participants in CTE and 43% in ESL, compared to statewide averages of 31% and 50%, respectively.

With nearly 12% of adults in the NOCRC region identifying as English learners and a growing population of foreign-born residents, expanding ESL instruction is essential to help non-English speakers improve language proficiency and access educational and career opportunities. The demand for ESL instruction has surged, with NOCE ESL enrollments increasing by 27% from 2022-23 to 2023-24. NOCE expands access to ESL courses through community-based classes at locations like K-12 schools, community centers, and churches, addressing student barriers such as transportation and childcare.

Similarly, ESL is the largest program at GGAE, accounting for nearly 90% of its 2022-23 participants. GGAE also offers programs in ABE, high school diploma and equivalency preparation, and CTE courses in fields like Business Office Technology, Southwest Airlines Customer Service, Pharmacy Technician, and Certified Phlebotomy Technician.

A significant portion of the region’s population faces economic challenges, with 16% living near or below the poverty line and nearly one-third of unemployed individuals in their twenties. These statistics underscore the need for targeted career training aligned with labor market demands in high-growth, high-wage industries such as healthcare and IT. NOCROP focuses exclusively on CTE through its adult career education programs, preparing students for careers in the medical field. The Dental Assistant Training Program provides hands-on training aligned with Dental Board of California standards. The Medical Assistant Training Program prepares students for front and back-office roles in medical settings. The Nurse Assistant Training Program emphasizes nursing care, emergency procedures, and teamwork in healthcare environments. The Vocational Nurse Training Program equips students for roles in hospitals, long-term care facilities, and residential care under registered nurse or physician supervision. Collectively, these programs ensure learners are fully prepared for success in their chosen careers.

Metrics: CAEP Barriers & Metrics

Goals & Metrics

Metrics

Adult Ed Metrics

  • Low Literacy (155AE)

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) 16,258 17,441

17,790

18,146

18,509

Student BarriersLow Literacy (155AE) 9,399 11,026

9,180

9,364

9,551

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.

Anaheim Union High (Reported by Anaheim Union High School District)

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

0

0

0

* Mandatory for all members


Fullerton Joint Union High (Reported by Fullerton Joint Union High School District)

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

0

0

0

* Mandatory for all members


Garden Grove Unified (Reported by Garden Grove Unified School District (GGUSD))

Metric SetMetric DescriptionMember Level Metric Actuals Member Level Metric Targets
2022-23 2023-24 2024-25 2025-26 2026-27 2027-28
AllParticipants (202AE) 1,944 2,140

2,183

2,226

2,271

* Mandatory for all members


Los Alamitos Unified (Reported by Los Alamitos Unified School District)

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

0

0

0

* Mandatory for all members


North Orange County CCD (Reported by North Orange)

Metric SetMetric DescriptionMember Level Metric Actuals Member Level Metric Targets
2022-23 2023-24 2024-25 2025-26 2026-27 2027-28
AllParticipants (202AE) 11,483 13,318

13,464

13,733

14,008

* Mandatory for all members


North Orange County ROP (Reported by North Orange County Regional Occupational Program)

Metric SetMetric DescriptionMember Level Metric Actuals Member Level Metric Targets
2022-23 2023-24 2024-25 2025-26 2026-27 2027-28
AllParticipants (202AE) 278 239

244

249

254

* Mandatory for all members


Orange County Department of Education (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)

0

0

0

* Mandatory for all members


Placentia-Yorba Linda Unified (Reported by Placentia-Yorba Linda Unified School District)

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

0

0

0

* Mandatory for all members

Member Spending Targets

The Percent of Available Funds Spent in 2022-23, 2023-24, and 2024-25, imported from NOVA, is in the first row. This is a required metric. Add 2025-26, 2026-27, and 2027-28 Targets for each member district’s Percent of Available Funds Spent.

Enter each of the Percent of Available Funds Spent as percentages for each year
Member% of Available Funds SpentMember Level Targets
2022-232023-242024-252025-262026-272027-28
North Orange County CCD 100% 100% 57%

80%

80%

80%

Objectives

Objective #1: Address Educational Needs

North Orange Continuing Education (NOCE)

Members of the consortium will provide individualized support, programs to help strengthen student engagement, enrollment and retention as well as implement outreach efforts. Furthermore, NOCE members from the Disability Support Services, the DSS Pathways and Persistence strategy, supports commitment to enhancing student persistence and promoting pathways to higher-level instructional programs and employment. It focuses on providing foundational instruction, individualized support, and career-readiness services that empower students to achieve their educational and professional goals. By implementing these activities, DSS students will gain the skills, confidence, and support needed to succeed in education, employment, and independent living, fostering greater equity and opportunity within NOCE.

NOCE members from Basic Skills plan to increase student enrollment and retention in the High School Diploma (HSDP) and GED/HiSET Prep programs, ultimately supporting students in program completion. To achieve this goal, targeted student engagement and outreach efforts will be implemented to ensure incoming students receive the guidance they need to persist in their studies. By implementing these strategies, Basic Skills aims to strengthen student engagement, improve retention rates, and expand access to these essential programs.

NOCE members from K-12 plan to increase and enhance course offerings within the Parenting Program to meet the needs of parents with kindergarten-aged children (ages 5–6), including supporting family engagement and child development during the early school years. NOCE members from Career Technical Education (CTE) identified that noncredit students need short-term vocational programs with high employment potential.  NOCE CTE faculty will engage in a curriculum review to determine if current program prerequisites and other program requirements are necessary for student program success. NOCE members from ESL will enhance access to English as a Second Language (ESL) instruction for adult learners across North Orange County by building sustainable offsite programming through strong community partnerships, targeted outreach, and localized support services.

North Orange County Regional Occupational Program (NOCROP)

North Orange County ROP members from Career Technical Education (CTE) will establish a Sterile Processing Technician (SPT) training program providing students with the necessary skills, knowledge, and hands-on experience to enter the growing field of medical equipment sterilization and infection control. This new SPT program will equip students with critical skills in infection control and surgical sterilization, ultimately enhancing employment opportunities in the medical field.

Garden Grove Adult Education

Garden Grove Adult Education (GGAE) will provide Burlington English (BE) curriculum that is easily accessible for students to work independently and through whole class instruction. BE provides content that will improve students’ pronunciation, comprehension, and digital skills. Students will be empowered through Literacy Gains and improved Basic Skills.

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

Training and Support for Transition to Airies Data Collection System (NOCROP)

In addition to the above selected strategies, the following strategies will also be used to improve the integration of services and the transition to post-secondary education and the workforce:

  • Virtual Tutoring (NOCE) 
  • Expand Trauma-Informed Training and Outreach for Education Providers (NOCE/K-12)
  • Prepare students for transition to college and career exploration (GGAE)

NOCROP will ensure a smooth and successful transition to the Aeries data collection system by equipping education providers with the necessary training, skills, and resources through targeted professional development opportunities.

The virtual tutoring program implemented by NOCE aims to enhance online student support, accessibility and effectiveness by implementing a new tutoring platform designed to improve student learning experience. By executing this strategy, members will ensure a seamless, accessible, and supportive online tutoring environment that enhances student engagement and academic success. In addition, the outreach efforts implemented by K-12 aims to strengthen partnerships with local K–12 institutions and community centers by providing education providers with trauma-informed training opportunities and increasing awareness of NOCE’s Parenting Program.

Garden Grove Adult Education will provide opportunities for students to prepare for transition to multiple levels and for college and career exploration through the implementation of BE lessons.

Objective #3: Improve Effectiveness of Services

Select the programmatic strategies that your consortium is using to improve effectiveness of services:

Improve Dental Assistant Pathway (NOCROP), Improve Transition Services and Retention (NOCE)

Select the operational strategies that your consortium is using to improve effectiveness of services:

Not Entered

In addition to the above selected strategies, the following programmatic strategy will also be used to improve the effectiveness of services: Enhance Student Persistence (NOCE/K-12)

Furthermore, NOCROP will strengthen and modernize the Dental Assistant Pathway by incorporating industry-aligned training, state-of-the-art equipment, and professional instructor development. These strategies are to be used to improve the effectiveness of services to ensure students are prepared for the current workforce demands. For GED students, NOCE will focus on removing financial barriers while enhancing faculty expertise to improve student outcomes in the GED Preparation program. By implementing this strategy, the goal is to increase GED completion rates, enhance instructional quality, and ensure equitable access for all students pursuing their high school equivalency.

NOCE will focus on strengthening transition support for students by expanding counseling services, increasing awareness of educational and career pathways, and facilitating seamless transitions to Fullerton College, Cypress College, and other opportunities. By implementing these efforts, NOCE aims to provide students with the tools, resources, and guidance necessary for a smooth and informed transition to college and career pathways, ensuring long-term success. K-12 aims to increase student persistence by expanding the variety and availability of Parenting Program courses while encouraging continued enrollment across multiple terms.

Members will further develop the critical student support initiatives, ensuring seamless onboarding, engagement, and transition experiences. By enhancing student engagement, leadership opportunities, and targeted support, including services for stop-out and onboarding students, NOCE aims to increase student retention, build a strong sense of belonging, and improve program completion outcomes.

Activities & Outcomes

Objective #1: Address Educational Needs

DSS Pathways and Persistence (NOCE)

This activity will supplement instruction and student services that support pathways and persistence into higher education and employment for students who have disabilities.

  • Instructional Programming & Curriculum Development – Supporting basic academic skills, employability skills, and independent living skills to prepare students to transition from DSS classes to Workforce Certificates (CDCP), noncredit CTE, credit instruction, and employment.
  • Student Persistence & Retention – providing targeted services such as ARISE Labs, which offer executive functioning support to help students manage challenges and persist in their programs. The labs serve all students and provide a space for students to decompress, access small groups, and receive support from counselors.
  • Transition to Employment – Offering one-on-one job development support to help students create resumes, build portfolios, practice interview skills, and secure job placements.
  • Community Partnerships - collaborating with industry and community organizations to expand job opportunities and develop workforce certificate programs tailored to high-demand fields.
Outcomes

Use the space provided to identify the Outcomes that the activity will accomplish in the next year (Short-Term), in one to three years (Intermediate), and in three to five years (Long-Term). The brief description of each of these three types of outcomes should include one or more outcomes that are specific, measurable, achievable, relevant, and time-bound (SMART).

Increase 

Increase the number of participants with disabilities who transition to Postsecondary Education (noncredit and credit) by 3%.

Increase the number of participants with disabilities Who Became Employed (in the 2nd Quarter After Exit) by 3%.

Adult Education Metrics and Student Barriers

  • All: Reportable Individuals (200AE)
  • Student Barriers: Low Literacy (155AE)

Responsible Positions, Responsible Consortium Members, and Proposed Completion Date

Responsible PositionResponsible MemberProposed Completion Date
DSS Associate Dean (Adam Gottdank)North Orange County CCD06/30/2028

Accountability, Outreach, and Pathway Development

Accountability, Outreach, and Pathway Development (NOCROP)

  • Curriculum Development - Design a comprehensive curriculum aligned with industry standards and certification requirements. Ensure compliance with healthcare regulations and best practices in sterile processing
  • Establish partnerships with local hospitals, surgical centers, and healthcare facilities for clinical externships or internships.
  • Offer career counseling, job placement assistance, and certification exam preparation to support student success.
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).

Procure 

Continue promoting and growing the new training program and add strategic partnerships for externship placement to expedite training completion.

Continue promoting and growing the new training program and add strategic partnerships for externship placement to expedite training completion.

Adult Education Metrics and Student Barriers

  • All: Participants (202AE)
  • All: Reportable Individuals (200AE)

Responsible Positions, Responsible Consortium Members, and Proposed Completion Date

Responsible PositionResponsible MemberProposed Completion Date
Administrator, Instructional ProgramsNorth Orange County ROP06/30/2028
TOSA, Outreach and Pathway DevelopmentNorth Orange County ROP06/30/2028
Manager, Facilities & OperationsNorth Orange County ROP06/30/2028
Instructional Programs Administrative AssistantNorth Orange County ROP06/30/2028
Student Services AssistantNorth Orange County ROP06/30/2028
Student Support SpecialistNorth Orange County ROP06/30/2028

Direct Student Support and Targeted Marketing

  • Provide direct support to prospective and current students.
  • Launch a targeted marketing campaign specifically for HSDP and GED/HiSET Prep under the Basic Skills umbrella.
  • Develop a branded department folder to distribute to community representatives and potential students, enhancing program visibility.
  • Direct mailer campaign to encourage student persistence and re-engagement in their educational journey.
Outcomes

Use the space provided to identify the Outcomes that the activity will accomplish in the next year (Short-Term), in one to three years (Intermediate), and in three to five years (Long-Term). The brief description of each of these three types of outcomes should include one or more outcomes that are specific, measurable, achievable, relevant, and time-bound (SMART).

Increase the enrollment number of new and returning students by 2%.

Increase the number HS diploma completions by 2%.

Increase the enrollment number of new and returning students by 2%.

Increase the number HS diploma completions by 2%.

Increase the enrollment number of new and returning students by 2%.

Increase the number HS diploma completions by 2%.

Adult Education Metrics and Student Barriers

  • All: Participants (202AE)
  • All: Reportable Individuals (200AE)

Responsible Positions, Responsible Consortium Members, and Proposed Completion Date

Responsible PositionResponsible MemberProposed Completion Date
Basic Skills Associate DeanNorth Orange County CCD06/30/2028

Increase Kindergarten-Aged Offerings (NOCE)

Current with-child courses in the NOCE Parenting Program serve parents of children up to age 5 and are scheduled at times that are not suitable for families with children in traditional kindergarten programs. This strategy aims to develop and expand course offerings specifically for parents of kindergarten-aged children.

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).

Curriculum Development

Collaborate with Parenting Program faculty to identify key developmental topics and family needs relevant to parents of kindergarten-aged children.

Develop one or more new course outlines of record (CORs) specifically tailored to this age group, addressing issues such as school readiness, social-emotional development, behavioral guidance, and parent-school engagement.

Submit new CORs to the Curriculum Committee for review and approval.

Identify potential times and locations (on-campus or off-site) that align with kindergarten school schedules (e.g., afternoons, evenings, or weekends).

Pilot and Promotion

Launch pilot course(s) in targeted locations with high community interest or demand.

Promote new course offerings through community partners (e.g., elementary schools, family resource centers), social media, and printed materials.

Gather and analyze feedback from participating families to refine content and delivery methods.

Begin development of additional CORs based on identified needs, including possible integration with other NOCE parenting resources or school readiness initiatives.

Program Growth and Sustainability

Establish a comprehensive suite of courses for parents of kindergarten-aged children.

Offer multiple sections across NOCE centers and community partner sites.

Integrate course offerings into long-term Parenting Program plans, ensuring sustainability through faculty engagement, outreach, and strategic scheduling.

Monitor enrollment trends and outcomes to assess impact and identify future opportunities for course development.

Adult Education Metrics and Student Barriers

  • All: Participants (202AE)
  • All: Reportable Individuals (200AE)

Responsible Positions, Responsible Consortium Members, and Proposed Completion Date

Responsible PositionResponsible MemberProposed Completion Date
CTE Associate DeanNorth Orange County CCD06/30/2028
CTE & CTE ManagerNorth Orange County CCD06/30/2028

Focus on Student Success and Completion (NOCE)

  • CTE faculty workgroup to review programs.
  • Identify existing data and additional data desired.
  • Identify/track transitions for graduates of NOCE CTE programs.
  • Identify work experience opportunities.
  • Identify/evaluate support that can be provided by Career Skills and Resource Center.
  • Create an internal system for the collection of student voice.
  • Determine communication systems for regular sharing of workgroup findings.
Outcomes

Use the space provided to identify the Outcomes that the activity will accomplish in the next year (Short-Term), in one to three years (Intermediate), and in three to five years (Long-Term). The brief description of each of these three types of outcomes should include one or more outcomes that are specific, measurable, achievable, relevant, and time-bound (SMART).

Increase percentage of students who receive a completion certificate.

Increase percentage of students who receive a completion certificate.

Increase transition to post-secondary or employment.

Increase percentage of students receiving wage increases.

Increase percentage of students who receive a completion certificate.

Increase transition to post-secondary or employment.

Increase percentage of students receiving wage increases.

Adult Education Metrics and Student Barriers

  • All: Participants (202AE)
  • All: Reportable Individuals (200AE)

Responsible Positions, Responsible Consortium Members, and Proposed Completion Date

Responsible PositionResponsible MemberProposed Completion Date
Associate Dean, CTENorth Orange County CCD06/30/2028
Director, Grants & Economic Workforce Dev(Interim)North Orange County CCD06/30/2028
Program Manager, CTENorth Orange County CCD06/30/2028

ESL Outreach and Community Engagement (NOCE)

The target population for this activity is adult English language learners in North Orange County who are unable to attend classes at NOCE’s main sites (Anaheim Campus, Cypress Center, and Wilshire Center) or prefer taking ESL classes in their neighborhood. 

These community-based classes (referred to as “offsite classes”) may be offered at K-12 sites, community centers, places of worship, etc. North Orange Continuing Education (NOCE) ESL is the adult education provider and partners with K-12 districts and other community partners to plan, arrange, and offer these classes.

These offsite ESL classrooms provide an accessibility to English language learning that would otherwise not be available to many members of our ESL student population due to barriers such as transportation and childcare. Scheduling and assigning instructors will be completed by the NOCE ESL Associate Dean, ESL & Citizenship.

The ESL Program Manager will oversee the ESL Community Engagement Team. The CAEP-funded ESL Community Engagement Coordinator explores, establishes, and maintains community partnerships and plans outreach events and activities. Student Services Specialists and ESL Community Liaisons provide ongoing outreach and promotion in the local community at the direction of the ESL Community Engagement Coordinator. Dedicated offsite test proctors will ensure grant compliance for CAEP and WIOA.

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).

Establish a permanent NOCE ESL Community Engagement team.  Maintain 2024-25 community-based sites and classes.

Develop or Improve Community Partnerships

Enhance Marketing and Messaging Efforts   Enhance Student Recruiting

Expand the number of active offsite ESL locations in underserved areas of North Orange County, based on community needs assessments and partner input.

Increase the number of adult learners served annually by establishing ESL presence in additional neighborhoods and increasing class availability during high-demand times.

Introduce support services, such as childcare resources in partnership with community hosts.

Achieve measurable increases in Educational Functioning Level (EFL) gains among students enrolled in offsite ESL classes.

Foster a pipeline of offsite ESL students who successfully transition to other NOCE programs, including CTE, High School Diploma, and Citizenship Preparation.

Position NOCE ESL as a trusted and responsive community education partner, reinforcing its reputation as a hub for accessible, high-quality adult education in North Orange County.

Adult Education Metrics and Student Barriers

  • All: Participants (202AE)
  • All: Reportable Individuals (200AE)
  • Student Barriers: Low Literacy (155AE)

Responsible Positions, Responsible Consortium Members, and Proposed Completion Date

Responsible PositionResponsible MemberProposed Completion Date
ESL Associate Dean (Karla Frizler)North Orange County CCD06/30/2028

ESL Lit. Gains, Increas Pers. Rate & Wrkforce Prep

ESL Literacy Gains, Increased Persister Rate, and Workforce Prep (GGAE)

  • Burlington English (BE) licenses to be used in all ESL levels to support curriculum, student engagement, and digital skills.
  • BE content improves students’ pronunciation, comprehension, and literacy gains.
  • Offering BE licenses to all ESL students results in greater persistence to support WIOA Title II outcomes. Students must be actively enrolled in GGAE to have continued access to BE for both in school and at home should equate to higher rate of persistence.
Outcomes

Use the space provided to identify the Outcomes that the activity will accomplish in the next year (Short-Term), in one to three years (Intermediate), and in three to five years (Long-Term). The brief description of each of these three types of outcomes should include one or more outcomes that are specific, measurable, achievable, relevant, and time-bound (SMART).

Increase 

Increase the percentage of BE usage data (both at school and at home) at all levels.

See an increase in both Literacy Gains and Persister rate in CAEP Outcomes and in the NRS Table 4, NRS Table 4b, and the NRS Persister Table.

Adult Education Metrics and Student Barriers

  • All: Participants (202AE)
  • All: Reportable Individuals (200AE)
  • Student Barriers: Low Literacy (155AE)

Responsible Positions, Responsible Consortium Members, and Proposed Completion Date

Responsible PositionResponsible MemberProposed Completion Date
AdminGarden Grove Unified06/30/2028
TOSAsGarden Grove Unified06/30/2028
TeachersGarden Grove Unified06/30/2028
Data TeamGarden Grove Unified06/30/2028

Objective #2: Improve Integration of Services & Transitions

Accountability, Outreach, and Pathway Development

Accountability, Outreach, and Pathway Development (NOCROP)

  • Identify workshops and conferences to familiarize staff with the features, functionality, and benefits of Aeries.
  • Provide role-specific training for faculty, administrators, data entry staff, and IT teams to ensure tailored learning.
  • Offer hands-on practice sessions to reinforce skills and address common challenges.
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).

Transfer SIS systems from Orbund to Aeries.

Report more accurate data in less time with fewer manual processes.

Report more accurate data in less time with fewer manual processes.

Report more accurate data in less time with fewer manual processes.

Adult Education Metrics and Student Barriers

  • All: Participants (202AE)
  • All: Reportable Individuals (200AE)

Responsible Positions, Responsible Consortium Members, and Proposed Completion Date

Responsible PositionResponsible MemberProposed Completion Date
Student Services AssistantNorth Orange County ROP06/30/2028
Instructional Programs Administrative AssistantNorth Orange County ROP06/30/2028
Student Support SpecialistNorth Orange County ROP06/30/2028

Online Tutoring Platform Implementation (NOCE)

  • Implement the Pisces online tutoring platform to provide students with a more user-friendly and efficient virtual tutoring experience.
  • Support faculty in mastering and integrating the new platform navigation into their instructional support practices.
  • Assess long-term sustainability of the new platform within our budget.
Outcomes

Use the space provided to identify the Outcomes that the activity will accomplish in the next year (Short-Term), in one to three years (Intermediate), and in three to five years (Long-Term). The brief description of each of these three types of outcomes should include one or more outcomes that are specific, measurable, achievable, relevant, and time-bound (SMART).

Increase the number of students participating in the tutoring program.

Improve online tutoring attendance data collection.

Increase the number of students participating in the tutoring program by 2%.

Improve FTES reporting for online tutoring.

Make available to every NOCE student in all departments and thereby increase student success.

Adult Education Metrics and Student Barriers

  • All: Participants (202AE)
  • All: Reportable Individuals (200AE)
  • Student Barriers: Low Literacy (155AE)

Responsible Positions, Responsible Consortium Members, and Proposed Completion Date

Responsible PositionResponsible MemberProposed Completion Date
Basic Skills Associate DeanNorth Orange County CCD06/30/2028

Expand Trauma-Informed Train & Outreach for Prov.

Expand Trauma-Informed Training and Outreach for Education Providers (NOCE)

Through our Building Trauma-Informed Communities events such as the Parenting Liaison Luncheon and BTIC Annual Conference, we will help inform local education providers from partnering K-12 institutions and community centers about the importance of being trauma-informed in the work that they do. These events also encourage partners to share information with those who may become Parenting students.

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).

Establish the Parenting Liaison Luncheon and Building Trauma-Informed Communities (BTIC) Conference as signature annual events.

Use these events to share best practices in trauma-informed care and promote the NOCE Parenting Program to partnering organizations.

Encourage attendees to share Parenting Program information with families they serve who may benefit from enrolling.

Launch 

Scale up the annual events in size and impact to reach a broader audience of education providers and community stakeholders.

Establish a robust catalog of trauma-informed professional development courses that serve both current partners and new audiences, addressing the dynamic needs of the community.

Position NOCE as a regional leader in trauma-informed education and community engagement.

Adult Education Metrics and Student Barriers

  • All: Participants (202AE)
  • All: Reportable Individuals (200AE)

Responsible Positions, Responsible Consortium Members, and Proposed Completion Date

Responsible PositionResponsible MemberProposed Completion Date
Associate DeanNorth Orange County CCD06/30/2028
CTE & CTE ManagerNorth Orange County CCD06/30/2028

ESL Lit. Gains, Increas Pers. Rate & Wrkforce Prep

ESL Literacy Gains, Increased Persister Rate, and Workforce Prep (GGAE)

BE licenses provide opportunities for ESL High Intermediate and Advance students to engage in career exploration and transition opportunities. BE provides workforce preparation in soft skills any future career.

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).

2% increase in BE usage at home

5% increase in BE Career Exploration that correlates with GGAE CTE courses.

5% increase in BE usage both in school and at home

See an increase in both Literacy Gains and Persister rate in CAEP Outcomes and in the NRS Table 4, NRS Table 4b, and the NRS Persister Table.

Adult Education Metrics and Student Barriers

  • All: Participants (202AE)
  • All: Reportable Individuals (200AE)
  • Student Barriers: Low Literacy (155AE)

Responsible Positions, Responsible Consortium Members, and Proposed Completion Date

Responsible PositionResponsible MemberProposed Completion Date
AdminGarden Grove Unified06/30/2028
TOSAsGarden Grove Unified06/30/2028
TeachersGarden Grove Unified06/30/2028
Data TeamGarden Grove Unified06/30/2028

Objective #3: Improve Effectiveness of Services

Accountability, Outreach, and Pathway Development

Accountability, Outreach, and Pathway Development (NOCROP)

  • Integration of Digital X-Ray Training: Acquire industry-standard digital x-ray equipment to enhance hands-on training.
  • Industry Expert Advisory Feedback & Collaboration: Engage the Dental Assistant Advisory Group to review program enhancements and ensure training reflects real-world expectations
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).

Procure a server and two computers in the dental lab with Dentrix patient care software and Dexis digital x-ray software.

Implement into student training and continually provide instructor professional support as needed.

Achieve greater employability through alignment with industry trends and certification requirements.

Attain stronger partnerships with dental industry professionals and employers.

Implement into student training and continually provide instructor professional support as needed.

Achieve greater employability through alignment with industry trends and certification requirements.

Attain stronger partnerships with dental industry professionals and employers.

Adult Education Metrics and Student Barriers

  • All: Participants (202AE)
  • All: Reportable Individuals (200AE)

Responsible Positions, Responsible Consortium Members, and Proposed Completion Date

Responsible PositionResponsible MemberProposed Completion Date
Administrator, Instructional ProgramsNorth Orange County ROP06/30/2028
Instructional Programs Administrative AssistantNorth Orange County ROP06/30/2028
Dental DirectorNorth Orange County ROP06/30/2028
Patient Care Dental Pathway AdministratorNorth Orange County ROP06/30/2028

GED Exam Vouchers and Faculty Professional Dev.

GED Exam Vouchers and Faculty Professional Development (NOCE)

  • Provide prepaid GED exam vouchers to support students in completing their exams, addressing financial challenges that may prevent them from testing.
  • Increase GED Preparation enrollment by promoting voucher availability as an incentive for potential students.
  • Fund professional development opportunities for GED faculty to attend the GED Annual Conference, equipping them with the latest instructional strategies and best practices to support student success.
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).

Use vouchers to increase program enrollment.

Remove financial barriers for student success.

GED faculty attend the annual GED Conference to expand their knowledge base in

GED subject areas, learn new methodologies and industry insight.

Use vouchers to increase program enrollment by 2%.

GED faculty attend the annual GED Conference to expand their knowledge base in GED subject areas, learn new methodologies and industry insight.

Increase GED/HiSET completers.

GED faculty attend the annual GED Conference to expand their knowledge base in GED subject areas, learn new methodologies and industry insight.

Adult Education Metrics and Student Barriers

  • All: Participants (202AE)
  • All: Reportable Individuals (200AE)

Responsible Positions, Responsible Consortium Members, and Proposed Completion Date

Responsible PositionResponsible MemberProposed Completion Date
Basic Skills Associate DeanNorth Orange County CCD06/30/2028

Counseling Lead for Transitional Activities (NOCE)

  • Expanded Counseling Services - increase availability of Student Education Plan (SEP) appointments, ensuring more students have clear academic and career pathways.
  • Increased Awareness and Support for Underserved Populations – Focused outreach and guidance for undocumented students, formerly incarcerated students, and other disproportionately impacted populations, including financial aid and transfer considerations.
  • Stronger Pathways to College & Career Programs – Facilitating student referrals to Grads to Be, EOPS, Fullerton College Promise, and the Charger Experience Program to increase student transition rates to Fullerton and Cypress Colleges.
  • Regional Collaboration & Funding Support – Partnering with the CAEP NOCRC Student Services for Transition Advisory Group to align efforts across the region and secure additional resources.
Outcomes

Use the space provided to identify the Outcomes that the activity will accomplish in the next year (Short-Term), in one to three years (Intermediate), and in three to five years (Long-Term). The brief description of each of these three types of outcomes should include one or more outcomes that are specific, measurable, achievable, relevant, and time-bound (SMART).

Increase the number of individuals who become participants by 1% compared to 2024-2025.

Increase the number of ABE, ESL, and ASE students transitioning from non-credit to non-credit or credit CTE or non-developmental credit level courses   by 1% compared to 2024-2025 in both 2026-2027 and 2027-2028.

Increase 

Adult Education Metrics and Student Barriers

  • All: Reportable Individuals (200AE)

Responsible Positions, Responsible Consortium Members, and Proposed Completion Date

Responsible PositionResponsible MemberProposed Completion Date
Director, Student Equity and Success (Deb Perkins)North Orange County CCD06/30/2028
FT counselor for Transition (Anacany Torres)North Orange County CCD06/30/2028
Deb PerkinsNorth Orange County CCD06/30/2028

Student Services Coord. for Student Engagement

Student Services Coordinator for Student Engagement (NOCE)

  • Support for Undocumented Students – Providing leadership and oversight for the NOCE Grads to Be Program, ensuring undocumented students have access to specialized support, resources, and advocacy.
  • Student Leadership Development – Managing the Student Leadership Program and Student Trustee election process to encourage student participation in governance and foster leadership skills.
  • Expanding the Student Success Navigator Program – Enhancing the Student Success Navigator program to provide peer mentoring, guidance, and support for students as they navigate their educational journey.
  • Foreign Transcript evaluation program to support retention and 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).

Increase the number of individuals who become participants by 1% compared to 2024-2025.

Increase 

Increase the number of ABE, ESL, and ASE students transitioning from non-credit to non-credit or credit CTE or non-developmental credit level courses by 3% compared to 2024-2025.

Adult Education Metrics and Student Barriers

  • All: Participants (202AE)
  • All: Reportable Individuals (200AE)

Responsible Positions, Responsible Consortium Members, and Proposed Completion Date

Responsible PositionResponsible MemberProposed Completion Date
Director, Student Equity and Success (Deb Perkins)North Orange County CCD06/30/2028
CSS Student Services Coordinator (Maria HernandezNorth Orange County CCD06/30/2028

Enhance Student Persistence (NOCE)

Currently, K-12 offers almost every course that has been developed at multiple times throughout each semester and continue the offerings during the Summer intersession. K-12 would like to create additional courses to increase offerings and encourage current students to continue enrolling in a diverse selection of courses each term.

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).

Collaborate with faculty and Parenting Program advisory group members to identify topics of interest and unmet needs among current and prospective students.

Begin development of new course outlines (CORs) that align with parent interests, community trends, and student feedback.

Launch newly developed courses and evaluate student interest and enrollment patterns.

Design course schedules that rotate and diversify offerings across terms—including summer—in order to maintain student engagement and provide fresh learning opportunities.

Promote new courses through targeted marketing to both current and former students.

Maintain a robust and varied Parenting Program course catalog that offers students a meaningful reason to re-enroll each term.

Strengthen student retention and persistence by providing continuous, relevant, and engaging learning opportunities throughout the academic year.

Position the Parenting Program as a long-term educational resource for families seeking personal growth and parenting support.

Adult Education Metrics and Student Barriers

  • All: Participants (202AE)
  • All: Reportable Individuals (200AE)

Responsible Positions, Responsible Consortium Members, and Proposed Completion Date

Responsible PositionResponsible MemberProposed Completion Date
Associate DeanNorth Orange County CCD06/30/2028
CTE & CTE ManagerNorth Orange County CCD06/30/2028

Funds Evaluation

Member Allocations and Expenditures

Member AgencyPrior Year Total Leveraged FundsProgram Reporting Status
Anaheim Union High $0Certified
Fullerton Joint Union High $0Certified
Garden Grove Unified $0Certified
Los Alamitos Unified $0Certified
North Orange County CCD $17,081,038Certified
North Orange County ROP $1,082,018Certified
Orange County Department of Education $0Certified
Placentia-Yorba Linda Unified $0Certified
Totals$18,163,056 8/8 Certified

NOCRC Planning and Resource Maximization for Adult Learners

NOCRC remains dedicated to thoughtful planning and collaborative efforts aimed at leveraging existing funding sources and maximizing resources to serve adult learners across the region.

Budget Development and Carryover Management 

In alignment with the NOCRC Decision-Making Guidance adopted in 2020, the consortium’s annual budget is approved during the March and April Executive Committee (EC) meetings. Each funded member must demonstrate how their allocated California Adult Education Program (CAEP) funds will support the implementation of regional strategies to meet CAEP objectives and produce measurable CAEP outcomes. 

Carryover funds are reported at the May meeting, when next year’s projections are evaluated. Funded members can allocate carryover funds to specific strategies for the following year or release them for use by other providers. A commitment to maintain carryover funds below 20% ensures statutory compliance. Monthly expense reports assist members in tracking and managing their budgets effectively.

Integrating Multiple Funding Sources

In addition to CAEP funds, other adult education funding streams include the following:

  • Noncredit Apportionment: Covers NOCE’s infrastructure and administrative costs, allowing categorical funds to focus on direct student services aligned with CAEP regional strategies
  • WIOA II (AEFLA): Funds instructional assistants, assessment specialists, outreach efforts, and EL Civics curriculum development, addressing CAEP metrics such as immigrant integration
  • Strong Workforce Program: Supports CTE curriculum development, instructional materials, equipment, and career center resources like LinkedIn Learning subscriptions and student-use computers
  • Carl Perkins (VTEA): Covers contracted job placement services, hourly counseling, and professional development for faculty and staff at NOCE. NOCROP uses the funds to purchase instructional equipment
  • Student Equity and Achievement Program (SEAP): Funds transitional services, such as a portion of the lead counselor position for NOCE’s adult dual enrollment program, aligning closely with CAEP goals
  • California Work Opportunity and Responsibility for Kids (CalWORKs): Covers books and supplies for adult learners

Transparent Reporting

Each year, by September 30th, all adult education funds held by member agencies are reported, and the comprehensive funding report is shared with the NOCRC EC. 

Certification

Anaheim Union High - Member Representative

Approved by Araceli Chavez

07/01/2025 03:16 PM PDT

Fullerton Joint Union High - Member Representative

Approved by Melissa Freeman Ed.D.

05/27/2025 11:30 AM PDT

Garden Grove Unified - Member Representative

  • Director of Adult & Alternative Education
  • aavina@ggusd.us
  • (714) 663-6291
Approved by M'Liss Patterson

05/15/2025 12:43 PM PDT

Los Alamitos Unified - Member Representative

Approved by Mrs. cara Vienna

05/27/2025 02:09 PM PDT

North Orange County CCD - Member Representative

Approved by Valentina Purtell

05/27/2025 11:18 AM PDT

North Orange County ROP - Member Representative

Approved by Jennifer Pesavento Ed.D.

05/15/2025 04:53 PM PDT

Orange County Department of Education - Member Representative

Approved by Fatinah Judeh

05/15/2025 12:25 PM PDT

Placentia-Yorba Linda Unified - Member Representative

Approved by Rebecca Allen

05/27/2025 01:18 PM PDT