Produced: Jun 19, 2025, 04:34 AM UTC - By Dr. Lorraine Perez
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) | 36,863 | 44,180 | 45,063 | 45,964 | 46,901 | |
Student Barriers | English Language Learner (149AE) | 19,834 | 22,073 | 22,514 | 22,964 | 23,423 | |
Student Barriers | Low Literacy (155AE) | 32,727 | 37,767 | 38,522 | 39,292 | 40,093 | |
Student Barriers | Low Income (154AE) | 14,906 | 20,815 | 21,231 | 21,655 | 22,088 |
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.
Garden Grove Unified (Reported by Garden Grove Unified School District (GGUSD))
Metric Set | Metric Description | Member Level Metric Actuals | Member Level Metric Targets | ||||
---|---|---|---|---|---|---|---|
2022-23 | 2023-24 | 2024-25 | 2025-26 | 2026-27 | 2027-28 | ||
All | Participants (202AE) | 1,944 | 2,140 | 2,500 | 2,700 | 2,900 | |
Employment & Earnings | Employed Two Quarters After Exit (505AE) | 69 | 71 | 73 | 75 | ||
Employment & Earnings | Median Change in Earnings (801AE) | 0.0% | 0.0% | 0.0% | |||
Progress | Completed Educational Functioning Level Gain (400AE) | 792 | 979 | 1,150 | 1,300 | 1,450 | |
Success | Diploma, GED or High School Equivalency (633AE) | 70 | 88 | 95 | 100 | 105 | |
Success | Postsecondary Credential (624AE) | 191 | 115 | 115 | 120 | 125 | |
Transition | Transitioned to ASE (500AE) | 131 | 135 | 140 | 145 | ||
Transition | Transitioned to Non-Developmental Credit College Course (637AE) | 58 | 25 | 30 | 35 | ||
Transition | Transitioned to CTE (636AE) | 151 | 155 | 160 | 165 | ||
Students and Programs | Adult Secondary Education (1000) | 255 | 274 | 285 | 295 | 305 | |
Students and Programs | Adult Basic Education (1001) | 189 | 237 | 239 | 242 | 245 | |
Students and Programs | English as a Secondary Language (1002) | 1,735 | 1,998 | 2,018 | 2,039 | 2,060 | |
Students and Programs | Career Technical Education (1003) | 29 | 39 | 44 | 49 | 54 | |
Students and Programs | Programs for Adults With Disabilities (1004) | 0 | 0 | 94 | 100 | 105 | |
Students and Programs | Workforce Preparation (124AE) | 0 | 0 | 0 | |||
Students and Programs | Pre-Apprenticeship Training Programs (125AE) | 0 | 0 | 0 | |||
Students and Programs | Short-Term CTE Training Programs (126AE) | 0 | 0 | 0 |
* Mandatory for all members
Orange County Department of Education (No reporting institution)
Metric Set | Metric Description | Member Level Metric Actuals | Member Level Metric Targets | ||||
---|---|---|---|---|---|---|---|
2022-23 | 2023-24 | 2024-25 | 2025-26 | 2026-27 | 2027-28 | ||
All | Participants (202AE) | 0 | 0 | 0 | |||
Employment & Earnings | Employed Two Quarters After Exit (505AE) | 0 | 0 | 0 | |||
Employment & Earnings | Median Change in Earnings (801AE) | 0.0% | 0.0% | 0.0% | |||
Progress | Completed Educational Functioning Level Gain (400AE) | 0 | 0 | 0 | |||
Success | Diploma, GED or High School Equivalency (633AE) | 0 | 0 | 0 | |||
Success | Postsecondary Credential (624AE) | 0 | 0 | 0 | |||
Transition | Transitioned to ASE (500AE) | 0 | 0 | 0 | |||
Transition | Transitioned to Non-Developmental Credit College Course (637AE) | 0 | 0 | 0 | |||
Transition | Transitioned to CTE (636AE) | 0 | 0 | 0 | |||
Students and Programs | Adult Secondary Education (1000) | 0 | 0 | 0 | |||
Students and Programs | Adult Basic Education (1001) | 0 | 0 | 0 | |||
Students and Programs | English as a Secondary Language (1002) | 0 | 0 | 0 | |||
Students and Programs | Career Technical Education (1003) | 0 | 0 | 0 | |||
Students and Programs | Programs for Adults With Disabilities (1004) | 0 | 0 | 0 | |||
Students and Programs | Workforce Preparation (124AE) | 0 | 0 | 0 | |||
Students and Programs | Pre-Apprenticeship Training Programs (125AE) | 0 | 0 | 0 | |||
Students and Programs | Short-Term CTE Training Programs (126AE) | 0 | 0 | 0 |
* Mandatory for all members
Orange Unified (Reported by Orange 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) | 36 | 37 | 38 | |||
Employment & Earnings | Employed Two Quarters After Exit (505AE) | 0 | 0 | 0 | |||
Employment & Earnings | Median Change in Earnings (801AE) | 0.0% | 0.0% | 0.0% | |||
Progress | Completed Educational Functioning Level Gain (400AE) | 15 | 16 | 17 | |||
Success | Diploma, GED or High School Equivalency (633AE) | 25 | 26 | 27 | |||
Success | Postsecondary Credential (624AE) | 0 | 0 | 0 | |||
Transition | Transitioned to ASE (500AE) | 0 | 0 | 0 | |||
Transition | Transitioned to Non-Developmental Credit College Course (637AE) | 4 | 5 | 6 | |||
Transition | Transitioned to CTE (636AE) | 4 | 5 | 6 | |||
Students and Programs | Adult Secondary Education (1000) | 36 | 37 | 38 | |||
Students and Programs | Adult Basic Education (1001) | 0 | 0 | 0 | |||
Students and Programs | English as a Secondary Language (1002) | 0 | 0 | 0 | |||
Students and Programs | Career Technical Education (1003) | 0 | 0 | 0 | |||
Students and Programs | Programs for Adults With Disabilities (1004) | 0 | 0 | 0 | |||
Students and Programs | Workforce Preparation (124AE) | 0 | 0 | 0 | |||
Students and Programs | Pre-Apprenticeship Training Programs (125AE) | 0 | 0 | 0 | |||
Students and Programs | Short-Term CTE Training Programs (126AE) | 0 | 0 | 0 |
* Mandatory for all members
Rancho Santiago CCD (Reported by Rancho Santiago)
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) | 33,518 | 40,776 | 44,241 | 48,000 | 52,080 | |
Employment & Earnings | Employed Two Quarters After Exit (505AE) | 1,177 | 1,201 | 1,225 | 1,250 | ||
Employment & Earnings | Median Change in Earnings (801AE) | 3.0% | 5.0% | 7.0% | |||
Progress | Completed Educational Functioning Level Gain (400AE) | 5,061 | 5,787 | 5,902 | 6,020 | 6,140 | |
Success | Diploma, GED or High School Equivalency (633AE) | 888 | 942 | 961 | 981 | 1,000 | |
Success | Postsecondary Credential (624AE) | 7,185 | 4,634 | 4,726 | 4,820 | 4,916 | |
Transition | Transitioned to ASE (500AE) | 1,452 | 1,482 | 1,512 | 1,542 | ||
Transition | Transitioned to Non-Developmental Credit College Course (637AE) | 2,993 | 3,053 | 3,114 | 3,176 | ||
Transition | Transitioned to CTE (636AE) | 4,393 | 4,481 | 4,571 | 4,662 | ||
Students and Programs | Adult Secondary Education (1000) | 14,200 | 17,389 | 17,737 | 18,092 | 18,453 | |
Students and Programs | Adult Basic Education (1001) | 2,497 | 2,469 | 2,519 | 2,569 | 2,619 | |
Students and Programs | English as a Secondary Language (1002) | 14,354 | 16,453 | 16,706 | 17,040 | 17,380 | |
Students and Programs | Career Technical Education (1003) | 9,939 | 12,665 | 12,918 | 13,434 | 13,702 | |
Students and Programs | Programs for Adults With Disabilities (1004) | 901 | 1,094 | 1,116 | 1,138 | 1,158 | |
Students and Programs | Workforce Preparation (124AE) | 30 | 35 | 40 | |||
Students and Programs | Pre-Apprenticeship Training Programs (125AE) | 30 | 35 | 40 | |||
Students and Programs | Short-Term CTE Training Programs (126AE) | 0 | 0 | 0 |
* Mandatory for all members
Santa Ana Unified (Reported by Santa Ana 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) | 0 | 0 | 0 | |||
Employment & Earnings | Employed Two Quarters After Exit (505AE) | 0 | 0 | 0 | |||
Employment & Earnings | Median Change in Earnings (801AE) | 0.0% | 0.0% | 0.0% | |||
Progress | Completed Educational Functioning Level Gain (400AE) | 0 | 0 | 0 | |||
Success | Diploma, GED or High School Equivalency (633AE) | 0 | 0 | 0 | |||
Success | Postsecondary Credential (624AE) | 0 | 0 | 0 | |||
Transition | Transitioned to ASE (500AE) | 0 | 0 | 0 | |||
Transition | Transitioned to Non-Developmental Credit College Course (637AE) | 0 | 0 | 0 | |||
Transition | Transitioned to CTE (636AE) | 0 | 0 | 0 | |||
Students and Programs | Adult Secondary Education (1000) | 0 | 0 | 0 | |||
Students and Programs | Adult Basic Education (1001) | 0 | 0 | 0 | |||
Students and Programs | English as a Secondary Language (1002) | 0 | 0 | 0 | |||
Students and Programs | Career Technical Education (1003) | 0 | 0 | 0 | |||
Students and Programs | Programs for Adults With Disabilities (1004) | 0 | 0 | 0 | |||
Students and Programs | Workforce Preparation (124AE) | 0 | 0 | 0 | |||
Students and Programs | Pre-Apprenticeship Training Programs (125AE) | 0 | 0 | 0 | |||
Students and Programs | Short-Term CTE Training Programs (126AE) | 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.
Member | % of Available Funds Spent | Member Level Targets | ||||
---|---|---|---|---|---|---|
2022-23 | 2023-24 | 2024-25 | 2025-26 | 2026-27 | 2027-28 | |
Garden Grove Unified | 100% | 100% | 42% | 80% | 80% | 80% |
Orange Unified | 100% | 100% | 59% | 80% | 80% | 80% |
Rancho Santiago CCD | 100% | 100% | 49% | 80% | 80% | 80% |
Objectives
Objective #1: Address Educational Needs
RSAEC is committed to addressing the educational needs of its region by identifying service gaps through community input and data-driven analysis. The consortium will expand program capacity, increase access to essential resources, and enhance facility availability to better serve adult learners. With a focus on equity and inclusion, RSAEC will develop innovative, culturally responsive curriculum and services that reflect the diverse experiences of its community. By fostering supportive learning environments and strengthening collaboration across member institutions, the consortium aims to ensure that all adults have meaningful opportunities to achieve their educational and career goals.
Objective #2: Improve Integration of Services & Transitions
Utilizing Data
Providing Professional Development
Identifying Best Practices
Offering Flexible Courses and Services
Not Entered
Not applicable.
Objective #3: Improve Effectiveness of Services
Not Entered
Not Entered
Not applicable.
Activities & Outcomes
Objective #1: Address Educational Needs
Adult High School & Equivalency Dual Enrollment
RSAEC members will implement and expand dual enrollment opportunities between the adult high school diploma and high school equivalency programs and member community colleges. This initiative is designed to support students who are close to completing their diplomas or equivalency certificates by accelerating their access to postsecondary education, building college-going identity, and easing the transition to credit-bearing programs.
This activity will be led by administrators, TOSA's, instructors, and counselors from the consortium high school diploma and equivalency programs in coordination with Santiago Canyon College and Santa Ana College. Consortium-wide collaboration will support the identification of eligible student populations, selection of entry-level community college courses appropriate for dual enrollment (e.g., counseling, college success, or introductory CTE), and the development of streamlined enrollment processes and supports.
Students will receive academic advising, college orientation, and technology access to ensure success. Key implementation elements will include faculty coordination, course articulation planning, targeted outreach to adult high school and equivalency students, and the development of support tools such as enrollment checklists and college-readiness workshops.
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 school year, RSAEC members will launch dual enrollment pilots or increase their current programs with a target of 15 students consortium-wide enrolled in a partnering community college course.
By the end of the 2026-28 school years, RSAEC members will increase the number of eligible adult education students enrolled in partnering community college credit classes through the adult education dual enrollment program by an additional 25 students with 50% completing at least one college course.
By the end of the 2026-28 school years, RSAEC members will aim to institutionalize dual enrollment pathways for adult diploma and equivalency students consortium-wide with at least 50 students participating annually and 30% continuing into additional postsecondary coursework.
Adult Education Metrics and Student Barriers
- Students and Programs: Adult Secondary Education (1000)
- Success: Postsecondary Credential (624AE)
- Transition: Transitioned to CTE (636AE)
- Transition: Transitioned to Non-Developmental Credit College Course (637AE)
Responsible Positions, Responsible Consortium Members, and Proposed Completion Date
Responsible Position | Responsible Member | Proposed Completion Date |
---|---|---|
M'Liss Patterson | Garden Grove Unified | 06/30/2026 |
Chrissy Gascon | Rancho Santiago CCD | 06/30/2028 |
Lorena Chavez | Rancho Santiago CCD | 06/30/2028 |
Lisa Green | Orange Unified | 06/30/2028 |
Increase Healthcare Pathways
To address the evolving educational needs of the region and respond to strong labor market demand, RSAEC will expand the number of healthcare pathways available to adult learners. Building on the success of its 12 existing pathways—which include programs such as Personal Caregiver, Certified Nursing Assistant (CNA), Pharmacy Technician, Behavior Technician, and Medical Assistant—the consortium aims to introduce additional stackable and entry-level career programs aligned with regional employer needs, postsecondary transitions, and equity in workforce access.
This activity will be collaboratively led by Santiago Canyon College Continuing Education, Santa Ana College School of Continuing Education, and Garden Grove Adult Education. Program development teams will include CTE faculty, curriculum writers, workforce partners, and administrators working in close coordination with regional initiatives such as the Strong Workforce Program, California Apprenticeship Initiative (CAI), and local employer advisory groups.
The consortium will identify high-growth occupations within healthcare—including mental health support, patient care coordination, and allied health technologies—and will develop or revise curriculum, align support services, and integrate ESL and basic skills instruction where needed. Pathways will be designed with a focus on stackable credentials, transition to credit-bearing programs, and availability in flexible or hybrid formats.
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 school year, RSAEC members will initiate program development for at least two new healthcare pathways and complete labor market validation and stakeholder vetting.
By the end of the 2026-28 school years, RSAEC members will launch three additional programs, increase student enrollment in healthcare-focused CTE, and begin tracking transition outcomes.
By the end of the 2028-30 school years, RSAEC members will offer a minimum of 18 healthcare pathways across member institutions, with embedded support services and alignment to noncredit-to-credit and employment pipelines.
Adult Education Metrics and Student Barriers
- Employment & Earnings: Employed Two Quarters After Exit (505AE)
- Employment & Earnings: Median Change in Earnings (801AE)
- Student Barriers: English Language Learner (149AE)
- Students and Programs: Career Technical Education (1003)
Responsible Positions, Responsible Consortium Members, and Proposed Completion Date
Responsible Position | Responsible Member | Proposed Completion Date |
---|---|---|
M'Liss Patterson | Garden Grove Unified | 06/30/2028 |
Chrissy Gascon | Rancho Santiago CCD | 06/30/2028 |
Lorena Chavez | Rancho Santiago CCD | 06/30/2028 |
Safe Access and Support for Vulnerable Students
RSAEC members will implement expanded Hybrid and HyFlex learning options paired with targeted student supports to ensure uninterrupted educational access In response to increased immigration-related presence and the resulting climate of fear among undocumented and mixed-status families. Recent enforcement activities in Southern California have led to a dramatic drop in student attendance—over 75% in some programs—as students report being afraid to leave home or be seen in public. This activity directly addresses the need to safeguard educational continuity and support student well-being amid rising insecurity.
RSAEC members will prioritize the expansion of Hybrid and HyFlex instruction to allow students the option to attend class in person, remotely, or asynchronously, based on their comfort and safety. This model will be accompanied by digital literacy training for students unfamiliar with online platforms, particularly those in ESL, ABE, and high school diploma or equivalency programs. Instructors will be trained to support online engagement and trauma-informed teaching practices.
To reduce digital access barriers, the consortium will expand its laptop loaner program and offer ongoing technology support. In addition, SCC-CE students will be provided access to Timely Care, an online mental health platform offering teletherapy, crisis support, and wellness resources designed for underserved and immigrant populations. SAC-CE students will be provided access to the student health center.
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 school year, RSAEC members will convert in-person classes to new HyFlex or Hybrid course offerings in ESL and ASE programs at member sites with the highest reported attendance drops. At least 40 students will receive digital literacy support, and 25 students will access mental health services via Timely Care or the student health center.
By the end of the 2026-28 school years, RSAEC members will increase student attendance in affected programs by 25% from current post-raid levels. At least 75 students will receive technology assistance, and the number of instructors trained in trauma-informed digital teaching will increase by 25%.
By the end of the 2028-30 school years, RSAEC members will institutionalize HyFlex and Hybrid learning as a standard offering in high-need program areas, achieving a 50% recovery in enrollment compared to pre-raid levels. A majority of participating students will report increased confidence in online learning and improved mental well-being, as measured through annual surveys.
Adult Education Metrics and Student Barriers
- Student Barriers: English Language Learner (149AE)
- Student Barriers: Low Income (154AE)
- Student Barriers: Low Literacy (155AE)
- Students and Programs: Adult Basic Education (1001)
- Students and Programs: Adult Secondary Education (1000)
- Students and Programs: English as a Secondary Language (1002)
Responsible Positions, Responsible Consortium Members, and Proposed Completion Date
Responsible Position | Responsible Member | Proposed Completion Date |
---|---|---|
M'Liss Patterson | Garden Grove Unified | 06/30/2028 |
Chrissy Gascon | Rancho Santiago CCD | 06/30/2028 |
Lorena Chavez | Rancho Santiago CCD | 06/30/2028 |
Lisa Green | Orange Unified | 06/30/2028 |
Grow Earn-and-Learn Opportunities for Adults
RSAEC members will scale its earn-and-learn opportunities in alignment with California’s Vision 2030 and Governor Newsom’s goal of increasing the number of apprentices by 2029, by expanding pre-apprenticeship offerings and initiating development of registered apprenticeship programs. This activity directly addresses the educational and workforce preparation needs of adult learners by connecting them with structured pathways into high-wage, high-demand occupations.
Currently, RSAEC supports one pre-apprenticeship program. Over the next several years, the consortium will work to expand that number while also laying the foundation for new registered apprenticeships. Areas of focus include healthcare, building and construction trades, childcare, and technology. Programs will be developed in collaboration with employer partners, workforce boards, labor representatives, and postsecondary institutions to ensure that training is industry-aligned and meets apprenticeship readiness standards.
This activity will be led by consortium member colleges and adult schools in coordination with the Strong Workforce Program, the California Apprenticeship Initiative (CAI), and regional labor and employer advisory boards. The work will include identifying industry partners, developing pre-apprenticeship curricula, applying for apprenticeship approval through the Division of Apprenticeship Standards (DAS) and the Department of Labor (DOL), and aligning support services such as counseling and case management to support student success.
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 school year, RSAEC members will expand its pre-apprenticeship offerings from one to two active programs and initiate at least one new industry partnership to explore a registered apprenticeship opportunity. The consortium will begin aligning existing noncredit CTE curriculum with DAS guidelines.
By the end of the 2026-28 school years, RSAEC members will increase to three pre-apprenticeship programs and launch its first registered apprenticeship, with at least five students enrolled in earn-and-learn roles. Regional partner engagement will increase, and staff will receive targeted training on apprenticeship development and compliance.
By the end of the 2028-30 school years, RSAEC members will offer up to 10 active pre-apprenticeship and/or apprenticeship placements annually across multiple sectors. Programs will be institutionalized through ongoing industry engagement and sustained funding, resulting in expanded pathways to employment, certifications, and postsecondary credit.
Adult Education Metrics and Student Barriers
- Employment & Earnings: Employed Two Quarters After Exit (505AE)
- Employment & Earnings: Median Change in Earnings (801AE)
- Student Barriers: Low Income (154AE)
- Students and Programs: Pre-Apprenticeship Training Programs (125AE)
- Success: Postsecondary Credential (624AE)
Responsible Positions, Responsible Consortium Members, and Proposed Completion Date
Responsible Position | Responsible Member | Proposed Completion Date |
---|---|---|
M'Liss Patterson | Garden Grove Unified | 06/30/2028 |
Chrissy Gascon | Rancho Santiago CCD | 06/30/2028 |
Lorena Chavez | Rancho Santiago CCD | 06/30/2028 |
Objective #2: Improve Integration of Services & Transitions
Build Pathways Through Community Partnerships
RSAEC members will expand community partnerships that offer workforce training opportunities—including externships and job shadowing—to enhance the career readiness of students enrolled in CTE healthcare pathways and support their transition into employment. The consortium will continue to strengthen relationships with local community colleges and community-based organizations to improve service coordination and student transitions. Administrators, TOSAs, faculty, counselors, and liaisons will schedule site visits with credit departments, workforce agencies, and community partners to promote available services and provide individualized transition support to students. RSAEC members will also collaborate on coordinated outreach efforts, including planning a resource fair, hosting the workforce mobile unit and development workshops, inviting college representatives to engage with noncredit and adult education students, participating in the Garden Grove Community Collaborative (GGCC) Service Organization Advisory, attending the RSCCD Master Technical Advisory Committee (MTAC) meeting(s), and partnering with mental health service providers to ensure comprehensive student support.
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 school year, RSAEC members will establish or formalize partnerships with at least three new community organizations or employers offering externship or job shadowing opportunities in healthcare. Member agencies will conduct at least three joint site visits with workforce and college partners and host one regional resource fair focused on transitions and support services.
By the end of the 2025-28 school years, RSAEC members will increase the number of students participating in workforce-based learning experiences (e.g., job shadows, externships, workshops) by 10% consortium-wide. RSAEC will host at least two workforce mobile unit events per year, and college presentations will reach a minimum of 100 adult education and noncredit students over a 3-year period.
By the end of the 2028-30 school years, RSAEC members will maintain active partnerships with at least ten community and workforce organizations and demonstrate a 15% increase in employment or postsecondary transition rates among students participating in CTE healthcare pathways. Workforce integration efforts will be institutionalized through regular participation in advisory groups such as GGCC and MTAC.
Adult Education Metrics and Student Barriers
- Success: Postsecondary Credential (624AE)
- Transition: Transitioned to CTE (636AE)
Responsible Positions, Responsible Consortium Members, and Proposed Completion Date
Responsible Position | Responsible Member | Proposed Completion Date |
---|---|---|
M'Liss Patterson | Garden Grove Unified | 06/30/2028 |
Chrissy Gascon | Rancho Santiago CCD | 06/30/2028 |
Lorena Chavez | Rancho Santiago CCD | 06/30/2028 |
GGAE and SAC CTE Pathways and Articulations
RSAEC members will expand the collaboration between Garden Grove Adult Education (GGAE) and Santa Ana College Continuing Education (SAC-CE) to strengthen educational pathways for students. This initiative will focus on increasing access to tuition-free, noncredit CTE programming and supporting seamless student transitions into credit and noncredit postsecondary healthcare pathways.
The activity includes the development of new noncredit CTE courses at the Lincoln Education Center, which will serve as a key instructional site for GGAE learners. These offerings will align with in-demand career fields and regional labor market data, and will include contextualized support for English language learners. To facilitate career progression and long-term success, GGAE and consortium colleges will work to establish articulation agreements that allow completers of GGAE programs, particularly in the ELL Healthcare Pathway, to transition into advanced training in both credit and noncredit departments at partnering RSAEC community colleges.
This work will be coordinated by TOAS's, instructional faculty, counselors, CTE coordinators, and administrators at GGAE and SAC-CE, in partnership with Santiago Canyon College and Santa Ana College. Teams will collaborate to design curriculum, formalize transition supports, and identify shared student services to improve persistence, retention, and completion.
Use the space provided to identify the Outcomes that the activity will accomplish in the next year (Short-Term), in one to three years (Intermediate), and in three to five years (Long-Term). The brief description of each of these three types of outcomes should include one or more outcomes that are specific, measurable, achievable, relevant, and time-bound (SMART).
By the end of the 2025-26 school year, GGAE will implement one additional CTE career pathway and SAC-CE will offer one new tuition-free noncredit CTE course at Lincoln Education Center (LEC) to serve the GGAE student population. During this period, RSAEC will establish a direct bridge into a postsecondary CTE programs between GGAE and SAC and SCC. Outreach efforts will begin to actively inform completers of the GGAE ELL Healthcare Pathway about their options to enroll in advanced credit and noncredit healthcare programs offered within the consortium.
By the end of the 2026-28 school years, GGAE will implement two additional CTE career pathways and SAC-CE will increase enrollment in noncredit CTE offerings offered at LEC by 15% as program visibility, curriculum alignment, and student services expand. There will be continued integration between adult education and community college programs. During this phase, at least 20 ELL Healthcare Pathway completers will transition into healthcare training programs offered at consortium colleges, signaling meaningful progress in the development of stackable career pathways.
By the end of the 2028-30 school years, RSAEC members will institutionalize a formal CTE-to-college transition framework that will guide collaborative planning and student services between GGAE and member colleges. CTE courses will be offered annually at Lincoln Education Center to sustain program access and growth. Overall, the number of GGAE students transitioning into postsecondary education or recognized workforce certification programs will increase by 20%, reflecting the success of a shared commitment to improving integration, opportunity, and upward mobility for adult learners.
Adult Education Metrics and Student Barriers
- Success: Postsecondary Credential (624AE)
- Transition: Transitioned to CTE (636AE)
Responsible Positions, Responsible Consortium Members, and Proposed Completion Date
Responsible Position | Responsible Member | Proposed Completion Date |
---|---|---|
M'Liss Patterson | Garden Grove Unified | 06/30/2028 |
Lorena Chavez | Rancho Santiago CCD | 06/30/2028 |
Adult Education/Noncredit to Credit Pathways
RSAEC will expand and strengthen adult education/noncredit-to-credit pathways across member agencies. This activity is designed to address the need for clear, accessible, and supported transitions from adult education and noncredit coursework into credit-bearing programs that lead to degrees, certificates, and high demand, living-wage employment.
This initiative will be led by credit faculty and counseling teams at Santiago Canyon College and Santa Ana College, in collaboration with noncredit faculty, adult education TOSA's, transition and noncredit counselors, and program coordinators at Santa Ana College School of Continuing Education, Santiago Canyon College Continuing Education, and Garden Grove Adult Education. Through regular workgroup meetings and cross-departmental collaboration, the consortium will build structured pathways that integrate academic and career advising, aligned curriculum, and support services to guide students through transition milestones.
Key components of this activity include the identification and expansion of program-to-program articulations (e.g., High School English and math to credit transfer-level English and math courses, adult education/noncredit CTE to credit CTE), formalized referral processes, coordinated orientations, and consistent use of student education plans. Outreach will be directed at students in noncredit and adult education programs who are academically ready to transition, with embedded counselors and transition specialists helping learners navigate admissions, financial aid, and placement processes.
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 school year, RSAEC members will update existing pathway maps, expand noncredit advising services, and increase the number of noncredit students who attend credit transition orientations by 5%.
By the end of the 2026-28 school years, RSAEC members will implement two new structured transitions from noncredit to credit programs, ensure that at least 25% of noncredit students in targeted programs complete student education plans, and facilitate a 15% increase in cross-system counselor collaboration activities, such as shared training or co-hosted student events.
By the end of the 2028-30 school year, RSAEC members will increase the overall adult education/ noncredit-to-credit transition rate by at least 5%, establish transition pathways for at least five clearly mapped programs, and institutionalize the tracking and reporting of credit transitions across member institutions using shared metrics.
Adult Education Metrics and Student Barriers
- Success: Postsecondary Credential (624AE)
- Transition: Transitioned to Non-Developmental Credit College Course (637AE)
Responsible Positions, Responsible Consortium Members, and Proposed Completion Date
Responsible Position | Responsible Member | Proposed Completion Date |
---|---|---|
M'Liss Patterson | Garden Grove Unified | 06/30/2028 |
Chrissy Gascon | Rancho Santiago CCD | 06/30/2028 |
Lorena Chavez | Rancho Santiago CCD | 06/30/2028 |
Objective #3: Improve Effectiveness of Services
Best Practices for Student Success
GGAE, SCC-CE and SAC-CE will implement routine reviews of literacy gains, CAEP outcomes, and CAEP services as identified on the CAEP and NRS federal tables. Instructors will be provided time (GGAE) or will be able to apply FLEX hours (SCC-CE and SAC-CE) to review educational research literature to be informed and kept current of innovations that result in current best practices that lead to student success. Administrators, TOSA's, faculty, and classified staff from RSAEC members, OTAN specialists, and other invited guests will lead professional development activities.
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 school year, RSAEC members will implement a routine review process of literacy gains, CAEP outcomes, and CAEP services as identified in the CAEP and NRS federal tables. Each quarter, staff will be provided hours (GGAE) or FLEX time (SCC-CE and SAC-CE) for data analysis to inform strategies which will result in a 3% increase in the number of students with paired scores and literacy gains.
By the end of the 2026-28 school years, RSAEC members will implement a routine review process of literacy gains, CAEP outcomes, and CAEP services as identified in the CAEP and NRS federal tables. Each quarter, staff will be provided hours (GGAE) or FLEX time (SCC-CE and SAC-CE) for data analysis to inform strategies which will result in a 5% increase in the number of students with paired scores and literacy gains.
By the end of the 2028-30 school years, RSAEC members will implement a routine review process of literacy gains, CAEP outcomes, and CAEP services as identified in the CAEP and NRS federal tables. Each quarter, staff will be provided hours (GGAE) or FLEX time (SCC-CE and SAC-CE) for data analysis to inform strategies which will result in a 8% increase in the number of students with paired scores and literacy gains.
Adult Education Metrics and Student Barriers
- Progress: Completed Educational Functioning Level Gain (400AE)
Responsible Positions, Responsible Consortium Members, and Proposed Completion Date
Responsible Position | Responsible Member | Proposed Completion Date |
---|---|---|
M'Liss Patterson | Garden Grove Unified | 06/30/2028 |
Chrissy Gascon | Rancho Santiago CCD | 06/30/2028 |
Lorena Chavez | Rancho Santiago CCD | 06/30/2028 |
Lisa Green | Orange Unified | 06/30/2028 |
Expansion of Distant Education Support Services
RSAEC will expand distance education support services to better meet the needs of online learners across the region. This activity is designed to address barriers such as digital literacy, access to support services including academic counseling, and awareness of online learning opportunities. It also supports RSAEC’s commitment to educational equity and student success through flexible, student-centered service models.
The activity will be led by member agencies including Santiago Canyon College Continuing Education, Santa Ana College School of Continuing Education, Garden Grove Adult Education, and Orange Unified Adult Education. TOSA's, faculty, counselors, classified professionals, and technology staff will collaborate to deliver enhanced onboarding, virtual orientations, online learning readiness workshops, and consistent access to embedded counseling and tutoring services. Bilingual student support resources and technology assistance will be accessible via centralized online portals managed by each agency.
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 school year, RSAEC members will expand virtual orientations and onboarding processes, expand the number of instructors trained in online course delivery, and provide clear pathways for distance learners to meet with counselors - by 2%
By the end of the 2026-28 school years, RSAEC members will increase the number of students completing orientations and meeting with counselors, and increase both the number of online sections offered consortium-wide and the number of student enrollments in online classes - by 4%
By the end of the 2028-30 school years, RSAEC members will institutionalize virtual services, stronger completion data for online learners, and regional consistency in the quality of online instruction and support, and ultimately, higher course and program completion rates among online learners - by 6%
Adult Education Metrics and Student Barriers
- Student Barriers: English Language Learner (149AE)
- Student Barriers: Low Literacy (155AE)
- Success: Diploma, GED or High School Equivalency (633AE)
- Success: Postsecondary Credential (624AE)
Responsible Positions, Responsible Consortium Members, and Proposed Completion Date
Responsible Position | Responsible Member | Proposed Completion Date |
---|---|---|
M'Liss Patterson | Garden Grove Unified | 06/30/2028 |
Chrissy Gascon | Rancho Santiago CCD | 06/30/2028 |
Lorena Chavez | Rancho Santiago CCD | 06/30/2028 |
Lisa Green | Orange Unified | 06/30/2028 |
Increase Capacity to Maximize Student Completions
RSAEC will implement a coordinated, multi-platform marketing and outreach campaign targeting prospective adult learners consortium-wide. This effort will promote awareness of the consortium’s programs and services—including ESL, citizenship, high school completion ,programs for adults with disabilities, short-term CTE, and healthcare pathways—.while addressing barriers such as limited knowledge of adult education opportunities, lack of visibility in the community, uncertainty about how to enroll or access support, and limited awareness of educational options among underserved communities.
This activity will be led by marketing teams and outreach coordinators at member agencies. The campaign will include distribution of multilingual mailers, use of targeted digital and social media outreach, local radio advertisements, and presence at community events, job fairs, and school-based family nights. In addition, RSAEC welcome centers will play a central role as year-round points of contact for walk-in inquiries, orientation support, and referral to partner agencies.
Each member agency will coordinate its own outreach schedule while aligning with a unified consortium messaging approach. Promotional materials will reflect consistent branding and core themes across agencies, and partners will share effective practices to increase visibility and engagement. Administrators, TOSA's, faculty, staff, and students will also be engaged as ambassadors at local events and on social media platforms to personalize and amplify messaging.
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 school year, RSAEC members will expand its social media presence, distribute multilingual promotional materials, and increase outreach through radio and print campaigns. Each member agency will host or attend at least three major community events, and welcome centers will track increases in walk-in inquiries and orientation attendance. The consortium will also establish baseline data for new student enrollment sourced through outreach campaigns.
By the end of the 2026-28 school years, RSAEC members will see a 2% increase in the number of adults attending orientations, contacting welcome centers, and enrolling in ESL, ASE, and CTE programs. Outreach strategies will be refined based on analytics and survey feedback to ensure maximum community reach and impact.
By the end of the 2028-30 school years, RSAEC members will institutionalize its marketing and outreach infrastructure, with ongoing use of media, digital tools, and physical presence at key community hubs. Sustained efforts will lead to increased awareness of adult education offerings, improved enrollment across all program areas by an additional 2%, and better alignment between RSAEC’s programs and the communities they serve.
Adult Education Metrics and Student Barriers
- All: Reportable Individuals (200AE)
- Students and Programs: Adult Basic Education (1001)
- Students and Programs: Adult Secondary Education (1000)
- Students and Programs: Career Technical Education (1003)
- Students and Programs: English as a Secondary Language (1002)
- Students and Programs: Pre-Apprenticeship Training Programs (125AE)
- Students and Programs: Programs for Adults With Disabilities (1004)
- Students and Programs: Workforce Preparation (124AE)
Responsible Positions, Responsible Consortium Members, and Proposed Completion Date
Responsible Position | Responsible Member | Proposed Completion Date |
---|---|---|
M'Liss Patterson | Garden Grove Unified | 06/30/2028 |
Chrissy Gascon | Rancho Santiago CCD | 06/30/2028 |
Lorena Chavez | Rancho Santiago CCD | 06/30/2028 |
Lisa Green | Orange Unified | 06/30/2028 |
Strengthen Professional Development
RSAEC members will implement a coordinated professional development initiative for TOSA's, faculty, counselors, administrators, and classified professionals to improve the integration of services and ensure smoother student transitions across the adult education and community college systems, This activity focuses on building staff capacity to support seamless student transitions, improve communication between member agencies, and align adult education, noncredit, credit, and workforce services.
RSAEC members will coordinate and host a series of professional development sessions on topics such as noncredit-to-credit articulation, effective use of student education plans, trauma-informed support for learners, equity-minded advising practices, and navigation of regional resources and support services. The initiative will also emphasize cross-training between agencies, joint planning opportunities, and shared understanding of adult learner needs and CAEP metrics.
The activity will be led by the professional development workgroup in collaboration with member colleges, K12 adult schools, and regional partners including counseling departments, career services teams, and the regional Strong Workforce Program. In-person and virtual workshops, conference attendance, and facilitated workgroups will allow for flexible participation across roles and institutions.
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 school year, RSAEC members will host at least three professional development events focused on student transitions and integrated services, with a minimum of 50 participants across roles. At least one cross-agency workgroup will be formed to begin identifying shared practices and tools.
By the end of the 2026-28 school years, RSAEC members will increase professional development activities by 20%, with quarterly events covering advanced topics such as data-informed student tracking, collaborative case management, and IET model expansion. Feedback surveys will reflect improved staff confidence in supporting transition.
By the end of the 2028-30 school years, RSAEC members will be institutionalize cross-system professional development within RSAEC, with all member agencies contributing to an annual calendar of events. RSAEC will show measurable improvements in student transition rates and report increased consistency in academic planning and referral processes, as evidenced by internal evaluations and CAEP metrics.
Adult Education Metrics and Student Barriers
- All: Participants (202AE)
- All: Reportable Individuals (200AE)
Responsible Positions, Responsible Consortium Members, and Proposed Completion Date
Responsible Position | Responsible Member | Proposed Completion Date |
---|---|---|
M'Liss Patterson | Garden Grove Unified | 06/30/2028 |
Chrissy Gascon | Rancho Santiago CCD | 06/30/2028 |
Lorena Chavez | Rancho Santiago CCD | 06/30/2028 |
Lisa Green | Orange Unified | 06/30/2028 |
Funds Evaluation
Member Allocations and Expenditures
Member Agency | Prior Year Total Leveraged Funds | Program Reporting Status |
---|---|---|
Garden Grove Unified | $3,211,569 | Certified |
Orange County Department of Education | $0 | Certified |
Orange Unified | $6,897 | Certified |
Rancho Santiago CCD | $28,500,716 | Certified |
Santa Ana Unified | $0 | Certified |
Totals | $31,719,182 | 5/5 Certified |
The Rancho Santiago Adult Education Consortium (RSAEC) evaluated 2023–2024 Program Area Reporting data in NOVA, showing over $31.7 million in adult education funds utilized across CAEP program areas. These allocations align with long-standing governance decisions and the goals of the 2025–2028 Three-Year Plan.
Overview of Funding Allocation
Over the next three years, RSAEC will strategically allocate CAEP base and carryover funds to:
• Sustain and expand program capacity to support student completion and noncredit-to-credit transitions
• Continue support for nine full-time faculty and one TOSA critical to curriculum and pathway development
• Advance digital equity through online/hybrid course design and tech access• Strengthen short-term CTE and healthcare pathways at GGAE, SCC-CE, and SAC-CE
• Enhance student supports such as food pantries, laptop lending, tutoring, and counseling
Carryover funds from prior years will be prioritized for one-time investments in instructional equipment, marketing/outreach, and facility improvements that directly support the Three-Year Plan’s strategic goals.
Leveraged Resources
In addition to the CAEP allocation, RSAEC will continue to braid funds with other sources to advance plan objectives:
• Strong Workforce Program (SWP) to expand CTE programming, support regional industry partnerships, and promote dual enrollment and transition pipelines
• Perkins V to align noncredit-credit pathways and expand work-based learning
• WIOA II to enhance ESL offerings and co-enrollment models
• California Apprenticeship Initiative (CAI) funds to support planning of pre-apprenticeship and apprenticeship pathways in Human Resources, CNA, Vocational Nursing, and Medical Assisting
• Local and state grants to support digital equity, reentry students, and facility upgrades
Strategic Use of Funds
All funding decisions are made with the consortium’s 2025–2028 objectives in mind. These include:
- Increasing transitions from noncredit to credit pathways
- Building and scaling short-term career education and pre-apprenticeship opportunities
- Expanding ESL and AWD program capacity
- Promoting equity in access through hybrid instruction and community-based support hubs
RSAEC will continue to equitably allocate resources, braid funding, and invest in staffing, innovation, and cross-agency collaboration to maximize regional impact.
Certification
Garden Grove Unified - Member Representative
M'Liss Patterson - Director
- mpatterson@ggusd.us
- (714) 663-6305
Orange County Department of Education - Member Representative
Fatinah Judeh - Coordinator
- fjudeh@ocde.us
- (714) 349-3073
Orange Unified - Member Representative
Lisa Green Orange Unified School District - Interim Executive Director Curriculum, Instruction, Secondary School Support
- lgreen@orangeusd.org
- (714) 628-5446
Rancho Santiago CCD - Member Representative
Chrissy Gascon - Executive Director, Adult Education Block Grant
- gascon_christine@sccollege.edu
- (714) 628-5969
Lorena Chavez - Dean, Instruction and Student Services
- Chavez_Lorena@sac.edu
- (714) 241-5845
Santa Ana Unified - Member Representative
Dr. Lorraine Perez Santa Ana Unified School District - Deputy Superintendent
- lorraine.perez@sausd.us
- (626) 536-3121