Produced: Jun 20, 2025, 08:46 PM UTC - By Epifanio Cruz
Details
Assessment
Metrics: CAEP Barriers & Metrics
Consortium Level Metric Targets
In this section, Consortium Level Actuals data from DataVista for the previous three years, including areas to input data for Consortium Level Targets are shown below.
The first row shows the required metric of Number of Adults Served. The following rows show metrics previously selected in the CAEP Barriers and Metrics workflow section.
Input Consortium Level Targets as whole numbers for the upcoming three years for all of the rows of metrics shown below
The 2023-24 data in DataVista will be made available in Spring 2025 and the 2024-25 data will be made available in Spring 2026.
| Metric Set | Metric Description | Consortium Level Metric Actuals | Consortium Level Metric Targets | ||||
|---|---|---|---|---|---|---|---|
| 2022-23 | 2023-24 | 2024-25 | 2025-26 | 2026-27 | 2027-28 | ||
| All | Reportable Individuals (200AE) | 5,465 | 7,520 | 8,994 | 9,174 | 9,356 | |
| Student Barriers | English Language Learner (149AE) | 3,964 | 5,311 | 5,926 | 6,044 | 6,165 | |
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.
Pasadena Area CCD (Reported by Pasadena)
| Metric Set | Metric Description | Member Level Metric Actuals | Member Level Metric Targets | ||||
|---|---|---|---|---|---|---|---|
| 2022-23 | 2023-24 | 2024-25 | 2025-26 | 2026-27 | 2027-28 | ||
| All | Participants (202AE) | 4,159 | 5,917 | 4,524 | 4,615 | 4,707 | |
| Progress | Completed Educational Functioning Level Gain (400AE) | 1,109 | 1,811 | 1,167 | 1,191 | 1,214 | |
* Mandatory for all members
Pasadena Unified (Reported by Pasadena Unified School District)
| Metric Set | Metric Description | Member Level Metric Actuals | Member Level Metric Targets | ||||
|---|---|---|---|---|---|---|---|
| 2022-23 | 2023-24 | 2024-25 | 2025-26 | 2026-27 | 2027-28 | ||
| All | Participants (202AE) | 348 | 365 | 411 | 432 | 454 | |
| Progress | Completed Educational Functioning Level Gain (400AE) | 49 | 68 | 126 | 132 | 141 | |
* Mandatory for all members
Temple City Unified (Reported by Temple City Unified School District)
| Metric Set | Metric Description | Member Level Metric Actuals | Member Level Metric Targets | ||||
|---|---|---|---|---|---|---|---|
| 2022-23 | 2023-24 | 2024-25 | 2025-26 | 2026-27 | 2027-28 | ||
| All | Participants (202AE) | 142 | 177 | 195 | 207 | 230 | |
| Progress | Completed Educational Functioning Level Gain (400AE) | 59 | 117 | 124 | 133 | ||
* Mandatory for all members
Member Spending Targets
The Percent of Available Funds Spent in 2022-23, 2023-24, and 2024-25, imported from NOVA, is in the first row. This is a required metric. Add 2025-26, 2026-27, and 2027-28 Targets for each member district’s Percent of Available Funds Spent.
| Member | % of Available Funds Spent | Member Level Targets | ||||
|---|---|---|---|---|---|---|
| 2022-23 | 2023-24 | 2024-25 | 2025-26 | 2026-27 | 2027-28 | |
| Pasadena Area CCD | 100% | 100% | 61% | 90% | 90% | 90% |
| Pasadena Unified | 100% | 100% | 28% | 90% | 90% | 90% |
| Temple City Unified | 100% | 100% | 52% | 90% | 90% | 90% |
Objectives
Objective #1: Address Educational Needs
Outreach and Enrollment
As noted in Section 2 of the PAC Three-Year Plan, significant gaps exist between the enrollment of current PAC students receiving adult educational services and the large number of English Learners, adult high school students, and non-citizens who live in the region. Closing this gap for these priority populations is a substantial educational need for the region that PAC members are planning to address.
How large are these regional gaps? Specifically, for English Learners, (as noted in Section 2) the six primary cities served by the consortium have 99,755 residents over the age of 5 who “Speak English < Very Well.” Removing from that total the number of individuals who are aged 6-17 (based on a review of census data that is approximately 16.3%) that leaves approximately 83,794 regional residents who are English Learners in the region served by PAC schools. 3,265 PAC ESL students were Participant (achieved over 12 hours of ESL instruction). Thus, the under-enrollment gap would be approximately 80,529 residents or 96.1% of the population individuals who could use English Language acquisition programs.
PAC members recognize these gaps are quite significant and have pursued a number of outreach strategies to increase enrollment and these efforts have been very successful. PAC unduplicated enrollment across all CAEP programs has increased from 4,759 in PY 2021-22 to 8,785 (to date) in PY 2024-25, an increase of 84.6%.
However, a more immediate and critical educational gap the consortium has identified is PAC student Participation. This is the gap between consortium students who register at PAC schools and receive some services and the percentage of those students who persist to achieve 12 hours of instruction. PAC members prioritize strategies to pursue increased Participation because these students have already come to campuses and enrolled; outreach and marketing efforts to get students to campus have been successful. Getting the student to remain for 12 hours of instruction becomes the priority. PAC members recognize increasing the number of PAC participants this is the most direct way to close regional gaps.
PAC members have focused on increasing the number of PAC Participants and Participation rates and again have been successful. The number of unduplicated PAC Participants has increased from 2,133 in PY 2021-22 to 4,407 (to date) in PY 2024-25, an increase of 106.7%.
Yet PAC members recognize that the Participation rate can improve. The rate has stayed flat, 59.0% in 2021-22 to 59.6% in 2024-25. Members believe improving Participation rates is as critical as increasing overall enrollment in order to close regional gaps.
In an effort to increase enrollment and the number of Participants, PAC members have created two smart goals for the 2025-26 Program Year.
- PAC members will implement multiple strategies (outlined below) to increase 2025-26 PAC duplicated student enrollment to 9,000 students.
- PAC members will implement multiple strategies (outlined below) to increase the number of PAC Participants to 4,450 students.
Strategies to increase enrollment:
- Improve targeted marketing efforts across the consortium.
- Outreach out to Community Based Organizations and other local organizations to increase community awareness of PAC programs and services.
- Outreach to K-12 district parents to increase K-12 ESL enrollment.
- Outreach to former students encouraging them to return.
- Market availability of expansive student support services to attract new students: Lancer Care, CSC Pop-up Health Clinic, Legal Assistance, Mental Health Counseling, Metro Pass, etc.
Strategies to increase number of Participants
- Share effective orientation and placement practices that encourage students stay enrolled consortium-wide.
- All consortia members will create student incentives such as awards, certificates, and formal recognition to encourage attendance and participation.
- All consortia members staff set SMART goals for student Participation and monitor goal progress.
- Continue to provide innovative counseling services to retain students.
- Continue to provide a variety of student support services to retain students: Lancer Care, CSC Pop-up Health Clinic, Legal Assistance, Mental Health Counseling, Metro Pass, etc.
- Enroll new students into courses that require 12 hours to continue course work (e.g. PUSD requiring that ASE students enroll in a 12 hour Job Readiness class before taking academic courses).
PAC members will pursue these strategies and develop more over the course of the Three-Year Plan.
PAC members will make strong efforts to increase Participation rates and totals. However, the consortium wishes to note that the current climate for immigrants and undocumented students could affect the consortium's ability to improve these rates and meet the metrics for Participants outlined in the Metrics section of the Three-Year Plan,
Objective #2: Improve Integration of Services & Transitions
Utilizing Data
Providing Professional Development
Identifying Best Practices
Offering Flexible Courses and Services
Not Entered
To improve integration of services, PAC stakeholders identified transitions to post-secondary education, workforce and employment as priorities. PAC stakeholders have identified three areas of focus regarding istudent transitions.
- Better alignment with WDB partners.
- Improved student employment outcomes.
- Improved student transitions to post-secondary education.
Strategies to Improve These Outcomes
As noted in the Assessments section of this Three-Year Plan, PCC and PUSD are Title II signatories of an MOU with its WIOA Title I partner Foothill WDB. PCC and PUSD are hoping to improve the cooperation and collaboration with FWDB. During planning meetings with new FWDB administration, PCC and PUSD had staff and expressed the desire to make the plan provisions of the MOU more meaningful by increasing referrals between the schools and the FWDB and increasing classroom training funds for PAC students. Activities over the next three years are intended to improve FWDB collaboration.
Also, as noted in the Assessments section of this Three-Year Plan, currently 80.4% of PAC Participants are enrolled in either an ESL or an ASE educational program. Thus, it is fair to characterize PAC as a consortium that predominantly serves English Learners and adult high school students. Strategies to improve employment outcomes over the next three years primarily involve PAC schools focusing on developing quality Noncredit CTE programs and continuing successful Noncredit Job Fairs that have served nearly 1,000 job seekers over the 2024-25 Program Year.
Data did reveal that 23.7% of PCC Noncredit students and 16.7% of PUSD and TCUSD students are "Ready for credit classes at PCC." These students indicated that they need assistance with registering and over 50% of all PAC students wanted to understand what support services were available to them. Strategies over the next three years to improve transition to credit will focus on increased counseling collaboration between PCC and K-12 members, improving dual enrollment and increased outreach and assistance to PCC Noncredit students to improve transitions to Credit.
Objective #3: Improve Effectiveness of Services
Not Entered
Not Entered
In the previous 2022-25 Three-Year Plan, PAC stakeholders recognized that gaps in data collection and aggregation complicated the consortium's ability to improve the effectiveness of its educational services. Over the past three years, PAC members have made excellent efforts to address those issues and the result is that the consortium knows precisely its enrollment, Participant enrollment, number of Persisters, number of students with Educational Functioning Level (EFL) Gains, and graduates. Vastly improved data protocols allow PAC stakeholders to set and monitor SMART goals to measure effectiveness of services.
PAC Annual Plan goals over the last three years have focused on Persistence rates, EFL Gain rates, and HSD/HSE equivalency rates in an effort to improve effectiveness. Persistence, as defined by PAC members (and the state), is the percentage of students who take a CASAS post-test who took a pre-test. A Gain in EFL occurs when a student who takes a CASAS pre- and post-test moves a level on the CASAS scale and an HSD/HSE success rate is number of diplomas/equivalencies earned vis-a-vis total enrolled.
Tables 4 - 6 below provide PAC Persistence rates by member over the last three program years (not including 2024-25).
Table 4 - PCC Total Persistence Percentage Rates Across All Programs Over Three Years
2021-22 | 2022-23 | 2023-24 | |
Total Persistence Rate | 39.6% | 49.4% | 49.8% |
Table 5 - PUSD Total Persistence Percentage Rates Across All Programs Over Three Years
2021-22 | 2022-23 | 2023-24 | |
Persistence Rate | 43.2% | 38.9% | 32.8% |
Table 6 - TCUSD Total Persistence Percentage Rates Across All Programs Over Three Years
2021-22 | 2022-23 | 2023-24 | |
Persistence Rate | 5.6% | 19.3% | 64.2% |
Tables 7 - 9 below provide Total EFL Gains across all programs over the last three program years (not including 2024-25).
Table 7 - PCC Total EFL Gain Percentage Across All Programs Over Three Years
2021-22 | 2022-23 | 2023-24 | |
Gains as % of Total Enrollment | 27.8% | 29.4% | 27.6% |
Table 8 - PUSD Total EFL Gain Percentage Across All Programs Over Three Years
2021-22 | 2022-23 | 2023-24 | |
Gains as % of Total Enrollment | 38.6% | 26.7% | 27.6% |
Table 9 - TCUSD Total EFL Gain Percentage Across All Programs Over Three Years
2021-22 | 2022-23 | 2023-24 | |
Gains as % of Total Enrollment | 2.8% | 7.9% | 36.7% |
PAC creates SMART goals to improve Persistence and Performance in every Annual Plan.
Activities & Outcomes
Objective #1: Address Educational Needs
Improve Outreach and Targeted Marketing
PAC member institutions will use general and targeted marketing efforts noted in this Three-Year Plan to increase student enrollment all PAC programs. Key deliverables will include online and social media ads, traditional marketing collateral, flyers to community members and district parents for the K-12 members, and calendar of community events.
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).
By the end of the 2025-26 program year, PAC members will use targeted marketing to increase total student enrollment by 2% over 2024-25 levels.
By the end of the 2027-28 program year, PAC outreach efforts and targeted marketing will result in total student enrollment increasing to 4% over 2024-25 levels.
By the end of the 2029-30 program year, PAC outreach efforts and targeted marketing will result in total student enrollment increasing to 6% over 2024-25 levels.
Adult Education Metrics and Student Barriers
- All: Reportable Individuals (200AE)
Responsible Positions, Responsible Consortium Members, and Proposed Completion Date
| Responsible Position | Responsible Member | Proposed Completion Date |
|---|---|---|
| PCC Administration | Pasadena Area CCD | 06/30/2028 |
| PUSD Administration | Pasadena Unified | 06/30/2028 |
| TCUSD Administration | Temple City Unified | 06/30/2028 |
| PAC Program Director | Pasadena Area CCD | 06/30/2028 |
Objective #2: Improve Integration of Services & Transitions
Strengthen WDB & AJCC Collaboration
PCC and PUSD will plan and implement a number of meaningful ways to improve alignment with Foothill WDB. Key activities will include:
- Initial stakeholder meetings to schedule FWDB outreach efforts
- FWDB Case Managers will schedule and facilitate information sessions to provide outreach and information to PAC about available WIOA Title I services
- FWDB will schedule and attend enrollment sessions to provide classroom training funds for PUSD students who are WIOA-eligible
- FWDB will inform PAC members regarding FWDB events, and services
Deliverables would include:
- A schedule of information sessions
- FWDB Title I enrollment data
- Customer Referral Individualized Training Agreement (CRITAs) for students receiving classroom training funds
All of these efforts will be implemented to improve student transition to employment.
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).
By the end of 2025-26 Program Year, FWDB will enroll and serve 10 PAC students with WIOA services, will provide 10 PAC students with classroom training funds (through CRITAs).
By the end of 2027-28, FWDB will enroll and serve 20 PAC students with WIOA services, will provide 20 PAC students with classroom training funds (through CRITAs).
By the end of 2029-30, FWDB will enroll and serve 30 PAC students with WIOA services, will provide 30 PAC students with classroom training funds (through CRITAs).
Adult Education Metrics and Student Barriers
- All: Reportable Individuals (200AE)
Responsible Positions, Responsible Consortium Members, and Proposed Completion Date
| Responsible Position | Responsible Member | Proposed Completion Date |
|---|---|---|
| PCC Administration | Pasadena Area CCD | 06/30/2026 |
| PUSD Administration | Pasadena Unified | 06/30/2026 |
| PAC Program Director | Pasadena Area CCD | 06/30/2026 |
Develop New CTE Programs for ELL Healthcare Grant
PCC and PUSD will develop and implement short-term CTE programs for English Learners in Certified Nursing Assistant. Medical Assisting, Phlebotomy and Noncredit Pharmacy Technician.
Key deliverables include:
- Approved robust course outlines for each program
- Supplies purchased for all programs and classrooms set-up to start training
- Facilities Agreement contracts with skilled nursing facilities, medical offices, labs, and pharmacies to serve as internship sites
- Marketing collateral for all programs
- Enrollment, completion, and employment data for program students
These activities will improve employment transitions for English Learners.
Use the space provided to identify the Outcomes that the activity will accomplish in the next year (Short-Term), in one to three years (Intermediate), and in three to five years (Long-Term). The brief description of each of these three types of outcomes should include one or more outcomes that are specific, measurable, achievable, relevant, and time-bound (SMART).
By the end of the 2025-26 Program Year, PUSD Phlebotomy, CNA and MA programs will be operational and have completed 25 EL students across the three programs.
By the end of the 2027-28 Program Year, PUSD Phlebotomy, CNA and MA programs will be have completed 40 EL students and helped 60% of them find employment. By the end of of 2027-28, PCC's Noncredit Pharmacy Technician program will be operational and will have completed 15 EL students.
By the end of the 2029-30 Program Year, PUSD Phlebotomy, CNA and MA programs will be have completed 60 EL students and helped 75% of them find employment. By the end of of 2027-28, PCC's Noncredit Pharmacy Technician program will be operational and will have completed 25 EL students and helped 60% of these students to find employment.
Adult Education Metrics and Student Barriers
- All: Participants (202AE)
- Student Barriers: English Language Learner (149AE)
Responsible Positions, Responsible Consortium Members, and Proposed Completion Date
| Responsible Position | Responsible Member | Proposed Completion Date |
|---|---|---|
| PCC Administration and Curriculum Team | Pasadena Area CCD | 06/30/2026 |
| PUSD Administration and Healthcare Program Team | Pasadena Unified | 06/30/2026 |
| PAC Program Director | Pasadena Area CCD | 06/30/2026 |
Improve Transition to Post-Secondary
PAC CCD and K-12 members will strengthen existing efforts to increase transitions to post-secondary and Credit course at PCC. Strategies over the next three years to improve transition to credit will focus on increased counseling collaboration between PCC and K-12 members, improving dual enrollment enrollment, and increased outreach and assistance to PCC Noncredit students to improve transitions to Credit.
Key deliverables will include:
- Scheduled sessions with PCC counselors on K-12 campuses to do outreach and application assistance
- Scheduled sessions to do outreach for dual enrollment
- Noncredit information sessions and other events to direct students to credit courses
These activities will assist English Learners and other Participants to improve transitions to post-secondary
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).
By the end of the 2025-26 Program Year, the number of PAC Noncredit students who transition to Credit programs will increase by 2% over 2024-25 levels; 4 PAC students will be dual enrolled in K-12 ASE and PCC courses.
By the end of the 2027-28 Program Year, the number of PAC Noncredit students who transition to Credit programs will increase by 4% over 2024-25 levels; 6 PAC students will be dual enrolled in K-12 ASE and PCC courses.
By the end of the 2029-30 Program Year, the number of PAC Noncredit students who transition to Credit programs will increase by 6% over 2024-25 levels; 10 PAC students will be dual enrolled in K-12 ASE and PCC courses.
Adult Education Metrics and Student Barriers
- All: Participants (202AE)
- Student Barriers: English Language Learner (149AE)
Responsible Positions, Responsible Consortium Members, and Proposed Completion Date
| Responsible Position | Responsible Member | Proposed Completion Date |
|---|---|---|
| PCC Administration | Pasadena Area CCD | 06/30/2028 |
| PUSD Administration | Pasadena Unified | 06/30/2028 |
| TCUSD Administration | Temple City Unified | 06/30/2028 |
| PAC Program Director | Pasadena Area CCD | 06/30/2028 |
Objective #3: Improve Effectiveness of Services
Set and Monitor Goals for Increased Participants
All PAC individual member institution stakeholders will set SMART goals for the number of student Participants and the Participation rate:
- Members will set SMART goals in each Annual Plan to increase number of Participants and implement strategies outlined in this Three-Year Plan to improve Participation metrics.
- Members will monitor goal progress quarterly throughout each program year by analyzing TOPSpro Enterprise data. Key deliverables are the CAEP Summary Table and Board Agendas showing review of data.
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).
By the end of the 2025-26 program year, PAC members will use strategies outlined in this Three-Year Plan to increase total Participant enrollment by 2% over 2024-25 levels.
By the end of the 2027-28 program year, PAC members will use strategies outlined in this Three-Year Plan to increase total Participant enrollment by 2% over 2024-25 levels.
By the end of the 2029-30 program year, PAC members will use strategies outlined in this Three-Year Plan to increase total Participant enrollment by 4% over 2024-25 levels.
Adult Education Metrics and Student Barriers
- All: Participants (202AE)
Responsible Positions, Responsible Consortium Members, and Proposed Completion Date
| Responsible Position | Responsible Member | Proposed Completion Date |
|---|---|---|
| PCC Administration | Pasadena Unified | 06/30/2028 |
| PUSD Administration | Pasadena Unified | 06/30/2028 |
| TCUSD Administration | Temple City Unified | 06/30/2028 |
| PAC Program Director | Pasadena Area CCD | 06/30/2028 |
Set and Monitor Goals for Increased Performance
All PAC individual member institution stakeholders will set SMART goals for the number of student with EFL Gains, EFL Gain percentage rates, number of students who attain an HSD/HSE and graduation/equivalency completion:
- Members will set SMART goals in each Annual Plan to improve student Performance metrics and implement strategies outlined in this Three-Year Plan to meet those goals.
- Members will monitor goal progress quarterly throughout each program year by analyzing TOPSpro Enterprise data. Key deliverables are the CAEP Summary Table and Board Agendas showing review of data.
Efforts for this activity will improve effectiveness of services provided and help English Learners.
Use the space provided to identify the Outcomes that the activity will accomplish in the next year (Short-Term), in one to three years (Intermediate), and in three to five years (Long-Term). The brief description of each of these three types of outcomes should include one or more outcomes that are specific, measurable, achievable, relevant, and time-bound (SMART).
By the end of the 2025-26 program year, PAC members will use strategies outlined in this Three-Year Plan to increase total EFL Gains and HSD/HSE success rates by 2% over 2024-25 levels.
By the end of the 2027-28 program year, PAC members will use strategies outlined in this Three-Year Plan to increase total EFL Gains and HSD/HSE success rates by 4% over 2024-25 levels.
By the end of the 2029-30 program year, PAC members will use strategies outlined in this Three-Year Plan to increase total EFL Gains and HSD/HSE success rates by 6% over 2024-25 levels.
Adult Education Metrics and Student Barriers
- All: Participants (202AE)
- Progress: Completed Educational Functioning Level Gain (400AE)
- Student Barriers: English Language Learner (149AE)
Responsible Positions, Responsible Consortium Members, and Proposed Completion Date
| Responsible Position | Responsible Member | Proposed Completion Date |
|---|---|---|
| PCC Administration | Pasadena Area CCD | 06/30/2028 |
| PUSD Administration | Pasadena Unified | 06/30/2028 |
| TCUSD Administration | Temple City Unified | 06/30/2028 |
| PAC Program Director | Pasadena Area CCD | 06/30/2028 |
Funds Evaluation
Member Allocations and Expenditures
| Member Agency | Prior Year Total Leveraged Funds | Program Reporting Status |
|---|---|---|
| Pasadena Area CCD | $6,901,343 | Certified |
| Pasadena Unified | $1,003,009 | Certified |
| Temple City Unified | $416,479 | Certified |
| Totals | $8,320,831 | 3/3 Certified |
PAC member schools have primarily used a formula based on percentages since its inception and those percentages have remained relatively consistent over the last five years. Members also analyze enrollment, program hours and other funding sources when deliberating annually for CFAD allocations.
Members will leverage CCCCO apportionment, Title II AEFLA funds, ELL Healthcare Pathway Grant funds, and WIOA Title I fees for training programs to ensure strategies, activities, and SMART goals will be successfully achieved over the next three years.
Certification
Pasadena Area CCD - Member Representative
Dr. Francisco Suarez - Dean
- fsuarez2@pasadena.edu
Anthony Brown - Accountant
- abbrown@pasadena.edu
- (626) 525-7711
Pasadena Unified - Member Representative
Epifanio Cruz - Adult Education Coordinator
- cruz.epifanio@pusd.us
- (626) 396-5640 ext: 20044
Temple City Unified - Member Representative
Richard Lohman - Assistant Superintendent of Ed Services
- rlohman@tcusd.net
- (626) 548-5023
Jessica Goold - Principal
- jgoold@tcusd.net
- (626) 548-5113