CAEP
Three-Year Plan

Produced: Jun 19, 2025, 04:34 AM UTC - By Dr. Lorraine Perez

Details

Consortium Information

In this section, information about the consortium, its primary and fiscal contacts, and CAEP funds received is auto-populated in NOVA.

As this information is auto-populated from your consortium's landing page in NOVA, make sure the information there is up-to-date, especially the Primary and Fiscal Contacts. This will ensure the correct information is auto-populated properly into the three-year plan.

Consortium Name:
43 Rancho Santiago Adult Education Consortium
Address:
2323 N. Broadway | Santa Ana, CA | 92706
Website:
www.ranchosantiagoadulted.com
Funding Channel 2025-26:
Direct Funded
CAEP Funds 2025-26:
$5,891,459
CAEP Funds 2024-25:
$5,751,695
CAEP Funds 2023-24:
$5,690,799

Consortium Contacts

Auto-populated

ResponsibilityNameEmailTitlePhone
Primary Contactgascon_christine@sccollege.eduExecutive Director, Adult Education Block Grant(714) 628-5969

Members

Auto-populated

Member AgencyMember TypeContactPhone
Garden Grove UnifiedUnified School DistrictM'Liss Patterson(714) 663-6305
Orange UnifiedUnified School DistrictLisa Green Orange Unified School District(714) 628-5446
Rancho Santiago CCDDistrictChrissy Gascon(714) 628-5969
Orange County Department of EducationCounty Office of Education (COE)Fatinah Judeh(714) 349-3073
Santa Ana UnifiedUnified School DistrictDr. Lorraine Perez Santa Ana Unified School District(626) 536-3121

Executive Summary

The Rancho Santiago Adult Education Consortium (RSAEC) serves a diverse and densely populated region in central Orange County. The area is characterized by both affluent and economically challenged communities, with many residents facing significant barriers to educational and workforce advancement. The region remains majority Hispanic, and 37% of households include adults who speak English less than “very well,” underscoring the ongoing need for robust English language and adult education services.

RSAEC is one of four CAEP consortia operating within Orange County. Its membership includes five educational institutions: Rancho Santiago Community College District (RSCCD), comprising Santa Ana College (SAC) and Santiago Canyon College (SCC), along with Garden Grove Unified School District (GGUSD), Orange Unified School District (OUSD), and Santa Ana Unified School District (SAUSD). The Orange County Department of Education (OCDE) is also a consortium member, and the Orange County Sheriff’s Department (OCSD) continues to serve as a full voting member, bringing valuable reentry and correctional education services to the region.

In preparation for this plan, RSAEC members conducted a comprehensive review of regional needs and reflected on the goals and progress of the 2022–2025 plan. This included the analysis of current census data, community and student feedback, labor market information, and the evolving post-pandemic landscape. Members reaffirmed a shared commitment to equity, inclusion, and the development of innovative programs that address systemic challenges while supporting adult learners’ success.

Updated regional data revealed persistent and emerging needs: 18% of the adult population still lives at or near poverty, 16% of the community lack a high school diploma or equivalent, and 41% face limited English proficiency, with 3% of the region identifying as unemployed, and 8% state they have a disability [American Communities Survey 2023, DP02, S1701].  These indicators reinforce the urgency of addressing gaps in education and workforce preparation across the consortium.

To meet these challenges, RSAEC’s 2025–2028 plan will focus on the continued development and expansion of:

  • Adult Secondary Education (High School Diploma and Equivalency programs),
  • Short- and Long-Term Career Technical Education (CTE) aligned with regional labor market demand,
  • English as a Second Language (ESL) programs tailored for general learners and those entering vocational pathways, including ESL for healthcare and workforce preparation,
  • Transition support services that connect students to postsecondary education, training, and employment opportunities.

The consortium will also emphasize:

  • Strengthening digital literacy and online learning capacity for both faculty and students,
  • Enhancing student support services, including academic and career counseling, case management, and wraparound services,
  • Expanding pathways for justice-involved individuals and those with disabilities,
  • Increasing data-driven decision-making and cross-member collaboration through shared professional development and program review practices.

RSAEC will leverage its strong partnerships with local agencies, employers, community-based organizations, and workforce boards to align educational programs with economic opportunity. The consortium remains committed to maintaining flexibility in service delivery—whether in-person, hybrid, or fully online—to meet the changing needs of adult learners.

Over the next three years, RSAEC will continue to use CAEP metrics and community feedback to guide program development, assess outcomes, and address service gaps. Members will apply lessons learned during the pandemic and recovery years to build resilience into programming, ensuring continuity and support for students regardless of external circumstances.

With a deep belief that adult education is essential to promoting equity and economic mobility, RSAEC members will continue to work collaboratively to ensure that all adult learners have access to high-quality education, support services, and career pathways that lead to sustainable success—for themselves, their families, and the community at large.

Assessment

To inform the development of the 2025–2028 CAEP Three-Year Plan, the Rancho Santiago Adult Education Consortium (RSAEC) conducted a robust and collaborative assessment process grounded in regional data analysis, partner alignment, and inclusive stakeholder engagement.

The consortium’s preparation included the following coordinated activities:

  • Consortium-Wide Engagement: Administrators, counselors, faculty, TOSAs, and classified professionals across RSAEC member institutions met to discuss strategic development of the Three-Year Plan. Through structured planning sessions, workgroup discussions, and reflection on student needs, internal stakeholders contributed to the vision, goals, and regional service priorities that shaped the plan.
  • Professional Learning and Statewide Guidance: RSAEC members participated in CAEP-TAP’s Three-Year Planning webinars and workshops, ensuring all participants were grounded in the latest policy updates, data tools, and best practices for adult education program planning.
  • Regional Collaboration: The Executive Director and consortium representatives engaged with leaders from the other three Orange County CAEP consortia to share data, explore cross-consortium priorities, and identify areas for alignment in labor market responsiveness, immigrant integration, and adult learner transitions.
  • Data-Driven Needs Assessment: The consortium analyzed CAEP Fact Sheets (2023-2024), demographic data from the U.S. Census Bureau’s American Community Survey (2019–2023), and student success metrics from the California Adult Education Program Score Card in Data Vista. These sources helped identify patterns in enrollment, program access, completion, and transition outcomes across the region.
  • Use of Planning Tools: RSAEC completed the CAEP Three-Year Planning Self-Assessment Tool to evaluate progress on past initiatives, internal capacity, and opportunities for strengthening consortium operations and collaboration.
  • Student and Program Performance Analysis: Members used TOPSPro Enterprise to assess outcomes in ESL, ABE, and ASE including those offered in correctional settings (five Orange County jails and the Santa Ana City Jail).
  • Labor Market and Workforce Alignment: Labor Market Information (LMI) from the Orange County Center of Excellence and EDD was used to assess growth areas in healthcare, logistics, technology, and the skilled trades. This data informed the evaluation of current CTE offerings and the development of new pathways.
  • Participation in Regional and Sector Planning: RSAEC members actively attended regional alignment meetings such as WIOA Title I and II coordination groups, Strong Workforce convenings, Orange County Regional Consortium planning, and industry roundtables to ensure CAEP strategies were aligned with broader education and economic development plans.

This inclusive and data-informed assessment process enabled RSAEC to define strategic priorities, surface service gaps, and reaffirm the role of adult education in advancing equity, upskilling the workforce, and strengthening regional partnerships.

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

Which of the following data sources were referenced and contributed to the consortium's understanding of needs, current levels and types of services, and gaps?

We work with the consortium researcher to assist with data collection and to assist with analysis. Data for most adult education programs is outdated and is difficult to use for planning purposes.

Regional Alignment and Priorities

Provide the names and types of the regional partner organizations that your consortium works with to ensure programs offered align with regional needs. *

Click Add Partner Organization, search for the organization’s name, and select it. If the organization is not listed, click Create a new one in the modal, enter the Partner Organization Name, and select the Partner Organization Type.

Partner Organization NamePartner Organization Type
Santa Ana Work CenterWorkforce Development Board
AJCCWorkforce Development Board
Orange County One Stop Center Workforce Development Board
California Community Colleges Workforce and Economic Development Department in the Orange County RegionWorkforce Development Board
Orange Chamber of CommerceBusiness
Orange County Small Business Development CenterCommunity Organization
Orange County Public LibrariesCommunity Organization
Orange County SheriffOther
Orange County ProbationOther
Orange County Intake and Release CenterOther
James A. Musick FacilityOther
Orange County Central JailOther
Orange County Central Men's JailOther
Orange County Central Women's JailOther
Theo Lacy FacilityOther
Santa Ana City JailOther
Goodwill Industries of Orange CountyCommunity Organization
Catholic CharitiesCommunity Organization
United Way Orange CountyCommunity Organization
Boys and Girls Club of Santa AnaCommunity Organization
Boys and Girls Club of Garden GroveCommunity Organization
Orange County Communities Organized for Responsible Development (OCCORD)Community Organization
Recovery Education InstituteCommunity Organization
Friendly CenterCommunity Organization
Boat People SOSCommunity Organization
Latino Health AccessCommunity Organization
Relampago del CieloCommunity Organization
Regional Center of the East BayCommunity Organization
Department of RehabilitationCommunity Organization
Project SEARCHCommunity Organization
Hope BuildersCommunity Organization
Vital LinkCommunity Organization
Autism Business AssociationCommunity Organization
Open Gate InternationalCommunity Organization
Orange County Therapeutic Arts CenterCommunity Organization
Our Lady of Pillar ChurchOther
Phoenix HouseCommunity Organization
Cooper FellowshipCommunity Organization
Country Villa PlazaCommunity Organization
Corbin CenterOther
California Department of Apprenticeship ServicesOther
North America Building Trades Unions (NABTU)Business
Los Angles/Orange Counties Building and Construction Trades CouncilIndustry
West American Rubber CompanyBusiness
Knott's Berry FarmBusiness
CHOC Children's Hospital of OCIndustry
Towne and Country ManorIndustry
New Orange HillsIndustry
Kaiser PermanenteIndustry
Providence St. Joseph's HospitalIndustry
Alta MedIndustry
Living Well Home CareIndustry
Orange Healthcare and Wellness CenterIndustry
French Park Healthcare CenterIndustry
Autism Business ServicesIndustry
BreastfeedLACommunity Organization
Visiting AngelsIndustry
South West Senior CenterOther
Santa Ana Senior CenterOther
East Anaheim Community CenterCommunity Organization
Orange Senior CenterCommunity Organization
El Modena Community CenterCommunity Organization
Rehabilitation Institute of Southern CaliforniaIndustry
Garden Grove Community CollaborativeVendor/Non-Profit
Garden Grove Senior CenterVendor/Non-Profit
OC Health InitiativeVendor/Non-Profit
Employment Development Department, Orange County RegionCommunity Organization
What relevant education and workforce plans that guide services in the region were used to develop this Three-Year Plan?

What are the top priorities in relation to regional alignment?

Rancho Santiago Adult Education Consortium (RSAEC) members continue to actively participate in collaborative planning to ensure that CAEP-funded programs are aligned with regional education and workforce development priorities. The consortium maintains Memoranda of Understanding (MOUs) with the Orange County Workforce Development Board and the Santa Ana Work Center, reinforcing alignment with the Workforce Innovation and Opportunity Act (WIOA) Title I and II strategies. Additionally, RSAEC engages in regular coordination with the Orange County Regional Consortium, Strong Workforce Program (SWP), K12 SWP initiatives, and the Orange County Center of Excellence for Labor Market Research, among other stakeholders.

This alignment ensures that adult education services across the region are responsive to economic demands, integrated with career pathways, and supportive of transitions into postsecondary education and employment. In developing the 2025–2028 Three-Year Plan, RSAEC reviewed the WIOA Local and Regional Plans, Perkins V Local Application and CLNA, SWP Plans, and institutional accreditation self-studies, integrating common objectives around equity, transitions, and skills-building for in-demand sectors.

Key priority areas of alignment and collaboration include:

  • Responsive workforce services for learners across all experience and education levels, especially those with barriers to employment, through enhanced access to career readiness training, wraparound services, and industry-informed programs.
  • Braided and co-located service delivery, reducing access barriers by combining academic, career, and support services in centralized, community-based locations.
  • Regionalized intake and referral systems across One-Stop partners that streamline access to adult education, workforce preparation, and employment services, including shared eligibility assessments and referrals.
  • Business engagement and sector strategies, coordinated through an aligned business services team that leverages employer input to inform programming, expand work-based learning opportunities, and promote sector-specific pathways (e.g., healthcare, logistics, construction).
  • Labor market-informed curriculum development, supported by current LMI from the OC Center of Excellence and EDD, to ensure alignment with in-demand occupations and skills needs in the region.
  • Expanded outreach and access strategies that increase visibility of adult education services and address regional disparities in enrollment, particularly for underrepresented communities.
  • Collaborative professional development and data sharing, allowing partner agencies to continuously improve programming through shared best practices, cross-training, and review of student outcome data across systems.

As RSAEC looks ahead to 2025–2028, it remains committed to building seamless pathways between adult education and postsecondary and workforce opportunities. This will include targeted expansion of short-term CTE programs, enhanced ESL-to-CTE pipelines, and integrated education and training (IET) models, particularly in high-growth sectors such as healthcare, technology, and skilled trades.

Every three years, the Research Department at Rancho Santiago Community College District (RSCCD) conducts a comprehensive review of the community needs and service gaps within the Rancho Santiago Adult Education Consortium (RSAEC) to inform strategic planning for expanding access and improving the effectiveness of instructional and support services.

Using updated U.S. Census Bureau data (American Community Survey 2023 5-Year Estimates) and CAEP data sources, the consortium found that while RSAEC continues to serve a large number of adult learners annually, significant unmet needs remain across all major program areas. This review highlights opportunities for program growth, targeted outreach, and system alignment to meet the needs of historically underserved populations.

Key findings by program area (based on 2022–2023 unduplicated headcount):

  • English as a Second Language (ESL): RSAEC served over 13,613 ESL students; however, an estimated 37% of adults age 18 and over in the region speak English “less than very well,” and 41% face limited English proficiency” reflecting substantial unmet need. This demand is especially concentrated in Santa Ana and surrounding areas, where immigrant and multilingual communities continue to grow.
  • Adult Basic Education (ABE): Approximately 1,692 students were served in basic skills programs. Based on Census estimates, over 9% of adults age 25 and over have not completed 9th grade, indicating persistent literacy and numeracy gaps that limit access to employment and education.
  • Adult Secondary Education (ASE): Roughly 6,260 students were served in high school diploma and equivalency programs, yet 16% of adults age 25 and older lack a high school diploma or equivalent, reflecting a critical need for academic credentialing to improve workforce readiness and postsecondary transitions.
  • Short-Term Career Education: About 7,237 students participated in CTE courses across the consortium, yet ongoing labor market data from the California Employment Development Department (EDD) indicates that more than 3% of the adult population remains unemployed, with even higher underemployment among those lacking up-to-date technical skills or recognized credentials. The healthcare sector, in particular, shows strong demand for entry-level and mid-level trained workers. With the braiding of ELL Healthcare Pathways, SWP and Perkins funds, Allied Health has been an area of enormous growth throughout the consortium including developing, new and expanding programs in the following areas: Personal Care Aide/Caregiver, Nursing Assistant, Acute Care CNA, Vocational Nursing, Pharmacy Technician, Dental Assistant, Behavior Technician, Medical Assistant, Home Health Aide, Medical Billing, Community Health Worker, Laboratory Technician, Lactation Educator Specialist and Lactation Consultant Education.
  • Adults with Disabilities: Only 439 adults with disabilities were served, yet Census data show that nearly 8% of adults aged 18–64 in the region have a disability. This reflects a considerable gap in program access and support for adults with cognitive, physical, or learning challenges who seek educational and employment opportunities.

The persistence of these unmet needs—particularly in ESL, ASE, and short-term CTE—underscores the importance of proactive outreach, flexible learning modalities, and tailored support services. Additionally, while unmet need does not always equate to demand, RSAEC recognizes that increasing awareness, addressing access barriers (e.g., childcare, transportation, digital access), and deepening community partnerships are essential to fully realizing adult education’s role in regional economic mobility.

Looking forward, the consortium will use this data to prioritize program expansion, develop targeted strategies for underserved groups, and align CAEP programming with broader equity and workforce recovery initiatives in Orange County.

Please identify the categories of needs of your region.

Not Applicable.

What challenges does your region face that impact the programs you have previously or are currently offering?

Not Applicable.

Which populations are currently being served by your programs?

Contributions by Entities*

NameRoleThree-Year Plan Contribution
Rancho Santiago Community College District Administrator Provided data
Santiago Canyon College Continuing Education Administrator Participated in planning meetings
Santa Ana College Continuing Education Administrator Participated in planning meetings
Garden Grove Unified School District Administrator Provided data
Garden Grove Adult Education Administrator Participated in planning meetings
Santa Ana Unified School District Administrator Participated in planning meetings
Orange Unified School DIstrict Administrator Participated in planning meetings
Orange County Department of Education Administrator Participated in planning meetings
Santa Ana College Community college faculty Participated in planning meetings
Santa Ana College Community college faculty Designed proposed strategies
Santiago Canyon College Community college faculty Designed proposed strategies
Santiago Canyon College Community college faculty Participated in planning meetings
Garden Grove Adult Education Teacher employed by local educational agencies Designed proposed strategies
Garden Grove Adult Education Teacher employed by local educational agencies Participated in planning meetings
Santa Ana College Classified staff Participated in planning meetings
Santiago Canyon College Classified staff Participated in planning meetings

Regional Service Providers

For each Consortium Member service provider, enter the number of Participants in each program area.

Provider NameProvider TypeNumber of Participants in Program AreaTotal Participants
ABEASEAWDCSSCTEESLPre-ApprenticeshipShort Term CTEWorkforce Reentry
*Garden Grove UnifiedMember Representative

237

274

59

0

0

1,998

0

39

0

2607
*Orange County Department of EducationMember Representative

0

0

0

0

0

0

0

0

0

0
*Orange UnifiedMember Representative

0

37

0

0

0

0

0

0

0

37
*Rancho Santiago CCDMember Representative

1,455

5,949

380

0

0

11,615

27

7,171

0

26597
*Santa Ana UnifiedMember Representative

0

0

0

0

0

0

0

0

0

0
Total Participants 1692 6260 439 0 0 13613 27 7210 0 29241
* Consortium Member required to input number of Participants

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

No Service Providers for this consortium.

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

Not Applicable.

RSAEC delivers over 3.38 million instructional hours annually, demonstrating the consortium’s significant regional reach. However, current levels and types of service do not fully meet the documented demand in all areas:

  • ESL and ASE programs continue to show the highest unmet need due to the region’s large immigrant population and a significant number of adults without a high school diploma.

  • CTE programs, particularly in healthcare and technology, are expanding, but still face waitlists and infrastructure constraints.

  • AWD programs serve a small fraction of the eligible population, indicating the need for targeted outreach, specialized instructional capacity, and cross-agency coordination.

  • Pre-apprenticeship efforts are growing but remain in early stages, requiring deeper partnerships with union trades and employers to expand viable pathways into apprenticeships.

  • Digital literacy, flexible scheduling, and access to technology and childcare continue to present barriers to consistent participation.

RSAEC will use this assessment to guide program growth, improve service equity, and align future offerings with both regional labor market needs and the lived experiences of adult learners.

Metrics: CAEP Barriers & Metrics

Goals & Metrics

Metrics

Adult Ed Metrics

  • English Language Learner (149AE)
  • Low Income (154AE)
  • Low Literacy (155AE)

Metrics

Adult Ed Metrics

  • Adult Basic Education (1001)
  • Adult Secondary Education (1000)
  • Career Technical Education (1003)
  • English as a Secondary Language (1002)
  • Pre-Apprenticeship Training Programs (125AE)
  • Programs for Adults With Disabilities (1004)
  • Short-Term CTE Training Programs (126AE)
  • Workforce Preparation (124AE)

Metrics

Adult Ed Metrics

  • Completed Educational Functioning Level Gain (400AE)

Metrics

Adult Ed Metrics

  • Transitioned to ASE (500AE)
  • Transitioned to CTE (636AE)
  • Transitioned to Non-Developmental Credit College Course (637AE)

Metrics

Adult Ed Metrics

  • Diploma, GED or High School Equivalency (633AE)
  • Postsecondary Credential (624AE)

Metrics

Adult Ed Metrics

  • Employed Two Quarters After Exit (505AE)
  • Median Change in Earnings (801AE)

Consortium Level Metric Targets

In this section, Consortium Level Actuals data from DataVista for the previous three years, including areas to input data for Consortium Level Targets are shown below.

The first row shows the required metric of Number of Adults Served. The following rows show metrics previously selected in the CAEP Barriers and Metrics workflow section.

Input Consortium Level Targets as whole numbers for the upcoming three years for all of the rows of metrics shown below

The 2023-24 data in DataVista will be made available in Spring 2025 and the 2024-25 data will be made available in Spring 2026.

Metric SetMetric DescriptionConsortium Level Metric Actuals Consortium Level Metric Targets
2022-23 2023-24 2024-25 2025-26 2026-27 2027-28
AllReportable Individuals (200AE) 36,863 44,180

45,063

45,964

46,901

Student BarriersEnglish Language Learner (149AE) 19,834 22,073

22,514

22,964

23,423

Student BarriersLow Literacy (155AE) 32,727 37,767

38,522

39,292

40,093

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

2,500

2,700

2,900

Employment & EarningsEmployed Two Quarters After Exit (505AE) 69

71

73

75

Employment & EarningsMedian Change in Earnings (801AE)

0.0%

0.0%

0.0%

ProgressCompleted Educational Functioning Level Gain (400AE) 792 979

1,150

1,300

1,450

SuccessDiploma, GED or High School Equivalency (633AE) 70 88

95

100

105

SuccessPostsecondary Credential (624AE) 191 115

115

120

125

TransitionTransitioned to ASE (500AE) 131

135

140

145

TransitionTransitioned to Non-Developmental Credit College Course (637AE) 58

25

30

35

TransitionTransitioned to CTE (636AE) 151

155

160

165

Students and ProgramsAdult Secondary Education (1000) 255 274

285

295

305

Students and ProgramsAdult Basic Education (1001) 189 237

239

242

245

Students and ProgramsEnglish as a Secondary Language (1002) 1,735 1,998

2,018

2,039

2,060

Students and ProgramsCareer Technical Education (1003) 29 39

44

49

54

Students and ProgramsPrograms for Adults With Disabilities (1004) 0 0

94

100

105

Students and ProgramsWorkforce Preparation (124AE)

0

0

0

Students and ProgramsPre-Apprenticeship Training Programs (125AE)

0

0

0

Students and ProgramsShort-Term CTE Training Programs (126AE)

0

0

0

* Mandatory for all members


Orange County Department of Education (No reporting institution)

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

0

0

0

Employment & EarningsEmployed Two Quarters After Exit (505AE)

0

0

0

Employment & EarningsMedian Change in Earnings (801AE)

0.0%

0.0%

0.0%

ProgressCompleted Educational Functioning Level Gain (400AE)

0

0

0

SuccessDiploma, GED or High School Equivalency (633AE)

0

0

0

SuccessPostsecondary Credential (624AE)

0

0

0

TransitionTransitioned to ASE (500AE)

0

0

0

TransitionTransitioned to Non-Developmental Credit College Course (637AE)

0

0

0

TransitionTransitioned to CTE (636AE)

0

0

0

Students and ProgramsAdult Secondary Education (1000)

0

0

0

Students and ProgramsAdult Basic Education (1001)

0

0

0

Students and ProgramsEnglish as a Secondary Language (1002)

0

0

0

Students and ProgramsCareer Technical Education (1003)

0

0

0

Students and ProgramsPrograms for Adults With Disabilities (1004)

0

0

0

Students and ProgramsWorkforce Preparation (124AE)

0

0

0

Students and ProgramsPre-Apprenticeship Training Programs (125AE)

0

0

0

Students and ProgramsShort-Term CTE Training Programs (126AE)

0

0

0

* Mandatory for all members


Orange Unified (Reported by Orange Unified School District)

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

36

37

38

Employment & EarningsEmployed Two Quarters After Exit (505AE)

0

0

0

Employment & EarningsMedian Change in Earnings (801AE)

0.0%

0.0%

0.0%

ProgressCompleted Educational Functioning Level Gain (400AE)

15

16

17

SuccessDiploma, GED or High School Equivalency (633AE)

25

26

27

SuccessPostsecondary Credential (624AE)

0

0

0

TransitionTransitioned to ASE (500AE)

0

0

0

TransitionTransitioned to Non-Developmental Credit College Course (637AE)

4

5

6

TransitionTransitioned to CTE (636AE)

4

5

6

Students and ProgramsAdult Secondary Education (1000)

36

37

38

Students and ProgramsAdult Basic Education (1001)

0

0

0

Students and ProgramsEnglish as a Secondary Language (1002)

0

0

0

Students and ProgramsCareer Technical Education (1003)

0

0

0

Students and ProgramsPrograms for Adults With Disabilities (1004)

0

0

0

Students and ProgramsWorkforce Preparation (124AE)

0

0

0

Students and ProgramsPre-Apprenticeship Training Programs (125AE)

0

0

0

Students and ProgramsShort-Term CTE Training Programs (126AE)

0

0

0

* Mandatory for all members


Rancho Santiago CCD (Reported by Rancho Santiago)

Metric SetMetric DescriptionMember Level Metric Actuals Member Level Metric Targets
2022-23 2023-24 2024-25 2025-26 2026-27 2027-28
AllParticipants (202AE) 33,518 40,776

44,241

48,000

52,080

Employment & EarningsEmployed Two Quarters After Exit (505AE) 1,177

1,201

1,225

1,250

Employment & EarningsMedian Change in Earnings (801AE)

3.0%

5.0%

7.0%

ProgressCompleted Educational Functioning Level Gain (400AE) 5,061 5,787

5,902

6,020

6,140

SuccessDiploma, GED or High School Equivalency (633AE) 888 942

961

981

1,000

SuccessPostsecondary Credential (624AE) 7,185 4,634

4,726

4,820

4,916

TransitionTransitioned to ASE (500AE) 1,452

1,482

1,512

1,542

TransitionTransitioned to Non-Developmental Credit College Course (637AE) 2,993

3,053

3,114

3,176

TransitionTransitioned to CTE (636AE) 4,393

4,481

4,571

4,662

Students and ProgramsAdult Secondary Education (1000) 14,200 17,389

17,737

18,092

18,453

Students and ProgramsAdult Basic Education (1001) 2,497 2,469

2,519

2,569

2,619

Students and ProgramsEnglish as a Secondary Language (1002) 14,354 16,453

16,706

17,040

17,380

Students and ProgramsCareer Technical Education (1003) 9,939 12,665

12,918

13,434

13,702

Students and ProgramsPrograms for Adults With Disabilities (1004) 901 1,094

1,116

1,138

1,158

Students and ProgramsWorkforce Preparation (124AE)

30

35

40

Students and ProgramsPre-Apprenticeship Training Programs (125AE)

30

35

40

Students and ProgramsShort-Term CTE Training Programs (126AE)

0

0

0

* Mandatory for all members


Santa Ana Unified (Reported by Santa Ana Unified School District)

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

0

0

0

Employment & EarningsEmployed Two Quarters After Exit (505AE)

0

0

0

Employment & EarningsMedian Change in Earnings (801AE)

0.0%

0.0%

0.0%

ProgressCompleted Educational Functioning Level Gain (400AE)

0

0

0

SuccessDiploma, GED or High School Equivalency (633AE)

0

0

0

SuccessPostsecondary Credential (624AE)

0

0

0

TransitionTransitioned to ASE (500AE)

0

0

0

TransitionTransitioned to Non-Developmental Credit College Course (637AE)

0

0

0

TransitionTransitioned to CTE (636AE)

0

0

0

Students and ProgramsAdult Secondary Education (1000)

0

0

0

Students and ProgramsAdult Basic Education (1001)

0

0

0

Students and ProgramsEnglish as a Secondary Language (1002)

0

0

0

Students and ProgramsCareer Technical Education (1003)

0

0

0

Students and ProgramsPrograms for Adults With Disabilities (1004)

0

0

0

Students and ProgramsWorkforce Preparation (124AE)

0

0

0

Students and ProgramsPre-Apprenticeship Training Programs (125AE)

0

0

0

Students and ProgramsShort-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.

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

Select the strategies that your consortium is using to improve 1) integration of services and 2) transitions to post-secondary education and the workforce
  1. Utilizing Data

  2. Providing Professional Development

  3. Identifying Best Practices

  4. Offering Flexible Courses and Services

Not Entered

Not applicable.

Objective #3: Improve Effectiveness of Services

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

Not Entered

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

Not Entered

Not 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. 

Outcomes

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

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 PositionResponsible MemberProposed Completion Date
M'Liss PattersonGarden Grove Unified06/30/2026
Chrissy GasconRancho Santiago CCD06/30/2028
Lorena ChavezRancho Santiago CCD06/30/2028
Lisa GreenOrange Unified06/30/2028

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.

Outcomes

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

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 PositionResponsible MemberProposed Completion Date
M'Liss PattersonGarden Grove Unified06/30/2028
Chrissy GasconRancho Santiago CCD06/30/2028
Lorena ChavezRancho Santiago CCD06/30/2028

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.

Outcomes

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

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 PositionResponsible MemberProposed Completion Date
M'Liss PattersonGarden Grove Unified06/30/2028
Chrissy GasconRancho Santiago CCD06/30/2028
Lorena ChavezRancho Santiago CCD06/30/2028
Lisa GreenOrange Unified06/30/2028

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. 

Outcomes

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

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 PositionResponsible MemberProposed Completion Date
M'Liss PattersonGarden Grove Unified06/30/2028
Chrissy GasconRancho Santiago CCD06/30/2028
Lorena ChavezRancho Santiago CCD06/30/2028

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. 

Outcomes

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

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 PositionResponsible MemberProposed Completion Date
M'Liss PattersonGarden Grove Unified06/30/2028
Chrissy GasconRancho Santiago CCD06/30/2028
Lorena ChavezRancho Santiago CCD06/30/2028

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.

Outcomes

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

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 PositionResponsible MemberProposed Completion Date
M'Liss PattersonGarden Grove Unified06/30/2028
Lorena ChavezRancho Santiago CCD06/30/2028

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.

Outcomes

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

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 PositionResponsible MemberProposed Completion Date
M'Liss PattersonGarden Grove Unified06/30/2028
Chrissy GasconRancho Santiago CCD06/30/2028
Lorena ChavezRancho Santiago CCD06/30/2028

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.

Outcomes

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

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 PositionResponsible MemberProposed Completion Date
M'Liss PattersonGarden Grove Unified06/30/2028
Chrissy GasconRancho Santiago CCD06/30/2028
Lorena ChavezRancho Santiago CCD06/30/2028
Lisa GreenOrange Unified06/30/2028

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.

Outcomes

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

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 PositionResponsible MemberProposed Completion Date
M'Liss PattersonGarden Grove Unified06/30/2028
Chrissy GasconRancho Santiago CCD06/30/2028
Lorena ChavezRancho Santiago CCD06/30/2028
Lisa GreenOrange Unified06/30/2028

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. 

Outcomes

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

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 PositionResponsible MemberProposed Completion Date
M'Liss PattersonGarden Grove Unified06/30/2028
Chrissy GasconRancho Santiago CCD06/30/2028
Lorena ChavezRancho Santiago CCD06/30/2028
Lisa GreenOrange Unified06/30/2028

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.

Outcomes

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

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 PositionResponsible MemberProposed Completion Date
M'Liss PattersonGarden Grove Unified06/30/2028
Chrissy GasconRancho Santiago CCD06/30/2028
Lorena ChavezRancho Santiago CCD06/30/2028
Lisa GreenOrange Unified06/30/2028

Funds Evaluation

Member Allocations and Expenditures

Member AgencyPrior Year Total Leveraged FundsProgram Reporting Status
Garden Grove Unified $3,211,569Certified
Orange County Department of Education $0Certified
Orange Unified $6,897Certified
Rancho Santiago CCD $28,500,716Certified
Santa Ana Unified $0Certified
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

Approved by M'Liss Patterson

06/18/2025 08:03 PM PDT

Orange County Department of Education - Member Representative

Approved by Fatinah Judeh

06/18/2025 07:34 PM PDT

Orange Unified - Member Representative

  • Interim Executive Director Curriculum, Instruction, Secondary School Support
  • lgreen@orangeusd.org
  • (714) 628-5446
Approved by Lisa Green Orange Unified School District

06/18/2025 07:07 PM PDT

Rancho Santiago CCD - Member Representative

Approved by Lorena Chavez

06/18/2025 07:08 PM PDT

Santa Ana Unified - Member Representative

Approved by Dr. Lorraine Perez Santa Ana Unified School District

06/18/2025 09:33 PM PDT