CAEP
Three-Year Plan

Produced: May 27, 2025, 05:39 PM UTC - By Thoibi Rublaitus

Details

Consortium Information

In this section, information about the consortium, its primary and fiscal contacts, and CAEP funds received is auto-populated in NOVA.

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Consortium Name:
46 About Students Regional Consortium, Riverside
Address:
25100 Red Maple Lane | Moreno Valley, CA | 92551
Website:
http://riversideregionadulted.org/
Funding Channel 2025-26:
Direct Funded
CAEP Funds 2025-26:
$10,505,620
CAEP Funds 2024-25:
$10,256,393
CAEP Funds 2023-24:
$10,147,804

Consortium Contacts

Auto-populated

ResponsibilityNameEmailTitlePhone
Primary Contactauvalencia@valverde.eduAdministrative Assistant(951) 792-0278
Primary Contactjdawson@valverde.eduFiscal Consultant(951) 736-4641
Primary Contactrbramlett@riversideunified.orgDirector(951) 788-7185 ext: 68200
Primary Contactannamarie_montanez@jusd.k12.ca.us(951) 222-7739
Primary Contactjhayes@sagesandiego.com

Members

Auto-populated

Member AgencyMember TypeContactPhone
Alvord UnifiedUnified School DistrictLuis Medina(951) 358-1715 ext: 601102
Corona-Norco UnifiedUnified School DistrictThoibi Rublaitus(951) 736-3325 ext: 29111
Jurupa UnifiedUnified School DistrictAnnamarie Montanez(951) 222-7739
Moreno Valley UnifiedUnified School DistrictElsa Magana(951) 571-4790 ext: 64801
Riverside CCDDistrictMichael Peterson(951) 222-8265
Riverside Co. Office of EducationCounty Office of Education (COE)Julie Carter(951) 826-6453
Riverside UnifiedUnified School DistrictRachel Bramlett(951) 788-7185 ext: 68200
Val Verde UnifiedUnified School DistrictJohn Parker(951) 940-8542

Executive Summary

The Riverside About Students Regional Consortium (RASRC) serves adult learners across western Riverside County and includes seven K–12 adult education programs and the Riverside Community College District. Member agencies are Alvord Adult School, Corona-Norco Adult Education, Jurupa Adult School, Moreno Valley Community Adult School, Riverside Adult School, Val Verde Adult School, the Riverside County Office of Education – Desert Edge School, and Riverside Community College District (RCCD). Together, they deliver essential educational services to support adult learners in gaining literacy, credentials, and employment.

Development of the 2025–2028 Three-Year Plan was a collaborative process, engaging all member agencies and multiple regional stakeholders. The consortium conducted a comprehensive Needs Assessment using labor market analysis, CAEP and student performance data, regional demographics, over 1,200 student surveys, and consultations with educators, workforce partners, and community-based organizations. This input ensured the plan reflects local needs and student goals.

The assessment confirmed several key challenges to address over the next three years. These include the need for clearer pathways from adult education to college and employment; more career counseling, transition support, and digital skills training; and increased enrollment and outcomes in Adult Basic Education (ABE) programs. The consortium also prioritized expanding professional development for instructors focused on emerging technology and workforce-aligned instruction. Strengthened partnerships with employers, community organizations, and workforce agencies are needed to better align training with labor market needs. Additionally, members emphasized the importance of creating culturally responsive learning environments, increasing bilingual workforce training, and ensuring access to financial and support services for underserved populations.

The plan is structured around the three CAEP objectives:

Objective 1 – Address Educational Needs Members will expand access to ESL, ABE, and ASE instruction; integrate digital literacy across programs; and grow short-term CTE training aligned with local job markets. Sample activities include: Riverside Adult School’s new foundational math and tech series; Moreno Valley Community Adult School’s bilingual job readiness workshops; and Alvord Adult School’s healthcare-focused CTE expansion.

Objective 2 – Improve Integration of Services and Transitions Efforts will include shared staffing, embedded counseling, formal MOUs, and coordination with RCCD and workforce agencies to support smoother transitions. Sample activities include: Corona-Norco Adult Education’s onboarding workshops; Jurupa Adult School’s cross-agency alignment meetings; RCCD’s college advisors serving adult school students; and RCOE Desert Edge School’s integrated transition planning for reentry learners.

Objective 3 – Improve Effectiveness of Services Members will enhance instructional quality through regional PLCs, coaching, shared PD, and data-informed improvement strategies. Sample activities include: Val Verde Adult School’s PLC on curriculum alignment; Riverside Adult School’s coaching for mixed-level classrooms; and quarterly consortium-wide data reviews to monitor persistence and completions.

Evaluation of Funds and Leveraged ResourcesThe consortium continues to monitor CAEP fund use closely, including carryover. A one-time reallocation of leadership carryover supported investments at six sites in 2024. Members also leverage approximately $3.8 million in WIOA Title II funding and $300,000 in CalWORKs funds. Six members were awarded ELL Healthcare Pathways grants to expand industry-aligned training. These combined resources support sustainable and targeted plan implementation.

This Three-Year Plan positions the Riverside About Students Regional Consortium to respond to evolving community needs and expand opportunities for adult learners through equity-driven, collaborative, and outcome-focused strategies.

Assessment

To prepare for the development of its 2025–2028 CAEP Three-Year Plan, the Riverside About Students Regional Consortium conducted a thorough and structured needs assessment to evaluate current educational services, identify gaps, and understand regional workforce demands. The pre-planning assessment was based on data-driven analysis, cross-sector engagement, and a comprehensive review of demographic and labor market conditions throughout the service area.

Assessment Approach and Process

The consortium adopted a three-pronged approach to data collection and analysis, integrating (1) regional economic and workforce data, (2) internal program and performance data from member agencies, and (3) direct input from stakeholders, including students, staff, community partners, and employers.

  1. Regional Labor Market and Demographic Data: The consortium reviewed federal, state, and regional data sets, including U.S. Census Bureau data, Small Area Income and Poverty Estimates (SAIPE), Centers of Excellence reports, and local Workforce Development Board plans. This analysis identified critical labor market trends, high-growth sectors, and workforce gaps in healthcare, logistics, government, hospitality, and construction. It also highlighted demographic challenges such as limited English proficiency, low educational attainment, high poverty rates, and growing needs among older adults and justice-involved populations.
  2. Institutional and Consortium Member Data: Internal analysis was conducted using CAEP Fact Sheets, CASAS Data Portal, WIOA II reports, employment outcome measures, and member agencies’ institutional plans. This revealed performance gaps in job placement, low transition rates to postsecondary education (only 3% of students advanced to non-developmental college coursework), and disparities in support service utilization. Programs serving ESL and ABE learners were found to be heavily accessed, but limited digital literacy, childcare, and transportation continued to hinder student persistence and success.
  3. Stakeholder Engagement: Input was gathered from more than 1,200 students, 100 staff members, and 14 community organizations via targeted surveys and a consortium-wide self-assessment. These sources emphasized the need for career counseling, job placement, childcare, mental health support, expanded CTE offerings, and improved program marketing. The self-assessment revealed strong internal collaboration and organizational structure but identified weaknesses in transition support, regional integration, and partnerships with community-based organizations.

Key Findings and Planning Implications

The needs assessment identified 20 specific areas of need, clustered across themes such as workforce readiness, ESL expansion, wraparound services, digital equity, and employer engagement. Riverside County’s fast-growing sectors, including healthcare and logistics, lack adequate training pipelines for high-quality jobs that often require only a high school diploma and industry-recognized credentials. There is also a high proportion of residents who are underemployed or disconnected from the workforce, particularly among Hispanic and LEP populations.

Additionally, while programs like ESL and CTE have strong enrollment, the availability of contextualized learning, flexible schedules, and bilingual support remains limited. Staff feedback highlighted the need for expanded hybrid instruction, facility upgrades, and professional development in technology integration and curriculum alignment.

Riverside’s pre-planning assessment process provided a comprehensive, evidence-based foundation for strategic planning. By triangulating labor market data, institutional performance metrics, and community feedback, the consortium is well-positioned to create a targeted and responsive three-year plan. This plan will prioritize equitable access, career pathway development, and collaborative strategies to address systemic barriers and enhance the alignment of adult education with the region’s evolving workforce landscape.

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

Which of the following data sources were referenced and contributed to the consortium's understanding of needs, current levels and types of services, and gaps?

Student surveys, staff surveys, consortium self-assessment, and community partner responses.

The Riverside About Students Regional Consortium implemented a comprehensive, multi-source data collection process to assess adult education and workforce development needs across its service area. The approach emphasized both quantitative and qualitative data and drew heavily from regional economic data, institutional metrics, and community-driven feedback. This process, described in detail in the consortium’s official Riverside Needs Assessment for the CAEP Three-Year Plan, forms the foundation for the strategic planning process. Readers seeking further detail are encouraged to review the full Needs Assessment document.

Primary Data Sources and Collection Methods: To ensure a comprehensive and equitable assessment, the consortium gathered data from the following key sources:

  • Regional Labor Market and Demographic Data: Drawing from the Centers of Excellence, CAEP Fact Sheets, Census data, Small Area Income and Poverty Estimates (SAIPE), and local Workforce Development Board (WDB) publications, the consortium identified high-growth industries, economic trends, and regional employment gaps, particularly in healthcare, logistics, government, and hospitality (see Needs Assessment, pp. 5–9).
  • Consortium Member Institutional Data: Internal data, such as CASAS performance results, WIOA Title II reports, transition outcomes, and member agency institutional plans (CIPs, WASC reports), were used to evaluate program effectiveness and service equity across sites (see pp. 10–13). This included disaggregated data on student transitions, employment outcomes, and the use of support services.
  • Stakeholder and Community Surveys: Input was gathered from 1,093 students, 102 staff members, and 14 community partners through targeted surveys (see pp. 14–21). Surveys were offered in English and Spanish and designed to capture goals, barriers, and service needs. A Student Technology Intake Survey and a formal Consortium Self-Assessment (administered to the seven voting members) added valuable context about system-level coordination and planning capacity.

Successes in Data Collection and Analysis: The consortium realized several important gains through this process:

  • Inclusive Outreach and High Survey Engagement: Student surveys reached a wide range of learners, including English learners, displaced workers, and low-income individuals, and were collected across all member agencies. Findings revealed detailed information about student goals (e.g., earning a diploma, job training, learning English), as well as barriers related to cost, transportation, and childcare (Needs Assessment, pp. 14–15).
  • Cross-Sector Input: Staff and community surveys expanded the assessment beyond internal operations, offering critical insights into classroom conditions, workforce readiness, and the need for stronger employer partnerships (pp. 18–21). Community organizations highlighted transportation, access to technology, and a lack of awareness as the primary barriers to service access.
  • Triangulation of Data: The alignment across labor market trends, student survey data, and institutional performance validated the consortium’s key priorities. For example, workforce sectors with high job growth and no corresponding training programs were echoed by student interest in those fields and institutional data showing limited offerings (see pp. 8–9).
  • Well-Structured Self-Assessment: The self-assessment completed by the consortium’s seven voting members revealed strong internal alignment in communication, governance, and professional development. It also identified opportunities to improve transitions and external partnerships (pp. 16–17).

Barriers Encountered During Data Collection: Although the process was highly productive, a few challenges surfaced:

  • Data System Limitations: Differences in how member agencies collected and reported services created inconsistencies that required follow-up clarification and normalization. This highlighted the need for a more unified and standardized approach to tracking adult education outcomes.
  • Technology Access: Some students and community members lacked reliable access to devices or internet connectivity, which impacted digital survey completion. In response, member agencies offered in-person support, printed surveys, and extended deadlines where feasible.
  • Capacity and Resource Constraints: Managing and analyzing data across multiple systems and agencies required a significant investment of staff time. Nonetheless, the consortium was able to produce a high-quality needs assessment that reflects the complexity of the region’s educational and workforce challenges.

This cycle marked one of the consortium’s most extensive and inclusive assessment efforts to date. The process generated actionable insights that will guide the development of the 2025–2028 Three-Year Plan. Going forward, the consortium is committed to improving cross-agency data coordination, expanding the use of disaggregated data, and strengthening continuous feedback loops.

Regional Alignment and Priorities

Provide the names and types of the regional partner organizations that your consortium works with to ensure programs offered align with regional needs. *

Click Add Partner Organization, search for the organization’s name, and select it. If the organization is not listed, click Create a new one in the modal, enter the Partner Organization Name, and select the Partner Organization Type.

Partner Organization NamePartner Organization Type
Riverside County Workforce Development BoardWorkforce Development Board
AJCCWorkforce Development Board
Department of Public Social ServicesOther
California Community CollegesOther
Riverside Workforce Development CenterWorkforce Development Board
What relevant education and workforce plans that guide services in the region were used to develop this Three-Year Plan?

Centers of Excellence LMI and regional COE Subregional Report

What are the top priorities in relation to regional alignment?

The Riverside About Students Regional Consortium intentionally aligned its 2025–2028 CAEP Three-Year Plan with multiple regional education and workforce plans. This alignment process was informed by a comprehensive Needs Assessment that crosswalked adult education service gaps, labor market data, and goals from partner initiatives and public workforce systems. This approach ensures the consortium’s strategies are in sync with state and federal mandates, regional sector priorities, and the realities of students and employers across the Riverside region.

Relevant Education and Workforce Plans Used

  1. WIOA Title II Continuous Improvement Plans (CIPs) – Developed and submitted by each WIOA Title II-funded adult school within the consortium.
  2. WIOA Title I Local and Regional Plans – Including the Inland Empire Regional Planning Unit and Riverside County Workforce Development Board plans.
  3. California Workforce Development Board (CWDB) 2024–2027 State Plan
  4. Strong Workforce Program (SWP) Local Plans – From the Inland Empire/Desert Regional Consortium (IEDRC), which includes Riverside Community College District.
  5. K12 Strong Workforce Program Plans – Developed by K12 LEAs participating in CTE pathway development.
  6. Carl D. Perkins CLNA and Local Applications – Used by both K12 and community college partners to shape career education investments.
  7. WASC Accreditation Reports and Institutional Self-Studies – Completed by each member agency.
  8. COE (Centers of Excellence) Regional and Subregional LMI Reports
  9. CAEP Fact Sheets, Data Vista, and CASAS Data Portal – Used to examine internal performance and demographic alignment.

These plans were developed by a combination of consortium members (including all seven AE lead agencies), community colleges, county workforce boards, economic development organizations, and CTE/Perkins administrators. The consortium actively reviewed and incorporated findings from these documents during its three-year planning process, as documented in the Riverside Needs Assessment for the CAEP Three-Year Plan (see pp. 2 and 5).

Across these plans, common workforce priorities include:

  • Building career pathways in healthcare, logistics, public administration, and hospitality
  • Expanding short-term training aligned with in-demand occupations
  • Addressing barriers to employment (e.g., transportation, childcare, digital skills)
  • Increasing transitions from adult education to community college or direct-to-workforce placement
  • Enhancing wraparound supports and equitable access to services
  • Supporting reentry populations

The WIOA Title I and II plans emphasize coordination between adult education providers and AJCCs, integrated education and training (IET), and measurable skill gains tied to employment. The Strong Workforce Program and Perkins plans stress employer engagement, dual enrollment, and regional curriculum alignment.

The CAEP-funded programs within the Riverside Consortium already support several of these priorities:

  • ESL and ABE programs integrate digital literacy and civics instruction, aligning with WIOA II objectives.
  • Adult schools and community colleges offer short-term CTE training in high-need fields (e.g., health, CDL, construction), as identified in SWP and Perkins plans.
  • Multiple members are implementing transition services and counseling support aligned with workforce goals.
  • Reentry education, services for single parents and displaced homemakers, and bilingual career readiness initiatives directly address equity goals in WIOA and CWDB plans.

This alignment is evident in the shared focus on industry certifications, contextualized instruction, work-based learning, and integrated support services, as detailed in the Needs Assessment (pp. 6–13, 18–21).

Despite strong progress, the Needs Assessment highlights key areas where further alignment is needed:

  • Articulation and Dual Enrollment: Not all members have formal articulation agreements with colleges; dual enrollment is inconsistent across sites (Needs Assessment, p. 17).
  • Transition Support: While services exist, they are not uniformly case-managed or coordinated across all agencies (p. 17).
  • Employer Engagement: While some members have strong partnerships, employer input and participation are still underutilized in some CTE areas (p. 21).
  • Regional Service Coordination: WIOA Title I/II integration could be improved through co-location or data sharing between adult schools and AJCCs.
  • Data Alignment: Disparate tracking systems between agencies limit the ability to assess outcomes across programs (p. 13).

The Riverside Consortium’s planning process demonstrates a clear commitment to aligning CAEP-funded adult education with broader workforce and education priorities in the region. By using regional plans as a roadmap and identifying alignment gaps through its Needs Assessment, the consortium is positioned to better support economic mobility, close service gaps, and improve transitions for adult learners across Riverside County.

The Riverside About Students Regional Consortium conducted an in-depth regional analysis to understand the educational needs of adult learners across its service area. This process relied on multiple sources of quantitative and qualitative data, including institutional performance metrics, labor market information (LMI), student and staff surveys, and demographic data from the U.S. Census and Small Area Income and Poverty Estimates (SAIPE). For more detail, please refer to the Riverside Needs Assessment for the CAEP Three-Year Plan.

  1. Low Educational Attainment and Literacy Gaps

    1. 34.8% of foreign-born adults in the region do not have a high school diploma.

    2. 8,143 students were identified with low literacy levels.

    3. Only 3% of adult education students transitioned to non-developmental credit coursework at the college level. (Needs Assessment, pp. 10–13, 23–24)

  2. High Demand for ESL and Workforce-Integrated Language Instruction

    1. 6,116 students identified as English learners in 2022–2023.

    2. 33% of the foreign-born population and 100% of the LEP subgroup speak English “less than well.”

    3. ESL learners accessed more services than any other group. (Needs Assessment, pp. 10–12, 23–24)

  3. Career and Technical Education (CTE) Gaps and Mismatched Training

    1. Over 198,000 jobs in the subregion are in high-quality industries, yet many occupations (e.g., CDL drivers, sales representatives, supervisors) have no training programs locally.

    2. Only 18% of adult learners transitioned into CTE pathways.

    3. Just 280 students accessed individualized career services despite 983 enrolled in CTE programs. (Needs Assessment, pp. 8–10, 12)

  4. Barriers to Persistence and Completion

    1. Childcare (67%), transportation (53.8%), and financial instability were identified as the most common barriers.

    2. Only 11% of students accessed counseling services, and just 4% used childcare services.

    3. Student absenteeism and early dropout were cited by 61% of staff. (Needs Assessment, pp. 14–20)

  5. Digital Divide and Technology Access

    1. Many students reported limited access to devices and low digital literacy.

    2. Schools are implementing workshops to increase digital skills by 25% and transitioning to 90% digital testing (CASAS). (Needs Assessment, pp. 12, 20)

Implications for Prioritization of Services and Resources

The above indicators have significant implications for how the consortium allocates CAEP resources and prioritizes program strategies:

  • Expansion of Foundational and ESL Instruction: Given the overwhelming demand for ESL and basic skills programming, expanding access to contextualized ESL instruction, bridge programs, and integrated workforce English courses will remain a top priority. This includes hiring bilingual instructors and embedding job readiness into language instruction.

  • Strengthening Transitions and Career Pathways: The low rate of transition to postsecondary and CTE highlights the need to build clearer and more supported pathways, including co-located services, articulated coursework, and dual enrollment partnerships. Enhanced advising, career exploration, and industry-aligned CTE offerings will be prioritized.

  • Investment in Wraparound Services: Data on student barriers support increased investment in counseling, childcare, transportation assistance, and mental health supports. These will be embedded in instructional design and student onboarding processes to boost persistence and completion.

  • Digital Literacy and Technology Access as Core Services: Closing the digital divide is essential to student success. The consortium will expand technology lending programs, digital skills workshops, and staff training to ensure equitable access to online learning and testing.

Employer and Industry Alignment

The consortium will prioritize alignment with in-demand sectors by expanding CTE programs in healthcare, construction, logistics, and administration. Job placement, internships, and apprenticeships will be integrated where possible.

Conclusion

The educational needs of adults in the Riverside region are multifaceted and shaped by language, poverty, employment disconnection, and systemic access barriers. The consortium’s use of layered data sources and community-driven input ensures a responsive planning process rooted in both equity and economic relevance. These findings directly inform the strategic goals and funding priorities of the 2025–2028 CAEP Three-Year Plan.

For complete data tables, occupational gaps, and subgroup analysis, please refer to the Riverside Needs Assessment for the CAEP Three-Year Plan.

Please identify the categories of needs of your region.

The educational needs of adults in the Riverside About Students Regional Consortium are shaped by a combination of economic disparity, regional industry demands, and the county’s large, diverse, and underserved populations. While many needs align with those of other adult education regions statewide, Riverside faces unique challenges due to its rapid population growth, geographic sprawl, and a disproportionately high concentration of residents with low educational attainment, limited English proficiency, and systemic barriers to employment.

Demographic Realities Driving Need

Riverside County is one of the fastest-growing counties in California and home to a large foreign-born population (nearly 25%). More than one-third of foreign-born adults in the region lack a high school diploma, and approximately 33% speak English “less than well.” Over 6,000 students enrolled in ESL programs in the consortium last year, yet the need for workforce-aligned English instruction and multilingual supports far exceeds capacity. Many learners enter with low literacy or numeracy levels and require layered support services just to persist in programs. These realities demand a whole-person approach that integrates academic instruction, career education, and comprehensive wraparound supports. (pp. 10–14.)

Economic and Workforce Alignment Pressures

Riverside County has a bifurcated labor market: many high-quality, middle-skill jobs exist in logistics, healthcare, government, construction, and hospitality, but most require either a high school diploma with training or a short-term credential. The region also has a large share of underemployed and low-wage workers with little access to upskilling opportunities. The Centers of Excellence Subregional Report identifies significant gaps between labor demand and available training programs, particularly in CDL driving, medical assisting, administrative support, and construction trades.

Meanwhile, automation and industry shifts are displacing low-skilled workers at increasing rates. Retraining and reskilling efforts must expand to meet the needs of adults facing economic displacement while preparing for future labor market demands. (pp. 6–9)

Geographic and Infrastructure Barriers

The region's geography adds another layer of complexity. The large service area includes both dense urban hubs and rural or isolated communities with limited public transportation. For many adults, access to education is restricted by travel time, lack of evening or hybrid classes, or the inability to find childcare. Programs that are co-located with other services or accessible by public transit are far more successful in recruiting and retaining learners.

Though digital learning has expanded, gaps in access to devices, broadband, and digital skills persist, particularly among older adults and English learners. Many students struggle to use online platforms or complete digital assessments without assistance, despite the consortium’s move toward 90% CASAS e-testing. (pp. 12, 20–21)

Student and Community-Identified Priorities

Surveys from over 1,000 students and 14 community partners revealed strong interest in job training, high school diploma or equivalency completion, and ESL. However, nearly half of students indicated they were unaware of available programs prior to enrollment, pointing to a significant gap in outreach and marketing. Community partners confirmed these needs and emphasized that adult learners often face multiple, compounding barriers, including trauma, housing insecurity, legal issues, and a lack of social capital, requiring more than instruction alone to succeed. (pp. 14–21)

Conclusion

The needs of adults in the Riverside region reflect both common statewide challenges and locally specific barriers tied to geography, demographics, and economic structure. The consortium’s planning process has centered on these realities and will focus on meeting learners where they are, through expanded access, equity-driven programming, and intentional alignment with workforce pathways. The Needs Assessment provides a detailed map of how these needs were identified and how they will shape services for the 2025–2028 plan cycle.

What challenges does your region face that impact the programs you have previously or are currently offering?

Inconsistent articulation and lack of formal transitions to postsecondary or employment

The Riverside About Students Regional Consortium serves a large and demographically diverse region, spanning urban, suburban, and rural areas. While some challenges are shared statewide, such as staffing shortages and digital access, others are uniquely shaped by the geography, labor market, and economic disparities of Riverside County. The Riverside Needs Assessment for the CAEP Three-Year Plan documents these conditions in depth and serves as the foundation for this analysis.

Geographic and Infrastructure Barriers

The consortium’s broad geographic footprint makes it challenging to provide equitable access across all communities. Some adult learners live in remote or semi-rural areas without reliable public transportation, while others are concentrated in densely populated zones with limited facility space. Transportation remains one of the most persistent barriers to participation, as noted in both the student and community partner surveys (Needs Assessment, pp. 14–15, 21). Additionally, infrastructure gaps, such as a lack of Wi-Fi in classrooms, outdated facilities, and limited access to hybrid learning environments, restrict the flexibility of program delivery.

Digital Divide and Technological Capacity

Despite efforts to expand digital access, students continue to experience difficulty accessing devices, broadband, and technical support. This disproportionately affects older learners, English language learners, and students from low-income backgrounds. The move toward 90% CASAS e-testing has further underscored the need to improve digital literacy and technology readiness among both students and staff. The Student Technology Intake Survey highlighted inconsistent access to devices and limited comfort with online platforms (Needs Assessment, p. 12).

Labor Market and Workforce Readiness Constraints

Although the region is home to many middle-skill, living-wage jobs, there is a shortage of adult education programs that align with in-demand industry credentials. For example, CDL training, construction trades, and healthcare certifications were repeatedly cited as areas where demand far outpaces current capacity. At the same time, employer engagement and work-based learning partnerships remain underdeveloped in many areas (Needs Assessment, pp. 8–10, 21).

Additionally, the region faces difficulties hiring and retaining qualified CTE and bilingual instructors. These labor shortages limit the consortium’s ability to expand high-priority programs. Staff turnover and burnout, especially since the pandemic, have created instability across sites and placed strain on remaining personnel (p. 18–19).

Capacity Limits and Facility Constraints

Many programs across the consortium operate at or near capacity. Waiting lists exist for several ESL and CTE programs, especially those that offer in-demand credentials. Physical space limitations prevent some agencies from adding new sections or launching evening or weekend courses that would better serve working adults (p. 19). Additionally, schools have had to scale back services due to a lack of classified support staff, such as aides, technology support, and testing coordinators.

Economic Instability and Student Barriers

Riverside County continues to face significant economic inequities, including high rates of poverty, housing insecurity, and underemployment. The high cost of living in Southern California contributes to student transience, absenteeism, and inconsistent program engagement. Students frequently prioritize work or family obligations over education, particularly when they lack access to services such as childcare, mental health care, or legal support. Wraparound services are needed but are unevenly available across consortium members (pp. 13, 20).

Fragmentation Across Systems

Another challenge is the fragmented structure of adult education, workforce, and community college systems. While the consortium has strong internal communication, regional alignment with WIOA Title I providers, community colleges, and social service agencies remains inconsistent. Formal articulation agreements, transition protocols, and data-sharing mechanisms are still under development in many areas (p. 17).

Conclusion

The Riverside region’s challenges are multifaceted, driven by geography, labor market shifts, and deeply rooted inequities. These conditions affect how and where services are delivered, who can access them, and how quickly programs can scale to meet demand. While the consortium has made significant strides in expanding services and building partnerships, the persistent and often interconnected barriers faced by adult learners in Riverside County require long-term strategic solutions. The 2025–2028 Three-Year Plan builds on the lessons documented in the Needs Assessment to address these challenges through targeted investments, regional coordination, and program redesign.

Which populations are currently being served by your programs?

Contributions by Entities*

NameRoleThree-Year Plan Contribution
Luis Medina Principal Participated in planning meetings, provided data, designed proposed strategies
Victoria Santana Classified staff Provided data
Thoibi Rubalitus Director Participated in planning meetings, provided data, designed proposed strategies
Annamarie Montanez Consortium Chairperson/ Principal Participated in planning meetings, provided data, designed proposed strategies
Elsa Magana Principal Participated in planning meetings, provided data, designed proposed strategies
Michael Peterson Executive Director of Adult Education & Community Initiatives Participated in planning meetings, provided data, designed proposed strategies
Thea Quigley Associate Dean, Career and Technical Education Participated in planning meetings
Ashley Etchison Associate Dean, Career & Technical Education Participated in planning meetings
Eric Anthony Dean of Instruction, Career and Technical Education, Office of Instruction Participated in planning meetings
Nicole D. Ramirez Coordinator, Student Data & Achievement Participated in planning meetings, provided data, designed proposed strategies
Arthur Kimball Student Programs and Services Alternative Education, Principal Participated in planning meetings, provided data, designed proposed strategies
Rachel Bramlett Consortium Chairperson/ Director Participated in planning meetings, provided data, designed proposed strategies
John Parker Principal Participated in planning meetings, provided data, designed proposed strategies
James Dawson Fiscal Consultant Participated in planning meetings
Autumn Valencia Administrative Assistant Participated in planning meetings, provided data, designed proposed strategies
James Hayes Consultant Coordinated Three-Year Plan Process

Regional Service Providers

For each Consortium Member service provider, enter the number of Participants in each program area.

Provider NameProvider TypeNumber of Participants in Program AreaTotal Participants
ABEASEAWDCSSCTEESLPre-ApprenticeshipShort Term CTEWorkforce Reentry
*Alvord UnifiedMember Representative

0

54

0

0

61

81

0

61

0

257
*Corona-Norco UnifiedMember Representative

591

453

0

0

1,136

1,333

0

735

401

4649
*Jurupa UnifiedMember Representative

0

259

0

0

222

456

0

222

0

1159
*Moreno Valley UnifiedMember Representative

474

539

0

0

27

697

0

12

15

1764
*Riverside CCDMember Representative

0

0

66

0

1,433

431

0

0

0

1930
*Riverside Co. Office of EducationMember Representative

0

104

0

0

0

0

0

0

0

104
*Riverside UnifiedMember Representative

836

279

0

0

93

318

0

72

21

1619
*Val Verde UnifiedMember Representative

263

279

0

0

93

318

0

72

21

1046
Total Participants 2164 1967 66 0 3065 3634 0 1174 458 12528
* Consortium Member required to input number of Participants

For each service provider added, check the box in the program areas where services are provided.

No Service Providers for this consortium.

What industries do you currently serve/plan to serve in the future?

The Riverside region offers significant workforce opportunities in healthcare, logistics, construction, education, hospitality, and related sectors. Healthcare remains one of the largest and fastest-growing industries, with continued demand for medical assistants, nursing aides, and health technicians. Logistics and transportation are vital sectors fueled by the region’s proximity to major ports and distribution centers, creating a high need for commercial drivers, warehouse specialists, and logistics coordinators.

Construction is experiencing a strong resurgence driven by housing development and infrastructure investment, offering opportunities for skilled laborers, HVAC technicians, and electricians. The hospitality and food service industries continue to grow, particularly as the regional economy rebounds from the pandemic. Technology, business services, financial management, and retail remain critical areas for entry-level and mid-skill employment opportunities, particularly for adults seeking short-term training leading to living-wage jobs.

Manufacturing also remains a key employment sector, particularly in the areas of advanced manufacturing, production, and supply chain support, requiring expanded access to credentialed training programs. Fire safety and public safety sectors offer opportunities for adults interested in careers as first responders, emergency services personnel, and fire safety technicians, particularly as communities invest in emergency preparedness.

Key challenges include:

  • Rapid changes in technology adoption across sectors, requiring continuous upskilling of workers in digital tools and systems.
  • Shortages of bilingual and culturally competent staff in healthcare, education, and public safety sectors.
  • Limited short-term credentialing programs aligned with immediate job opportunities, particularly in construction, manufacturing, and logistics.
  • Ongoing need for industry-recognized certifications to help adult learners compete in an increasingly credential-driven job market.

The consortium’s planned program expansion, career counseling efforts, and transition pathways will target these sectors to ensure adult learners are prepared for the regional economy’s current and future workforce needs.

The Riverside About Students Regional Consortium provides a broad array of education and workforce services to adult learners through its seven member agencies. Programs span all seven CAEP program areas and serve a highly diverse population across the region’s urban, suburban, and rural communities. The Riverside Needs Assessment for the CAEP Three-Year Plan offers detailed data and insight into the types, levels, and reach of these services.

Current Levels of Instruction

In 2022–2023, consortium members collectively delivered over 1.2 million hours of instruction across ESL, ABE/ASE, and CTE programs. The distribution of instructional hours reflects strong participation in foundational skill-building, with ESL accounting for the largest share of hours, followed by high school diploma or equivalency (ASE) programs, and then short-term CTE offerings. Programs are offered year-round, and most members provide flexible scheduling options, including morning, afternoon, evening, and limited weekend classes. Hybrid and distance learning options have expanded significantly since the pandemic, though not yet universally across all programs.

Types of Education and Workforce Services Offered

All seven CAEP program areas are currently represented in the consortium’s service offerings:

  1. Adult Basic Education (ABE) – Instruction in foundational reading, writing, and math for learners functioning below the ninth-grade level. Offered across all member agencies.
  2. Adult Secondary Education (ASE) – High school diploma and high school equivalency (GED/HiSET) programs. High enrollment across the consortium, with dedicated diploma tracks.
  3. English as a Second Language (ESL) – The largest program area by enrollment. Instruction is offered at multiple proficiency levels, with some contextualized ESL and vocational ESL courses available.
  4. Career and Technical Education (CTE) – Programs in healthcare, administrative support, construction, early childhood education, and basic computer skills. Some sites offer industry certifications, though program availability varies.
  5. Programs for Adults with Disabilities (AWD) – Select members provide specialized programs and supported instruction. Accessibility services are integrated into many standard offerings.
  6. Workforce Reentry – Reentry-focused ESL, basic skills, and career programs offered in collaboration with corrections partners. Still developing in terms of scale and reach.
  7. Programs for Immigrants/Citizenship Preparation – Civics and citizenship courses offered at multiple sites; some are embedded within ESL instruction.

Many sites also integrate digital literacy instruction, workforce readiness skills, and career navigation support into their core programs. Workforce development services include resume assistance, job search support, and employer partnership events, though delivery is inconsistent across the region.


Metrics: CAEP Barriers & Metrics

Goals & Metrics

Metrics

Adult Ed Metrics

  • Displaced Homemaker (148AE)
  • English Language Learner (149AE)
  • Ex-Offender (150AE)
  • Exhausting TANF within Two Years (158AE)
  • Foster Youth (151AE)
  • Homeless (152AE)
  • Long Term Unemployed (153AE)
  • Low Income (154AE)
  • Low Literacy (155AE)
  • Migrant Farmworker (156AE)
  • Reported Cultural Barriers (147AE)
  • Seasonal Farmworker (157AE)
  • Single Parent (159AE)

Metrics

Adult Ed Metrics

  • Adult Basic Education (1001)
  • Adult Secondary Education (1000)
  • Career Technical Education (1003)
  • English as a Secondary Language (1002)
  • Workforce Preparation (124AE)

Metrics

Adult Ed Metrics

  • Completed Educational Functioning Level Gain (400AE)
  • Immigration Integration Milestone (411AE)

Metrics

Adult Ed Metrics

  • Transitioned to CTE (636AE)
  • Transitioned to Non-Developmental Credit College Course (637AE)

Metrics

Adult Ed Metrics

  • Diploma, GED or High School Equivalency (633AE)
  • Postsecondary Credential (624AE)

Consortium Level Metric Targets

In this section, Consortium Level Actuals data from DataVista for the previous three years, including areas to input data for Consortium Level Targets are shown below.

The first row shows the required metric of Number of Adults Served. The following rows show metrics previously selected in the CAEP Barriers and Metrics workflow section.

Input Consortium Level Targets as whole numbers for the upcoming three years for all of the rows of metrics shown below

The 2023-24 data in DataVista will be made available in Spring 2025 and the 2024-25 data will be made available in Spring 2026.

Metric SetMetric DescriptionConsortium Level Metric Actuals Consortium Level Metric Targets
2022-23 2023-24 2024-25 2025-26 2026-27 2027-28
AllReportable Individuals (200AE) 10,617 10,812

13,129

13,523

13,929

Student BarriersEnglish Language Learner (149AE) 6,014 6,259

9,901

10,198

10,504

Student BarriersLow Literacy (155AE) 8,212 8,526

13,831

14,246

14,673

Student BarriersLow Income (154AE) 5,308 5,796

6,489

6,684

6,885

Student BarriersLong Term Unemployed (153AE) 741 893

1,590

1,637

1,686

Student BarriersReported Cultural Barriers (147AE) 1,318 1,475

1,284

1,323

1,363

Student BarriersDisplaced Homemaker (148AE) 709 881

939

967

996

Student BarriersEx-Offender (150AE) 127 200

265

274

281

Student BarriersFoster Youth (151AE) 131 160

48

49

50

Student BarriersHomeless (152AE) 126 168

265

273

281

Student BarriersMigrant Farmworker (156AE) 48 50

46

47

48

Student BarriersSeasonal Farmworker (157AE) 10

5

6

7

Student BarriersExhausting TANF within Two Years (158AE) 35 31

28

29

30

Student BarriersSingle 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 SetMetric DescriptionMember Level Metric Actuals Member Level Metric Targets
2022-23 2023-24 2024-25 2025-26 2026-27 2027-28
AllParticipants (202AE) 101 187

180

189

198

ProgressCompleted Educational Functioning Level Gain (400AE) 23 43

52

55

57

ProgressImmigration Integration Milestone (411AE) 17

75

100

125

SuccessDiploma, GED or High School Equivalency (633AE) 11 10

15

18

20

SuccessPostsecondary Credential (624AE) 0

3

3

3

TransitionTransitioned to Non-Developmental Credit College Course (637AE)

0

0

0

TransitionTransitioned to CTE (636AE)

5

5

5

Students and ProgramsAdult Secondary Education (1000) 51 54

59

62

66

Students and ProgramsAdult Basic Education (1001) 0 0

53

56

58

Students and ProgramsEnglish as a Secondary Language (1002) 53 81

130

137

144

Students and ProgramsCareer Technical Education (1003) 0 61

65

69

72

Students and ProgramsWorkforce Preparation (124AE)

0

0

0

* Mandatory for all members


Corona-Norco Unified (Reported by Corona-Norco Unified School District)

Metric SetMetric DescriptionMember Level Metric Actuals Member Level Metric Targets
2022-23 2023-24 2024-25 2025-26 2026-27 2027-28
AllParticipants (202AE) 1,938 2,022

2,046

2,105

2,165

ProgressCompleted Educational Functioning Level Gain (400AE) 976 1,147

999

1,028

1,057

ProgressImmigration Integration Milestone (411AE) 805 820

832

856

881

SuccessDiploma, GED or High School Equivalency (633AE) 96 113

108

112

115

SuccessPostsecondary Credential (624AE) 256 266

35

36

37

TransitionTransitioned to Non-Developmental Credit College Course (637AE) 44

0

0

0

TransitionTransitioned to CTE (636AE) 704

367

378

388

Students and ProgramsAdult Secondary Education (1000) 362 453

420

429

439

Students and ProgramsAdult Basic Education (1001) 419 591

504

514

525

Students and ProgramsEnglish as a Secondary Language (1002) 1,303 1,333

1,293

1,319

1,345

Students and ProgramsCareer Technical Education (1003) 838 1,136

800

977

997

Students and ProgramsWorkforce Preparation (124AE)

383

391

399

* Mandatory for all members


Jurupa Unified (Reported by Jurupa Adult School)

Metric SetMetric DescriptionMember Level Metric Actuals Member Level Metric Targets
2022-23 2023-24 2024-25 2025-26 2026-27 2027-28
AllParticipants (202AE) 778 831

896

940

987

ProgressCompleted Educational Functioning Level Gain (400AE) 274 350

0

0

0

ProgressImmigration Integration Milestone (411AE) 264 325

0

0

0

SuccessDiploma, GED or High School Equivalency (633AE) 82 84

88

92

96

SuccessPostsecondary Credential (624AE)

0

0

0

TransitionTransitioned to Non-Developmental Credit College Course (637AE) 16

0

0

0

TransitionTransitioned to CTE (636AE) 55

50

55

60

Students and ProgramsAdult Secondary Education (1000) 256 259

265

278

292

Students and ProgramsAdult Basic Education (1001) 0 0

0

0

0

Students and ProgramsEnglish as a Secondary Language (1002) 452 456

556

584

613

Students and ProgramsCareer Technical Education (1003) 173 222

244

256

269

Students and ProgramsWorkforce Preparation (124AE)

0

0

0

* Mandatory for all members


Moreno Valley Unified (Reported by Moreno Valley USD)

Metric SetMetric DescriptionMember Level Metric Actuals Member Level Metric Targets
2022-23 2023-24 2024-25 2025-26 2026-27 2027-28
AllParticipants (202AE) 1,023 1,203

1,764

1,816

1,871

ProgressCompleted Educational Functioning Level Gain (400AE) 496 643

712

732

756

ProgressImmigration Integration Milestone (411AE) 389 414

0

0

0

SuccessDiploma, GED or High School Equivalency (633AE) 83 85

63

65

67

SuccessPostsecondary Credential (624AE) 83 17

0

0

0

TransitionTransitioned to Non-Developmental Credit College Course (637AE) 37

9

12

13

TransitionTransitioned to CTE (636AE) 38

148

152

156

Students and ProgramsAdult Secondary Education (1000) 390 539

701

722

744

Students and ProgramsAdult Basic Education (1001) 177 474

598

616

634

Students and ProgramsEnglish as a Secondary Language (1002) 639 697

606

624

643

Students and ProgramsCareer Technical Education (1003) 60 27

77

79

81

Students and ProgramsWorkforce Preparation (124AE)

518

533

549

* Mandatory for all members


Riverside CCD (Reported by Riverside)

Metric SetMetric DescriptionMember Level Metric Actuals Member Level Metric Targets
2022-23 2023-24 2024-25 2025-26 2026-27 2027-28
AllParticipants (202AE) 1,602 1,827

1,004

1,034

1,065

ProgressCompleted Educational Functioning Level Gain (400AE) 59 127

0

0

0

ProgressImmigration Integration Milestone (411AE) 35 35

0

0

0

SuccessDiploma, GED or High School Equivalency (633AE) 146 130

0

0

0

SuccessPostsecondary Credential (624AE) 390 315

0

0

0

TransitionTransitioned to Non-Developmental Credit College Course (637AE) 63

0

0

0

TransitionTransitioned to CTE (636AE) 52

840

856

891

Students and ProgramsAdult Secondary Education (1000) 0 0

0

0

0

Students and ProgramsAdult Basic Education (1001)

0

0

0

Students and ProgramsEnglish as a Secondary Language (1002) 240 431

0

0

0

Students and ProgramsCareer Technical Education (1003) 1,388 1,433

0

0

0

Students and ProgramsWorkforce Preparation (124AE)

0

0

0

* Mandatory for all members


Riverside Co. Office of Education (Reported by Riverside County Office of Education - Riverside)

Metric SetMetric DescriptionMember Level Metric Actuals Member Level Metric Targets
2022-23 2023-24 2024-25 2025-26 2026-27 2027-28
AllParticipants (202AE) 58 106

55

58

61

ProgressCompleted Educational Functioning Level Gain (400AE) 31

0

0

0

ProgressImmigration Integration Milestone (411AE)

0

0

0

SuccessDiploma, GED or High School Equivalency (633AE)

0

0

0

SuccessPostsecondary Credential (624AE) 18 21

0

0

0

TransitionTransitioned to Non-Developmental Credit College Course (637AE) 20

0

0

0

TransitionTransitioned to CTE (636AE) 23

0

0

0

Students and ProgramsAdult Secondary Education (1000) 57 104

111

117

123

Students and ProgramsAdult Basic Education (1001)

4

4

4

Students and ProgramsEnglish as a Secondary Language (1002) 0 0

0

0

0

Students and ProgramsCareer Technical Education (1003) 0 0

0

0

0

Students and ProgramsWorkforce Preparation (124AE)

4

4

4

* Mandatory for all members


Riverside Unified (Reported by Riverside Adult School)

Metric SetMetric DescriptionMember Level Metric Actuals Member Level Metric Targets
2022-23 2023-24 2024-25 2025-26 2026-27 2027-28
AllParticipants (202AE) 1,858 1,897

1,743

1,795

1,849

ProgressCompleted Educational Functioning Level Gain (400AE) 705 881

714

735

757

ProgressImmigration Integration Milestone (411AE) 785 762

0

0

0

SuccessDiploma, GED or High School Equivalency (633AE) 169 160

146

151

155

SuccessPostsecondary Credential (624AE) 257 320

0

0

0

TransitionTransitioned to Non-Developmental Credit College Course (637AE) 88

0

0

0

TransitionTransitioned to CTE (636AE) 119

0

0

0

Students and ProgramsAdult Secondary Education (1000) 684 736

567

584

602

Students and ProgramsAdult Basic Education (1001) 193 836

660

680

700

Students and ProgramsEnglish as a Secondary Language (1002) 1,101 1,064

1,318

1,358

1,399

Students and ProgramsCareer Technical Education (1003) 235 303

253

261

269

Students and ProgramsWorkforce Preparation (124AE)

348

358

368

* Mandatory for all members


Val Verde Unified (Reported by Val Verde Unified School District)

Metric SetMetric DescriptionMember Level Metric Actuals Member Level Metric Targets
2022-23 2023-24 2024-25 2025-26 2026-27 2027-28
AllParticipants (202AE) 537 609

456

470

484

ProgressCompleted Educational Functioning Level Gain (400AE) 192 220

100

103

106

ProgressImmigration Integration Milestone (411AE) 185 187

186

192

198

SuccessDiploma, GED or High School Equivalency (633AE) 104 129

33

34

35

SuccessPostsecondary Credential (624AE) 45 42

0

0

0

TransitionTransitioned to Non-Developmental Credit College Course (637AE) 19

0

0

0

TransitionTransitioned to CTE (636AE) 47

3

3

3

Students and ProgramsAdult Secondary Education (1000) 308 279

298

307

316

Students and ProgramsAdult Basic Education (1001) 292 263

229

236

243

Students and ProgramsEnglish as a Secondary Language (1002) 297 318

314

324

333

Students and ProgramsCareer Technical Education (1003) 47 93

81

84

86

Students and ProgramsWorkforce 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.

Enter each of the Percent of Available Funds Spent as percentages for each year
Member% of Available Funds SpentMember Level Targets
2022-232023-242024-252025-262026-272027-28
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

Select the strategies that your consortium is using to improve 1) integration of services and 2) transitions to post-secondary education and the workforce
  1. Utilizing Data

  2. Providing Professional Development

  3. Identifying Best Practices

  4. Offering Flexible Courses and Services

Not Entered

The 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

Select the programmatic strategies that your consortium is using to improve effectiveness of services:

Prioritize Local Needs in Course Design and Scheduling

Select the operational strategies that your consortium is using to improve effectiveness of services:

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
Outcomes

Use the space provided to identify the Outcomes that the activity will accomplish in the next year (Short-Term), in one to three years (Intermediate), and in three to five years (Long-Term). The brief description of each of these three types of outcomes should include one or more outcomes that are specific, measurable, achievable, relevant, and time-bound (SMART).

  • 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 PositionResponsible MemberProposed Completion Date
Luis MedinaAlvord Unified06/30/2028
Thoibi RublaitusCorona-Norco Unified06/30/2028
Annamarie MontanezJurupa Unified06/30/2028
Elsa MaganaMoreno Valley Unified06/30/2028
Rachel BramlettRiverside Unified06/30/2028
John ParkerVal Verde Unified06/30/2028

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
Outcomes

Use the space provided to identify the Outcomes that the activity will accomplish in the next year (Short-Term), in one to three years (Intermediate), and in three to five years (Long-Term). The brief description of each of these three types of outcomes should include one or more outcomes that are specific, measurable, achievable, relevant, and time-bound (SMART).

  • 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 PositionResponsible MemberProposed Completion Date
Luis MedinaAlvord Unified06/30/2028
Thoibi RublaitusCorona-Norco Unified06/30/2028
Elsa MaganaMoreno Valley Unified06/30/2028
Rachel BramlettRiverside Unified06/30/2028
Michael PetersonRiverside CCD06/30/2028
Nicole Ramirez, Arthur KimballRiverside Co. Office of Education06/30/2028
John ParkerVal Verde Unified06/30/2028

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
Outcomes

Use the space provided to identify the Outcomes that the activity will accomplish in the next year (Short-Term), in one to three years (Intermediate), and in three to five years (Long-Term). The brief description of each of these three types of outcomes should include one or more outcomes that are specific, measurable, achievable, relevant, and time-bound (SMART).

  • 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 PositionResponsible MemberProposed Completion Date
Annamarie MontanezJurupa Unified06/30/2028
Rachel BramlettRiverside Unified06/30/2028
Michael PetersonRiverside CCD06/30/2028

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
Outcomes

Use the space provided to identify the Outcomes that the activity will accomplish in the next year (Short-Term), in one to three years (Intermediate), and in three to five years (Long-Term). The brief description of each of these three types of outcomes should include one or more outcomes that are specific, measurable, achievable, relevant, and time-bound (SMART).

  • 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 PositionResponsible MemberProposed Completion Date
Luis MedinaAlvord Unified06/30/2028
Annamarie MontanezJurupa Unified06/30/2028
Rachel BramlettRiverside Unified06/30/2028
John ParkerVal Verde Unified06/30/2028

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
Outcomes

Use the space provided to identify the Outcomes that the activity will accomplish in the next year (Short-Term), in one to three years (Intermediate), and in three to five years (Long-Term). The brief description of each of these three types of outcomes should include one or more outcomes that are specific, measurable, achievable, relevant, and time-bound (SMART).

  • 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 PositionResponsible MemberProposed Completion Date
Rachel BramlettRiverside Unified06/30/2028
Michael PetersonRiverside CCD06/30/2028

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

Outcomes

Use the space provided to identify the Outcomes that the activity will accomplish in the next year (Short-Term), in one to three years (Intermediate), and in three to five years (Long-Term). The brief description of each of these three types of outcomes should include one or more outcomes that are specific, measurable, achievable, relevant, and time-bound (SMART).

  • 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 PositionResponsible MemberProposed Completion Date
Thoibi RublaitusCorona-Norco Unified06/30/2028
Elsa MaganaMoreno Valley Unified06/30/2028
Michael PetersonRiverside CCD06/30/2028
Rachel BramlettRiverside Unified06/30/2028
Nicole Ramirez, Arthur KimballRiverside Co. Office of Education06/30/2028

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
Outcomes

Use the space provided to identify the Outcomes that the activity will accomplish in the next year (Short-Term), in one to three years (Intermediate), and in three to five years (Long-Term). The brief description of each of these three types of outcomes should include one or more outcomes that are specific, measurable, achievable, relevant, and time-bound (SMART).

  • 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 PositionResponsible MemberProposed Completion Date
Thoibi RublaitusCorona-Norco Unified06/30/2028
Michael PetersonRiverside CCD06/30/2028
Rachel BramlettRiverside Unified06/30/2028
Nicole Ramirez, Arthur KimballRiverside Co. Office of Education06/30/2028

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
Outcomes

Use the space provided to identify the Outcomes that the activity will accomplish in the next year (Short-Term), in one to three years (Intermediate), and in three to five years (Long-Term). The brief description of each of these three types of outcomes should include one or more outcomes that are specific, measurable, achievable, relevant, and time-bound (SMART).

  • 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 PositionResponsible MemberProposed Completion Date
Elsa MaganaMoreno Valley Unified06/30/2028
Rachel BramlettRiverside Unified06/30/2028
Michael PetersonRiverside CCD06/30/2028
Nicole Ramirez, Arthur KimballRiverside Co. Office of Education06/30/2028

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
Outcomes

Use the space provided to identify the Outcomes that the activity will accomplish in the next year (Short-Term), in one to three years (Intermediate), and in three to five years (Long-Term). The brief description of each of these three types of outcomes should include one or more outcomes that are specific, measurable, achievable, relevant, and time-bound (SMART).

  • 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 PositionResponsible MemberProposed Completion Date
Rachel BramlettRiverside Unified06/30/2028
John ParkerVal Verde Unified06/30/2028
Elsa MaganaMoreno Valley Unified06/30/2028
Nicole Ramirez, Arthur KimballRiverside Co. Office of Education06/30/2028

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

Outcomes

Use the space provided to identify the Outcomes that the activity will accomplish in the next year (Short-Term), in one to three years (Intermediate), and in three to five years (Long-Term). The brief description of each of these three types of outcomes should include one or more outcomes that are specific, measurable, achievable, relevant, and time-bound (SMART).

  • 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 PositionResponsible MemberProposed Completion Date
Luis MedinaAlvord Unified06/30/2028
Thoibi RublaitusCorona-Norco Unified06/30/2028
Annamarie MontanezJurupa Unified06/30/2028
Rachel BramlettRiverside Unified06/30/2028
John ParkerVal Verde Unified06/30/2028

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
Outcomes

Use the space provided to identify the Outcomes that the activity will accomplish in the next year (Short-Term), in one to three years (Intermediate), and in three to five years (Long-Term). The brief description of each of these three types of outcomes should include one or more outcomes that are specific, measurable, achievable, relevant, and time-bound (SMART).

  • 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 PositionResponsible MemberProposed Completion Date
Michael PetersonRiverside CCD06/30/2028
Annamarie MontanezJurupa Unified06/30/2028
Rachel BramlettRiverside Unified06/30/2028
Elsa MaganaMoreno Valley Unified06/30/2028

Funds Evaluation

Member Allocations and Expenditures

Member AgencyPrior Year Total Leveraged FundsProgram Reporting Status
Alvord Unified $586,503Certified
Corona-Norco Unified $4,465,919Certified
Jurupa Unified $1,915,293Certified
Moreno Valley Unified $2,090,422Certified
Riverside CCD $2,384,788Certified
Riverside Co. Office of Education $467,744Certified
Riverside Unified $4,369,586Certified
Val Verde Unified $1,211,266Certified
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

Approved by Luis Medina

05/27/2025 09:14 AM PDT

Corona-Norco Unified - Member Representative

Approved by Thoibi Rublaitus

05/27/2025 10:39 AM PDT

Jurupa Unified - Member Representative

Approved by Annamarie Montanez

05/22/2025 08:36 AM PDT

Moreno Valley Unified - Member Representative

Approved by Elsa Magana

05/22/2025 09:36 AM PDT

Riverside CCD - Member Representative

Approved by Michael Peterson

05/22/2025 08:22 AM PDT

Riverside Co. Office of Education - Member Representative

  • Coordinator, Student Data and Achievement.
  • ndramirez@rcoe.us
  • (951) 826-6492
Approved by Julie Carter

05/22/2025 07:15 AM PDT

Riverside Unified - Member Representative

Approved by Rachel Bramlett

05/22/2025 07:45 AM PDT

Val Verde Unified - Member Representative

Approved by John Parker

05/22/2025 08:31 AM PDT