Produced: May 27, 2025, 05:39 PM UTC - By Thoibi Rublaitus
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) | 10,617 | 10,812 | 13,129 | 13,523 | 13,929 | |
Student Barriers | English Language Learner (149AE) | 6,014 | 6,259 | 9,901 | 10,198 | 10,504 | |
Student Barriers | Low Literacy (155AE) | 8,212 | 8,526 | 13,831 | 14,246 | 14,673 | |
Student Barriers | Low Income (154AE) | 5,308 | 5,796 | 6,489 | 6,684 | 6,885 | |
Student Barriers | Long Term Unemployed (153AE) | 741 | 893 | 1,590 | 1,637 | 1,686 | |
Student Barriers | Reported Cultural Barriers (147AE) | 1,318 | 1,475 | 1,284 | 1,323 | 1,363 | |
Student Barriers | Displaced Homemaker (148AE) | 709 | 881 | 939 | 967 | 996 | |
Student Barriers | Ex-Offender (150AE) | 127 | 200 | 265 | 274 | 281 | |
Student Barriers | Foster Youth (151AE) | 131 | 160 | 48 | 49 | 50 | |
Student Barriers | Homeless (152AE) | 126 | 168 | 265 | 273 | 281 | |
Student Barriers | Migrant Farmworker (156AE) | 48 | 50 | 46 | 47 | 48 | |
Student Barriers | Seasonal Farmworker (157AE) | 10 | 5 | 6 | 7 | ||
Student Barriers | Exhausting TANF within Two Years (158AE) | 35 | 31 | 28 | 29 | 30 | |
Student Barriers | Single Parent (159AE) | 793 | 851 | 1,430 | 1,472 | 1,516 |
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.
Alvord Unified (Reported by Alvord USD - AEBG Riverside About Students)
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) | 101 | 187 | 180 | 189 | 198 | |
Progress | Completed Educational Functioning Level Gain (400AE) | 23 | 43 | 52 | 55 | 57 | |
Progress | Immigration Integration Milestone (411AE) | 17 | 75 | 100 | 125 | ||
Success | Diploma, GED or High School Equivalency (633AE) | 11 | 10 | 15 | 18 | 20 | |
Success | Postsecondary Credential (624AE) | 0 | 3 | 3 | 3 | ||
Transition | Transitioned to Non-Developmental Credit College Course (637AE) | 0 | 0 | 0 | |||
Transition | Transitioned to CTE (636AE) | 5 | 5 | 5 | |||
Students and Programs | Adult Secondary Education (1000) | 51 | 54 | 59 | 62 | 66 | |
Students and Programs | Adult Basic Education (1001) | 0 | 0 | 53 | 56 | 58 | |
Students and Programs | English as a Secondary Language (1002) | 53 | 81 | 130 | 137 | 144 | |
Students and Programs | Career Technical Education (1003) | 0 | 61 | 65 | 69 | 72 | |
Students and Programs | Workforce Preparation (124AE) | 0 | 0 | 0 |
* Mandatory for all members
Corona-Norco Unified (Reported by Corona-Norco 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) | 1,938 | 2,022 | 2,046 | 2,105 | 2,165 | |
Progress | Completed Educational Functioning Level Gain (400AE) | 976 | 1,147 | 999 | 1,028 | 1,057 | |
Progress | Immigration Integration Milestone (411AE) | 805 | 820 | 832 | 856 | 881 | |
Success | Diploma, GED or High School Equivalency (633AE) | 96 | 113 | 108 | 112 | 115 | |
Success | Postsecondary Credential (624AE) | 256 | 266 | 35 | 36 | 37 | |
Transition | Transitioned to Non-Developmental Credit College Course (637AE) | 44 | 0 | 0 | 0 | ||
Transition | Transitioned to CTE (636AE) | 704 | 367 | 378 | 388 | ||
Students and Programs | Adult Secondary Education (1000) | 362 | 453 | 420 | 429 | 439 | |
Students and Programs | Adult Basic Education (1001) | 419 | 591 | 504 | 514 | 525 | |
Students and Programs | English as a Secondary Language (1002) | 1,303 | 1,333 | 1,293 | 1,319 | 1,345 | |
Students and Programs | Career Technical Education (1003) | 838 | 1,136 | 800 | 977 | 997 | |
Students and Programs | Workforce Preparation (124AE) | 383 | 391 | 399 |
* Mandatory for all members
Jurupa Unified (Reported by Jurupa Adult School)
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) | 778 | 831 | 896 | 940 | 987 | |
Progress | Completed Educational Functioning Level Gain (400AE) | 274 | 350 | 0 | 0 | 0 | |
Progress | Immigration Integration Milestone (411AE) | 264 | 325 | 0 | 0 | 0 | |
Success | Diploma, GED or High School Equivalency (633AE) | 82 | 84 | 88 | 92 | 96 | |
Success | Postsecondary Credential (624AE) | 0 | 0 | 0 | |||
Transition | Transitioned to Non-Developmental Credit College Course (637AE) | 16 | 0 | 0 | 0 | ||
Transition | Transitioned to CTE (636AE) | 55 | 50 | 55 | 60 | ||
Students and Programs | Adult Secondary Education (1000) | 256 | 259 | 265 | 278 | 292 | |
Students and Programs | Adult Basic Education (1001) | 0 | 0 | 0 | 0 | 0 | |
Students and Programs | English as a Secondary Language (1002) | 452 | 456 | 556 | 584 | 613 | |
Students and Programs | Career Technical Education (1003) | 173 | 222 | 244 | 256 | 269 | |
Students and Programs | Workforce Preparation (124AE) | 0 | 0 | 0 |
* Mandatory for all members
Moreno Valley Unified (Reported by Moreno Valley USD)
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) | 1,023 | 1,203 | 1,764 | 1,816 | 1,871 | |
Progress | Completed Educational Functioning Level Gain (400AE) | 496 | 643 | 712 | 732 | 756 | |
Progress | Immigration Integration Milestone (411AE) | 389 | 414 | 0 | 0 | 0 | |
Success | Diploma, GED or High School Equivalency (633AE) | 83 | 85 | 63 | 65 | 67 | |
Success | Postsecondary Credential (624AE) | 83 | 17 | 0 | 0 | 0 | |
Transition | Transitioned to Non-Developmental Credit College Course (637AE) | 37 | 9 | 12 | 13 | ||
Transition | Transitioned to CTE (636AE) | 38 | 148 | 152 | 156 | ||
Students and Programs | Adult Secondary Education (1000) | 390 | 539 | 701 | 722 | 744 | |
Students and Programs | Adult Basic Education (1001) | 177 | 474 | 598 | 616 | 634 | |
Students and Programs | English as a Secondary Language (1002) | 639 | 697 | 606 | 624 | 643 | |
Students and Programs | Career Technical Education (1003) | 60 | 27 | 77 | 79 | 81 | |
Students and Programs | Workforce Preparation (124AE) | 518 | 533 | 549 |
* Mandatory for all members
Riverside CCD (Reported by Riverside)
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) | 1,602 | 1,827 | 1,004 | 1,034 | 1,065 | |
Progress | Completed Educational Functioning Level Gain (400AE) | 59 | 127 | 0 | 0 | 0 | |
Progress | Immigration Integration Milestone (411AE) | 35 | 35 | 0 | 0 | 0 | |
Success | Diploma, GED or High School Equivalency (633AE) | 146 | 130 | 0 | 0 | 0 | |
Success | Postsecondary Credential (624AE) | 390 | 315 | 0 | 0 | 0 | |
Transition | Transitioned to Non-Developmental Credit College Course (637AE) | 63 | 0 | 0 | 0 | ||
Transition | Transitioned to CTE (636AE) | 52 | 840 | 856 | 891 | ||
Students and Programs | Adult Secondary Education (1000) | 0 | 0 | 0 | 0 | 0 | |
Students and Programs | Adult Basic Education (1001) | 0 | 0 | 0 | |||
Students and Programs | English as a Secondary Language (1002) | 240 | 431 | 0 | 0 | 0 | |
Students and Programs | Career Technical Education (1003) | 1,388 | 1,433 | 0 | 0 | 0 | |
Students and Programs | Workforce Preparation (124AE) | 0 | 0 | 0 |
* Mandatory for all members
Riverside Co. Office of Education (Reported by Riverside County Office of Education - Riverside)
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) | 58 | 106 | 55 | 58 | 61 | |
Progress | Completed Educational Functioning Level Gain (400AE) | 31 | 0 | 0 | 0 | ||
Progress | Immigration Integration Milestone (411AE) | 0 | 0 | 0 | |||
Success | Diploma, GED or High School Equivalency (633AE) | 0 | 0 | 0 | |||
Success | Postsecondary Credential (624AE) | 18 | 21 | 0 | 0 | 0 | |
Transition | Transitioned to Non-Developmental Credit College Course (637AE) | 20 | 0 | 0 | 0 | ||
Transition | Transitioned to CTE (636AE) | 23 | 0 | 0 | 0 | ||
Students and Programs | Adult Secondary Education (1000) | 57 | 104 | 111 | 117 | 123 | |
Students and Programs | Adult Basic Education (1001) | 4 | 4 | 4 | |||
Students and Programs | English as a Secondary Language (1002) | 0 | 0 | 0 | 0 | 0 | |
Students and Programs | Career Technical Education (1003) | 0 | 0 | 0 | 0 | 0 | |
Students and Programs | Workforce Preparation (124AE) | 4 | 4 | 4 |
* Mandatory for all members
Riverside Unified (Reported by Riverside Adult School)
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) | 1,858 | 1,897 | 1,743 | 1,795 | 1,849 | |
Progress | Completed Educational Functioning Level Gain (400AE) | 705 | 881 | 714 | 735 | 757 | |
Progress | Immigration Integration Milestone (411AE) | 785 | 762 | 0 | 0 | 0 | |
Success | Diploma, GED or High School Equivalency (633AE) | 169 | 160 | 146 | 151 | 155 | |
Success | Postsecondary Credential (624AE) | 257 | 320 | 0 | 0 | 0 | |
Transition | Transitioned to Non-Developmental Credit College Course (637AE) | 88 | 0 | 0 | 0 | ||
Transition | Transitioned to CTE (636AE) | 119 | 0 | 0 | 0 | ||
Students and Programs | Adult Secondary Education (1000) | 684 | 736 | 567 | 584 | 602 | |
Students and Programs | Adult Basic Education (1001) | 193 | 836 | 660 | 680 | 700 | |
Students and Programs | English as a Secondary Language (1002) | 1,101 | 1,064 | 1,318 | 1,358 | 1,399 | |
Students and Programs | Career Technical Education (1003) | 235 | 303 | 253 | 261 | 269 | |
Students and Programs | Workforce Preparation (124AE) | 348 | 358 | 368 |
* Mandatory for all members
Val Verde Unified (Reported by Val Verde 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) | 537 | 609 | 456 | 470 | 484 | |
Progress | Completed Educational Functioning Level Gain (400AE) | 192 | 220 | 100 | 103 | 106 | |
Progress | Immigration Integration Milestone (411AE) | 185 | 187 | 186 | 192 | 198 | |
Success | Diploma, GED or High School Equivalency (633AE) | 104 | 129 | 33 | 34 | 35 | |
Success | Postsecondary Credential (624AE) | 45 | 42 | 0 | 0 | 0 | |
Transition | Transitioned to Non-Developmental Credit College Course (637AE) | 19 | 0 | 0 | 0 | ||
Transition | Transitioned to CTE (636AE) | 47 | 3 | 3 | 3 | ||
Students and Programs | Adult Secondary Education (1000) | 308 | 279 | 298 | 307 | 316 | |
Students and Programs | Adult Basic Education (1001) | 292 | 263 | 229 | 236 | 243 | |
Students and Programs | English as a Secondary Language (1002) | 297 | 318 | 314 | 324 | 333 | |
Students and Programs | Career Technical Education (1003) | 47 | 93 | 81 | 84 | 86 | |
Students and Programs | Workforce Preparation (124AE) | 46 | 48 | 49 |
* 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 | |
Alvord Unified | 100% | 100% | 48% | 80% | 80% | 80% |
Corona-Norco Unified | 100% | 100% | 67% | 80% | 80% | 80% |
Jurupa Unified | 100% | 100% | 55% | 80% | 80% | 80% |
Moreno Valley Unified | 100% | 100% | 53% | 80% | 80% | 80% |
Riverside CCD | 100% | 100% | 39% | 80% | 80% | 80% |
Riverside Co. Office of Education | 100% | 99% | 0% | 80% | 80% | 80% |
Riverside Unified | 100% | 100% | 63% | 80% | 80% | 80% |
Val Verde Unified | 100% | 100% | 63% | 80% | 80% | 80% |
Objectives
Objective #1: Address Educational Needs
To address the educational needs identified across Riverside County, the consortium has developed a range of strategies aimed at strengthening foundational skills, expanding equitable access to instruction, and aligning educational services with the specific needs of its diverse population. These strategies were informed by the Riverside Needs Assessment and are intended to directly respond to student feedback, labor market data, and institutional performance gaps.
1. Strengthen Adult Basic Education (ABE) Programming
The consortium will evaluate and enhance Adult Basic Education programs through a region-wide needs assessment. This includes refining curriculum, increasing strategic outreach to underrepresented communities, and improving scheduling to support enrollment and persistence. Members will expand bridge programs that connect ABE to GED, ESL, and CTE pathways. Instruction will be enhanced through digital tools, differentiated strategies, and contextualized soft skills and job readiness training.
2. Expand Culturally Responsive, Multilingual Education
Recognizing the demographic diversity of Riverside County, members will implement culturally responsive learning models and expand bilingual workforce training. The consortium will offer translated materials, bilingual career advising, and use technology that supports multilingual access. Culturally relevant events and workshops will be used to strengthen inclusion and engagement, especially among English learners and immigrant populations.
3. Improve ESL and High School Diploma Access
To meet demand among limited English proficient adults and those without a high school diploma, members will sustain and grow their ESL and high school equivalency programs. Instructional hours in ESL remain the highest across the consortium, and members will continue to integrate civics, career readiness, and digital literacy into these courses to enhance impact.
4. Increase Access to Digital Literacy Training
Digital skills are now core to both education and employment. The consortium will ensure digital literacy is integrated into foundational skills programming, including ABE and ESL. Student training in computer basics, online learning platforms, and digital testing tools will be expanded to prepare learners for success in the evolving educational and workforce landscape.
5. Support Instructional Quality and Professional Development
To ensure instruction remains relevant and effective, members will invest in professional development for educators. This includes continued participation in CALPRO, OTAN, CASAS, and CAEP training, as well as local consortium-led events. There will be a focus on technology integration, workforce-aligned teaching strategies, and collaboration across sites through professional learning communities.
6. Improve Student Recruitment and Retention
The consortium will implement targeted marketing strategies and deepen community partnerships to reach adults who are disconnected from education. Outreach efforts will be designed to connect underserved populations to ABE, ASE, and ESL services. By identifying local communication channels and leveraging trusted community organizations, members aim to boost awareness and enrollment.
7. Align Curriculum with Workforce Readiness
Members will integrate career readiness and soft skills instruction into foundational education programming. This supports student preparation not only for academic advancement but also for workforce participation. By embedding workforce preparation into ESL, ABE, and ASE courses, the consortium ensures learners are building skills with immediate and long-term value.
Objective #2: Improve Integration of Services & Transitions
Utilizing Data
Providing Professional Development
Identifying Best Practices
Offering Flexible Courses and Services
Not Entered
The Riverside About Students Regional Consortium is committed to strengthening both the integration of services across partner systems and the effectiveness of transitions to postsecondary education and the workforce. While the previous section outlined the strategies being prioritized, this section provides further context on how those strategies will be implemented through cross-agency collaboration, shared staffing models, coordinated systems, and ongoing use of data.
Approaches to Improve Integration of Services:
To foster better integration between adult education, community colleges, workforce agencies, and community partners, consortium members will implement the following approaches:
- Shared Staffing and Embedded Roles: The RCCD transition advisor model will continue expanding, with trained advisors embedded on adult school campuses to support students in navigating both college and adult school systems. These advisors assist with enrollment, financial aid, and academic planning, while maintaining communication across institutions.
- Cross-Agency Planning and Communication: The consortium will hold regular coordination meetings with workforce development boards, America’s Job Centers of California (AJCCs), and local community partners. These meetings will align service offerings, support the development of referral systems, and address case management challenges to reduce duplication.
- Formalizing Partnerships: The consortium will pursue formal agreements (MOUs) with colleges and workforce agencies to outline shared goals, outreach strategies, and support services. Articulation agreements will help streamline academic transitions, and co-enrollment arrangements will link students with additional workforce supports.
- Co-Located Services and Shared Facilities: Where possible, adult schools will host partner agencies on-site or collaborate through mobile outreach to serve students in rural or underserved communities. This strategy helps reduce physical access barriers and brings services directly to learners.
- Professional Development for Integrated Services: Consortium members will participate in joint professional development, including a regional event that brings together counselors, instructors, and support staff from across systems. These sessions will focus on student transition strategies, inter-agency coordination, and effective collaboration practices.
Approaches to Improve Transitions to Postsecondary and Workforce:
To support stronger student transitions, the consortium will implement several strategies designed to embed guidance and career preparation throughout the educational journey:
- Career and Academic Counseling Embedded in Programs: Academic and career planning will be embedded in ABE, ASE, and ESL programs, beginning early in the student experience. Transition advisors will work closely with instructors to integrate advising into course content and student orientation.
- Expanded Use of Career Exploration Activities: Students will engage in structured college and career exploration through guest speakers, campus tours, career spotlights, and digital tools. These activities are designed to increase student awareness of educational and career options and build confidence in navigating those pathways.
- Hybrid and Flexible Service Models: Recognizing the scheduling and access challenges faced by adult learners, members will provide transition services in both virtual and in-person formats. This includes drop-in advising, multilingual support, and coordination with AJCCs and RCCD to ensure services are complementary rather than duplicative.
- Needs Assessment to Guide System Design: A regional needs assessment will be conducted to better understand the specific barriers that adult learners face when transitioning to college or the workforce. This assessment will guide service refinements and inform staffing decisions based on student needs.
Sustaining the Work Through Shared Responsibility:
The consortium’s approach to service integration and student transition is rooted in collaboration. These responsibilities are shared across instructional, counseling, and administrative teams at each member site. Members align local efforts with consortium-wide strategies and contribute to shared tools and regional coordination. Ongoing reflection, quarterly data reviews, and joint planning meetings support continuous improvement and shared ownership of outcomes. The consortium remains focused on reducing barriers, improving transitions, and advancing equity and opportunity for all learners.
Objective #3: Improve Effectiveness of Services
Prioritize Local Needs in Course Design and Scheduling
Promote Interagency Alignment Through Shared PD and Tools
The Riverside About Students Regional Consortium is committed to improving the overall quality and effectiveness of adult education programs through shared instructional strategies, professional learning, system-wide data use, and internal collaboration. Members are focused on refining local and regional practices to support consistent, high-quality instruction and student outcomes across all sites. The strategies outlined below represent the consortium’s current and planned approaches to implement this objective.
Expanding Professional Development and Building Instructional Capacity
To ensure staff are equipped to meet student needs in a changing educational and workforce landscape, consortium members will continue to invest in high-quality professional development. The region hosts an annual consortium-wide professional development event to foster collaboration and the exchange of effective practices. In addition, members actively participate in statewide PD through CASAS, CALPRO, OTAN, and CAEP and will continue encouraging staff to attend workshops, webinars, and conferences focused on adult education, technology integration, and instructional strategies for diverse learners.
Professional development strategies will also include:
- Cross-agency Professional Learning Communities (PLCs) focused on improving curriculum alignment, student engagement, and outcomes.
- Training in technology and student tracking tools to help educators use data more effectively and differentiate instruction.
These efforts address the need for consistent instructional quality across sites, especially in ABE, ASE, and ESL programs, where student populations have widely varying needs.
Improving Foundational Skills and Instructional Models
Consortium members are taking action to increase the effectiveness of Adult Basic Education (ABE) and foundational skills instruction by:
- Conducting targeted needs assessments to determine where instructional redesign or supplemental support is needed.
- Introducing strategic scheduling (including block scheduling, open entry/exit, and accelerated formats) to boost enrollment and persistence.
- Expanding the use of bridge programs that prepare learners to transition into GED prep, ESL, or CTE courses.
- Training teachers in digital tools, contextualized instruction, and differentiated learning to better serve low-literacy and mixed-level classrooms.
These actions are particularly important in improving outcomes for students who are disconnected from traditional education systems or returning after many years.
Expanding and Embedding Student Support Services
Recognizing that academic instruction alone is not sufficient to ensure student success, the consortium is expanding access to wraparound support services, especially for low-income and high-barrier populations. Members are:
- Embedding academic and career counseling earlier in the student experience.
- Expanding the RCCD transition advisor model to additional adult school campuses.
- Offering both virtual and in-person tutoring and support services to accommodate working adults and caregivers.
To further improve effectiveness, members are exploring partnerships with local organizations that can provide:
- Mental health support
- Housing navigation
- Childcare and transportation assistance
- Immigration and legal aid services
These services will be aligned with instructional programs to reduce dropout and support student persistence.
Promoting Equity Through Culturally Responsive and Bilingual Services
Members are prioritizing culturally responsive learning environments by offering:
- Bilingual counseling and academic advising
- Translated course materials and multilingual digital resources
- Cultural events and community-led workshops to promote student engagement and inclusion
These efforts are essential in a region where many students are English learners, first-generation students, or from historically underserved communities.
Using Data to Improve Effectiveness
The consortium is enhancing its data practices to track and evaluate program impact. Implementation approaches include:
- Quarterly reviews of student data to identify trends, drop-off points, and equity gaps.
- Use of data dashboards (e.g., DataVista, CASAS TE reports) to support decision-making around instruction, student transitions, and outreach.
These data systems will also be used to evaluate the effectiveness of new strategies and drive continuous improvement across programs.
Flexible Delivery and Responsive Program Design
Members are offering hybrid and hyflex courses and implementing virtual support centers that extend access to tutoring, digital literacy support, and advising outside of traditional hours. This flexibility supports working adults, parents, and students in remote areas and aligns with post-pandemic expectations around service access.
Strategic Outreach and Engagement
To further improve effectiveness, members are launching targeted marketing and outreach campaigns to reach students not currently served.
Activities & Outcomes
Objective #1: Address Educational Needs
Expansion and Enhancement of ESL, ABE, ASE Program
Consortium members (Alvord Adult School, CNUSD, Jurupa Adult School, MVCAS, Riverside Adult School, Val Verde Adult School) will expand ESL, Adult Basic Education (ABE), and Adult Secondary Education (ASE) programs aligned with workforce and college readiness. Activities include conducting annual needs assessments to inform curriculum development, implementing new courses, and enhancing existing offerings.
Key deliverables will include expanded course catalogs, annual needs assessment reports, and increased enrollment and retention rates.
This activity directly addresses the CAEP objective "Address Educational Needs" by enhancing foundational skills critical for student success and transition.
Short-term outcomes include a 5-10% increase in program enrollment within 12 months. Intermediate outcomes involve improved student persistence, increased EFL gains, and higher transition rates to postsecondary education or employment within 1-3 years. Long-term outcomes aim for sustained high graduation rates and measurable improvements in economic stability.
This activity specifically addresses barriers for English Language Learner, Low Literacy, Low Income, and contributes directly to metrics such as:
- Participants
- Reportable Individuals
- Completed Educational Functioning Level Gain
- English Language Learner
- Low Income
- ABE, ASE, ESL
- Diploma, GED, or Equivalency
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).
- Increased enrollment by 5-10% in ESL, ABE, and ASE programs.
- Improved persistence rates and student achievement metrics (EFL gains).
- Higher student transitions to postsecondary education and workforce opportunities.
- Sustained increase in graduation rates and measurable improvements in economic mobility.
Adult Education Metrics and Student Barriers
- All: Participants (202AE)
- All: Reportable Individuals (200AE)
- Progress: Completed Educational Functioning Level Gain (400AE)
- Student Barriers: English Language Learner (149AE)
- Student Barriers: Low Income (154AE)
- Students and Programs: Adult Basic Education (1001)
- Students and Programs: Adult Secondary Education (1000)
- Students and Programs: English as a Secondary Language (1002)
- Success: Diploma, GED or High School Equivalency (633AE)
Responsible Positions, Responsible Consortium Members, and Proposed Completion Date
Responsible Position | Responsible Member | Proposed Completion Date |
---|---|---|
Luis Medina | Alvord Unified | 06/30/2028 |
Thoibi Rublaitus | Corona-Norco Unified | 06/30/2028 |
Annamarie Montanez | Jurupa Unified | 06/30/2028 |
Elsa Magana | Moreno Valley Unified | 06/30/2028 |
Rachel Bramlett | Riverside Unified | 06/30/2028 |
John Parker | Val Verde Unified | 06/30/2028 |
Development and Enhancement of CTE
Consortium members (Alvord Adult School, CNUSD, MVCAS, RCCD, RCOE Desert Edge, Riverside Adult School, Val Verde Adult School) will develop and expand Career and Technical Education (CTE) pathways in regional high-demand sectors such as healthcare, logistics, automotive, and manufacturing. Activities include creating new courses, integrating industry certifications, and establishing articulation agreements with community colleges for seamless transitions.
Key deliverables include expanded course offerings, formal articulation agreements, and increased student completions.
This activity supports the CAEP objective "Address Educational Needs" by providing clear, direct pathways to employment and higher education. Within one year, enrollment and completion rates in CTE programs are expected to rise by 5%. Within three years, outcomes will include higher student transition rates to employment or higher education, and establishment of at least five new articulation agreements. Long-term outcomes target sustained employment in high-wage careers for graduates.
This activity addresses student barriers like Long Term Unemployed, Low Income, Single Parent, and Adults with Disabilities, contributing directly to metrics including:
- Participants
- Reportable Individuals
- CTE
- Transition to CTE
- Postsecondary Credential
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).
- 5% increase in enrollment and course completion rates.
- Improved transitions from CTE programs to employment or higher education.
- Establish at least five new articulation agreements.
- Sustained employment in high-wage careers for program graduates.
Adult Education Metrics and Student Barriers
- All: Participants (202AE)
- All: Reportable Individuals (200AE)
- Students and Programs: Career Technical Education (1003)
- Success: Postsecondary Credential (624AE)
- Transition: Transitioned to CTE (636AE)
Responsible Positions, Responsible Consortium Members, and Proposed Completion Date
Responsible Position | Responsible Member | Proposed Completion Date |
---|---|---|
Luis Medina | Alvord Unified | 06/30/2028 |
Thoibi Rublaitus | Corona-Norco Unified | 06/30/2028 |
Elsa Magana | Moreno Valley Unified | 06/30/2028 |
Rachel Bramlett | Riverside Unified | 06/30/2028 |
Michael Peterson | Riverside CCD | 06/30/2028 |
Nicole Ramirez, Arthur Kimball | Riverside Co. Office of Education | 06/30/2028 |
John Parker | Val Verde Unified | 06/30/2028 |
Comprehensive Digital Literacy Training
Jurupa Adult School, Riverside Adult School, and RCCD will implement comprehensive digital literacy training across consortium sites. Activities include structured digital literacy classes, integrating digital skills across ESL, ABE, ASE, and CTE curriculum, and expanding access to technology resources (device loans, Wi-Fi hotspots, digital labs).
Key deliverables encompass digital literacy curricula, resource distribution plans, and regular skill assessments.
The activity aligns with CAEP’s objective to "Address Educational Needs" by equipping students with vital technological competencies required in education and employment.
Short-term outcomes include a 10% enrollment increase in digital literacy training within the first year. Intermediate outcomes (1-3 years) will reflect enhanced student confidence and measurable improvements in digital proficiency. Long-term outcomes target sustained employment improvements due to digital skills mastery.
This activity addresses barriers such as Low Literacy, Low Income, English Language Learner, Adults with Disabilities, and contributes directly to metrics including:
- Participants
- Reportable Individuals
- Workforce Preparation
- Completed Educational Functioning Level Gain
- ABE, ESL
- Low Literacy
- Low Income
- English Language Learner
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).
- Addresses critical gaps in digital literacy essential for education and employment.
- Enhanced student confidence and measurable skill improvements.
- Demonstrable improvement in employment opportunities due to digital skill mastery.
Adult Education Metrics and Student Barriers
- All: Participants (202AE)
- All: Reportable Individuals (200AE)
- Progress: Completed Educational Functioning Level Gain (400AE)
- Student Barriers: English Language Learner (149AE)
- Student Barriers: Low Income (154AE)
- Student Barriers: Low Literacy (155AE)
- Students and Programs: Adult Basic Education (1001)
- Students and Programs: Adult Secondary Education (1000)
- Students and Programs: Workforce Preparation (124AE)
Responsible Positions, Responsible Consortium Members, and Proposed Completion Date
Responsible Position | Responsible Member | Proposed Completion Date |
---|---|---|
Annamarie Montanez | Jurupa Unified | 06/30/2028 |
Rachel Bramlett | Riverside Unified | 06/30/2028 |
Michael Peterson | Riverside CCD | 06/30/2028 |
Professional Development for Educators
Consortium members (Alvord Adult School, Jurupa Adult School, Riverside Adult School, Val Verde Adult School) will provide extensive professional development to educators, focusing on emerging technologies, digital instructional tools, and workforce-aligned instruction. Activities include annual training workshops, development of a professional learning calendar, and the establishment of Professional Learning Communities (PLCs) for ongoing educator collaboration.
Key deliverables involve increased educator participation in training, improved instructional methodologies, and integration of digital tools into teaching practices.
This activity supports the CAEP objective "Address Educational Needs" by enhancing instructional quality and effectiveness.
Within one year, at least 75% educator participation is expected in professional development events. Intermediate outcomes (1-3 years) will demonstrate improved instructional practices, resulting in enhanced student outcomes. Long-term goals include institutionalizing professional development for sustained educational improvement and better student retention.
This activity indirectly addresses diverse student barriers through improved teaching quality, contributing directly to metrics including:
- Participants
- Reportable Individuals
- Completed Educational Functioning Level Gain
- Workforce Preparation
- Participants in ABE, ASE, ESL, and CTE
- Diploma, GED, or Equivalency
- Transition to CTE
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).
- At least 75% of instructors participate in training sessions.
- Enhanced instructional strategies resulting in improved student outcomes
- Institutionalized culture of ongoing professional development and improved student retention rates.
Adult Education Metrics and Student Barriers
- All: Participants (202AE)
- All: Reportable Individuals (200AE)
- Progress: Completed Educational Functioning Level Gain (400AE)
- Students and Programs: Adult Basic Education (1001)
- Students and Programs: Adult Secondary Education (1000)
- Students and Programs: Career Technical Education (1003)
- Students and Programs: English as a Secondary Language (1002)
- Students and Programs: Workforce Preparation (124AE)
- Success: Diploma, GED or High School Equivalency (633AE)
- Transition: Transitioned to CTE (636AE)
Responsible Positions, Responsible Consortium Members, and Proposed Completion Date
Responsible Position | Responsible Member | Proposed Completion Date |
---|---|---|
Luis Medina | Alvord Unified | 06/30/2028 |
Annamarie Montanez | Jurupa Unified | 06/30/2028 |
Rachel Bramlett | Riverside Unified | 06/30/2028 |
John Parker | Val Verde Unified | 06/30/2028 |
Culturally Responsive Education, Bilingual Support
RCCD and Riverside Adult School will implement culturally responsive educational practices and bilingual support to improve equity and outcomes for diverse student populations. Activities include providing bilingual instructional resources, hosting regular culturally responsive training workshops for educators, organizing community engagement events, and expanding bilingual workforce training materials. Key deliverables consist of culturally inclusive curricula, bilingual resource libraries, and increased participation from diverse and underserved populations.
The activity supports the CAEP objective "Address Educational Needs" by directly addressing equity gaps and language barriers.
Short-term outcomes within the first year include increased participation rates among non-English-speaking learners. Intermediate outcomes (1-3 years) aim to improve completion rates and successful educational and employment transitions for bilingual students. Long-term outcomes target enhanced economic mobility and sustained workforce diversity.
This activity directly addresses barriers such as Reported Cultural Barriers, English Language Learner, Immigrant Integration Milestone, and contributes directly to metrics including:
- Participants
- Reportable Individuals
- Immigrant Integration Milestone
- English Language Learner
- Reported Cultural Barriers
- Completed Educational Functioning Level Gain
- ESL
- Workforce Preparation
- Transition to CTE
- Transition to Non-Developmental Credit College Course
- Postsecondary Credential
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).
- Increased participation from non-English-speaking and underserved populations.
- Improved completion rates and transitions among bilingual learners
- Increased economic mobility for culturally and linguistically diverse students
Adult Education Metrics and Student Barriers
- All: Participants (202AE)
- All: Reportable Individuals (200AE)
- Progress: Completed Educational Functioning Level Gain (400AE)
- Progress: Immigration Integration Milestone (411AE)
- Student Barriers: English Language Learner (149AE)
- Student Barriers: Reported Cultural Barriers (147AE)
- Students and Programs: English as a Secondary Language (1002)
- Students and Programs: Workforce Preparation (124AE)
- Success: Postsecondary Credential (624AE)
- Transition: Transitioned to CTE (636AE)
- Transition: Transitioned to Non-Developmental Credit College Course (637AE)
Responsible Positions, Responsible Consortium Members, and Proposed Completion Date
Responsible Position | Responsible Member | Proposed Completion Date |
---|---|---|
Rachel Bramlett | Riverside Unified | 06/30/2028 |
Michael Peterson | Riverside CCD | 06/30/2028 |
Objective #2: Improve Integration of Services & Transitions
Transitions to Postsecondary Education, Workforce
Consortium members (CNUSD, MVCAS, RCCD, Riverside Adult School, and RCOE Desert Edge) will significantly enhance transition services for students moving from adult education into postsecondary programs and employment. Dedicated Educational Advisors and counselors from RCCD colleges and member adult schools will provide individualized support, including academic advising, financial aid assistance, and career exploration services. Additionally, dual enrollment agreements and articulated pathways will be developed with local colleges to streamline transitions and reduce barriers to postsecondary education.
Key deliverables include increased advising hours, structured transition workshops (e.g., FAFSA, Dream Act), and formalized dual enrollment partnerships.
This activity directly advances CAEP’s objective of integrating services and transitions by establishing clear, supported pathways.
Short-term outcomes within one year will include at least one new dual enrollment partnership and increased student participation (5–10%) in advising services. Intermediate outcomes (1–3 years) will see measurable improvements in student transition rates to college and employment, increased college enrollments, and higher credential completion. In the long term (4–5 years), sustained improvements in educational attainment and economic mobility are anticipated.
This comprehensive activity addresses student barriers such as Low Income, English Language Learners, Long Term Unemployed, and Adults with Disabilities, contributing significantly to metrics such as:
- Participants
- Reportable Individuals
- Transition to CTE
- Transition to Non-Developmental Credit College Course
- Postsecondary Credential
- Diploma, GED, or Equivalency
- Workforce Preparation
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).
- Increased student participation (5–10%) in transition services and workshops.
- At least one new dual enrollment partnership established.
- Improved transition rates into postsecondary and employment pathways.
- Increased postsecondary enrollment and credential completion by 10–15%.
- Sustainable increase in student economic mobility through improved educational and workforce transitions.
Adult Education Metrics and Student Barriers
- All: Participants (202AE)
- All: Reportable Individuals (200AE)
- Students and Programs: Workforce Preparation (124AE)
- Success: Diploma, GED or High School Equivalency (633AE)
- Success: Postsecondary Credential (624AE)
- Transition: Transitioned to CTE (636AE)
- Transition: Transitioned to Non-Developmental Credit College Course (637AE)
Responsible Positions, Responsible Consortium Members, and Proposed Completion Date
Responsible Position | Responsible Member | Proposed Completion Date |
---|---|---|
Thoibi Rublaitus | Corona-Norco Unified | 06/30/2028 |
Elsa Magana | Moreno Valley Unified | 06/30/2028 |
Michael Peterson | Riverside CCD | 06/30/2028 |
Rachel Bramlett | Riverside Unified | 06/30/2028 |
Nicole Ramirez, Arthur Kimball | Riverside Co. Office of Education | 06/30/2028 |
Expansion of Wraparound Support Services
CNUSD, RCCD, Riverside Adult School, and RCOE Desert Edge will implement comprehensive wraparound support services designed to mitigate barriers impacting student enrollment, persistence, and success. Activities include personalized academic and career counseling, establishing formal partnerships with local childcare providers and transportation agencies, offering targeted financial literacy training, and delivering tailored employment preparation workshops. RCCD advisors and adult school counselors will collaboratively expand counseling capacity to better address individual student needs.
Key deliverables include expanded counseling availability, formalized childcare and transportation agreements, regularly scheduled financial literacy workshops, and enhanced job placement assistance. This integrated approach directly supports CAEP’s objective to improve integration of services and transitions by addressing multiple life barriers simultaneously.
Short-term outcomes include the establishment of new service partnerships within one year and a 10% increase in student utilization of these wraparound services. Intermediate outcomes (1–3 years) involve increased student retention, improved educational outcomes, and enhanced employment placements due to barrier removal. Long-term outcomes (4–5 years) aim for sustained improvements in student success, financial stability, and economic empowerment.
This activity specifically addresses barriers such as Low Income, Single Parents, Homeless, Foster Youth, Ex-Offenders, and Adults with Disabilities, directly influencing metrics including:
- Participants
- Reportable Individuals
- Low Income
- Single Parent
- Homeless
- Long Term Unemployed
- Ex-Offender
- Foster Youth
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).
- Establish new partnerships for childcare and transportation services.
- Increased student use of wraparound support services (10% increase).
- Enhanced student retention and reduced attrition due to barrier removal.
- Increased employment placement and wage gains among program completers.
- Sustained improvements in student success metrics and economic stability.
Adult Education Metrics and Student Barriers
- All: Participants (202AE)
- All: Reportable Individuals (200AE)
- Student Barriers: Ex-Offender (150AE)
- Student Barriers: Foster Youth (151AE)
- Student Barriers: Homeless (152AE)
- Student Barriers: Long Term Unemployed (153AE)
- Student Barriers: Low Income (154AE)
- Student Barriers: Single Parent (159AE)
Responsible Positions, Responsible Consortium Members, and Proposed Completion Date
Responsible Position | Responsible Member | Proposed Completion Date |
---|---|---|
Thoibi Rublaitus | Corona-Norco Unified | 06/30/2028 |
Michael Peterson | Riverside CCD | 06/30/2028 |
Rachel Bramlett | Riverside Unified | 06/30/2028 |
Nicole Ramirez, Arthur Kimball | Riverside Co. Office of Education | 06/30/2028 |
Collaborative Industry and Employer Engagement
Consortium members (MVCAS, RCCD, RCOE Desert Edge, and Riverside Adult School) will deepen collaborative engagement with regional employers, workforce development agencies, and industry partners to align educational offerings directly with workforce needs. Activities will include establishing active employer advisory committees, regularly convening industry leaders for curriculum feedback, and creating structured internships, externships, and apprenticeship opportunities aligned with regional economic demands. RCCD, MVCAS, and adult schools will jointly lead the formation and facilitation of these industry partnerships, ensuring direct employer input in curriculum design and skills training.
Key deliverables include active advisory boards with industry representation, new curriculum modules reflecting employer needs, and increased internship and apprenticeship placements.
This activity directly supports the CAEP objective of improving integration of services and transitions by closely aligning education with industry demands.
Short-term outcomes (within one year) include establishing advisory boards, launching two new industry-aligned training programs, and initiating structured internships. Intermediate outcomes (1–3 years) focus on significantly increased student participation in employer-driven training and higher job placement rates (15–20% increase). Long-term outcomes (4–5 years) anticipate sustained employment stability, higher earnings, and improved economic mobility for adult learners.
This activity specifically addresses barriers such as Long Term Unemployed, Displaced Homemakers, Low Income, Adults with Disabilities, and contributes significantly to the following metrics:
- Participants
- Reportable Individuals
- Workforce Preparation
- Transition to CTE
- Postsecondary Credential
- Displaced Homemaker
- Long Term Unemployed
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).
- Advisory boards established and initial curriculum enhancements identified.
- Launch of at least two new internship or apprenticeship programs.
- Measurable increase in student participation in industry training.
- Enhanced job placement rates for participants (15–20% increase).
- Long-term employment stability and wage improvements sustained for students.
Adult Education Metrics and Student Barriers
- All: Participants (202AE)
- All: Reportable Individuals (200AE)
- Student Barriers: Displaced Homemaker (148AE)
- Student Barriers: Long Term Unemployed (153AE)
- Students and Programs: Workforce Preparation (124AE)
- Success: Postsecondary Credential (624AE)
- Transition: Transitioned to CTE (636AE)
Responsible Positions, Responsible Consortium Members, and Proposed Completion Date
Responsible Position | Responsible Member | Proposed Completion Date |
---|---|---|
Elsa Magana | Moreno Valley Unified | 06/30/2028 |
Rachel Bramlett | Riverside Unified | 06/30/2028 |
Michael Peterson | Riverside CCD | 06/30/2028 |
Nicole Ramirez, Arthur Kimball | Riverside Co. Office of Education | 06/30/2028 |
Objective #3: Improve Effectiveness of Services
Standardizing Data Collection & Program Evaluation
Consortium members (Riverside Adult School, Val Verde Adult School, Moreno Valley Community Adult School, RCOE Desert Edge School) will standardize data collection practices and implement shared evaluation tools to improve program effectiveness and inform continuous improvement. Activities will include creating consortium-wide data protocols, training staff on accurate data entry and analysis, and implementing regular review cycles for student progress metrics.
Key deliverables include a data collection framework, staff training sessions, and data-informed reports used to drive program decisions.
This activity supports the CAEP objective by enabling more consistent program quality and helping members identify successful practices and gaps.
In the short term, all sites will implement standardized data protocols and train 100% of relevant staff. Intermediate outcomes (1–3 years) include improved accuracy in reporting and informed resource allocation. Over time (4–5 years), data will drive ongoing innovation and effectiveness in service delivery.
This activity supports adult learners indirectly by improving how programs respond to student needs and contributes to metrics including:
- Participants
- Reportable Individuals
- Completed Educational Functioning Level Gain
- Workforce Preparation
- ABE, ASE, ESL, CTE
- Diploma, GED, or Equivalency
- Transition to CTE
- Postsecondary Credential
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).
- All consortium members adopt a shared data collection and reporting framework.
- 100% of instructional and administrative staff responsible for data entry receive training on standardized protocols.
- Consortium begins producing quarterly internal reports using consistent performance and enrollment indicators.
- Increased accuracy and consistency of data submissions across consortium members.
- Site leaders use data reports to adjust programming and resource allocation.
- Consortium-wide data is used to identify effective strategies and share best practices among members.
- Programs demonstrate measurable gains in student persistence, completions, and transitions as a result of data-informed program planning.
- Consortium performance metrics improve year over year, demonstrating collective accountability and effectiveness.
Adult Education Metrics and Student Barriers
- All: Participants (202AE)
- All: Reportable Individuals (200AE)
- Progress: Completed Educational Functioning Level Gain (400AE)
- Students and Programs: Adult Basic Education (1001)
- Students and Programs: Adult Secondary Education (1000)
- Students and Programs: Career Technical Education (1003)
- Students and Programs: English as a Secondary Language (1002)
- Students and Programs: Workforce Preparation (124AE)
- Success: Diploma, GED or High School Equivalency (633AE)
- Success: Postsecondary Credential (624AE)
- Transition: Transitioned to CTE (636AE)
Responsible Positions, Responsible Consortium Members, and Proposed Completion Date
Responsible Position | Responsible Member | Proposed Completion Date |
---|---|---|
Rachel Bramlett | Riverside Unified | 06/30/2028 |
John Parker | Val Verde Unified | 06/30/2028 |
Elsa Magana | Moreno Valley Unified | 06/30/2028 |
Nicole Ramirez, Arthur Kimball | Riverside Co. Office of Education | 06/30/2028 |
Expanding PLCs and Instructional Coaching
Alvord Adult School, Corona-Norco Adult Education, Jurupa Adult School, Val Verde Adult School, and Riverside Adult School will build on their use of Professional Learning Communities (PLCs) to promote collaboration and continuous improvement in teaching. Educators will participate in PLCs focused on best practices, curriculum alignment, and student engagement strategies. Instructional coaching will support teachers in applying new techniques, especially in digital instruction and contextualized learning.
Key deliverables include regular PLC meetings, coaching schedules, and evidence of instructional shifts in classroom practice.
This activity directly supports the CAEP objective by improving instructional quality, retention, and student performance.
In the first year, PLCs and coaching programs will be launched consortium-wide. In years 1–3, PLC participation will lead to more effective teaching and measurable student gains. Over time (4–5 years), PLCs will become institutionalized as a key driver of program quality.
This activity helps address barriers related to instruction, especially for Low Literacy, English Language Learner, and Adults with Disabilities, and supports metrics including:
- Participants
- Reportable Individuals
- Completed Educational Functioning Level Gain
- Workforce Preparation
- ABE, ASE, ESL, CTE
- Transition to CTE
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).
- Each site launches active PLCs, meeting at least twice per month.
- A coaching framework is developed and implemented, and instructional coaches are assigned to each participating site.
- Educators report increased awareness of effective practices in adult education, including workforce-aligned and learner-centered instruction.
- Improved teacher confidence and capacity in using evidence-based instructional strategies.
- Increased student persistence, engagement, and educational functioning level gains due to improved classroom practices.
- PLCs evolve into collaborative hubs for co-developing curriculum, assessment strategies, and interventions for struggling learners.
- Instructional coaching and PLCs are institutionalized as part of ongoing professional development plans.
- A culture of collaboration and reflective practice leads to consistent gains in student outcomes across all member agencies.
- Professional learning efforts result in closing equity gaps in student success.
Adult Education Metrics and Student Barriers
- All: Participants (202AE)
- All: Reportable Individuals (200AE)
- Progress: Completed Educational Functioning Level Gain (400AE)
- Students and Programs: Adult Basic Education (1001)
- Students and Programs: Adult Secondary Education (1000)
- Students and Programs: Career Technical Education (1003)
- Students and Programs: English as a Secondary Language (1002)
- Students and Programs: Workforce Preparation (124AE)
- Transition: Transitioned to CTE (636AE)
Responsible Positions, Responsible Consortium Members, and Proposed Completion Date
Responsible Position | Responsible Member | Proposed Completion Date |
---|---|---|
Luis Medina | Alvord Unified | 06/30/2028 |
Thoibi Rublaitus | Corona-Norco Unified | 06/30/2028 |
Annamarie Montanez | Jurupa Unified | 06/30/2028 |
Rachel Bramlett | Riverside Unified | 06/30/2028 |
John Parker | Val Verde Unified | 06/30/2028 |
Implementing Student-Centered, Technology-Enhanced
RCCD, Jurupa Adult School, Riverside Adult School, and Moreno Valley Community Adult School will implement student-centered instructional models that integrate technology, differentiated learning, and contextualized instruction. Teachers will embed digital tools into classroom practice to better serve diverse learning styles, particularly for English learners, adults with disabilities, and low-literacy students. The activity will include tech-enhanced curriculum development, training in blended/hybrid formats, and improved access to digital resources for both educators and students.
Deliverables include new or revised curriculum modules, teacher training participation, and integration of learning platforms.
This directly supports CAEP’s effectiveness objective by modernizing instruction and increasing student engagement.
Short-term outcomes include the rollout of pilot digital learning modules. Intermediate outcomes (1–3 years) include measurable gains in digital literacy and content mastery. Long-term outcomes (4–5 years) include broader instructional transformation across the consortium.
The activity addresses barriers related to Digital Literacy, Low Income, Adults with Disabilities, and supports metrics including:
- Participants
- Reportable Individuals
- Workforce Preparation
- Completed Educational Functioning Level Gain
- ABE, ASE, ESL, CTE
- Postsecondary Credential
- Transition to CTE
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).
- Pilot blended/hybrid and tech-integrated courses are implemented at participating sites.
- Teachers receive training on using learning management systems (e.g., Canvas, Burlington English) and digital tools in instruction.
- Students begin using classroom technology more confidently, as measured by informal assessments or instructor feedback.
- Students demonstrate measurable gains in digital literacy and academic competencies (as shown through EFL gains, course completions, or tech assessments).
- More students are able to access courses through flexible learning options (online, hybrid, and technology-supported models).
- Educators report increased engagement and academic success among students using tech-enhanced curriculum.
- Technology-integrated instruction becomes a standard practice across the consortium.
- Programs show sustained improvement in completion rates and transitions to CTE, postsecondary, or employment.
- Students demonstrate increased digital competency in the workplace and postsecondary education, improving employability and wage potential.
Adult Education Metrics and Student Barriers
- All: Participants (202AE)
- All: Reportable Individuals (200AE)
- Progress: Completed Educational Functioning Level Gain (400AE)
- Students and Programs: Adult Basic Education (1001)
- Students and Programs: Adult Secondary Education (1000)
- Students and Programs: Career Technical Education (1003)
- Students and Programs: English as a Secondary Language (1002)
- Students and Programs: Workforce Preparation (124AE)
- Success: Postsecondary Credential (624AE)
- Transition: Transitioned to CTE (636AE)
Responsible Positions, Responsible Consortium Members, and Proposed Completion Date
Responsible Position | Responsible Member | Proposed Completion Date |
---|---|---|
Michael Peterson | Riverside CCD | 06/30/2028 |
Annamarie Montanez | Jurupa Unified | 06/30/2028 |
Rachel Bramlett | Riverside Unified | 06/30/2028 |
Elsa Magana | Moreno Valley Unified | 06/30/2028 |
Funds Evaluation
Member Allocations and Expenditures
Member Agency | Prior Year Total Leveraged Funds | Program Reporting Status |
---|---|---|
Alvord Unified | $586,503 | Certified |
Corona-Norco Unified | $4,465,919 | Certified |
Jurupa Unified | $1,915,293 | Certified |
Moreno Valley Unified | $2,090,422 | Certified |
Riverside CCD | $2,384,788 | Certified |
Riverside Co. Office of Education | $467,744 | Certified |
Riverside Unified | $4,369,586 | Certified |
Val Verde Unified | $1,211,266 | Certified |
Totals | $17,491,521 | 8/8 Certified |
The ABOUT STUDENTS consortium continued to adjust internal funding allocations near the end of fiscal year 2023–24. In April 2024, a one-time reallocation of Leadership funding carryover was approved. Six of the eight member schools received a portion of these funds for fiscal year 2024–25. Although the amount was modest and did not affect ongoing allocations, the decision demonstrates the consortium’s commitment to ensuring all CAEP resources support the collaborative goals outlined in this plan.
Carryover monitoring is now a regular agenda item at consortium business meetings. Member schools are focused on timely and appropriate spending to avoid exceeding the 20 percent carryover limit. Current projections indicate the consortium will remain well below the threshold, and this proactive oversight ensures that funds are aligned with strategic objectives.
Consortium members also leverage other funding sources to strengthen adult education services. CalWORKs funds, approximately $300,000 shared among four schools, help address local educational needs and improve program effectiveness for students with barriers. All eight members now receive WIOA Title II funding, totaling nearly $3.8 million. These federal funds support basic skills and ESL instruction and extend the impact of CAEP-funded activities.
Riverside Community College District (RCCD) continues to use CAEP funds to support Educational Advisors based at its three campuses who meet with adult school students on-site. This initiative strengthens integration between K–12 adult schools and postsecondary pathways and directly supports the CAEP objective to improve transitions.
Due to limited CAEP funding for CTE expansion, the consortium has pursued additional resources. Six members, Alvord Adult School, Corona-Norco Adult Education, Jurupa Adult School, Moreno Valley Community Adult School, RCCD, and Val Verde Adult School, secured ELL Healthcare Pathways grants to expand healthcare-related CTE programs. This collaborative effort addresses a regional workforce need and demonstrates the consortium’s ability to coordinate effectively across institutions.
Certification
Alvord Unified - Member Representative
Luis Medina - High School Principal
- luis.medina@alvordschools.org
- (951) 358-1715 ext: 601102
Corona-Norco Unified - Member Representative
Thoibi Rublaitus - Director
- 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
Michael Peterson - Executive Director, Adult Education & Community Initiatives
- michael.peterson@rccd.edu
- (951) 222-8265
Riverside Co. Office of Education - Member Representative
Julie Carter - Financial Manager
- jcarter@rcoe.us
- (951) 826-6453
Nicole Ramirez - Coordinator, Student Data and Achievement.
- ndramirez@rcoe.us
- (951) 826-6492
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