CAEP
Annual Plan

Produced: Aug 18, 2025, 02:40 PM UTC - By Amy Avina

43 Rancho Santiago Adult Education Consortium
CONSORTIUM APPROVED

2025-26

Plans & Goals

Executive Summary

The Rancho Santiago Adult Education Consortium (RSAEC) serves central Orange County—a region of more than 511,000 residents that continues to experience high levels of cultural and linguistic diversity, economic disparity, and growing demand for adult education. Approximately 28% of households include adults who speak English less than “very well,” and over 26% of adults lack a high school diploma. These statistics highlight ongoing challenges in educational access, equity, and economic mobility—challenges RSAEC members are committed to addressing collaboratively.

RSAEC includes five active member institutions: Rancho Santiago Community College District (RSCCD)—comprising Santa Ana College School of Continuing Education (SAC-CE) and Santiago Canyon College Continuing Education (SCC-CE)—as well as three K12 adult education providers: Garden Grove Adult Education (GGAE), Orange Unified School District (OUSD), Santa Ana Unified School District (SAUSD) and the Orange County Department of Education (OCDE). The Orange County Sheriff’s Department (OCSD) continue to serve as a key partner supporting justice-involved and specialized populations.

In alignment with the 2025–2027 Three-Year Plan, RSAEC continues to develop innovative programs and student-centered services to expand access, strengthen transitions, and address gaps in service. The consortium saw significant growth this year, with RSCCD reporting a 13% increase in unduplicated headcount—from 65,576 to 75,172 students—and a 14% increase in FTES, from 8,839 to 10,269. Enrollment across the district increased from 109,184 to 125,157, demonstrating strong community demand for adult and noncredit programs.

Programmatically, members made measurable progress in building career pathways. SCC-CE launched two new healthcare certificates: CNA Acute Care, with 55 students earning credentials, and Lactation Consultant Education, which enrolled 180 students for fall 2025. SAC-CE introduced a Personal Caregiver program to support workforce entry in home health and elder care. GGAE celebrated the completion of two in-demand programs: 38 students earned Phlebotomy certificates and 22 completed the Pharmacy Technician program. All three institutions also advanced the integration of workforce preparation into ESL programs, with specialized ESL for healthcare now embedded in pathway curricula to increase accessibility for multilingual learners.

The consortium has maintained a strong commitment to regional alignment, community outreach, and equitable access. Members continued to collaborate on workforce development initiatives with local employers and nonprofit organizations. Efforts to expand wraparound supports included continued investment in welcome centers, mental health resources, and digital inclusion strategies such as laptop loan programs. Members also began planning for new activities to address rising safety concerns in immigrant communities by offering flexible, trauma-informed instruction and remote student services.

RSAEC’s strategic priorities remain grounded in a shared belief that adult education is critical to building educational equity and workforce readiness across the region. Members have worked closely to align offerings with labor market needs, establish new noncredit-to-credit pathways, and formalize articulation agreements to strengthen transitions between K12 adult schools and community colleges. In particular, the collaboration between GGAE and SAC-CE has grown through the expansion of tuition-free CTE courses at Lincoln Education Center and increased alignment of medical pathways to both noncredit and credit options.

Looking forward, RSAEC will continue to support students through accessible, flexible, and inclusive educational programming. Emphasis will be placed on expanding healthcare pathways, strengthening pre-apprenticeship and dual enrollment opportunities, and leveraging regional resources to support career transitions. By continuing to align local strategies with CAEP objectives, Vision 2030, and community-identified needs, RSAEC reaffirms its commitment to preparing adult learners for education, employment, and long-term success.

Plans & Goals

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

Goals have changed or new goals have emerged for the upcoming year

Why have the consortium’s goals changed for the upcoming year?

N/A

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

A good deal of progress - most goals were met

N/A

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

Although the consortium members faced multiple barriers including lack of financial and human resources as well as lack of time, the majority of the previous years' goals were met. There are a few goals that are continuing into this year or have been supplemented with new objectives.

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

Procurement of more resources and grants; braiding of funds.

N/A

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

N/A

Assessment

Regional Needs Assessment

Please identify the categories of needs in your region.

Please identify resources used to identify these gaps.

RSAEC will measure effectiveness and progress toward meeting identified needs by continuing to monitor the established CAEP metrics and applying them to the consortium’s planned activities and strategies. These include Educational Functioning Level (EFL) gains, student-identified barriers to success, completion outcomes such as diplomas, certificates, and college credit awards, transition metrics related to postsecondary enrollment and credit-bearing pathways, and employment and earnings data where available.

The consortium will utilize data systems such as TOPSpro Enterprise, MIS, and  the California Community College’s Data Vista to track these outcomes and evaluate performance at both the member and consortium levels. In addition, quarterly fiscal and programmatic reports will provide ongoing feedback on implementation progress and alignment with resource use.

To support continuous improvement and equity, RSAEC is also incorporating local indicators to measure effectiveness. These include:

  • Student attendance recovery and reengagement trends in areas impacted by immigration enforcement or community trauma
  • Enrollment and transition tracking in new healthcare and CTE pathway programs through certificate tracking, job placements and student surveys – both pre- and post-program completion.
  • Participation rates in virtual orientations, dual enrollment pilots, and hybrid support services
  • Counselor and faculty feedback on integration efforts and support effectiveness

Together, these measures will provide a comprehensive view of progress toward student-centered goals, support real-time adjustments to program delivery, and inform regional strategies for long-term impact.

RSAEC’s 2024–2025 needs assessment revealed significant and persistent gaps in educational access, digital equity, and workforce alignment across the region. The process to identify these needs was grounded in a review of consortium-level data from the CAEP Fact Sheets, the California Community College’s Data Vista, TOPSpro Enterprise, MIS, and U.S. Census demographic data. RSAEC members also gathered input through faculty and staff feedback, student surveys, and ongoing participation in community-based partner meetings and advisory councils such as the Garden Grove Community Collaborative (GGCC), Workforce Development Board, and Strong Workforce advisory groups.

Several key needs emerged across the consortium. Access to technology and digital literacy remain critical challenges for many adult learners, especially older adults, English language learners, and immigrant populations. In response, RSAEC has expanded its laptop loaner programs, increased digital skills instruction, and piloted HyFlex and hybrid learning options to allow students to learn safely and flexibly and increased student support services to adopt remote learning options and increase mental health supports through platforms such as TimelyCare at Santiago Canyon College and Health Center Services at Santa Ana College.

Another identified gap involves the lack of streamlined pathways from adult education to postsecondary and career advancement. To address this, RSAEC members are implementing new articulation agreements between Garden Grove Adult Education and partner colleges, introducing contextualized ESL-to-CTE pathways, and increasing noncredit healthcare training options. In 2024–2025, multiple new certificates were launched or expanded—including Pharmacy Technician, Phlebotomy, CNA Acute Care, Personal Caregiver, and Lactation Consultant Education—with hundreds of students served.

RSAEC also identified a regional need for increased public awareness of available adult education programs and services. Consortium members responded by expanding outreach through multilingual marketing campaigns, radio and social media ads, and presence at local school and community events. Welcome centers continue to serve as critical access points, offering personalized assistance to help students enroll, access services, and plan their next steps.

While many of these needs are shared across the state, RSAEC’s region has unique factors. Central Orange County is geographically compact but densely populated, with both affluent neighborhoods and high-poverty areas. The region has a high concentration of linguistically diverse households, significant numbers of undocumented and mixed-status families, and a growing demand for short-term CTE programs tied to healthcare, hospitality, and essential services. These factors require the consortium to remain flexible, equity-focused, and deeply embedded in the community.

Looking ahead, RSAEC will continue leveraging cross-sector partnerships, aligning programming with labor market needs, and expanding student supports to ensure that all adults, especially the most vulnerable, can access, persist in, and benefit from the region’s adult education system.

Activities & Outcomes

Objective #1: Address Educational Needs

Increase Healthcare Pathways

THREE-YEAR PLAN 2025-28

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.

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

Adult High School & Equivalency Dual Enrollment

THREE-YEAR PLAN 2025-28

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. 

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

Objective #2: Improve Integration of Services & Transitions

GGAE and SAC CTE Pathways and Articulations

THREE-YEAR PLAN 2025-28

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.

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

THREE-YEAR PLAN 2025-28

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.

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

Expansion of Distant Education Support Services

THREE-YEAR PLAN 2025-28

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.

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

Fiscal Management

Alignment & Carryover

RSAEC’s planned allocations for the 2024–2025 program year are fully aligned with the strategies and objectives outlined in the consortium’s 2025–2028 Three-Year Plan, which was submitted in June 2025. These allocations reflect the continued commitment of the consortium to increase educational access, support seamless transitions to postsecondary and workforce pathways, and improve the overall effectiveness of services through collaborative and equity-focused programming.

Funding for this year will directly support the Three-Year Plan’s core priorities, including expanding adult education and noncredit transitions to credit programs, strengthening healthcare and career education pathways, and enhancing wraparound services through flexible instructional models such as hybrid and HyFlex learning. The consortium will continue to prioritize investments that support high-impact student services, including virtual orientations, mental health access, digital literacy, and embedded counseling, all of which contribute to student persistence, completion, and workforce readiness.

As outlined in the Three-Year Plan, RSAEC members are also committed to strengthening the pipeline between adult schools and community colleges. Planned allocations will support expanded collaboration between Garden Grove Adult Education and Santa Ana College Continuing Education, particularly in the development of tuition-free CTE offerings and articulation agreements designed to guide students from programs such as the ELL Healthcare Pathways into credit or advanced noncredit courses.

To meet the increasing demand for earn-and-learn models, allocations will support the planning and expansion of pre-apprenticeship programs and the launch of registered apprenticeships. This work is in alignment with Vision 2030 and the Governor’s statewide goal to increase apprenticeships by 2029. Similarly, members will continue leveraging CAEP alongside Strong Workforce, Perkins, and ELL Healthcare Pathways grants to fund cross-agency projects that grow regional career pathway infrastructure.

RSAEC’s long-term staffing investments will continue in this program year, including support for the nine full-time faculty and the full-time TOSA whose roles are central to curriculum development, program implementation, and student transitions. These positions were established as part of the consortium’s early strategy and remain foundational to ongoing plan execution. Additionally, funding for new regional centers and expanded student support hubs will ensure continuity of service, especially for students impacted by digital barriers, and transportation issues.

In every aspect, RSAEC’s planned allocations are designed to be responsive to both historical needs and emerging challenges. By building on the foundation of previous plans while adapting to current conditions, RSAEC members remain unified in their mission to create equitable, accessible, and future-focused pathways for adult learners across central Orange County.

RSAEC is committed to ensuring fiscal responsibility and alignment with Education Code §84914 by actively planning for the timely expenditure of all CAEP funds. The consortium continues to work collaboratively with member agencies to ensure that carryover funds from prior years are integrated into planned activities that support the CAEP legislative objectives: addressing educational needs, improving the integration of services and transitions, and improving the effectiveness of services.

At Garden Grove Adult Education (GGAE), carryover funds will be used to maintain and expand programming in the five CAEP program areas, including support for instructional materials, staffing, technology upgrades, and facilities maintenance. These funds will also support the planned expansion of tuition-free CTE programs at the Lincoln Education Center, aligned with the consortium’s Three-Year Plan.

At RSCCD, carryover funds will continue to support essential personnel—including CAEP-funded faculty, classified staff, and administrative support—as well as marketing, student support services, and technology infrastructure. These investments are crucial for maintaining capacity in high-demand programs such as healthcare pathways and for delivering hybrid instruction models that improve student access and retention.

At Orange Unified School District (OUSD), carryover funds will be directed toward instructional staffing for high school diploma and equivalency programs, ensuring continued access for adult learners pursuing secondary education. Funds will also support digital resource needs and classroom instructional enhancements.

Additionally, all members will utilize carryover to expand participation in consortium-wide and statewide professional development activities. This includes training focused on digital equity, transitions to credit, trauma-informed instruction, and strategies to increase support for RSAEC’s students. RSAEC members will also explore targeted uses of carryover funds to support outreach efforts in areas impacted by recent attendance declines.

It remains RSAEC’s intention to fully expend 2024–2025 funds before drawing down the 2025–2026 allocation, in accordance with state expectations and internal consortium policy. All plans for carryover use are regularly reviewed through fiscal reporting and consortium-level oversight to ensure compliance and alignment with strategic priorities.

Usage

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

N/A

Consortium Objectives & Activities Overview

Objectives & Activities

= consortium has included this activity in an Annual Plan from the 2025-28 Three-Year Plan
= consortium has NOT selected this activity in an Annual Plan from the 2025-28 Three-Year Plan
ActivityOriginIncluded in Annual Plan
Objective #1: Address Educational Needs
Adult High School & Equivalency Dual Enrollment
THREE-YEAR PLAN 2025-28
Grow Earn-and-Learn Opportunities for Adults
THREE-YEAR PLAN 2025-28
Increase Healthcare Pathways
THREE-YEAR PLAN 2025-28
Safe Access and Support for Vulnerable Students
THREE-YEAR PLAN 2025-28
Objective #2: Improve Integration of Services & Transitions
Adult Education/Noncredit to Credit Pathways
THREE-YEAR PLAN 2025-28
Build Pathways Through Community Partnerships
THREE-YEAR PLAN 2025-28
GGAE and SAC CTE Pathways and Articulations
THREE-YEAR PLAN 2025-28
Objective #3: Improve Effectiveness of Services
Best Practices for Student Success
THREE-YEAR PLAN 2025-28
Expansion of Distant Education Support Services
THREE-YEAR PLAN 2025-28
Increase Capacity to Maximize Student Completions
THREE-YEAR PLAN 2025-28
Strengthen Professional Development
THREE-YEAR PLAN 2025-28

Certification

Garden Grove Unified - Member Representative

  • Director of Adult & Alternative Education
  • aavina@ggusd.us
  • (714) 663-6291
Approved by Dr Amy Avina

08/18/2025 07:40 AM PDT

Orange County Department of Education - Member Representative

Approved by Fatinah Judeh

08/15/2025 03:56 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

08/15/2025 03:21 PM PDT

Rancho Santiago CCD - Member Representative

Approved by Lorena Chavez

08/15/2025 03:59 PM PDT

Santa Ana Unified - Member Representative

Approved by Dr. Lorraine Perez Santa Ana Unified School District

08/16/2025 10:04 PM PDT