CAEP
Annual Plan

Produced: Aug 15, 2025, 06:26 PM UTC - By Jessica Goold

41 Pasadena Area Consortium
CONSORTIUM APPROVED

2025-26

Plans & Goals

Executive Summary

As Pasadena Area Consortium (PAC) members approach the first year of implementing the new Three-Year plan for 2025-2028, members are excited to note the attainment of most 2022-25 Three-Year Plan goals. However, PAC members recognize that significant regional gaps in English language acquisition and HSD/HSE attainment still exist and new PAC ELL Healthcare Pathways Grant programs have not fully launched. Members know there is much to focus on in 2025-26 and this Annual Plan sets out the goals to achieve consortium priorities.

One of the most notable consortium accomplishments of the goals established in the 2022-23 Three-Year Plan is that PAC enrollment wildly surpassed target levels in the Plan. Numerous strategies were outlined in the 2022-23 Three-Year Plan and subsequent Annual Plans and members pursued those strategies with fidelity. Member efforts were very effective at increasing student enrollment. All categories of enrollment dramatically increased over the last three years: Services enrollment (number of students who registered), Participant enrollment (students who reached 12 hours of attendance), Persistence (students who took a CASAS pre- and post-test), and Educational Functioning Level (EFL) Gain (students who moved a level in their CASAS scores, graduated, or earned a high school equivalency).

During the course of the Three-Year Plan, PAC Services enrollment for CAEP programs has increased 52.6% from 2022-23 (6,093) to 2024-25 (9,295). From 2022-23 to 2024-25, services enrollment increased 57.5% for PCC (5,321 to 8,380), increased 19.5% for PUSD (483 to 575), and increased 17.6% for TCUSD (289 to 340).

PAC members know that increasing the number of Participants (defined as students who earn 12 hours of attendance) is more critical than increase Services enrollment. Strategies stipulated in previous Plans were pursued and PAC Participant enrollment increased from 3,535 to 4,729, an increase of 33.8%. From 2022-23 to 2024-25, the number of Participants increased 32.1% for PCC (3,023 to 3,993), increased 36.5% for PUSD (353 to 482), and increased 59.7% for TCUSD (159 to 254).

The PAC 2024-25 Fiscal Management component of the Annual Plan required members to leverage other funding streams to ensure Annual Plan SMART goals would be successfully achieved. 2024-25 was the second program year in which all three PAC members had WIOA Title II: AEFLA and these funds allowed members to strengthen pursuit of Annual Plan goals.

In addition to WIOA Title II funding, PCC and PUSD were recipients of state ELL Healthcare Pathways Grant funds to transition English Learners into CTE Healthcare employment. PAC members continue the difficult work of establishing new programs in training for CNA, Medical Assisting, Pharmacy Technician, and Phlebotomy.

In 2025-26, PAC members will have improved collaborations with regional workforce development partners. All three PAC members are Title II MOU signatories with a regional Workforce Development Board: TCUSD with LA County Workforce Development Board (LA WDB) and PCC and PUSD with the Foothill Workforce Development Board (FWDB). However, quite frankly, leadership at FWDB hindered creating meaningful partnerships with PCC or PUSD. Thus, in the past PUSD and TCUSD turned to the LA WDB for collaborations to drive Annual Plan goals and efforts to reach those goals. PUSD actually earned nearly $50,000 in WIOA Title I classroom training fees from LA County WDB AJCCs while the FWDB did nothing to provide WIOA services to PUSD or PCC students.

However, FWDB has new leadership who was very involved in the PAC Three-Year Plan process and has committed to providing WIOA resources to PCC and PUSD students. PAC members are very hopeful about these new developments and believe that Pasadena members will meet Annual Plan employment goals for PAC regional residents due to an improved partnership with FWDB.

PAC members are proud of consortium-wide increased enrollment, increased non-CAEP funding, and improved relationships with regional workforce development agencies. However, PAC members recognize significant work remains and 2025-26 goals address the work that must be accomplished.

Gaps still exist in the region served by PAC members that demonstrate tremendous need for CAEP programs. The primary cities served by PAC members have nearly 100,000 residents over the age of 5 who "Speak English < Very Well" and nearly 40,000 residents over the age of 25 without a high school diploma or equivalency.

Also, while PAC members met Three-Year Plan goals, some Participation, Persistence, and student performance outcomes dropped slightly from 2023-24 amounts to 2024-25. PAC members will address those.

Funding allocations for member institutions were consistent for this Annual Plan to be a success. Members will leverage CCD apportionment, WIOA Title I training fees, and Title II AEFLA funding to ensure Annual Plan strategies, activities, and SMART goals will be successfully achieved.

Plans & Goals

How (if at all) do the consortium’s previous program year goals differ from the current year’s goals?

Goals remain the same

How much progress did the consortium make towards its previous program year goals?

Some progress - around half of the goals were met

Every year, the PAC Annual Plan goals align with the consortium's Three-Year Plan goals and many of those goals focus on consortium enrollment, Participation, Persistence and student performance. One of the most critical Guiding Principals for the PAC is that its member schools place the highest value on students achieving their educational goals. In order to effectively help our students reach their goals and to provide them the best educational services possible, PAC member stakeholders analyze significant enrollment, demographic, Participation, Persistence, and performance data through its Annual Data Report (ADR). 

The state has well publicized to the field that statewide gaps exist between enrollment and Participation, between Participation and Persistence, and between Persistence and student EFL Gains. The state has asked CAEP schools to address these gaps and significant state resources - regional WIOA meetings, webinars, breakout sessions at the CAEP Summit, OTAN and CalPro trainings, etc. - have been leveraged in the field to help schools address these gaps. Thus, to align PAC efforts that support state goals of bridging these gaps, the members of the PAC formulate Three-Year Plan and Annual Plan goals to improve Participation, Persistence, and performance metrics and shrink these gaps.

As noted in the Annual Plan Executive Summary, PAC  members successfully met Three-Year Plan goals in enrollment, Participation, Persistence, and performance (EFL Gains and graduation/HSE attainment). However, also as was noted above, enrollment and student performance outcomes from 2023-24 to 2024-25 had mixed results. PAC members had a number of positive results and met year-over-year goals. All PAC members met the Annual Plan goal for increased total number of Participants and PUSD and TCUSD saw significant increases in Participation rates. PUSD and TCUSD met Annual Plan goals for total number of students with EFL Gains and total number of graduates. However, PAC members missed on some Annual Plan goals. Though PCC met goals for  Participants, the school's Participation rate dipped slightly.  All PAC schools saw a significant decrease in Persistence. PCC's EFL Gain rate and the number of students with Gains dropped. Also, though PUSD had an increase in number of students with EFL Gain, its EFL Gain rate dropped 8.7%

However, the statewide Participation, Persistence, and performance gaps exist for a reason. The transitory and academically reticent nature of the population served by noncredit community colleges and K-12 adult school creates strong inherent barriers to success. If someone could definitively explain why over 35% of adult students enroll into CAEP community colleges and K-12 adult schools, but do not return reach 12 hours of instruction at those school, and then propose iron-clad solutions to solve this problem, that person would be a miracle worker (and probably pretty wealthy). CAEP schools across the state, and certainly PAC institutions, commit tremendous human and financial resources to implement systems that keep students enrolled and successful, but Participation, Persistence, and performance rate gaps are stubborn and inherently difficult to solve.

Whether or not the PAC achieves year-over-year Annual Plan goals related to Participation, Persistence, EFL Gains, graduation, and transition is not as critical as whether or not members make goals, continually work to achieve those goals, monitor progress at achieving them, and redirect efforts based on data. PAC schools do that with tremendous fidelity. Year-over-year outcomes may improve significantly, or decrease slightly, but the PAC is consistently setting achievement goals, working to meet those goals, and monitoring goal success.

Finally, the last major goal from the 2024-25 Annual Plan was to establish robust ELL Healthcare Pathway Grant noncredit healthcare programs such as CNA, Pharmacy Technician, Medical Assisting, and Phlebotomy. PAC members made progress to that end, but require more time to develop and launch these programs to help regional English Learners and businesses who could benefit from their labor.

What barriers did the consortium face in making progress towards its previous program year goals?

Some Plan goals (Participation, Persistence, etc.) are inherently resistent to member school efforts

PAC member schools employed all strategies outlined in last year's Annual Plan to attain the Plan's SMART goals. Schools met goals or came very close to meeting the goals of improving enrollment, Participation, Persistence,  EFL Gains, graduation rates, and transitions. But as noted above, there are inherent reasons why these gaps exists and why they can be stubborn to close. The key is that the PAC continues to quantify the gaps and make efforts to bridge them.

Lack of time was a factor in launching robust ELL Healthcare Pathway Grant programs that were called for as a goal in the 2024-25 Annual Plan.

What are the goals for the consortium for the current program year?

Annual Plan goals enumerated in this 2025-26 Plan are aligned with the PAC Three-Year Plan and PAC goals to complete the ELL Healthcare Pathways Grant.

How will the consortium measure progress towards the goals set for the current program year?

Annually the PAC creates an Annual Data Report (ADR) to analyze enrollment, regional and student demographics, enrollment by CAEP program, Participation, Persistence, EFL Gains from CASAS pre- and post-testing, graduation rates, and transitions and make goals to improve upon the metrics reviewed in the ADR. PAC members and stakeholders continually monitor goals by analyzing TOPSpro Enterprise data compared to Annual Plan goals at PAC Board meetings.

Assessment

Regional Needs Assessment

Please identify the categories of needs in your region.

Assisting victims of Eaton Fires

Please identify resources used to identify these gaps.

In order to meet goals to increase consortium enrollment, Participation, Persistence, performance, and transitions, members must set and continually monitor goals for  each  metric. PAC members have created SMART goals for Participation, Persistence, and performance and will monitor goal progress quarterly at PAC Board meetings.

With regards to PAC members meeting regional needs of workforce alignment, increased IET access, career development and CTE training, PAC members will continue the work of launching ELL Healthcare Pathway programs and monitor these efforts through Board meeting updates.

Strengthened WDB partnerships will be measured by tracking aggregate numbers of students served.

Data for Participation, Persistence, and performance is culled from TOPSpro Enterprise (TE) reports that are run monthly. PAC members will monitor SMART goal progress by reviewing TE reports quarterly at PAC Board meetings. 

Numerous strategies to meet Annual Plan goals are outlined in the PAC Three-Year Plan and PAC members will pursue these strategies. Strategies are outlined in the Activities and Outcome section of the Annual Plan

Finally, the needs of PAC students are quite unique due to the Eaton Canyon fires. PCC hosted FEMA on campus to help effected students and will continue to provide services where appropriate to meet the needs of students.

Activities & Outcomes

Objective #1: Address Educational Needs

Improve Outreach and Targeted Marketing

THREE-YEAR PLAN 2025-28

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.

Strategies to increase enrollment:

  • Improve targeted marketing efforts across the consortium.
  • Outreach 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.

Adult Education Metrics and Student Barriers

  • All: Reportable Individuals (200AE)

Responsible Positions, Responsible Consortium Members, and Proposed Completion Date

Responsible PositionResponsible MemberProposed Completion Date
PCC AdministrationPasadena Area CCD06/30/2028
PUSD AdministrationPasadena Unified06/30/2028
TCUSD AdministrationTemple City Unified06/30/2028
PAC Program DirectorPasadena Area CCD06/30/2028

Objective #2: Improve Integration of Services & Transitions

Strengthen WDB & AJCC Collaboration

THREE-YEAR PLAN 2025-28

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.

Adult Education Metrics and Student Barriers

  • All: Reportable Individuals (200AE)

Responsible Positions, Responsible Consortium Members, and Proposed Completion Date

Responsible PositionResponsible MemberProposed Completion Date
PCC AdministrationPasadena Area CCD06/30/2026
PUSD AdministrationPasadena Unified06/30/2026
PAC Program DirectorPasadena Area CCD06/30/2026

Develop New CTE Programs for ELL Healthcare Grant

THREE-YEAR PLAN 2025-28

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.

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 PositionResponsible MemberProposed Completion Date
PCC Administration and Curriculum TeamPasadena Area CCD06/30/2026
PUSD Administration and Healthcare Program TeamPasadena Unified06/30/2026
PAC Program DirectorPasadena Area CCD06/30/2026

Improve Transition to Post-Secondary

THREE-YEAR PLAN 2025-28

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

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 PositionResponsible MemberProposed Completion Date
PCC AdministrationPasadena Area CCD06/30/2028
PUSD AdministrationPasadena Unified06/30/2028
TCUSD AdministrationTemple City Unified06/30/2028
PAC Program DirectorPasadena Area CCD06/30/2028

Objective #3: Improve Effectiveness of Services

Set and Monitor Goals for Increased Participants

THREE-YEAR PLAN 2025-28

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.

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).

Adult Education Metrics and Student Barriers

  • All: Participants (202AE)

Responsible Positions, Responsible Consortium Members, and Proposed Completion Date

Responsible PositionResponsible MemberProposed Completion Date
PCC AdministrationPasadena Unified06/30/2028
PUSD AdministrationPasadena Unified06/30/2028
TCUSD AdministrationTemple City Unified06/30/2028
PAC Program DirectorPasadena Area CCD06/30/2028

Set and Monitor Goals for Increased Performance

THREE-YEAR PLAN 2025-28

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.

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 PositionResponsible MemberProposed Completion Date
PCC AdministrationPasadena Area CCD06/30/2028
PUSD AdministrationPasadena Unified06/30/2028
TCUSD AdministrationTemple City Unified06/30/2028
PAC Program DirectorPasadena Area CCD06/30/2028

Fiscal Management

Alignment & Carryover

The ADR drives Pasadena Area Consortium processes, especially the the Three-Year Plan and the Annual Plan process . PAC Board Representatives analyze member enrollment to make funding allocation decisions. PAC stakeholders analyze consortium demographics of its students and the cities in which they live to identify regional gaps. Marketing efforts for CTE, ESL, and ASE/ABE rely on stakeholder analysis of performance and enrollment data. PAC subcommittees use the data to drive efforts at improving consortium efficiencies and increasing leveraged resources. 

No PAC member has significant carryover, especially carryover that approaches the 20% threshold noted in education code 84914. Accordingly, the consortium has no need to plan member activities to address carryover funds.

Usage

How does the consortium plan to use allocated funds in the upcoming year?

Not Entered

Consortium Objectives & Activities Overview

Objectives & Activities

= consortium has included this activity in an Annual Plan from the 2025-28 Three-Year Plan
= consortium has NOT selected this activity in an Annual Plan from the 2025-28 Three-Year Plan
ActivityOriginIncluded in Annual Plan
Objective #1: Address Educational Needs
Improve Outreach and Targeted Marketing
THREE-YEAR PLAN 2025-28
Objective #2: Improve Integration of Services & Transitions
Develop New CTE Programs for ELL Healthcare Grant
THREE-YEAR PLAN 2025-28
Improve Transition to Post-Secondary
THREE-YEAR PLAN 2025-28
Strengthen WDB & AJCC Collaboration
THREE-YEAR PLAN 2025-28
Objective #3: Improve Effectiveness of Services
Set and Monitor Goals for Increased Participants
THREE-YEAR PLAN 2025-28
Set and Monitor Goals for Increased Performance
THREE-YEAR PLAN 2025-28

Certification

Pasadena Area CCD - Member Representative

Approved by Dr. Francisco Suarez

08/15/2025 09:41 AM PDT

Pasadena Unified - Member Representative

Approved by Epifanio Cruz

08/15/2025 10:18 AM PDT

Temple City Unified - Member Representative

Approved by Jessica Goold

08/15/2025 11:26 AM PDT