CAEP
Three-Year Plan

Produced: Apr 30, 2025, 12:11 AM UTC - By Carrie Frogue

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:
45 Rio Hondo Region Adult Education Consortium
Address:
10807 Ramona Blvd | El Monte, CA | 91731
Website:
http://www.rhradulted.org/
Funding Channel 2025-26:
Direct Funded
CAEP Funds 2025-26:
$18,283,225
CAEP Funds 2024-25:
$17,849,489
CAEP Funds 2023-24:
$17,660,511

Consortium Contacts

Auto-populated

ResponsibilityNameEmailTitlePhone
Primary Contactefsrocks2002@yahoo.comProgram Director(909) 240-7508

Members

Auto-populated

Member AgencyMember TypeContactPhone
El Monte Union HighHigh School DistrictCarrie Frogue(626) 258-5800 ext: 8851
El Rancho UnifiedUnified School DistrictJazmin Chavez 1980(562) 801-7334
Rio Hondo CCDDistrictYolanda Emerson(562) 463-4606 ext: 4606
Tri-Cities ROPRegional Occupation Center/Program (ROC/P)Dr. John Smith Ed.D(562) 698-9571 ext: 101
Whittier Union HighHigh School DistrictDr. Margie Moriarty Ed.D.(562) 698-8121 ext: 1305

Executive Summary

The Rio Hondo Region Adult Education Consortium (RHRAEC) continues to be very grateful to the State Legislators, CA Dept. of Education, the Community College Chancellor's Office and California Adult Educational Programs (CAEP), for the continued support provided RHRAEC to make possible career training and educational opportunities for adult students.


The RHRAEC, is a five-member consortium, El Monte-Rosemead Adult School (EMRAS), El Rancho Adult School (ERAS), Rio Hondo College (RHC), Tri-Cities Regional Occupational Programs (TCROP), and Whittier Union Adult School (WUAS) currently serving 12,809 multicultural and diverse population of adult students. Due to the implementation and mandates of AB 1705 effective July 1, 2023, RHC’s enrollment numbers have increased with the new noncredit tutoring program offered to address systemic barriers that disproportionately impeded students of color, low-income students, and students with disabilities from achieving essential English and math milestones to a degree/transfer. Noncredit tutoring is offered as a core requisite for transfer level English and math courses. The member agencies continue to be dedicated and committed to serving adult students in achieving their career and educational goals.


Each member agency consists of a voting member and an alternative (each member agency has one vote) who represents the Consortium.  The Consortium holds monthly public meetings where member agencies participate to address the needs of the consortium, timely reporting mandates, upcoming events, shared information, student enrollment strategies, and professional development.  Over the past 3 years, the consortium has attended webinars, professional development, conferences and Job Alike meetings to gather and analyze data and developed the 3-year plan, 2025-28.  Member agencies have actively participated to share and gather input from both internal and external partners to be inclusive of community and employer needs.

As part of the ongoing improvement process, the consortium has identified and analyzed data to minimize barriers to adult students. These barriers include, but are not exclusive, to English Language Learners (ELL), low literacy, low income, and long-term unemployment.  It also created a system to capture transitioning adult students to higher education from most member agencies.  Workshops, bi-lingual classes, supportive services, life-skills workshops, and counselors were part of the member agencies’ 2022-25 three-year plan. 

Through research, meetings, and needs assessment, the member agencies have identified a yearly increase of adult students in CTE as a consortium wide goal for the next 3 years, 2025-28.  Member agencies are committed to providing career training, education, and support to the community and identified underserved.  

Member agencies have agreed to use the 2023-24 CAEP data as the baseline to increase opportunities for adult students.  The minimum number of adult students per class is 10 for the Healthcare, where 14 is the maximum, 15 is allowed by law to have in a class and 17 adult students per no-medical classes.  For WUAS, EMRAS, ERAS, and RHC,the first goal for 2025-2026, using 2022-2023 Data Vista actuals, is to increase student enrollment by the following percentage per year. The second goal is to retain adult students by the following percentage per year. The third goal is to increase students’ completion of postsecondary certificates, degree, and training programs by the same percent:


2025-2026 1% increase;

2026-2027 2% increase;

2027-2028 2.5% increase. 


For Tri-Cities ROP, due to the nature of their program, low enrollment and failure to meet any of their past three-year goals, their new goal is to recruit, retain and provide postsecondary certificates, degree, and training programs by the following for every semester:


2025-2026 enroll and maintain at least 10 adult students per class;

2026-2027 enroll and maintain at least 12 adult students per class;

2027-2028 enroll and maintain at least 15 adult students per class.


Should they fail to meet their annual goals, the consortium will consider voting them as ineffective.


Supporting activities will include annual Job Alike meetings, job shadowing, hiring and training highly qualified staff and teachers, in-depth data meetings to assist effectiveness and best practices in reaching goals.  Member agencies will continue to share best practices and collaborate with other to reach the projected target goals.

In conclusion, Member agencies will:


1) Analyze their budgets against data in assessing current programs. 

2) Adjust and prioritize needs for adult classes serving ELL and low-income adult students.

3) Use the most cost-efficient marketing to target adult students.

4) Use all resources to leverage funds to secure positive outcomes. 

5) Continue frugal and prudent use of their allocation. 


Through all the challenges faced by this consortium, adult student success is paramount.

Assessment

RHRAEC began working on the three-year plan in Summer 2024 during regularly scheduled consortium meetings. The Program Director, current consortium chairperson and voting members committed to attending all trainings associated with the three-year plan.  A timeline for completion was backwards planned. Monthly meetings were scheduled in addition to our regular consortium meetings in order to focus solely on the development of the new three-year plan.

Planning began with review of the formal three-year plan, member goals, and accomplishment of identified goals.  Four out of the five agencies met the stated metric target for Adults who Became Participants (AE 202-Overall).  One district had staff turnover and other programmatic changes that may have impacted meeting this target.

Consortium members met to analyze updated demographic and agency data.  Member agencies reviewed various existing plans including WIOA Title II plans, WASC Self-Studies, Continuous Improvement Plans, CAEP Annual and previous Three-Year Plans, and the Los Angeles/Orange County Regional Consortium 2021-2024 Strong Workforce Program (SWP) Los Angeles Regional Plan in order to align goals and review community needs and gaps.  An ongoing agenda item at each consortium meeting is to share and discuss programs, changes, challenges, and successes, as well as types of education and workforce services provided.  This information proved vital in assessing services offered and gaps in the region. Additionally, member agencies collected data and met by program area (ABE/ASE, CTE, ESL, Counseling Services, Classified Staff) to examine adult student outcomes to evaluate the impact of programs of study, identify gaps in services and barriers to adult student success, and develop strategies and activities to strengthen curriculum and provide seamless transitions to higher education.


Each agency was tasked with creating three goals and metrics to measure future success.  These new goals were shared and discussed to review commonalities and overall metrics that all agencies are able to report and provide data on for the next three-year and annual plans.  Member agencies brought data and supporting documentation to the planning meetings.  Metrics focused on were: enrollment of eligible adult students, completions, and positive outcomes.  Based on information gathered at webinars supporting the development of the new 3-year plan, the agency members also decided to use the data provided by the new Data Vista state resource when accurate and fully functioning and state and county census data to review demographic shifts and community needs and create meaningful goals to positively impact the community.

Mandatory objectives were discussed at the October 2024 consortium meeting and finalized at the November 2024 meeting. The objectives decided on were increasing enrollment, retention, and the issuing of certificates of completion by a set percentage each year. One of the challenges faced was selecting mandatory metrics that all member agencies including adult schools, a community college, and an ROP would be able to provide.

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

Joint Powers ROP

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?

Student surveys, community surveys

As detailed earlier in the report, RHRAEC regularly reviews data across all member agencies.  In preparation for the development of the Three-Year Plan, an examination of data from various sources like Data Vista, TOPSPro Enterprise, MIS, and individual member agencies student management systems gave insight to the needs of adult learners in the community.  Additionally, workforce partners collaborate with RHRAEC providing information on growing or shrinking workforce pathways, needed training, and current and future trends.

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
Rio Hondo AJCCOther
Counselor AffiliationsHigh School
Industry Professionals (Community Advisory Boards)Business
Superintendents and Board MembersUnified School District
Unions/Business Partners/EmployersBusiness
Chambers of CommerceCommunity Organization
Health Care ProvidersIndustry
Technology/Facilities/Counseling/Support Staff/Curriculum StaffAdult School
LACOE Career Development SupervisorCounty Office of Education (COE)
Rio Hondo College Counseling/Transition SupportOther
LA/OC WDBWorkforce Development Board
SASSFAWorkforce Development Board
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?

RHRAEC leveraged the Los Angeles/Orange County Regional Consortium 2021-2024 Strong Workforce Program (SWP) Los Angeles Regional Plan as a foundational framework for developing, designing, and aligning its own three-year regional plan for 2025-2028.

The LA/OC Regional Consortium SWP Plan, a product of extensive collaboration among 19 Community Colleges, 7 Workforce Development Boards, and other organizations dedicated to advancing career education, provides a comprehensive roadmap for enhancing career education and workforce development initiatives within the LA region.

This regional plan prioritizes key sectors, including Construction, Energy, Utilities, Advanced Manufacturing, Life Sciences, Biotech, Advanced Transportation and Logistics, ICT/Digital Media, Health, Business and Entrepreneurship, and Retail, Hospitality, and Tourism.

The LA region, a diverse population of approximately 10 million residents and 19 community colleges, faces significant challenges, including a 21.3% adult population lacking a high school diploma. This necessitates a robust and accessible education and training system to equip the workforce with the skills demanded by the regional economy.

RHRAEC utilized the LA/OC SWP Regional Plan to identify high-growth sectors with the greatest demand for skilled workers. As previously mentioned, RHRAEC also reviewed existing plans including WIOA Title II plans, WASC Self-Studies, Continuous Improvement Plans, CAEP Annual and previous Three-Year Plans to assess regional needs, priorities and services provided.  Program development and expansion within RHRAEC are guided by several crucial factors, including:

High wage potential

Strong labor market demand

Alignment with local regional employment needs

Student interest

Transitions to higher education opportunities

Availability of support services from partner agencies

Adequate facilities

Robust partnerships

Job placement outcomes

Secure funding and qualified instructors

A key partnership with RHC facilitates the identification and integration of continuing education, certifications, and degree programs aligned with the SWP plan and the RHRAEC's mission to provide students with high-wage career pathways.

RHRAEC actively collaborates with regional partners, including the LA County GAIN office, AJCCs, and agencies administering WIOA and CalWORKs, to enhance adult student support services and financial aid opportunities.

RHRAEC directly addresses regional labor market demands highlighted in the LA/OC SWP, particularly in Health Care, Social Services, Trades and Business, and Manufacturing as funds continue to become available.

Furthermore, RHRAEC recognizes the diverse needs of its adult student population by offering HS Diploma/Equivalency programs, English Language (EL) classes, and adult literacy programs to support community and workforce development.

Significant challenges remain, including recruitment and retention of qualified instructors with Career Technical Education (CTE) teaching credentials. Competitive salaries in the private sector often make it difficult to attract and retain high-quality CTE instructors.

Additionally, the substantial capital investment required for equipment, technology, and classroom space presents a significant barrier to the successful implementation of programs in many of the prioritized sectors.

The RHRAEC service area demographic data includes primarily six cities (El Monte, Pico Rivera, Rosemead, Santa Fe Springs, South El Monte, and Whittier) and two Census Designated Places (CDPs), South Whittier and West Whittier-Los Nietos. The service area population has decreased slightly over the last ten years. The combined population of the eight communities was 430,559 in 2010 compared to 428,675 in 2022—a decrease of 1,884 since the prior census. The primary racial/ethnic identification within the service area is Hispanic/Latino, comprising 75.5% of the population of the entire service area. Within the service area, five of the seven communities (Pico Rivera, South El Monte, Santa Fe Springs, South Whittier CDP, and West Whittier Los Nietos CDP) are more than 75% Hispanic. The next largest group is Asian (12.7%) followed by Causians (9.3%). Substantial and growing populations of persons with Asian ancestry are reflected in the community of El Monte (30.3%) and Rosemead (64.9%). The percentages of persons in the African-American, American Indian/Alaskan Native, Filipino, Multi-Ethnicity, and other groups are generally similar across the seven communities. Age and gender distributions are generally consistent across the seven communities. The median age, by community, ranges from 34 years in South Whittier CDP to 39 years in El Monte. The overall median age for the county is 38.6 and 38.2 for the state.  Gender distributions are generally even in each community.

Socio Economic Profile

Census Bureau indicators of socio-economic status include median household income and percentages of persons living below the federal poverty line, owner-occupied housing units, and persons 25 years of age, or above, who have attained at least a Bachelor’s degree. Figures vary among communities in relation to figures for LA County and the state of California.  Although three of the eight communities (South Whittier, and West Whittier-Los Nietos, and Whittier) are above the county’s median household income ($86,587), six communities (El Monte, Pico Rivera, Rosemead, Santa Fe Springs, South El Monte, South Whittier, and West Whittier-Los Nietos) fall below the state median income ($95,521). El Monte, Rosemead and South El Monte are above the county percentage of persons living in poverty (13.7%) and well above the statewide percentage of persons living in poverty (12%). El Monte is also below the county in owner-occupied housing (40.9%). El Monte, Rosemead and South El Monte are substantially below the state percentage (55.9%) of owner-occupied housing. Each of the eight communities is well below LA County and state figures for persons with Bachelor’s degrees (36.5% and 37.5% respectively).

Education

While the LA County HS diploma completion rate stands at 79%, significant barriers persist for students in achieving this milestone. According to 2020 Census data, 79% of the population attained a high school diploma, yet only 39% earned a Bachelor's degree or higher.

The Los Angeles Economic Development Corporation (LAEDC) 2020 report identified health services, professional and business services, leisure and hospitality, education, and retail trade as the largest job sectors within the RHRAEC service area. Recognizing this, RHRAEC has strategically positioned itself to cultivate educational opportunities that facilitate career pathways within these sectors. These data-driven initiatives have effectively addressed the educational and employment needs of adult learners.

RHRAEC will continue to offer programs that address other critical needs of adult students, encompassing language acquisition, technology skills development, secondary education, and adult basic education. Through collaborative efforts, members will collectively design equitable programs and services that empower adult learners to achieve their educational goals.


Please identify the categories of needs of your region.

Not Entered
What challenges does your region face that impact the programs you have previously or are currently offering?

Not Entered
Which populations are currently being served by your programs?

Contributions by Entities*

NameRoleThree-Year Plan Contribution
Eileen Stear Consortium Program Director Proposed staff collaboration
Carrie Frogue Administrator Participated in planning meetings
Paul Diaz Administrator Participated in planning meetings
Arturo Mercado Classified staff Provided data
Deborah Kerr Principal Participated in planning meetings
Yolanda Emerson Administrator Designed proposed strategies
Erika Leon Administrator Participated in planning meetings
Dan Barajas Administrator Participated in planning meetings
Janet Alonso Administrator Participated in planning meetings
Margie Moriarty Administrator Participated in planning meetings
Juan Anzaldo Administrator 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
*El Monte Union HighMember Representative

268

925

38

256

824

2,724

0

824

0

5859
*El Rancho UnifiedMember Representative

76

263

0

0

188

443

0

188

0

1158
*Rio Hondo CCDMember Representative

0

516

42

0

2,733

340

0

2,733

0

6364
*Tri-Cities ROPMember Representative

0

0

0

0

53

0

0

53

0

106
*Whittier Union HighMember Representative

41

541

10

41

1,260

741

0

1,260

0

3894
Total Participants 385 2245 90 297 5058 4248 0 5058 0 17381
* 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 Entered

RHRAEC offer educational and workforce services in CAEP programs areas including:

Adult Basic Education (ABE)

Adult Secondary Education (ASE)

English as a Second Language and English Language Civics Education (ESL; EL Civics)

Short Term Career Technical Education (CTE)

Adults with Disabilities (AWD)

Adults Entering or Re-Entering the Workforce

Adults in Training Programs to Support K-12 Child Success



Seven levels of ESL/EL Civics and specialty ESL classes are offered.  Three agencies have Integrated Education and Training programs to accelerate student pathways to CTE by providing targeted language support and workforce readiness.  I.E.T. programs offered within the consortium include:  Health Care (2), Business (2), Construction (3), Education (1), Financial Management (2), Hospitality (1), and Technology (3). 

Adult Basic Education is offered at two of the adult schools and the community college.  Adult Secondary Education classes are available at all of the adult schools and community college. Two of the three adult schools have High School Diploma and High School Equivalency courses and one adult school has HSE only.  All three schools provide a Spanish HSE option.

Short-term CTE programs within the consortium are provided across multiple sectors.  Courses aid students in entering/re-entering the workforce with new or additional skills and certifications.  Classes include: 

Building and Construction Trades

Business and Finance

Education, Child Development and Family Services

Health Science and Medical Technology

Information and Communication Technologies

Manufacturing and Product Development

Several agencies are exploring Pre-Apprenticeship programs.

Adults with disabilities have access to programs and services.  Adult Basic Education classes can provide independent living skills.

Classes are offered morning, afternoon, and evening, Monday through Friday.  Some agencies also have Saturday classes.  Student surveys, attendance, and wait lists drive the scheduling of classes.

Delivery methods for classes include:

Teacher-directed

In-person

Hyflex

Virtual

Blended

Independent Studies

Paper/Pencil

Online

Distance Learning

Paper/Pencil

Online

Additionally, students may receive a variety of support services such as:

Counseling

Dual Enrollment

Transition Counselor

Employment Services

Externships

Job Fairs

Bus Passes

Babysitting

Guest Speakers

Open Houses

Accommodations

On-site testing services

Mental Health workshops and referrals

Field Trips

Outside agency referrals

Basic needs resources

Workforce readiness workshops

Metrics: CAEP Barriers & Metrics

Goals & Metrics

Metrics

Adult Ed Metrics

  • English Language Learner (149AE)

Metrics

Adult Ed Metrics

  • English as a Secondary Language (1002)

Metrics

Adult Ed Metrics

  • Completed Educational Functioning Level Gain (400AE)

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) 12,857 14,814

14,962

15,110

15,184

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

5,284

5,336

5,362

ProgressCompleted Educational Functioning Level Gain (400AE)

1,842

1,860

1,869

Students and ProgramsEnglish 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 SetMetric DescriptionMember Level Metric Actuals Member Level Metric Targets
2022-23 2023-24 2024-25 2025-26 2026-27 2027-28
AllParticipants (202AE) 728 636

642

648

651

ProgressCompleted Educational Functioning Level Gain (400AE) 231 227

229

231

232

Students and ProgramsEnglish as a Secondary Language (1002) 448 433

437

441

443

* Mandatory for all members


Rio Hondo CCD (Reported by Rio Hondo)

Metric SetMetric DescriptionMember Level Metric Actuals Member Level Metric Targets
2022-23 2023-24 2024-25 2025-26 2026-27 2027-28
AllParticipants (202AE) 3,551 4,430

4,474

4,518

4,540

ProgressCompleted Educational Functioning Level Gain (400AE) 96 134

135

136

137

Students and ProgramsEnglish 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 SetMetric DescriptionMember Level Metric Actuals Member Level Metric Targets
2022-23 2023-24 2024-25 2025-26 2026-27 2027-28
AllParticipants (202AE) 53 35

40

48

60

ProgressCompleted Educational Functioning Level Gain (400AE)

0

0

0

Students and ProgramsEnglish 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 SetMetric DescriptionMember Level Metric Actuals Member Level Metric Targets
2022-23 2023-24 2024-25 2025-26 2026-27 2027-28
AllParticipants (202AE) 1,840 1,900

1,919

1,938

1,947

ProgressCompleted Educational Functioning Level Gain (400AE) 517 618

624

630

633

Students and ProgramsEnglish 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.

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
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

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

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

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

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.

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 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 PositionResponsible MemberProposed Completion Date
Principal EMRASEl Monte Union High06/30/2027
Principal ERASEl Rancho Unified06/30/2027
Dean RHCRio Hondo CCD06/30/2027
Principal WUASWhittier Union High06/30/2027
SuperintendentTri-Cities ROP06/30/2027

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.

 

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 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 PositionResponsible MemberProposed Completion Date
PrincipalEl Monte Union High06/30/2027
PrincipalEl Rancho Unified06/30/2027
Dean RHCRio Hondo CCD06/30/2027
SuperintendentTri-Cities ROP06/30/2027
PrincipalWhittier Union High06/30/2027

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.

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).

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 PositionResponsible MemberProposed Completion Date
PrincipalEl Monte Union High06/30/2027
PrincipalEl Rancho Unified06/30/2027
Dean RHCRio Hondo CCD06/30/2027
SuperintendentTri-Cities ROP06/30/2027
PrincipalWhittier Union High06/30/2027

Funds Evaluation

Member Allocations and Expenditures

Member AgencyPrior Year Total Leveraged FundsProgram Reporting Status
El Monte Union High $14,521,497Certified
El Rancho Unified $1,182,825Certified
Rio Hondo CCD $698,273Certified
Tri-Cities ROP $136,888Certified
Whittier Union High $4,164,652Certified
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

Approved by Carrie Frogue

04/29/2025 05:11 PM PDT

El Rancho Unified - Member Representative

  • Coordinator of Curriculum and Instruction
  • jchavez@erusd.org
  • (562) 801-7334
Approved by Jazmin Chavez 1980

04/29/2025 02:40 PM PDT

Rio Hondo CCD - Member Representative

Approved by Yolanda Emerson

04/29/2025 02:49 PM PDT

Tri-Cities ROP - Member Representative

Approved by Daniel Barajas

04/29/2025 02:48 PM PDT

Whittier Union High - Member Representative

Approved by Dr. Margie Moriarty Ed.D.

04/29/2025 03:38 PM PDT