Produced: Apr 30, 2025, 12:11 AM UTC - By Carrie Frogue
Details
Assessment
Metrics: CAEP Barriers & Metrics
Consortium Level Metric Targets
In this section, Consortium Level Actuals data from DataVista for the previous three years, including areas to input data for Consortium Level Targets are shown below.
The first row shows the required metric of Number of Adults Served. The following rows show metrics previously selected in the CAEP Barriers and Metrics workflow section.
Input Consortium Level Targets as whole numbers for the upcoming three years for all of the rows of metrics shown below
The 2023-24 data in DataVista will be made available in Spring 2025 and the 2024-25 data will be made available in Spring 2026.
Metric Set | Metric Description | Consortium Level Metric Actuals | Consortium Level Metric Targets | ||||
---|---|---|---|---|---|---|---|
2022-23 | 2023-24 | 2024-25 | 2025-26 | 2026-27 | 2027-28 | ||
All | Reportable Individuals (200AE) | 12,857 | 14,814 | 14,962 | 15,110 | 15,184 | |
Student Barriers | English Language Learner (149AE) | 6,510 | 7,210 | 7,282 | 7,354 | 7,390 |
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.
El Monte Union High (No reporting institution)
Metric Set | Metric Description | Member Level Metric Actuals | Member Level Metric Targets | ||||
---|---|---|---|---|---|---|---|
2022-23 | 2023-24 | 2024-25 | 2025-26 | 2026-27 | 2027-28 | ||
All | Participants (202AE) | 5,284 | 5,336 | 5,362 | |||
Progress | Completed Educational Functioning Level Gain (400AE) | 1,842 | 1,860 | 1,869 | |||
Students and Programs | English as a Secondary Language (1002) | 3,334 | 3,367 | 3,383 |
* Mandatory for all members
El Rancho Unified (Reported by El Rancho Unified School District)
Metric Set | Metric Description | Member Level Metric Actuals | Member Level Metric Targets | ||||
---|---|---|---|---|---|---|---|
2022-23 | 2023-24 | 2024-25 | 2025-26 | 2026-27 | 2027-28 | ||
All | Participants (202AE) | 728 | 636 | 642 | 648 | 651 | |
Progress | Completed Educational Functioning Level Gain (400AE) | 231 | 227 | 229 | 231 | 232 | |
Students and Programs | English as a Secondary Language (1002) | 448 | 433 | 437 | 441 | 443 |
* Mandatory for all members
Rio Hondo CCD (Reported by Rio Hondo)
Metric Set | Metric Description | Member Level Metric Actuals | Member Level Metric Targets | ||||
---|---|---|---|---|---|---|---|
2022-23 | 2023-24 | 2024-25 | 2025-26 | 2026-27 | 2027-28 | ||
All | Participants (202AE) | 3,551 | 4,430 | 4,474 | 4,518 | 4,540 | |
Progress | Completed Educational Functioning Level Gain (400AE) | 96 | 134 | 135 | 136 | 137 | |
Students and Programs | English as a Secondary Language (1002) | 340 | 404 | 408 | 412 | 414 |
* Mandatory for all members
Tri-Cities ROP (Reported by Tri-Cities ROP (Regional Occupation Program))
Metric Set | Metric Description | Member Level Metric Actuals | Member Level Metric Targets | ||||
---|---|---|---|---|---|---|---|
2022-23 | 2023-24 | 2024-25 | 2025-26 | 2026-27 | 2027-28 | ||
All | Participants (202AE) | 53 | 35 | 40 | 48 | 60 | |
Progress | Completed Educational Functioning Level Gain (400AE) | 0 | 0 | 0 | |||
Students and Programs | English as a Secondary Language (1002) | 0 | 0 | 0 | 0 | 0 |
* Mandatory for all members
Whittier Union High (Reported by Whittier Union High School District)
Metric Set | Metric Description | Member Level Metric Actuals | Member Level Metric Targets | ||||
---|---|---|---|---|---|---|---|
2022-23 | 2023-24 | 2024-25 | 2025-26 | 2026-27 | 2027-28 | ||
All | Participants (202AE) | 1,840 | 1,900 | 1,919 | 1,938 | 1,947 | |
Progress | Completed Educational Functioning Level Gain (400AE) | 517 | 618 | 624 | 630 | 633 | |
Students and Programs | English as a Secondary Language (1002) | 748 | 878 | 886 | 895 | 899 |
* Mandatory for all members
Member Spending Targets
The Percent of Available Funds Spent in 2022-23, 2023-24, and 2024-25, imported from NOVA, is in the first row. This is a required metric. Add 2025-26, 2026-27, and 2027-28 Targets for each member district’s Percent of Available Funds Spent.
Member | % of Available Funds Spent | Member Level Targets | ||||
---|---|---|---|---|---|---|
2022-23 | 2023-24 | 2024-25 | 2025-26 | 2026-27 | 2027-28 | |
El Monte Union High | 100% | 100% | 37% | 100% | 100% | 100% |
El Rancho Unified | 100% | 100% | 72% | 100% | 100% | 100% |
Rio Hondo CCD | 100% | 100% | 36% | 100% | 100% | 100% |
Tri-Cities ROP | 100% | 100% | 50% | 100% | 100% | 100% |
Whittier Union High | 100% | 100% | 60% | 100% | 100% | 100% |
Objectives
Objective #1: Address Educational Needs
The consortium members decided that the objectives for the 3-year plan will be to increase student enrollment and retention and issue certificates of completion. The agreed upon enrollment increases are 1%, 2%, and 2.5% respectively for each year. Tri-Cities ROP will have specific enrollment quantities due to the state mandated requirements for Certified Nurse Assistant and Dental Assisting. Teacher to student ratios limit the maximum capacity of each course during clinical instruction.
The following strategies will be used to increase enrollment. Consortium members will strengthen and establish partnerships with community organizations such as job centers to identify and reach potential students. Employer partnerships will also be encouraged to offer work-based learning programs and recruit employees from adult education classes. Utilization of social media and online advertising will be used to reach specific demographics. Members will develop flyers, brochures, and/or videos that highlight program benefits and success stories. Programs will be offered that are aligned with in-demand job skills (healthcare, technology, skilled trades). When possible, courses will be available in the evening, weekend, and online classes to accommodate diverse student schedules. Short-term courses and accelerated programs will also be offered. Consortium members will incorporate technology and blended learning (online and in-person) into classrooms. Hands-on learning experiences, such as externships, are available for most CTE courses.
To improve student retention, the following strategies will be used by consortium members. They will offer free or low-cost tuition for programs and provide information regarding scholarships, grants, AJCC (America’s Job Center of California) and other financial aid options for
all students. Academic support may also be available such as tutoring, study groups, and counseling. Adult students will also have access to computers, Wi-Fi, and learning resources. Other student support services may include childcare assistance, transportation assistance, and various other support services. Additional retention strategies used by consortium members will include creating a welcoming and inclusive environment, encouraging regular communication with school staff, providing personalized support, and celebrating student success by issuing certificates of completion.
Consortium members can significantly increase certificate completion rates by focusing on the following:
- student engagement
- streamlining processes
- promoting the value of certifications
- personalized learning plans
- providing proactive counseling
- offering readily accessible tutoring and academic support
- establishing work-based learning programs
- offering flexible class schedules.
Objective #2: Improve Integration of Services & Transitions
Utilizing Data
Providing Professional Development
Identifying Best Practices
Offering Flexible Courses and Services
Not Entered
The RHRAEC will conduct an annual consortium-wide Job Alike professional
development activity for all staff to meet in subject or Job Alike groups. Examples
include: classified intake staff, data collection staff, ESL teachers and instructional
aides, High School Diploma teachers, High School Equivalency teachers, Career
Technical Education teachers, and counselors. The CTE group will meet as a whole and
then move into career clusters or pathways. The ESL group will begin as a whole group
and then move into ESL student level. A mutually agreed upon date will be selected at a
consortium meeting with priority given to dates that have fewer students in attendance
to minimize loss of instructional time. This activity has become institutionalized and is
recognized by staff as a valuable opportunity to improve practice. Member agency staff
are compensated for attending.
Each group will be facilitated by a content area specialist from the various member
agencies within the consortium on a rotating basis. The facilitators will be responsible
for the opening of their group session with a current research-based best practice. All
staff will be expected to participate in these groups by sharing a successful strategy that
has worked for them.
Evaluation forms will be completed at the end of the final session. Administrators will
review the results immediately after the event ends at a follow up meeting. Results will
be discussed at the follow up meeting and changes for the next annual event will be
recorded and reviewed when planning the next event.
Regular consortium meetings will be used to plan for this event. Planning will be
agendized. Logistics including where and when to hold the event, food, technology
needs, transportation and parking will be discussed. The schools assigned to facilitate
each group will contribute information about their session’s focus to the staff who will be
in charge of the event flyer which will be sent to all consortium staff advertising the
event.
This event will increase the number of adults served and retained by RHRAEC by
providing member agencies with best practices and new ideas to engage students,
address common challenges, implement new programs, and grow student enrollment.
Examples of these positive outcomes from the last 3-year plan cycle include: training of
new data collection staff to better capture enrollment data across programs, adoption of
new ESL textbooks that have improved measurable skill gains for multiple students
demonstrating the value of ESL classes and increasing enrollment through word of
mouth, increased CTE offerings at multiple member agencies through learning about
programs that work at other schools. This event has fostered the sharing of information
and best practices across member agencies and administrations; all member agencies
have seen an increase in the number of students served over the past three years.
Objective #3: Improve Effectiveness of Services
Not Entered
Not Entered
In 2024, the annual consortium-wide job-alike professional development activity’s
evaluation form included a question soliciting interest in job shadowing opportunities.
Both certificated and classified staff were interested in visiting other member agencies
to observe a variety of activities including intake procedures, data reporting, and
teaching across multiple disciplines. Because interest was so high, RHRAEC has
decided to formalize this as a separate and distinct activity over the next three years.
Job shadowing is especially important for staff who are new to adult education and/or
new to teaching. As member agencies throughout the consortium continue to struggle to
hire and retain highly qualified staff, vacancies, turnover and new staff members’ lack of
experience all negatively impacts both the Number of Adults Served and the number of Adults Served Who Became Participants.
Activities & Outcomes
Objective #1: Address Educational Needs
RHRAEC Data Analysis
Annual RHRAEC data analysis meetings will be held in person. All RHRAEC member
agencies will bring an administrator and data/assessment staff (if available) to these
meetings. Each member agency will be responsible for bringing their adult student data
and agency budget to share with all members of the consortium. All member agencies
must format data to show their progress on the 3-year plan's mandatory metrics: Adults
Served, Participants Enrolled, and Percentage of Funds Spent. Budget shall be printed
from NOVA; the most recent quarterly report will be brought.
These meetings will be held during the 3rd quarter of the program year based on
submitted 2nd quarter data. It shall be the responsibility of each member agency’s
voting members to ensure their data is ready to share at least one week prior to the
meeting. Key deliverables will include how many students were enrolled by each
member agency during the first two quarters, how many enrollees became participants,
and how many of those students were designated completers at the end of the second
quarter. Data will be collected and presented by CAEP program area (i.e. ABE, ASE,
CTE, ESL) for analysis during the data analysis meeting. These public funds will be
used to serve adult students as defined by the California Education Code.
RHRAEC data analysis meetings have evolved over the past three years to target
specific data metrics, time periods, and standards of practice and data collection. These
refined data protocols have made RHRAEC a more accountable consortium and led to
increased opportunities for students.
By reviewing the entire consortium's data according to the seven CAEP program areas,
trends in enrollment, participation, and completion can be identified. Member agencies
experiencing more success in engaging students so that they become participants and
completers will be identified during the data analysis meeting with the goal of identifying
best practices so that all member agencies can replicate these practices and increase
their participation and completion rates. All member agencies recognize the
accountability required when using public funds. The purpose of these data meetings
are to ensure public funds are used in a manner that is transparent to all member
agencies and stakeholders.
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 April 2026, RHRAEC will conduct one data analysis meeting with all consortium
member agencies presenting adult student data in the agreed upon format. The
consortium data meeting notes will reflect identified areas of strength and growth for
each member agency based upon data presented. All member agencies will bring
quarter two budget actuals and preliminary quarter three budget numbers to this
meeting.
Intermediate Outcomes (1-3 Years) (up to 1000 characters)
By April 2027, RHRAEC will identify a consistent protocol at the data analysis meeting.
Notes from the data analysis meeting will reflect the use of this protocol to formally
evaluate data consistently across the consortium. Each consortium member will analyze
their progress towards their specific growth targets for the next program year and report
progress toward that goal at least twice per year (following Q2 and Q4 data submission
cycles).
By April 2028, all RHRAEC members will demonstrate improved student retention,
defined as Adults Served Who Become Participants in at least one of the seven CAEP
program areas based upon the implementation of best practice strategies identified in
previous data analysis meetings. All RHRAEC members will practice due diligence in
spending CAEP funds to support the most students possible in programs that improve
their employability, wage earning opportunities, and post-secondary transition
opportunities.
Adult Education Metrics and Student Barriers
Consortium Level
● Number of Adults Served (Required)
Member Level
● Adults Served Who Became Participants (Required)
● Percent of Available Funds Spent (Required)
Adult Education Metrics and Student Barriers
- Student Barriers: English Language Learner (149AE)
Responsible Positions, Responsible Consortium Members, and Proposed Completion Date
Responsible Position | Responsible Member | Proposed Completion Date |
---|---|---|
Principal EMRAS | El Monte Union High | 06/30/2027 |
Principal ERAS | El Rancho Unified | 06/30/2027 |
Dean RHC | Rio Hondo CCD | 06/30/2027 |
Principal WUAS | Whittier Union High | 06/30/2027 |
Superintendent | Tri-Cities ROP | 06/30/2027 |
Objective #2: Improve Integration of Services & Transitions
Consortium Wide Job Alike Professional Development
The RHRAEC will conduct an annual consortium-wide Job Alike professional
development activity for all staff to meet in subject or Job Alike groups. Examples
include: classified intake staff, data collection staff, ESL teachers and instructional
aides, High School Diploma teachers, High School Equivalency teachers, Career
Technical Education teachers, and counselors. The CTE group will meet as a whole and
then move into career clusters or pathways. The ESL group will begin as a whole group
and then move into ESL student level. A mutually agreed upon date will be selected at a
consortium meeting with priority given to dates that have fewer students in attendance
to minimize loss of instructional time. This activity has become institutionalized and is
recognized by staff as a valuable opportunity to improve practice. Member agency staff
are compensated for attending.
Each group will be facilitated by a content area specialist from the various member
agencies within the consortium on a rotating basis. The facilitators will be responsible
for the opening of their group session with a current research-based best practice. All
staff will be expected to participate in these groups by sharing a successful strategy that
has worked for them.
Evaluation forms will be completed at the end of the final session. Administrators will
review the results immediately after the event ends at a follow up meeting. Results will
be discussed at the follow up meeting and changes for the next annual event will be
recorded and reviewed when planning the next event.
Regular consortium meetings will be used to plan for this event. Planning will be
agendized. Logistics including where and when to hold the event, food, technology
needs, transportation and parking will be discussed. The schools assigned to facilitate
each group will contribute information about their session’s focus to the staff who will be
in charge of the event flyer which will be sent to all consortium staff advertising the
event.
This event will increase the number of adults served and retained by RHRAEC by
providing member agencies with best practices and new ideas to engage students,
address common challenges, implement new programs, and grow student enrollment.
Examples of these positive outcomes from the last 3-year plan cycle include: training of
new data collection staff to better capture enrollment data across programs, adoption of
new ESL textbooks that have improved measurable skill gains for multiple students
demonstrating the value of ESL classes and increasing enrollment through word of
mouth, increased CTE offerings at multiple member agencies through learning about
programs that work at other schools. This event has fostered the sharing of information
and best practices across member agencies and administrations; all member agencies
have seen an increase in the number of students served over the past three years.
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 December 2025, one job-alike professional development activity will be held with
50% of RHRAEC daytime staff attending. Administrators from each member agency will
identify content area specialists to co-facilitate with designated administrator(s). Specific
groups that will be facilitated include: customer service staff, data specialists,
counselors/guidance staff, and teachers in CTE, ESL, and HSD/HSE
By June 2026, the job-alike professional development activity format will be increased to
include an evening opportunity for the first time for night time staff to participate. A
hyflex option will be explored, especially for staff who work only at night. 60% of all staff
will attend either the day or evening event across all member agencies.
the job-alike professional
development activity format will be revised to include an opportunity for night time staff
to participate. A hyflex option will be implemented for staff who work only at night. 70%
of all staff will attend either the day or evening event across all member agencies
Adult Education Metrics and Student Barriers
- Student Barriers: English Language Learner (149AE)
Responsible Positions, Responsible Consortium Members, and Proposed Completion Date
Responsible Position | Responsible Member | Proposed Completion Date |
---|---|---|
Principal | El Monte Union High | 06/30/2027 |
Principal | El Rancho Unified | 06/30/2027 |
Dean RHC | Rio Hondo CCD | 06/30/2027 |
Superintendent | Tri-Cities ROP | 06/30/2027 |
Principal | Whittier Union High | 06/30/2027 |
Objective #3: Improve Effectiveness of Services
Consortium Wide Job Shadowing Opportunities
In 2024, the annual consortium-wide job-alike professional development activity’s
evaluation form included a question soliciting interest in job shadowing opportunities.
Both certificated and classified staff were interested in visiting other member agencies
to observe a variety of activities including intake procedures, data reporting, and
teaching across multiple disciplines. Because interest was so high, RHRAEC has
decided to formalize this as a separate and distinct activity over the next three years.
Job shadowing is especially important for staff who are new to adult education and/or
new to teaching. As member agencies throughout the consortium continue to struggle to
hire and retain highly qualified staff, vacancies, turnover and new staff members’ lack of
experience all negatively impacts both the Number of Adults Served and the number of Adults Served Who Became Participants.
Anecdotal evidence from staff who have shadowed peers in the past year validates the
value of these visits. Ongoing relationships with staff visited are forged providing an
additional support person for new staff which is highly valuable. This has built stronger
collaborative partnerships and relationships across the consortium. The data collection
and reporting staff in particular now routinely contact one another when data reports are
due. This has led to more consistency in data collection approaches, providing a more
cohesive understanding of the required reporting across the consortium.
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).
In Fall 2025, RHRAEC administrators will design and implement a survey of all staff to
gauge interest in job shadowing and willingness to be shadowed. The results of this
survey will be discussed at the following RHRAEC monthly meeting and administrators
will determine who is responsible for matching up interested staff across member
agencies. Data collection will track staff visits, including: visiting and hosting staff counts
by member agency and program, visit duration, and planned follow-up visits. This
2025-26 data will provide a baseline for future comparison.
As part of RHRAEC's accountability framework, standardized job shadowing protocols
will be established across member agencies by June 2026. These protocols will include
agreements on the number and duration of visits each agency will host. Data analysis
meetings will review visit data, identifying participating programs and assessing the
impact on key metrics, specifically Adults Served and Participants Enrolled.
During the Spring 2027 data analysis meeting, member agencies will report job
shadowing visits by CAEP program area and school, correlating them with Adults
Served and Participants Enrolled. Trends will be analyzed to determine if visits to
specific programs yielded positive outcomes in these key metrics.
By Spring 2027, data analysis meetings will be used to reinforce the tenets of the
RHRAEC MOU specific to member effectiveness.
Adult Education Metrics and Student Barriers
- Student Barriers: English Language Learner (149AE)
Responsible Positions, Responsible Consortium Members, and Proposed Completion Date
Responsible Position | Responsible Member | Proposed Completion Date |
---|---|---|
Principal | El Monte Union High | 06/30/2027 |
Principal | El Rancho Unified | 06/30/2027 |
Dean RHC | Rio Hondo CCD | 06/30/2027 |
Superintendent | Tri-Cities ROP | 06/30/2027 |
Principal | Whittier Union High | 06/30/2027 |
Funds Evaluation
Member Allocations and Expenditures
Member Agency | Prior Year Total Leveraged Funds | Program Reporting Status |
---|---|---|
El Monte Union High | $14,521,497 | Certified |
El Rancho Unified | $1,182,825 | Certified |
Rio Hondo CCD | $698,273 | Certified |
Tri-Cities ROP | $136,888 | Certified |
Whittier Union High | $4,164,652 | Certified |
Totals | $20,704,135 | 5/5 Certified |
RHRAEC continues to be prudent and frugal with the allocation of CAEP funds. Monthly meetings are held that include discussions of adult student and community needs. Additional agenda items are included when member agencies require assistance in meeting the agreed upon consortium goals. Discussions may include: strategies for success, shared best practices, enrollment, retention, and completers. Discussion on sensitive issues such as, low or no enrollment are addressed with input from all member agencies. These discussions have led to positive outcomes and greater opportunities for adult student success. COLA’s are divided across the member agencies using allocation funded amount multiplied by COLA percent. Carry-overs will be expensed first. Discussion with member agency having a carry-over is held during consortium meetings to delve into why and how we may assist. Over the past several years’ contract negotiations are held late in the fiscal year, resulting in the need to adjust budget to accommodate retroactive increase in salaries and benefits. Being that all CAEP funds must be expended each year, there is no reserves to adjust to major increases in budget. This causes for carry-overs, hard decisions such as, classes being cut to cover contract agreements. Another issue is district policy and procedures for procuring supplies and materials for the fiscal year have implemented an earlier cut-off date for ordering. New cut-off dates are now March and April, for any need or issue that arises after cut-off date falls into the next fiscal year. Carry-overs are not because of misuse of funds but adult student needs.
In addition, data meetings are held annually to review how each member agency is implementing the Annual Plan and 3-Year Plan. Information is analyzed against DataVista, labor market, community needs and many other sources to ensure the needs for career and higher education are met. Adult student enrollment and completers are monitored for prudent use of CAEP funds. These and other activities are incorporated to aide in meeting adult students' educational and career needs. RHRAEC has been and continues to be a cohesive consortium. The members continually help and share information with each other. We continue to be mindful that CAEP funds are used for the needs and service of our adult students’ goals and success.
Certification
El Monte Union High - Member Representative
Carrie Frogue - Program Administrator
- carrie.frogue@emuhsd.org
- (626) 258-5800 ext: 8851
Paul Diaz - paul.diaz@emuhsd.org
El Rancho Unified - Member Representative
Jazmin Chavez 1980 - Coordinator of Curriculum and Instruction
- jchavez@erusd.org
- (562) 801-7334
Janet Alonso - Principal
- jalonso@erusd.org
- (562) 801-7640
Rio Hondo CCD - Member Representative
Yolanda Emerson - Dean, Educational Centers
- yemerson@riohondo.edu
- (562) 463-4606 ext: 4606
Dr. Maria Erika Leon - Assistant Dean of Adult Education
- mleon@riohondo.edu
- (562) 463-7723
Tri-Cities ROP - Member Representative
Dr. John Smith Ed.D - Superintendent
- jsmith@tricitiesrop.org
- (562) 698-9571 ext: 101
Daniel Barajas - Director of Technology and Operations
- dbarajas@tricitiesrop.org
- (562) 698-9571 ext: 103
Whittier Union High - Member Representative
Dr. Margie Moriarty Ed.D. - Principal
- margie.moriarty@wuhsd.org
- (562) 698-8121 ext: 1305
Juan Anzaldo - juan.anzaldo@wuhsd.org
Kevin Jamero - kevin.jamero@wuhsd.org