CAEP Three-Year Plan: 2022-23 46 About Students Regional Consortium, Riverside
Status: Certified
California Adult Education Program
46 About Students Regional Consortium, Riverside: Certified
Details
Assessment
Metrics: CAEP Barriers & Metrics
Consortium Level Metric Targets
* Mandatory for all consortia
Metric Set | Metric | 2019-20 Actuals | 2020-21 Actuals | 2021-22 Actuals | 2022-23 Target | 2023-24 Target | 2024-25 Target |
---|---|---|---|---|---|---|---|
All | *Number of Adults Served (AE 200 - Overall) | 9,228 | 6,519 | 9,614 | 9,806 | 10,000 | |
Student Barriers | Low Literacy (AE 311 - Overall) | 7,595 | 5,017 | 7,694 | 7,847 | 8,003 |
Member Level Metric Targets
* Mandatory for all members
Alvord Unified (Reported by Alvord USD - AEBG Riverside About Students)
Metric Set | Metric | 2019-20 Actuals | 2020-21 Actuals | 2021-22 Actuals | 2022-23 Target | 2023-24 Target | 2024-25 Target |
---|---|---|---|---|---|---|---|
All | *Adults who Became Participants (AE 202 - Overall) | 292 | 182 | 250 | 300 | 325 |
Corona-Norco Unified (Reported by Corona-Norco Unified School District)
Metric Set | Metric | 2019-20 Actuals | 2020-21 Actuals | 2021-22 Actuals | 2022-23 Target | 2023-24 Target | 2024-25 Target |
---|---|---|---|---|---|---|---|
All | *Adults who Became Participants (AE 202 - Overall) | 2,034 | 984 | 1,900 | 2,000 | 2,100 |
Jurupa Unified (Reported by Jurupa Adult School)
Metric Set | Metric | 2019-20 Actuals | 2020-21 Actuals | 2021-22 Actuals | 2022-23 Target | 2023-24 Target | 2024-25 Target |
---|---|---|---|---|---|---|---|
All | *Adults who Became Participants (AE 202 - Overall) | 701 | 525 | 629 | 687 | 733 |
Moreno Valley Unified (Reported by Moreno Valley USD)
Metric Set | Metric | 2019-20 Actuals | 2020-21 Actuals | 2021-22 Actuals | 2022-23 Target | 2023-24 Target | 2024-25 Target |
---|---|---|---|---|---|---|---|
All | *Adults who Became Participants (AE 202 - Overall) | 1,282 | 498 | 554 | 609 | 670 |
Riverside CCD (Reported by Riverside District)
Metric Set | Metric | 2019-20 Actuals | 2020-21 Actuals | 2021-22 Actuals | 2022-23 Target | 2023-24 Target | 2024-25 Target |
---|---|---|---|---|---|---|---|
All | *Adults who Became Participants (AE 202 - Overall) | 260 | 699 | 826 | 868 | 911 |
Riverside Co. Office of Education (Reported by Riverside County Office Of Education - Desert)
Metric Set | Metric | 2019-20 Actuals | 2020-21 Actuals | 2021-22 Actuals | 2022-23 Target | 2023-24 Target | 2024-25 Target |
---|---|---|---|---|---|---|---|
All | *Adults who Became Participants (AE 202 - Overall) | 278 | 181 | 100 | 100 | 100 |
Riverside Unified (Reported by Riverside Adult School)
Metric Set | Metric | 2019-20 Actuals | 2020-21 Actuals | 2021-22 Actuals | 2022-23 Target | 2023-24 Target | 2024-25 Target |
---|---|---|---|---|---|---|---|
All | *Adults who Became Participants (AE 202 - Overall) | 1,902 | 1,413 | 2,100 | 2,200 | 2,300 |
Val Verde Unified (No reporting institution)
Metric Set | Metric | 2019-20 Actuals | 2020-21 Actuals | 2021-22 Actuals | 2022-23 Target | 2023-24 Target | 2024-25 Target |
---|---|---|---|---|---|---|---|
All | *Adults who Became Participants (AE 202 - Overall) | 361 | 378 | 395 |
Member Spending Targets
Member | Percent of 2019-20 Available Funds Spent | Percent of 2020-21 Available Funds Spent | Percent of 2021-22 Available Funds Spent | 2022-23 Target | 2023-24 Target | 2024-25 Target |
---|---|---|---|---|---|---|
Alvord Unified | 100% | 100% | 23% | 80% | 80% | 80% |
Corona-Norco Unified | 100% | 100% | 34% | 80% | 80% | 80% |
Jurupa Unified | 100% | 100% | 23% | 80% | 80% | 80% |
Moreno Valley Unified | 100% | 100% | 21% | 80% | 80% | 80% |
Riverside CCD | 100% | 96% | 0% | 70% | 70% | 70% |
Riverside Co. Office of Education | 100% | 100% | 59% | 85% | 85% | 85% |
Riverside Unified | 100% | 100% | 51% | 80% | 80% | 80% |
Val Verde Unified | 0% | 100% | 62% | 100% | 100% | 100% |
Objectives
Address Educational Needs
The eight consortium members utilize a variety of strategies, many unique to the individual school, to increase enrollment and promote student success/persistence. However, the members do agree that more will need to be done consortium-wide to bring enrollment and student performance numbers back to pre-pandemic levels. Considering that all demographic studies and reports on the Western Riverside County region indicate that there continues to be a tremendous need for literacy and CTE training, enrollment and persistence figures actually need to increase from pre-pandemic levels.
The consortium members have identified strategies that are intended to increase student enrollment numbers and increase the number of CTE program offerings. A commitment has been made for the schools to more extensively advertise their programs through a variety of media including social media, billboards, movie theaters, radio, and local television networks. These efforts will be completed both at an individual school level and consortium wide. Progress and results of the various campaigns will be analyzed and discussed during monthly consortium business meetings.
There will be an emphasis placed over the next three years to continue efforts in developing partnerships with other agencies that provide services to adults including Riverside Workforce Development Board, Economic Development Department, Chamber of Commerce, and local businesses. This will be accomplished by inviting members of these agencies and businesses to involve themselves in consortium events and activities. Consortium members will volunteer to participate in activities sponsored by these other agencies or serve on boards as appropriate. The consortium will evaluate the progress and effectiveness of this strategy through the number of student referrals received from these other agencies and the increase in program offerings that were a direct result of these interactions.
Each agency will provide targeted professional development opportunities to its faculty and staff to ensure that registration and enrollment procedures are streamlined, effective and inclusive. The effectiveness of this strategy will be determined by each agency and reports of progress will be shared and discussed during monthly business meetings.
To increase the persistence rate of the adult students within the region, the members have identified two important strategies to implement. Individually, and as a consortium, student performance data will be analyzed to identify student needs and provide ongoing professional development that will focus on improving the classroom experience for students and staff. It is expected that these efforts will result in changes to the instructional programs that will create an inviting and inclusive environment within which the students can thrive.
In an effort to offset the barriers that prevent many adult students from enrolling or attending regularly, members will establish partnerships with other agencies to provide support services such as childcare, transportation, and student success workshops. These partnerships could be developed with community agencies, within school districts, and county agencies. This strategy will be evaluated by the number of partnerships created, the breadth of student barriers addressed through the partnerships, and the impact on the persistence rate of the students.
Improve Integration of Services & Transitions
The ABOUT STUDENTS Consortium members agreed upon several strategies that were developed to improve the effectiveness of services within the consortium and result in increased student performance and outcomes. Leadership has identified the need to create a consortium-wide atmosphere in which students are not “intimidated” by returning to school. To accomplish this information regarding proven best practices for student onboarding will be gathered and shared among all schools to ensure a streamlined, clear, and manageable process for all students. As appropriate, staff development opportunities and site visits will provide the means for schools to incorporate the identified best practices. Progress of this strategy will be examined during monthly consortium business meetings.
Students frequently fail to follow through with attending school, or drop out, due to the length of time that will be required for them to complete their educational goals. To address this consortium leadership is determined to explore opportunities for schools to accelerate student learning. Schools will share information and ideas, then provide updates on the success of implemented changes.
If students feel connected to the school, attendance remains consistent and performance generally increases. Consortium members will expand the existing student recognition systems that celebrate student progress by highlighting student contributions to the school, acknowledging superior student attendance, and rewarding and highlighting students attaining their learning goals. Individual school sites will share their progress in this area with the consortium.
It is critical to obtain student input to gauge the progress and effectiveness of schools in serving their students. One method of obtaining this input is through student surveys. The consortium has committed to creating and implementing a universal student satisfaction survey that will be administered within all programs, and to course completers, to gather information regarding how the adult education programs might better serve learner needs. The results of these surveys will be shared and discussed during the consortium business meetings.
The consortium members have identified the tremendous need to increase the number of adult students who transfer to the community college from the other member schools. There is also an interest in expanding the number of students who dual enroll. To address these needs, the members have agreed that a critical strategy is to increase, or make more consistent, the community college advisor hours on the other members' campus.
Strategies have also been adopted that are intended to improve consortium members' relationships with existing business/community partners and to increase the number of partnerships. Accomplishing this will improve the effectiveness of the consortium’s services by increasing the education and training opportunities for the region’s adult students. Consortium members will recruit business partners who need specific training that will upskill their existing employees.
The results of community partner surveys will be reviewed, and members will adjust instructional and administrative practices, when reasonable and appropriate, to better meet the needs and expectations of community partners.
There is a tremendous need within the region for the expansion of current CTE training programs, and to establish new training programs. Some of these needed programs are extremely costly to develop and maintain. The consortium will seek grant opportunities to subsidize such programs.
Improve Effectiveness of Services
The ABOUT STUDENTS Consortium will focus on improving the effectiveness of the consortium and its services beginning with the concept of Operational Excellence. Over the next three years, the ABOUT STUDENTS Consortium organization will concentrate on the following critical success factors: as a consortium, accurately collect data, offer quality Annual Professional Development Conference content, establish and maintain supportive leadership, and have clear roles and responsibilities for the consortium managers.
It was agreed that reconvening the data team activities to align all consortium members' reporting practices and processes was of vital importance. This will ensure that all members share a common understanding of data collection and reporting definitions. In order to provide better services for their students, members will analyze data to identify ways to improve instruction. Additionally, the consortium members will continue to use the data generated by BW Research to make informed decisions about potential career pathways for adult students and identify which students could benefit from the adult education programs offered by the ABOUT STUDENTS Members.
The ABOUT STUDENTS Consortium sponsors and plans an Annual Professional Development Conference for certificated teachers, classified support staff, and administration. The members of the consortium will insist that all schools be engaged in the planning process to ensure that relevant and quality content is provided for all who attend the conference. The consortium will also conduct a survey of agency staff to gather topics for the Annual Professional Development Conference.
Leadership for the ABOUT STUDENTS consortium has recently undergone significant changes. It is important for consortium managers to understand their new roles and responsibilities appropriately. As part of the leadership team's efforts, job descriptions for consortium managers will be developed in order to clarify roles and responsibilities, as well as a tool to measure the level of support from consortium managers.
The ABOUT STUDENTS Consortium will furthermore focus on People and Culture to improve consortium and member effectiveness. In the next three years, the consortium will strive to develop meaningful professional development programs that address learners' needs and continue to provide students with the proper textbooks, Chromebooks, and instructional supplies. The members also know that it is imperative for students and faculty to maintain a clean, safe, and well-maintained campus.
The members established coherent strategies to address the needs of adults; members will first create a school-wide event based on student input (Multicultural Day) that will cultivate an inviting, inclusive, and supportive school climate. Members will also provide ongoing training and support to promote and develop a positive school climate and culture.
In support of and to determine individual Professional Development needs, members, will utilize CALPRO's Instructor Competencies Self-Assessment and Management Competencies Self-Assessment, as well as the Consortium Program Quality Self-Assessment. Each member will coordinate with district human resources departments to include adult ed. staff and teachers in their wellness training/activities. By focusing on People and Culture, all members will be able to retain and develop skilled, student-centered administrators and staff who are empowered to use creative and forward-looking approaches to promote student success.
Activities & Outcomes
Industry/Community Partnerships
Objective that Applies to this Activity
Improve Integration of Services & Transitions
Cultivate mutually-beneficial industry and community partnerships that create meaningful opportunities and pathways for students. Alvord Community Adult School (ACAS), Corona-Norco Adult School(CNAS), Moreno Valley Community Adult School (MVCAS), Riverside Community College District (RCCD), Riverside County Office of Education (RCOE), Riverside Adult School (RAS), and Val Verde Adult School (VVAS) will be responsible for the following critical success factors: interested and fully invested partnerships through identified program partners and executed MOUs/agreements. Industry/Community Partnerships will contribute to achieving short-term, intermediate, and long-term outcomes through the following success measures:
Increasing the number of partnerships
Increasing the number of externships
Maintaining a minimum of 86% of partnerships that indicate they Strongly Agree/Agree that the relationships meet their established needs and expectations in the annual survey.
Increase the number of industry/community partnership survey responses received in the annual survey.
Increase the number of referrals from partnerships.
The CAEP objective that will be achieved in this activity is Objective 2, Improve Integration of Services & Transitions. Establishing additional Industry/Community Partnerships will contribute to addressing and achieving targets and adult education metrics by
Recruiting business partners who need to upskill their workforce in order to increase partnerships and opportunities for students.
Reviewing community partner surveys and adjusting member practices when reasonable and appropriate to meet the needs and expectations of community partners.
Providing direction in exploring additional grant opportunities to fund more career pathways.
- Maintaining a minimum of 86% of partnerships that indicate they Strongly Agree/Agree that the relationships meet their established needs and expectations in the annual survey.
- Increasing the number of partnerships
- Increasing the number of externships
- Increase the number of industry/community partnership survey responses received in the annual survey.
- Increase the number of referrals from partnerships.
Proposed Completion Date
Adult Ed Metrics and Student Barriers
- All: Number of Adults Served (AE 200 - Overall)
Responsible person(s)
Name |
---|
Student Enrollment
Objective that Applies to this Activity
Address Educational Needs
Grow and maintain student enrollment in all program areas reflective of the needs of our communities. CNAS, JAS, MVCAS, RCCD, RCOE, RAS, and VVAS will be responsible for the following critical success factors: effective (targeted) and culturally-responsive outreach and marketing. Members will provide inviting, inclusive, and supportive culture, and flexible schedules (instruction/support services). Increasing Student Enrollment will contribute to achieving short-term, intermediate, and long-term outcomes through the following success measures;
Consortium-wide targets for enrollment are a +10% increase in year 1, +10% in year 2, and +10% in year 3.
Consortium-wide persistence rate is another critical success measure for increasing the persistence rate.
Analysis of students' performance data to identify student needs and provide ongoing professional development to improve the classroom experience for students and staff. Partner with the community, district, or county to provide childcare, transportation, and student success workshops.
Advertise in multiple languages in print and on social media, billboards, movies, radio, local networks, etc. to promote all programs both for the consortium and individual agencies.
Continue to develop partnerships with RWDB, EDD, Chamber of Commerce, and local businesses by including their participation in our events and being involved in their monthly activities to facilitate more referrals.
Offer professional development and training for faculty and staff to ensure that registration and enrollment processes are streamlined and effective.
The CAEP objectives that will be achieved with Student Enrollment will be Objective 1: Address Educational Needs. Student Enrollment will contribute to addressing and achieving targets related to student barriers by
Analyzing student performance data to identify student needs and providing ongoing professional development to improve the classroom experience for students and staff.
Partner with the community, district, or county to provide childcare, transportation, and student success workshops.
Advertise in multiple languages on social media, billboards, movies, radio, and local networks, for the consortium and individual members to promote all programs.
Continue to develop partnerships with RWDB, EDD, Chamber of Commerce, and, local businesses by including their participation in our events and being involved in their monthly activities to facilitate more referrals.
Offer professional development and training for faculty and staff to ensure that registration and enrollment processes are streamlined and effective.
- Identify potential partners that will assist with the recruitment of students
- Increase the number of unduplicated enrollments
- Increase the persistence rate
Proposed Completion Date
Adult Ed Metrics and Student Barriers
- All: Adults who Became Participants (AE 202 - Overall)
Responsible person(s)
Name |
---|
Student Success/Goals
Objective that Applies to this Activity
Improve Integration of Services & Transitions
Provide equitable, inclusive, and quality instruction and support services that maximize student achievement and success. CNAS, JAS, MVCAS, RCCD, RCOE, RAS, and VVAS will be responsible for the following success factors; individual learner goals articulated, appropriate placement for all students, accountability for equitable learner outcomes, and effective hard and soft data. Student Success/Goals will contribute to achieving short-term, intermediate, and long-term outcomes through the following success measures;
Increasing the number of completers.
Increasing the number of college enrollments/transition to credit from K-12 Adult Ed and from college non-credit to credit.
Maintain a minimum of 96.6% of students who strongly Agree/Agree that the programs they are enrolled in will help them meet their educational goals in the annual survey.
Maintain a minimum of 98.9% of students who strongly Agree/Agree that the programs they are enrolled in will help them meet their career goals in the annual survey.
Maintain a minimum of 95.9% of students who indicate they strongly Agree/Agree people of all cultures or differences are included and respected in their school/college in the annual survey.
Maintain a minimum of 95.5% of students who indicate they Strongly Agree/Agree my school/college makes me feel included and respected in the annual survey.
Maintain a minimum of 92.5% of students who indicate they Strongly Agree/Agree they are comfortable talking to fellow students and teachers about my background and cultural experiences in the annual survey.
Maintain a minimum of 95.3% of students who indicate they Strongly Agree/Agree teachers and staff treat all students fairly all the time in the annual survey.
The CAEP objectives that will be achieved will be Objective 2 improving the Integration of Services and Transitions and Objective 3 Improving Integration of Services and Transitions. Student Success/Goals will contribute to addressing and achieving targets and adult education metrics by
Increasing or making consistent the RCCD advisor hours on each campus to promote transitions and dual enrollment
Gather and share proven best practices, related to onboarding to ensure a streamlined, clear, and manageable process for all students
Create and implement a universal student satisfaction survey for all programs/course completions to gather student input on how our programs can better serve learner needs
Identify strategies for accelerating learning to increase the number of completers
Expand the student recognition system to celebrate student progress by highlighting student contributions to the school, attendance, and attainment of learning goals
- Maintain current student satisfaction levels as indicated by surveys analyzing student belief that: program enrollment will help meet educational goals and career goals all cultures are included and respected within the school settings; they feel comfortable discussing their culture and background; all students are treated fairly within the school settings. Agree/Strongly Agree ratings are currently 96.6%, 98.9% 95.9%. 95.5%, 92.5% and 95.3 respectively.
- Increase the number of completers
- In the number of college enrollments/transitions to credit from K-12 Adult Ed and from college non-credit to credit.
Proposed Completion Date
Adult Ed Metrics and Student Barriers
- All: Adults who Became Participants (AE 202 - Overall)
Responsible person(s)
Name |
---|
Operational Excellence
Objective that Applies to this Activity
Improve Effectiveness of Services
Foster an organizational culture of excellence and continuous improvement. ACAS, CNAS, MVCAS, RCOE, RAS, and VVAS will be responsible for the following success factors; accurate data, quality conference content, supporting leadership, and clear roles and responsibilities. Operational Excellence will contribute to achieving short-term, intermediate, and long-term outcomes through the following success measures;
Ensuring 100% alignment of reporting procedure within the members
A minimum of 80.5% of conference attendees indicate they were Highly Stratified/ Satisfied with the annual conference content in the post-conference survey.
A minimum of 90% of the leadership team indicate they are Highly Satisfied/Satisfied with the level of support they receive from the consortium’s leadership.
The CAEP objectives that will be achieved are Objective 3 Improve Integration of Services and Transitions. Operational Excellence will contribute to addressing and achieving targets and adult education metrics by
Restarting data team activities to align data gathering and reporting practices and processes.
Develop job descriptions for consortium managers to clarify roles and expectations.
Develop an evaluation tool to assess the level of support from the consortium managers.
Engage all members in planning the Annual Professional Development Conference to ensure relevant and quality content.
Conduct a survey of agency staff to gather topics for the Annual Professional Development Conference.
Regularly analyze data to identify ways to improve instruction to provide better services.
Continue to use data from BW Research to make informed decisions as a consortium.
- Have a minimum of 90% of the leadership team indicate they are Highly Satisfied/Satisfied with the level of support they receive from the consortium’s leadership.
- Have a minimum of xx% of conference attendees indicate they were High Satisfied/Satisfied with the conference content in the post-conference survey.
- 100% alignment of reporting procedures
Proposed Completion Date
Adult Ed Metrics and Student Barriers
- All: Number of Adults Served (AE 200 - Overall)
Responsible person(s)
Name |
---|
People and Culture
Objective that Applies to this Activity
Improve Effectiveness of Services
Attract, retain, and develop skilled, dedicated student-centered administration and staff who are empowered to use forward-thinking and creativity to promote student success. ACAS, CNAS, JAS, MVCAS, RCOE, RAS, and VVAS will be responsible for the following success factors: meaningful professional development that focuses on adult learners’ needs; having appropriate (sufficient) textbooks, Chromebooks, and instructional supplies, and providing a clean, safe, well-maintained campus. People and Culture will contribute to achieving short-term, intermediate, and long-term outcomes through the following success measures;
Increasing percentage of faculty and staff that indicate they Strongly Agree/Agree the professional development offerings available are useful to their professional growth in the annual survey.
Increase percentage of faculty and staff that indicated they Strongly Agree/Agree their department regularly explores new ideas to address identified students learning needs in the annual survey.
Maintain a minimum of 80% of faculty and staff that indicate their staff spontaneously comes together to solve problems of teaching and learning in the annual survey.
Increase participation in professional development to at least one per year per employee
The CAEP objectives that will be achieved are Objective 3 Improve effectiveness of services. People & Culture will contribute to addressing and achieving targets and adult education metrics by
Promote student-centered school-wide activities (Multicultural Day), to create an inviting, inclusive and supportive school culture.
Provide ongoing training and support to promote and develop a positive school climate and culture.
Conduct CALPRO’s Instructor Competencies Self-Assessment and the Management Competencies Self-Assessment, or other evaluation tools, to determine individual PD needs.
Coordinate with district human resources departments to include AE staff and teachers in their wellness training/activities.
- Increase participation in professional development to at least 1 per year per employee
- Increase the percentage of faculty and staff that indicate they Strongly Agree/Agree the professional development offerings available are useful to their professional growth in the annual survey.
- Increase the percentage of faculty and staff that indicated they Strongly Agree/Agree their department regularly explores new ideas to address identified students learning needs in the annual survey.
- Maintain a minimum of 80% of faculty and staff that indicate their staff spontaneously comes together to solve problems of teaching and learning in the annual survey.
Proposed Completion Date
Adult Ed Metrics and Student Barriers
- All: Number of Adults Served (AE 200 - Overall)
Responsible person(s)
Name |
---|
Funds Evaluation
Member Allocations and Expenditures
Member Agency | Prior Year Total Leveraged Funds | Program Reporting Status |
---|---|---|
Alvord Unified | $546,904 | Certified |
Corona-Norco Unified | $2,113,934 | Certified |
Jurupa Unified | $1,781,219 | Certified |
Moreno Valley Unified | $1,721,532 | Certified |
Riverside CCD | $942,023 | Certified |
Riverside Co. Office of Education | $1,116,914 | Certified |
Riverside Unified | $3,876,779 | Certified |
Val Verde Unified | $652,271 | Certified |
Totals | $12,751,576 | 8/8 Certified |
The ABOUT STUDENTS Consortium members approved major changes to the local annual funding allocations. Due to the amount of carryover funding as a result of the two-year impact of the pandemic, Riverside Adult School (RAS), recommended that a portion of their share of the proposed 2022-23 COLA, $157,827, be reallocated on an ongoing basis to Val Verde Adult School (VVAS). VVAS is the newest adult school within the consortium and had the smallest allocation within the consortium. VVAS is the only member with no carryover funding and the school’s attendance area has been identified as the area containing the largest potential for adult education growth according to the 2019 BW Research Partnership Report.
The consortium’s allocation was further changed with a redistribution of a portion of the Leadership Funds budget. The members approved a reallocation amount of $200,000 beginning with the 2022-23 fiscal year. Just over half of this amount, $100,004, will go to VVAS and the remaining amount, $99,994, will be divided evenly between six of the other seven members. These changes will be ongoing and will support the goals of the three-year plan to increase enrollments and student persistence consortium wide.
Seven of the eight consortium members will focus on eliminating excessive carryover funding. As schools recover from the effects of the pandemic, the carryover amounts will no longer exceed the CAEP guidelines and be within any limits set by pending or future legislation.
There are other funding sources available to members of the consortium that will be leveraged to accomplish the goals and objectives of the Three-Year Plan. CalWORKs funding is available to all members and will be used to increase focused efforts on the barriers facing the low literacy adults returning to school and increase the persistence and performance of this group. The funding available to the community college district will be used to work with the local adult schools to increase transitions from the local adult education programs to the college credit programs.
WIOA funding has been awarded to seven of the eight members and allows increased programming and support services to be provided to students needing basic skills remediation and/or completion of the high school diploma or equivalent. The number of students within the ABOUT STUDENTS region requiring such assistance is significant according to BW Research Report, Census Data, and WIB demographic information.
Certification
Alvord Unified - Member Representative
Craig Shiflett - craig.shiflett@alvord.k12.ca.us
- (951) 509-5015
Corona-Norco Unified - Member Representative
Thoibi Rublaitus - Principal
- trublaitus@cnusd.k12.ca.us
- (951) 736-3325 ext: 29111
Jurupa Unified - Member Representative
Annamarie Montanez - annamarie_montanez@jusd.k12.ca.us
- (951) 222-7739
Moreno Valley Unified - Member Representative
Elsa Magana - Principal
- emagana@mvusd.net
- (951) 571-4790 ext: 64801
Riverside CCD - Member Representative
Lijuan Zhai - Associate Vice Chancellor of Educational Services and Institutional Effectiveness
- lijuan.zhai@rccd.edu
- (951) 222-8620
Riverside Co. Office of Education - Member Representative
Ms. Lucie Gonzalez - Principal
- lmgonzalez@rcoe.us
- (951) 922-7362
Riverside Unified - Member Representative
Rachel Bramlett - Director
- rbramlett@riversideunified.org
- (951) 788-7185 ext: 68200
Val Verde Unified - Member Representative
John Parker - Principal
- jparker@valverde.edu
- (951) 940-8542