CAEP Three-Year Plan: 2022-23 47 Inland Adult Education Consortium
Status: Certified
California Adult Education Program
47 Inland Adult Education Consortium: Certified
Details
Assessment
Metrics: CAEP Barriers & Metrics
Consortium Level Metric Targets
* Mandatory for all consortia
Metric Set | Metric | 2019-20 Actuals | 2020-21 Actuals | 2021-22 Actuals | 2022-23 Target | 2023-24 Target | 2024-25 Target |
---|---|---|---|---|---|---|---|
All | *Number of Adults Served (AE 200 - Overall) | 19,089 | 20,043 | 21,045 | 22,097 | ||
Student Barriers | English Language Learner (AE 305 - Overall) | 3,347 | 3,514 | 3,690 | 3,874 | ||
Student Barriers | Low Literacy (AE 311 - Overall) | 6,374 | 6,692 | 7,027 | 7,378 | ||
Student Barriers | Low Income (AE 310 - Overall) | 14,593 | 15,322 | 16,088 | 16,893 |
Member Level Metric Targets
* Mandatory for all members
Colton Joint Unified (Reported by Colton Joint Unified School District (CJUSD))
Metric Set | Metric | 2019-20 Actuals | 2020-21 Actuals | 2021-22 Actuals | 2022-23 Target | 2023-24 Target | 2024-25 Target |
---|---|---|---|---|---|---|---|
All | *Adults who Became Participants (AE 202 - Overall) | 272 | 544 | 300 | 315 | ||
Progress | Participants with Educational Functioning Levels Gains ABE (AE 400 - ABE) | 20 | 18 | 22 | 23 | ||
Progress | Participants with Educational Functioning Levels Gains ASE (AE 400 - ASE) | 35 | 14 | 39 | 42 | ||
Progress | Participants with Educational Functioning Levels Gains ESL (AE 400 - ESL) | 65 | 68 | 71 | 75 | ||
Progress | Participants Who Complete an EL Civics COAPP or Course (AE 411 - Overall) | 109 | 114 | 119 | 126 | ||
Success | Participants Who Earn a High School Diploma or Equivalency (AE 633 - Overall) | 33 | 34 | 35 | 36 | ||
Success | Participants Who Earn a Postsecondary Credential (AE 625 - Overall) | 0 | 0 | 0 | |||
Transition | Participants with Transition to Postsecondary (credit college) (AE 637 - Overall) | 0 | 0 | 0 | |||
Transition | Participants with Transition to Postsecondary (CTE) (AE 636 - Overall) | 0 | 0 | 0 | |||
Transition | Participants with Transition to ASE (AE 500 - Overall) | 0 | 0 | 0 |
Redlands Unified (Reported by Redlands Adult School)
Metric Set | Metric | 2019-20 Actuals | 2020-21 Actuals | 2021-22 Actuals | 2022-23 Target | 2023-24 Target | 2024-25 Target |
---|---|---|---|---|---|---|---|
All | *Adults who Became Participants (AE 202 - Overall) | 585 | 869 | 912 | 958 | ||
Progress | Participants with Educational Functioning Levels Gains ABE (AE 400 - ABE) | 42 | 36 | 37 | 39 | ||
Progress | Participants with Educational Functioning Levels Gains ASE (AE 400 - ASE) | 131 | 128 | 134 | 141 | ||
Progress | Participants with Educational Functioning Levels Gains ESL (AE 400 - ESL) | 82 | 79 | 82 | 85 | ||
Progress | Participants Who Complete an EL Civics COAPP or Course (AE 411 - Overall) | 116 | 119 | 125 | 131 | ||
Success | Participants Who Earn a High School Diploma or Equivalency (AE 633 - Overall) | 138 | 138 | 144 | 152 | ||
Success | Participants Who Earn a Postsecondary Credential (AE 625 - Overall) | 0 | 0 | 0 | |||
Transition | Participants with Transition to Postsecondary (credit college) (AE 637 - Overall) | 12 | 13 | 14 | |||
Transition | Participants with Transition to Postsecondary (CTE) (AE 636 - Overall) | 0 | 0 | 0 | |||
Transition | Participants with Transition to ASE (AE 500 - Overall) | 0 | 0 | 0 |
Rialto Unified (Reported by Rialto Unified School District (RUSD))
Metric Set | Metric | 2019-20 Actuals | 2020-21 Actuals | 2021-22 Actuals | 2022-23 Target | 2023-24 Target | 2024-25 Target |
---|---|---|---|---|---|---|---|
All | *Adults who Became Participants (AE 202 - Overall) | 748 | 785 | 824 | 866 | ||
Progress | Participants with Educational Functioning Levels Gains ABE (AE 400 - ABE) | 3 | 4 | 5 | |||
Progress | Participants with Educational Functioning Levels Gains ASE (AE 400 - ASE) | 22 | 23 | 24 | 26 | ||
Progress | Participants with Educational Functioning Levels Gains ESL (AE 400 - ESL) | 145 | 152 | 160 | 167 | ||
Progress | Participants Who Complete an EL Civics COAPP or Course (AE 411 - Overall) | 0 | 0 | 0 | |||
Success | Participants Who Earn a High School Diploma or Equivalency (AE 633 - Overall) | 59 | 61 | 63 | 66 | ||
Success | Participants Who Earn a Postsecondary Credential (AE 625 - Overall) | 0 | 0 | 0 | |||
Transition | Participants with Transition to Postsecondary (credit college) (AE 637 - Overall) | 0 | 0 | 0 | |||
Transition | Participants with Transition to Postsecondary (CTE) (AE 636 - Overall) | 0 | 0 | 0 | |||
Transition | Participants with Transition to ASE (AE 500 - Overall) | 0 | 0 | 0 |
San Bernardino CCD (Reported by San Bernardino District)
Metric Set | Metric | 2019-20 Actuals | 2020-21 Actuals | 2021-22 Actuals | 2022-23 Target | 2023-24 Target | 2024-25 Target |
---|---|---|---|---|---|---|---|
All | *Adults who Became Participants (AE 202 - Overall) | 858 | 900 | 945 | 993 | ||
Progress | Participants with Educational Functioning Levels Gains ABE (AE 400 - ABE) | 0 | 0 | 0 | |||
Progress | Participants with Educational Functioning Levels Gains ASE (AE 400 - ASE) | 0 | 0 | 0 | |||
Progress | Participants with Educational Functioning Levels Gains ESL (AE 400 - ESL) | 23 | 23 | 23 | 23 | ||
Progress | Participants Who Complete an EL Civics COAPP or Course (AE 411 - Overall) | 0 | 0 | 0 | |||
Success | Participants Who Earn a High School Diploma or Equivalency (AE 633 - Overall) | 0 | 0 | 0 | |||
Success | Participants Who Earn a Postsecondary Credential (AE 625 - Overall) | 43 | 45 | 47 | 49 | ||
Transition | Participants with Transition to Postsecondary (credit college) (AE 637 - Overall) | 0 | 0 | 0 | |||
Transition | Participants with Transition to Postsecondary (CTE) (AE 636 - Overall) | 0 | 0 | 0 | |||
Transition | Participants with Transition to ASE (AE 500 - Overall) | 0 | 0 | 0 |
San Bernardino City Unified (Reported by San Bernardino City Unified School District (SBCUSD))
Metric Set | Metric | 2019-20 Actuals | 2020-21 Actuals | 2021-22 Actuals | 2022-23 Target | 2023-24 Target | 2024-25 Target |
---|---|---|---|---|---|---|---|
All | *Adults who Became Participants (AE 202 - Overall) | 2,864 | 5,277 | 5,529 | 5,780 | ||
Progress | Participants with Educational Functioning Levels Gains ABE (AE 400 - ABE) | 496 | 236 | 248 | 259 | ||
Progress | Participants with Educational Functioning Levels Gains ASE (AE 400 - ASE) | 381 | 205 | 215 | 224 | ||
Progress | Participants with Educational Functioning Levels Gains ESL (AE 400 - ESL) | 625 | 573 | 601 | 628 | ||
Progress | Participants Who Complete an EL Civics COAPP or Course (AE 411 - Overall) | 933 | 726 | 760 | 793 | ||
Success | Participants Who Earn a High School Diploma or Equivalency (AE 633 - Overall) | 123 | 131 | 138 | 144 | ||
Success | Participants Who Earn a Postsecondary Credential (AE 625 - Overall) | 96 | 110 | 116 | 121 | ||
Transition | Participants with Transition to Postsecondary (credit college) (AE 637 - Overall) | 0 | 0 | 0 | |||
Transition | Participants with Transition to Postsecondary (CTE) (AE 636 - Overall) | 561 | 587 | 614 | |||
Transition | Participants with Transition to ASE (AE 500 - Overall) | 170 | 178 | 186 |
San Bernardino Co. Office of Education (Reported by San Bernardino County Office of Education)
Metric Set | Metric | 2019-20 Actuals | 2020-21 Actuals | 2021-22 Actuals | 2022-23 Target | 2023-24 Target | 2024-25 Target |
---|---|---|---|---|---|---|---|
All | *Adults who Became Participants (AE 202 - Overall) | 925 | 971 | 1,019 | 1,070 | ||
Progress | Participants with Educational Functioning Levels Gains ABE (AE 400 - ABE) | 0 | 0 | 0 | |||
Progress | Participants with Educational Functioning Levels Gains ASE (AE 400 - ASE) | 0 | 0 | 0 | |||
Progress | Participants with Educational Functioning Levels Gains ESL (AE 400 - ESL) | 0 | 0 | 0 | |||
Progress | Participants Who Complete an EL Civics COAPP or Course (AE 411 - Overall) | 0 | 0 | 0 | |||
Success | Participants Who Earn a High School Diploma or Equivalency (AE 633 - Overall) | 0 | 0 | 0 | |||
Success | Participants Who Earn a Postsecondary Credential (AE 625 - Overall) | 0 | 0 | 0 | |||
Transition | Participants with Transition to Postsecondary (credit college) (AE 637 - Overall) | 0 | 0 | 0 | |||
Transition | Participants with Transition to Postsecondary (CTE) (AE 636 - Overall) | 0 | 0 | 0 | |||
Transition | Participants with Transition to ASE (AE 500 - Overall) | 0 | 0 | 0 |
Yucaipa-Calimesa Joint Unified (Reported by Yucaipa Adult School)
Metric Set | Metric | 2019-20 Actuals | 2020-21 Actuals | 2021-22 Actuals | 2022-23 Target | 2023-24 Target | 2024-25 Target |
---|---|---|---|---|---|---|---|
All | *Adults who Became Participants (AE 202 - Overall) | 302 | 386 | 405 | 423 | ||
Progress | Participants with Educational Functioning Levels Gains ABE (AE 400 - ABE) | 17 | 15 | 16 | 17 | ||
Progress | Participants with Educational Functioning Levels Gains ASE (AE 400 - ASE) | 41 | 42 | 44 | 35 | ||
Progress | Participants with Educational Functioning Levels Gains ESL (AE 400 - ESL) | 52 | 30 | 35 | 38 | ||
Progress | Participants Who Complete an EL Civics COAPP or Course (AE 411 - Overall) | 34 | 15 | 17 | 18 | ||
Success | Participants Who Earn a High School Diploma or Equivalency (AE 633 - Overall) | 18 | 25 | 28 | 30 | ||
Success | Participants Who Earn a Postsecondary Credential (AE 625 - Overall) | 0 | 0 | 0 | |||
Transition | Participants with Transition to Postsecondary (credit college) (AE 637 - Overall) | 0 | 0 | 0 | |||
Transition | Participants with Transition to Postsecondary (CTE) (AE 636 - Overall) | 15 | 20 | 25 | |||
Transition | Participants with Transition to ASE (AE 500 - Overall) | 0 | 0 | 0 |
Member Spending Targets
Member | Percent of 2019-20 Available Funds Spent | Percent of 2020-21 Available Funds Spent | Percent of 2021-22 Available Funds Spent | 2022-23 Target | 2023-24 Target | 2024-25 Target |
---|---|---|---|---|---|---|
Colton Joint Unified | 100% | 85% | 0% | 60% | 60% | 60% |
Redlands Unified | 100% | 78% | 0% | 60% | 60% | 60% |
Rialto Unified | 100% | 39% | 0% | 60% | 60% | 60% |
San Bernardino CCD | 100% | 36% | 0% | 60% | 60% | 60% |
San Bernardino City Unified | 100% | 78% | 0% | 60% | 60% | 60% |
San Bernardino Co. Office of Education | 100% | 67% | 0% | 60% | 60% | 60% |
Yucaipa-Calimesa Joint Unified | 100% | 47% | 0% | 60% | 60% | 60% |
Objectives
Address Educational Needs
To address the educational needs of the IAEC Inland Empire Region, the Member Districts will engage in activities to support Gaps in Services and Leveraging Resources. IAEC remains committed to meeting the ever-shifting needs of the region as it emerges from the hardships of the COVID-19 pandemic through flexibility in strategies and activities.
Gaps in Service
To continue to focus on gaps in services, IAEC will engage in the following activities in addition to those ideated in the Activities & Outcomes section:
- Engage in quarterly reviews of student data from MIS and DIR
- Engage in quarterly reviews of fiscal reporting data from NOVA
- Conduct biannual economic and workforce analysis to determine shifts in the labor market in alignment with the San Bernardino County Workforce Development Board
- Continue to engage with the Centers for Excellence
- Add classes to meet labor demands if qualified teachers are available
- Continue the work of the Steering Committee who meet regularly to identify and address emergent issues
Leveraging Resources
To fully leverage the resources of the region IAEC Member Districts will engage in the following activities in addition to those ideated in the Activities & Outcomes section:
- Continue to engage with Strong Workforce to identify emergent of career pathways
- Work to provide public transportation for education and employment accessible to low-income and underserved populations.
- Work with partner organizations and community members to coordinate space, funding, teachers and students for off-site language and soft skills classes.
- Expand opportunities for internship/apprenticeship programs
- Explore options for the community colleges to provide classes on the Adult School campuses to help with transition and dual enrollment
- Create a closer collaboration with the WDB to respond to labor market/ employer needs by connecting students to job fairs/ employment agencies/ employment opportunities
- Continue the work of the Steering Committee who meet regularly to identify and address emergent issues
Improve Integration of Services & Transitions
To improve Integration of Services and Transitions of the IAEC region, the Member Districts will engage in activities to support Transitions and Student Acceleration.IAEC remains committed to meeting the ever-shifting needs of the region as it emerges from the hardships of the COVID-19 pandemic through flexibility in strategies and activities.
Seamless Transitions
To continue to focus on Seamless Transitions, IAEC will engage in the following activities in addition to those ideated in the Activities & Outcomes section:
- Engage in quarterly reviews of student data from MIS and DIR
- Engage in transition planning for graduates within 30 credits of program completion
- Increase engagement of counselors with students to ensure regular attendance and completion of programs of study
- Engage guest speakers from the college, trade schools, and employers to raise student awareness about workforce options
- Conduct field trips to employer sites to educate students about job options
- Increase frequency of FAFSA workshops
- Continue to improve the hand-off between adult school ESL and SBCCD
- Improve the tracking of student transitions to postsecondary and the workforce
- Continue the work of the Steering Committee who meet regularly to identify and address emergent issues
Student Acceleration
To continue to focus on Student Acceleration, IAEC will engage in the following activities in addition to those ideated in the Activities & Outcomes section:
- Continue to align programs of study across Member Districts to ease and encourage student transitions
- Engage with Strong Workforce to create more programs of study to increase transitions to the workforce
- Continue the work of the Steering Committee who meet regularly to identify and address emergent issues.
Improve Effectiveness of Services
To improve Effectiveness of Services and Transitions of the IAEC region, the Member Districts will engage in activities to support Professional Development and Continuous Improvement Planning. IAEC remains committed to meeting the ever-shifting needs of the region as it emerges from the hardships of the COVID-19 pandemic through flexibility in strategies and activities.
Professional Development
To continue to focus on Professional Development, IAEC will engage in the following activities in addition to those ideated in the Activities & Outcomes section:
- Continued training that is focused on the needs of high-demand industry sectors and occupations
- Continued professional development in all program areas of CAEP
- Continued focus on best-practice instruction in all program areas for adult learners
- Continue the work of the Steering Committee who meet regularly to identify and address emergent issues.
Continuous Improvement Planning
To continue to focus on Professional Development, IAEC will engage in the following activities in addition to those ideated in the Activities & Outcomes section:
- Continue to implement and revise WIOA CIP plans for all Member Districts
- Engage in ongoing WASC reaccreditation activities to maintain the highest level of educational efficacy
- Begin the process of Member District self-evaluation in preparation for reapplying for WIOA
- Continue the work of the Steering Committee who meet regularly to identify and address emergent issues
Member WIOA CIP
Inland Career Education Center
- Improve our Percentage EFL gain by 10% placing us back near Pre COVID Levels
Redlands Adult School
- The number of Redlands Adult School high school diploma graduates who continue on to community college will exceed 10% of 2022 graduates, as measured by fall 2022 San Bernardino Community College District enrollment data
Rialto Adult School
- Increase learners with a valid pre/posttest pair by at least 20%
Yucaipa Adult School
- Decrease number of students with pre/posttest pair to 50% from current 61%
Colton Adult School
- 1. Increase percentage of English Language Learners who improve a level by reaching 95% CASAS posttesting.
Activities & Outcomes
Articulation Agreements for AE/CC
Objective that Applies to this Activity
Improve Integration of Services & Transitions
Develop articulation agreements between Adult Schools and the Colleges resulting in greater transition of students to postsecondary, for credit programs. This activity aligns with AB104 Objective of Seamless Transitions and the CAEP State Priority of Learner Transition.
Two pathways aligned to college courses
Five pathways aligned to college courses
Pathways for all relevant courses
Proposed Completion Date
Adult Ed Metrics and Student Barriers
- Transition: Participants with Transition to Postsecondary (CTE) (AE 636 - Overall)
- Transition: Participants with Transition to Postsecondary (credit college) (AE 637 - Overall)
- Success: Participants Who Earn a Postsecondary Credential (AE 625 - Overall)
Responsible person(s)
Name |
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Articulation Agreements for CTE
Objective that Applies to this Activity
Improve Integration of Services & Transitions
Create articulation agreements for CTE programs from Adult Schools to the College resulting in a framework for career pathways in alignment to Strong Workforce. This activity aligns with AB104 Objective of Seamless Transitions and the CAEP State Priority of Learner Transition.
Implementation of two career CTE pathways
Increased transition to postsecondary & CTE; Pre-Apprenticeship programs
Established apprenticeship programs
Proposed Completion Date
Adult Ed Metrics and Student Barriers
- Student Barriers: Low Income (AE 310 - Overall)
- Transition: Participants with Transition to Postsecondary (CTE) (AE 636 - Overall)
- Transition: Participants with Transition to Postsecondary (credit college) (AE 637 - Overall)
- Success: Participants Who Earn a Postsecondary Credential (AE 625 - Overall)
Responsible person(s)
Name |
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Increase Course Offerings
Objective that Applies to this Activity
Improve Integration of Services & Transitions
Increase number of ABE/ASE/ESL/CTE courses based on community need and enrollment demand resulting in an increase in class scheduling (including Saturdays) and greater student persistence. This activity aligns with AB104 Objective of Seamless Transitions and the CAEP State Priority of Learner Transition.
Faster literacy gains; better understanding of data usage
Additional funding streams due to increased performance outcomes and graduation rates
Ongoing community needs evaluation
Proposed Completion Date
Adult Ed Metrics and Student Barriers
- Student Barriers: English Language Learner (AE 305 - Overall)
- Student Barriers: Low Literacy (AE 311 - Overall)
- Progress: Participants with Educational Functioning Levels Gains ESL (AE 400 - ESL)
- Progress: Participants with Educational Functioning Levels Gains ABE (AE 400 - ABE)
- Progress: Participants Who Complete an EL Civics COAPP or Course (AE 411 - Overall)
- Progress: Participants with Educational Functioning Levels Gains ASE (AE 400 - ASE)
- Transition: Participants with Transition to ASE (AE 500 - Overall)
- Transition: Participants with Transition to Postsecondary (CTE) (AE 636 - Overall)
- Transition: Participants with Transition to Postsecondary (credit college) (AE 637 - Overall)
- Success: Participants Who Earn a High School Diploma or Equivalency (AE 633 - Overall)
- Success: Participants Who Earn a Postsecondary Credential (AE 625 - Overall)
Responsible person(s)
Name |
---|
Program Completion Rates
Objective that Applies to this Activity
Improve Integration of Services & Transitions
Increase completion rates in all program areas resulting in a greater number of students transitioning to postsecondary programs and the workforce. This activity aligns with AB104 Objective of Seamless Transitions and the CAEP State Priority of Learner Transition.
5% completion growth
10% completion growth
15% completion growth
Proposed Completion Date
Adult Ed Metrics and Student Barriers
- Student Barriers: English Language Learner (AE 305 - Overall)
- Student Barriers: Low Income (AE 310 - Overall)
- Student Barriers: Low Literacy (AE 311 - Overall)
- Progress: Participants with Educational Functioning Levels Gains ESL (AE 400 - ESL)
- Progress: Participants with Educational Functioning Levels Gains ABE (AE 400 - ABE)
- Progress: Participants Who Complete an EL Civics COAPP or Course (AE 411 - Overall)
- Progress: Participants with Educational Functioning Levels Gains ASE (AE 400 - ASE)
- Transition: Participants with Transition to ASE (AE 500 - Overall)
- Transition: Participants with Transition to Postsecondary (CTE) (AE 636 - Overall)
- Transition: Participants with Transition to Postsecondary (credit college) (AE 637 - Overall)
- Success: Participants Who Earn a High School Diploma or Equivalency (AE 633 - Overall)
- Success: Participants Who Earn a Postsecondary Credential (AE 625 - Overall)
Responsible person(s)
Name |
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Adult Education Department at CCs
Objective that Applies to this Activity
Improve Integration of Services & Transitions
Adult Education becomes a department on both college campuses through meetings with college stakeholders to develop buy-in for an adult education department. This activity aligns with AB104 Objective of Seamless Transitions and the CAEP State Priority of Equity.
Conduct meetings and develop a framework for an office of adult education to become part of the campus
Hire director, additional counselors, and support staff for recruitment and to support retention of adult education students
Fully operational department
Proposed Completion Date
Adult Ed Metrics and Student Barriers
- Student Barriers: English Language Learner (AE 305 - Overall)
- Student Barriers: Low Income (AE 310 - Overall)
- Progress: Participants with Educational Functioning Levels Gains ASE (AE 400 - ASE)
- Transition: Participants with Transition to Postsecondary (CTE) (AE 636 - Overall)
- Transition: Participants with Transition to Postsecondary (credit college) (AE 637 - Overall)
- Success: Participants Who Earn a Postsecondary Credential (AE 625 - Overall)
Responsible person(s)
Name |
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AB540 & AB705
Objective that Applies to this Activity
Improve Integration of Services & Transitions
Adult education student pathways to support AB540 and AB705 so previously non-qualifying students will qualify for transition to postsecondary. This activity aligns with AB104 Objective of Seamless Transitions and the CAEP State Priority of Equity.
Internal discussions to develop procedures for validation of courses and transcripts
Students implementing the pathway to transition to postsecondary
Fully implemented pathway for AB540 and AB705 students
Proposed Completion Date
Adult Ed Metrics and Student Barriers
- Student Barriers: Low Income (AE 310 - Overall)
- Transition: Participants with Transition to Postsecondary (CTE) (AE 636 - Overall)
- Transition: Participants with Transition to Postsecondary (credit college) (AE 637 - Overall)
- Success: Participants Who Earn a Postsecondary Credential (AE 625 - Overall)
Responsible person(s)
Name |
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Outreach and Marketing
Objective that Applies to this Activity
Address Educational Needs
Expand and improve outreach and marketing to target identified populations which will result in increased enrollment for all Member Districts. This activity aligns with AB104 Objective of Gaps in Service and the CAEP State Priority of Marketing.
Increased social media presence; Enhanced print marketing campaign; Ongoing radio PSAs
Increased social media presence; Enhanced print marketing campaign
Increased social media presence; Enhanced print marketing campaign
Proposed Completion Date
Adult Ed Metrics and Student Barriers
- Student Barriers: English Language Learner (AE 305 - Overall)
- Student Barriers: Low Income (AE 310 - Overall)
- Student Barriers: Low Literacy (AE 311 - Overall)
- Progress: Participants with Educational Functioning Levels Gains ESL (AE 400 - ESL)
- Progress: Participants with Educational Functioning Levels Gains ABE (AE 400 - ABE)
- Progress: Participants Who Complete an EL Civics COAPP or Course (AE 411 - Overall)
- Progress: Participants with Educational Functioning Levels Gains ASE (AE 400 - ASE)
- Transition: Participants with Transition to ASE (AE 500 - Overall)
- Transition: Participants with Transition to Postsecondary (CTE) (AE 636 - Overall)
- Transition: Participants with Transition to Postsecondary (credit college) (AE 637 - Overall)
- Success: Participants Who Earn a High School Diploma or Equivalency (AE 633 - Overall)
- Success: Participants Who Earn a Postsecondary Credential (AE 625 - Overall)
Responsible person(s)
Name |
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Community Engagement
Objective that Applies to this Activity
Address Educational Needs
Educate the community about what the Consortium does resulting in stronger and more established community partnerships. This activity aligns with AB104 Objective of Gaps in Service and the CAEP State Priority of Marketing.
Participate in scheduled Community Stakeholder meetings
Ongoing engagement with business, faith-based, governmental, and non-profit stakeholders
Formation of an ongoing Advisory Council for IAEC
Proposed Completion Date
Adult Ed Metrics and Student Barriers
- Student Barriers: English Language Learner (AE 305 - Overall)
- Student Barriers: Low Income (AE 310 - Overall)
- Student Barriers: Low Literacy (AE 311 - Overall)
- Progress: Participants with Educational Functioning Levels Gains ESL (AE 400 - ESL)
- Progress: Participants with Educational Functioning Levels Gains ABE (AE 400 - ABE)
- Progress: Participants Who Complete an EL Civics COAPP or Course (AE 411 - Overall)
- Progress: Participants with Educational Functioning Levels Gains ASE (AE 400 - ASE)
- Transition: Participants with Transition to ASE (AE 500 - Overall)
- Transition: Participants with Transition to Postsecondary (CTE) (AE 636 - Overall)
- Transition: Participants with Transition to Postsecondary (credit college) (AE 637 - Overall)
- Success: Participants Who Earn a High School Diploma or Equivalency (AE 633 - Overall)
- Success: Participants Who Earn a Postsecondary Credential (AE 625 - Overall)
Responsible person(s)
Name |
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Expanded Service Hours
Objective that Applies to this Activity
Address Educational Needs
Expanded service hours and classes offered across all Member Districts to provide increased accessibility to students. This activity aligns with AB104 Objective of Gaps in Service and the CAEP State Priorities of Learner Transitions and Equity.
Increased enrollment; Increased program completions
Increased CAEP performance outcomes
Implementation of data-driven instruction
Proposed Completion Date
Adult Ed Metrics and Student Barriers
- Student Barriers: English Language Learner (AE 305 - Overall)
- Student Barriers: Low Income (AE 310 - Overall)
- Student Barriers: Low Literacy (AE 311 - Overall)
- Progress: Participants with Educational Functioning Levels Gains ESL (AE 400 - ESL)
- Progress: Participants with Educational Functioning Levels Gains ABE (AE 400 - ABE)
- Progress: Participants Who Complete an EL Civics COAPP or Course (AE 411 - Overall)
- Progress: Participants with Educational Functioning Levels Gains ASE (AE 400 - ASE)
- Transition: Participants with Transition to ASE (AE 500 - Overall)
- Transition: Participants with Transition to Postsecondary (CTE) (AE 636 - Overall)
- Transition: Participants with Transition to Postsecondary (credit college) (AE 637 - Overall)
- Success: Participants Who Earn a High School Diploma or Equivalency (AE 633 - Overall)
- Success: Participants Who Earn a Postsecondary Credential (AE 625 - Overall)
Responsible person(s)
Name |
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Digital Literacy
Objective that Applies to this Activity
Address Educational Needs
Infused digital literacy and technology instruction into curriculum to provide students with a deeper knowledge and understanding of technology. This activity aligns with AB104 Objective of Gaps in Service and the CAEP State Priorities of Equity and Technology/Distance Learning.
Professional Development for all faculty/staff on embedding DL into instructional models
Fifty percent of classes have embedded digital literacy skills
Technology instruction pervasive across all classes
Proposed Completion Date
Adult Ed Metrics and Student Barriers
- Student Barriers: English Language Learner (AE 305 - Overall)
- Student Barriers: Low Income (AE 310 - Overall)
- Student Barriers: Low Literacy (AE 311 - Overall)
- Progress: Participants with Educational Functioning Levels Gains ESL (AE 400 - ESL)
- Progress: Participants with Educational Functioning Levels Gains ABE (AE 400 - ABE)
- Progress: Participants Who Complete an EL Civics COAPP or Course (AE 411 - Overall)
- Progress: Participants with Educational Functioning Levels Gains ASE (AE 400 - ASE)
- Transition: Participants with Transition to ASE (AE 500 - Overall)
- Transition: Participants with Transition to Postsecondary (CTE) (AE 636 - Overall)
- Transition: Participants with Transition to Postsecondary (credit college) (AE 637 - Overall)
- Success: Participants Who Earn a High School Diploma or Equivalency (AE 633 - Overall)
- Success: Participants Who Earn a Postsecondary Credential (AE 625 - Overall)
Responsible person(s)
Name |
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CTE Credit and Noncredit
Objective that Applies to this Activity
Address Educational Needs
Add credit and noncredit CTE classes and certificates (short- and long-term) resulting in wage increases and higher job placement rates and mobility as demonstrated through DIR and MIS reporting. This activity aligns with AB104 Objective of Gaps in Service and the CAEP State Priorities of Program Development/Curriculum/Classroom and Equity.
Identify industry sectors aligned to Strong Workforce for additional courses
Increased CTE program offerings
Implement additional CTE programs as dictated by regional industry need
Proposed Completion Date
Adult Ed Metrics and Student Barriers
- Student Barriers: Low Income (AE 310 - Overall)
- Transition: Participants with Transition to Postsecondary (CTE) (AE 636 - Overall)
- Transition: Participants with Transition to Postsecondary (credit college) (AE 637 - Overall)
- Success: Participants Who Earn a Postsecondary Credential (AE 625 - Overall)
Responsible person(s)
Name |
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Contextualized ESL
Objective that Applies to this Activity
Address Educational Needs
Workplace / Contextualized ESL (VESL) courses resulting in increased program offerings and enrollment. This activity aligns with AB104 Objective of Gaps in Service and the CAEP State Priorities of Program Development/Curriculum/Classroom and Equity.
Pilot programs in Members Districts for contextualized ESL
Fully established VESL programs
Expanded program offerings by all Member Districts
Proposed Completion Date
Adult Ed Metrics and Student Barriers
- Student Barriers: English Language Learner (AE 305 - Overall)
- Student Barriers: Low Income (AE 310 - Overall)
- Transition: Participants with Transition to Postsecondary (CTE) (AE 636 - Overall)
- Success: Participants Who Earn a Postsecondary Credential (AE 625 - Overall)
Responsible person(s)
Name |
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College Courses at AE Sites
Objective that Applies to this Activity
Address Educational Needs
College courses taught at Adult Schools resulting in dual / co-enrollment programs taught by college faculty at Adult Schools. This activity aligns with AB104 Objective of Gaps in Service and the CAEP State Priorities of Program Development/Curriculum/Classroom and Equity.
Identification of courses to offer at Adult Schools
Pilot college courses at Adult Schools
Add courses to offerings at Adult Schools
Proposed Completion Date
Adult Ed Metrics and Student Barriers
- Student Barriers: English Language Learner (AE 305 - Overall)
- Student Barriers: Low Income (AE 310 - Overall)
- Student Barriers: Low Literacy (AE 311 - Overall)
- Progress: Participants with Educational Functioning Levels Gains ESL (AE 400 - ESL)
- Progress: Participants with Educational Functioning Levels Gains ABE (AE 400 - ABE)
- Progress: Participants Who Complete an EL Civics COAPP or Course (AE 411 - Overall)
- Progress: Participants with Educational Functioning Levels Gains ASE (AE 400 - ASE)
- Transition: Participants with Transition to ASE (AE 500 - Overall)
- Transition: Participants with Transition to Postsecondary (CTE) (AE 636 - Overall)
- Transition: Participants with Transition to Postsecondary (credit college) (AE 637 - Overall)
- Success: Participants Who Earn a High School Diploma or Equivalency (AE 633 - Overall)
- Success: Participants Who Earn a Postsecondary Credential (AE 625 - Overall)
Responsible person(s)
Name |
---|
Increased Completion Rates
Objective that Applies to this Activity
Improve Integration of Services & Transitions
Increase enrollment, graduation rates, and transitions to post-secondary and/or employment resulting in increased performance outcomes. This activity aligns with AB104 Objective of Student Acceleration and the CAEP State Priority of Program Evaluation.
5% increase in transitions validated through DIR and MIS reports
10% increase in transitions validated through DIR and MIS reports
15% increase in transitions validated through DIR and MIS reports
Proposed Completion Date
Adult Ed Metrics and Student Barriers
- Student Barriers: Low Income (AE 310 - Overall)
- Transition: Participants with Transition to ASE (AE 500 - Overall)
- Transition: Participants with Transition to Postsecondary (CTE) (AE 636 - Overall)
- Transition: Participants with Transition to Postsecondary (credit college) (AE 637 - Overall)
- Success: Participants Who Earn a High School Diploma or Equivalency (AE 633 - Overall)
- Success: Participants Who Earn a Postsecondary Credential (AE 625 - Overall)
Responsible person(s)
Name |
---|
Career Pathways
Objective that Applies to this Activity
Improve Integration of Services & Transitions
Improve information available to students about career pathways, career opportunities, and alignment between course offerings at the Adult Schools and the Community Colleges through the development of a Career Pathway Matrix. This activity aligns with AB104 Objective of Student Acceleration and the CAEP State Priority of Program Evaluation.
Conduct a study to determine community needs for Career Pathways
Establish a pilot program
Reevaluate program success and create next-steps
Proposed Completion Date
Adult Ed Metrics and Student Barriers
- Student Barriers: English Language Learner (AE 305 - Overall)
- Student Barriers: Low Income (AE 310 - Overall)
- Student Barriers: Low Literacy (AE 311 - Overall)
- Progress: Participants with Educational Functioning Levels Gains ESL (AE 400 - ESL)
- Progress: Participants with Educational Functioning Levels Gains ABE (AE 400 - ABE)
- Progress: Participants Who Complete an EL Civics COAPP or Course (AE 411 - Overall)
- Progress: Participants with Educational Functioning Levels Gains ASE (AE 400 - ASE)
- Transition: Participants with Transition to ASE (AE 500 - Overall)
- Transition: Participants with Transition to Postsecondary (CTE) (AE 636 - Overall)
- Transition: Participants with Transition to Postsecondary (credit college) (AE 637 - Overall)
- Success: Participants Who Earn a High School Diploma or Equivalency (AE 633 - Overall)
- Success: Participants Who Earn a Postsecondary Credential (AE 625 - Overall)
Responsible person(s)
Name |
---|
ESL Mentorship Program
Objective that Applies to this Activity
Improve Integration of Services & Transitions
ESL Mentorship Program for adult students transitioning to the colleges resulting in a deeper and broader integration into postsecondary campus life. This activity aligns with AB104 Objective of Student Acceleration and the CAEP State Priority of Equity.
Pilot mentorship program designed
Pilot mentorship program launched
Graduation and/or program completion of first cohort
Proposed Completion Date
Adult Ed Metrics and Student Barriers
- Student Barriers: English Language Learner (AE 305 - Overall)
Responsible person(s)
Name |
---|
Professional Development
Objective that Applies to this Activity
Improve Integration of Services & Transitions
Implement ongoing professional development for all Members that is responsive to the needs of the region and staff to develop a deeper and broader understanding of how Adult Education services are funded, structured, delivered, and evaluated in California and across the US to better align service delivery with community needs. This activity aligns with AB104 Objective of Professional Development and the CAEP State Priority of Leadership.
The IAEC Board and Member District Faculty/Staff will attend regional, state and national conferences and convenings; Information gathered will be used to provide ongoing internal professional development by attendees
Ongoing participation in professional development opportunities by Board, Faculty and Staff
Ongoing participation in professional development opportunities by Board, Faculty and Staff
Proposed Completion Date
Adult Ed Metrics and Student Barriers
- Student Barriers: English Language Learner (AE 305 - Overall)
- Student Barriers: Low Income (AE 310 - Overall)
- Student Barriers: Low Literacy (AE 311 - Overall)
- Progress: Participants with Educational Functioning Levels Gains ESL (AE 400 - ESL)
- Progress: Participants with Educational Functioning Levels Gains ABE (AE 400 - ABE)
- Progress: Participants Who Complete an EL Civics COAPP or Course (AE 411 - Overall)
- Progress: Participants with Educational Functioning Levels Gains ASE (AE 400 - ASE)
- Transition: Participants with Transition to ASE (AE 500 - Overall)
- Transition: Participants with Transition to Postsecondary (CTE) (AE 636 - Overall)
- Transition: Participants with Transition to Postsecondary (credit college) (AE 637 - Overall)
- Success: Participants Who Earn a High School Diploma or Equivalency (AE 633 - Overall)
- Success: Participants Who Earn a Postsecondary Credential (AE 625 - Overall)
Responsible person(s)
Name |
---|
Professional Development Regional Events
Objective that Applies to this Activity
Improve Integration of Services & Transitions
Host Pan-Consortium, regional professional development events; Host State sponsored events and trainings which will result in a higher level of faculty and staff engagement; dissemination of information from conferences, state updates, and trainings; Being the hub of knowledge on the tipping point of greatness! This activity aligns with AB104 Objective of Professional Development and the CAEP State Priority of Leadership.
Host 1 Super-Consortium PD day; Host 2 State trainings; Host multiple internal PD trainings
Continue hosting professional development events
Continue hosting professional development events
Proposed Completion Date
Adult Ed Metrics and Student Barriers
- Student Barriers: English Language Learner (AE 305 - Overall)
- Student Barriers: Low Income (AE 310 - Overall)
- Student Barriers: Low Literacy (AE 311 - Overall)
- Progress: Participants with Educational Functioning Levels Gains ESL (AE 400 - ESL)
- Progress: Participants with Educational Functioning Levels Gains ABE (AE 400 - ABE)
- Progress: Participants Who Complete an EL Civics COAPP or Course (AE 411 - Overall)
- Progress: Participants with Educational Functioning Levels Gains ASE (AE 400 - ASE)
- Transition: Participants with Transition to ASE (AE 500 - Overall)
- Transition: Participants with Transition to Postsecondary (CTE) (AE 636 - Overall)
- Transition: Participants with Transition to Postsecondary (credit college) (AE 637 - Overall)
- Success: Participants Who Earn a High School Diploma or Equivalency (AE 633 - Overall)
- Success: Participants Who Earn a Postsecondary Credential (AE 625 - Overall)
Responsible person(s)
Name |
---|
WDB Alignemnt
Objective that Applies to this Activity
Address Educational Needs
Stronger engagement with the Workforce Development Board by all Consortium Members resulting in the development of policies and procedures for cross-agency collaboration. This activity aligns with AB104 Objective of Leveraging Resources and the CAEP State Priority of Program Development/Curriculum/Classroom.
Increase in labor force participation; increased job promotions; increased wages
Pilot programs with the Workforce Development Board
Established partnerships with the Workforce Development Board
Proposed Completion Date
Adult Ed Metrics and Student Barriers
- Student Barriers: Low Income (AE 310 - Overall)
- Transition: Participants with Transition to Postsecondary (CTE) (AE 636 - Overall)
- Transition: Participants with Transition to Postsecondary (credit college) (AE 637 - Overall)
- Success: Participants Who Earn a Postsecondary Credential (AE 625 - Overall)
Responsible person(s)
Name |
---|
Leveraging Resouces
Objective that Applies to this Activity
Address Educational Needs
Leverage resources to serve more adult learners through a collective impact model by developing a strategic plan to identify economies of scale across Member Districts. This activity aligns with AB104 Objective of Leveraging Resources and the CAEP State Priorities of Program Development/Curriculum/Classroom and Leadership.
Implementation of strategies to leverage existing resources
Additional strategies added to strategic plan
Reevaluation of strategies to align to current funding streams
Proposed Completion Date
Adult Ed Metrics and Student Barriers
- Student Barriers: English Language Learner (AE 305 - Overall)
- Student Barriers: Low Income (AE 310 - Overall)
- Student Barriers: Low Literacy (AE 311 - Overall)
- Progress: Participants with Educational Functioning Levels Gains ESL (AE 400 - ESL)
- Progress: Participants with Educational Functioning Levels Gains ABE (AE 400 - ABE)
- Progress: Participants Who Complete an EL Civics COAPP or Course (AE 411 - Overall)
- Progress: Participants with Educational Functioning Levels Gains ASE (AE 400 - ASE)
- Transition: Participants with Transition to ASE (AE 500 - Overall)
- Transition: Participants with Transition to Postsecondary (CTE) (AE 636 - Overall)
- Transition: Participants with Transition to Postsecondary (credit college) (AE 637 - Overall)
- Success: Participants Who Earn a High School Diploma or Equivalency (AE 633 - Overall)
- Success: Participants Who Earn a Postsecondary Credential (AE 625 - Overall)
Responsible person(s)
Name |
---|
Internships and WBL Opportunities
Objective that Applies to this Activity
Address Educational Needs
Student internships and work-based learning opportunities established with local businesses resulting in a greater transitions of students to the workplace. This activity aligns with AB104 Objective of Leveraging Resources and the CAEP State Priority of Equity.
Identified career pathways that support high growth industries identified by the Workforce Development Board
Pilot internships in three identified industry sectors
Established placement of students in work-based learning opportunities
Proposed Completion Date
Adult Ed Metrics and Student Barriers
- Student Barriers: Low Income (AE 310 - Overall)
- Transition: Participants with Transition to Postsecondary (CTE) (AE 636 - Overall)
- Transition: Participants with Transition to Postsecondary (credit college) (AE 637 - Overall)
- Success: Participants Who Earn a Postsecondary Credential (AE 625 - Overall)
Responsible person(s)
Name |
---|
Site-Based Classes
Objective that Applies to this Activity
Address Educational Needs
On-site classes offered at local businesses resulting in increased wages and promotions. This activity aligns with AB104 Objective of Leveraging Resources and the CAEP State Priority of Equity.
Sign MOU with identified businesses
Established on-site courses at identified employers
Additional businesses added to employer-based course offerings
Proposed Completion Date
Adult Ed Metrics and Student Barriers
- Student Barriers: English Language Learner (AE 305 - Overall)
- Student Barriers: Low Income (AE 310 - Overall)
- Student Barriers: Low Literacy (AE 311 - Overall)
- Progress: Participants with Educational Functioning Levels Gains ESL (AE 400 - ESL)
- Progress: Participants with Educational Functioning Levels Gains ABE (AE 400 - ABE)
- Progress: Participants Who Complete an EL Civics COAPP or Course (AE 411 - Overall)
- Progress: Participants with Educational Functioning Levels Gains ASE (AE 400 - ASE)
- Transition: Participants with Transition to ASE (AE 500 - Overall)
- Transition: Participants with Transition to Postsecondary (CTE) (AE 636 - Overall)
- Transition: Participants with Transition to Postsecondary (credit college) (AE 637 - Overall)
- Success: Participants Who Earn a High School Diploma or Equivalency (AE 633 - Overall)
- Success: Participants Who Earn a Postsecondary Credential (AE 625 - Overall)
Responsible person(s)
Name |
---|
AJCC Alignment
Objective that Applies to this Activity
Address Educational Needs
American Job Center representative available at each Member site which allows for a career liaison to assist with post-pandemic recovery and job placement. This activity aligns with AB104 Objective of Leveraging Resources and the CAEP State Priority of Equity.
Establish MOU with Workforce Development Board
Dedicated American Job Center time at each Member site
Expansion of programs to include all Members
Proposed Completion Date
Adult Ed Metrics and Student Barriers
- Student Barriers: Low Income (AE 310 - Overall)
- Transition: Participants with Transition to Postsecondary (CTE) (AE 636 - Overall)
- Transition: Participants with Transition to Postsecondary (credit college) (AE 637 - Overall)
- Success: Participants Who Earn a Postsecondary Credential (AE 625 - Overall)
Responsible person(s)
Name |
---|
Improved Data Collection and Analysis
Objective that Applies to this Activity
Address Educational Needs
Improve data collection and review to increase pre- and posttest scores. This activity aligns to WIOA CIP goals of multiple Member Districts. This activity also aligns with AB104 Objective of Student Acceleration and the CAEP State Priority of Program Evaluation.
5% increase in pre-posttest pairs on DIR reporting
10% increase in pre-posttest pairs on DIR reporting
15% increase in pre-posttest pairs on DIR reporting
Proposed Completion Date
Adult Ed Metrics and Student Barriers
- Student Barriers: English Language Learner (AE 305 - Overall)
- Student Barriers: Low Literacy (AE 311 - Overall)
- Progress: Participants with Educational Functioning Levels Gains ESL (AE 400 - ESL)
- Progress: Participants with Educational Functioning Levels Gains ABE (AE 400 - ABE)
- Progress: Participants with Educational Functioning Levels Gains ASE (AE 400 - ASE)
- Transition: Participants with Transition to ASE (AE 500 - Overall)
- Success: Participants Who Earn a High School Diploma or Equivalency (AE 633 - Overall)
Responsible person(s)
Name |
---|
Funds Evaluation
Member Allocations and Expenditures
Member Agency | Prior Year Total Leveraged Funds | Program Reporting Status |
---|---|---|
Colton Joint Unified | $772,534 | Certified |
Redlands Unified | $743,950 | Certified |
Rialto Unified | $1,400,566 | Certified |
San Bernardino CCD | $490,888 | Certified |
San Bernardino City Unified | $7,100,696 | Certified |
San Bernardino Co. Office of Education | $700,796 | Certified |
Yucaipa-Calimesa Joint Unified | $659,772 | Certified |
Totals | $11,869,202 | 7/7 Certified |
The Executive Committee of IAEC meets regularly to discuss the allocation of funds, taking into account the multiple funding streams available to each Member District. These include, but are not limited to, WIOA, Perkins, and grants awarded to each Member District. As the region emerges from the COVID-19 pandemic, the IAEC Executive Committee remains committed to adjusting funds and allocations to best meet the needs of the communities served by the Member Districts. Further, the IAEC Executive Committee looks forward to applying for the expected Healthcare Career Pathway funding for ESL students, and expanding career pathways in this quickly growing industry sector.
Certification
Colton Joint Unified - Member Representative
- Linda Resiwain M.B.A
- Fiscal Analyst
- linda_resiwain@colton.k12.ca.us
- (909) 580-6615
- Brian Pope
- Principal
- brian_pope@cjusd.net
- (909) 580-6628
- Frank Miranda
- frank_miranda@cjusd.net
Redlands Unified - Member Representative
- David Finley
- Principal, Alternative and Adult Education - Redlands USD
- david_finley@redlands.k12.ca.us
- (909) 748-6941
- Mauricio Arellano
- Superintendent
- mauricio_arellano@redlands.k12.ca.us
- (909) 748-6710
- Troy Martinez
- Assistant-Principal
- troy_martinez@redlands.k12.ca.us
- (909) 784-6930
Rialto Unified - Member Representative
- Cuauhtemoc Avila
- cavila@rialto.k12.ca.us
- (909) 820-7700
- Dr Edward D'Souza 4404884
- Lead Academic Agent
- edsouza@rialto.k12.ca.us
- (909) 440-4884
- Kim Watson
- Principal
- kwatson@rialto.k12.ca.us
- (909) 879-6010
- Nicole Albiso
- Lead Fiscal Services Agent
- nalbiso@rialtousd.org
San Bernardino CCD - Member Representative
- Emma Diaz
- Consortium Director
- ediaz@sbccd.edu
- (909) 384-8611
- Kevin Horan Crafton Hills College
- President
- khoran@craftonhills.edu
- (909) 389-3201
- Dr. Scott Thayer
- Interim President
- sthayer@valleycollege.edu
- (909) 384-4470
San Bernardino City Unified - Member Representative
- Raul Pedraza
- Vice Principal
- raul.pedraza@sbcusd.k12.ca.us
- (909) 388-6000 ext: 265
- Sandra Rodriguez Ed.D
- Assistant Superintendent
- sandra.rodriguez@sbcusd.k12.ca.us
- (909) 384-1471
- Deitra Thomas
- Budget Analyst
- deitra.thomas@sbcusd.k12.ca.us
- (909) 381-1102
San Bernardino Co. Office of Education - Member Representative
- Cindy Prentice
- Program Manager
- cindy.prentice@sbcss.net
- (909) 252-4550
- Carol Tsushima Ed.D
- Administrator, Alliance for Education
- carol.tsushima@sbcss.net
- Arturo Chavez
- Data Collection Analyst
- arturo.chavez@sbcss.net
- (909) 252-4572
Yucaipa-Calimesa Joint Unified - Member Representative
- Cali Binks
- cali_binks@ycjusd.k12.ca.us
- (909) 797-0174
- Dana Carter
- Principal
- dana_carter@ycjusd.us
- (909) 790-6192 ext: 5103
- Amber Tavis
- Fiscal Services Coordinator
- amber_tavis@ycjusd.us