CAEP Annual Plan: 2022-23 47 Inland Adult Education Consortium
Status: Consortium Approved
California Adult Education Program : Annual Plan : 2022-23
47 Inland Adult Education Consortium
Plans & Goals
- Executive Summary
The Inland Adult Education Consortium (IAEC) is in California’s Inland Empire, and covers a mix of urban, suburban, and rural geography. The region is in San Bernardino County; the largest county in the United States. There are five CAEP Consortia in San Bernardino County. IAEC consists of eight Member districts: Colton JUSD, Redlands USD, Rialto, USD, San Bernardino City USD, Yucaipa-Calimesa JUSD, San Bernardino County Office of Education, Crafton Hills College, San Bernardino Valley College.
In keeping with the Collective Impact approach of having the region work together, IAEC has kept the spirit of collaboration central in all decision making. This Annual Plan serves as the cornerstone for the Consortium toward the realization of the vision and goals of working together to create regional stability among adult education service providers while keeping in alignment with the San Bernardino County Workforce Development Board’s Vision2Succeed initiative. By partnering with community service providers including businesses, government and CBOs, the Consortium continues to work toward creating a comprehensive regional approach for students by providing tools and support for their progression along their educational career pathways.
The Consortium implementation of services during the 2022-2025 Three-Year Plan years is based on refinements to the Regional Comprehensive Plan, data from Member Districts, LMI data, and strategies designed to directly impact the unmet academic needs of adult learners living within the region. The Consortium leadership chose three priority areas, with the goal of addressing the largest gaps in program area offerings to adult students. The three priority areas were High School Diploma/High School Equivalency, Basic Skills, Career and Technical Education, and English as a Second Language. The Community College District implemented successful programs that were previously piloted for non-credit basic skills math.
In addition, counselor/transition specialists were hired to assist in transitioning students from both noncredit to credit coursework at the college and work with each Adult Schools to transition students to postsecondary pathways. IAEC continues to embrace the opportunities to work regionally on the assessment and placement of students, use of student data in program design, address further gaps in services, and identify ways to support accelerated learning programs for students' academic pathways and/or career goals. IAEC will also expand the offerings of CTE courses across the region. The region will work together on continuing the implementation of a Consortium-wide professional development calendar and build additional relationships with more community partners to better leverage existing resources.
IAEC is committed to aligning with the CAEP State Priorities and the AB104 Objectives and Program Areas. The IAEC Executive Committee recognizes that Adult Education is a key component in building community equity across the region we serve. As the region emerges from the COVID-19 global pandemic, the IAEC Executive and Steering Committees are committed to providing the highest quality adult education services to the learners we serve as we begin to rebuild the vibrant economy of the Inland Empire.
Finally, 2020 Census data identified the Inland Empire as being one of the fastest growing regions in the country, represented through affordable housing and growth in industry sectors. As such, IAEC strives to address the educational needs of those residents who are not able to participate in this growth due to barriers such as education, training, or other factors which limit participation in the region's fast growing economy.
- Regional Planning Overview
With a renewed commitment to the CAEP initiative, this plan was developed in a spirit of collaboration and partnership. During the 2022-2023 program year, IAEC will primarily address gaps in service and seamless transitions. Additionally, the Consortium will deploy methods to support accelerated learning programs for students in their academic pathways and/or career goals and long- and short-term CTE certifications. Finally, 2020 Census data identified the Inland Empire as being one of the fastest growing regions in the country, represented through affordable housing and growth in industry sectors. As such, IAEC strives to address the educational needs of those residents who are not able to participate in this growth due to barriers such as education, training, or other factors which limit participation in the region's fast growing economy. IAEC Members will implement the Board-approved 2022-2025 Three-Year Plan.
Meeting Regional Needs
Regional Need #1
- Gaps in Service / Regional Needs
IAEC Member Districts engage in ongoing analyses to identify gaps in services, and adjust programs accordingly at the Member level that support career and academic pathways leading to increased wages and/or transitions to postsecondary institutions. The IAEC Executive Committee recognizes that Adult Education is a key component in building community equity across the region we serve.
- How do you know? What resources did you use to identify these gaps?
Through multiple planning sessions with Member Districts and community partners, and the use of a professional facilitator, Gaps in Services were identified and agreed upon by all IAEC Member Districts and Partners. These include consensus workshops, steering committee meetings, LMI data analysis, and ongoing engagement with parallel state initiatives.
- How will you measure effectiveness / progress towards meeting this need?
Effectiveness will be measured through performance outcomes submitted via DIR and MIS quarterly data and fiscal expenditure reporting.
Address Educational Needs
2022-23 Strategies
Gaps in Service - Community Engagement
Activity that Applies to this Strategy
Community Engagement
Metrics that Apply to this Activity/Strategy
- Progress: Participants Who Complete an EL Civics COAPP or Course (AE 411 - Overall)
- Progress: Participants with Educational Functioning Levels Gains ABE (AE 400 - ABE)
- Progress: Participants with Educational Functioning Levels Gains ASE (AE 400 - ASE)
- Progress: Participants with Educational Functioning Levels Gains ESL (AE 400 - ESL)
- Student Barriers: English Language Learner (AE 305 - Overall)
- Student Barriers: Low Income (AE 310 - Overall)
- Student Barriers: Low Literacy (AE 311 - Overall)
- Success: Participants Who Earn a High School Diploma or Equivalency (AE 633 - Overall)
- Success: Participants Who Earn a Postsecondary Credential (AE 625 - 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)
Educate and engage with the local communities about Consortium services and actively engage with other regional initiatives such as, but not limited to, Strong Workforce, GIA, Guided Pathways, Mountain Desert Career Pathways, A.K. Smiley Public Library etc.
This strategy aligns to the CAEP State Priorities of Leadership, Program Evaluation, Learner Transitions, and Program Development/Curriculum/Classroom.
Gaps in Service - Expanded Service Hours
Activity that Applies to this Strategy
Expanded Service Hours
Metrics that Apply to this Activity/Strategy
- Progress: Participants Who Complete an EL Civics COAPP or Course (AE 411 - Overall)
- Progress: Participants with Educational Functioning Levels Gains ABE (AE 400 - ABE)
- Progress: Participants with Educational Functioning Levels Gains ASE (AE 400 - ASE)
- Progress: Participants with Educational Functioning Levels Gains ESL (AE 400 - ESL)
- Student Barriers: English Language Learner (AE 305 - Overall)
- Student Barriers: Low Income (AE 310 - Overall)
- Student Barriers: Low Literacy (AE 311 - Overall)
- Success: Participants Who Earn a High School Diploma or Equivalency (AE 633 - Overall)
- Success: Participants Who Earn a Postsecondary Credential (AE 625 - 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)
Expanded service hours and classes for all CAEP Program Areas across all Member Districts. This could include the addition of portable classrooms for some Member Districts (with state approval for capital investment).
This strategy aligns to the CAEP State Priorities of Program Evaluation and Program Development/Curriculum/Classroom.
Gaps in Service - Digital Literacy
Activity that Applies to this Strategy
Digital Literacy
Metrics that Apply to this Activity/Strategy
- Progress: Participants Who Complete an EL Civics COAPP or Course (AE 411 - Overall)
- Progress: Participants with Educational Functioning Levels Gains ABE (AE 400 - ABE)
- Progress: Participants with Educational Functioning Levels Gains ASE (AE 400 - ASE)
- Progress: Participants with Educational Functioning Levels Gains ESL (AE 400 - ESL)
- Student Barriers: English Language Learner (AE 305 - Overall)
- Student Barriers: Low Income (AE 310 - Overall)
- Student Barriers: Low Literacy (AE 311 - Overall)
- Success: Participants Who Earn a High School Diploma or Equivalency (AE 633 - Overall)
- Success: Participants Who Earn a Postsecondary Credential (AE 625 - 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)
Infuse computer and digital literacy instruction into curriculum and provide access to technology for adult learners.
This strategy aligns to the CAEP State Priorities of Program Evaluation and Program Development/Curriculum/Classroom.
Gaps in Service -
Activity that Applies to this Strategy
CTE Credit and Noncredit
Metrics that Apply to this Activity/Strategy
- Student Barriers: Low Income (AE 310 - Overall)
- Success: Participants Who Earn a Postsecondary Credential (AE 625 - Overall)
- Transition: Participants with Transition to Postsecondary (CTE) (AE 636 - Overall)
- Transition: Participants with Transition to Postsecondary (credit college) (AE 637 - Overall)
Evaluate and add additional noncredit CTE classes and certificates (short- and long-term) to meet the Labor Market needs identified by the Workforce Development Board.
This strategy aligns to the CAEP State Priorities of Program Evaluation and Program Development/Curriculum/Classroom.
Gaps in Service - College Courses
Activity that Applies to this Strategy
College Courses at AE Sites
Metrics that Apply to this Activity/Strategy
- Student Barriers: English Language Learner (AE 305 - Overall)
- Student Barriers: Low Income (AE 310 - Overall)
- Success: Participants Who Earn a Postsecondary Credential (AE 625 - Overall)
- Transition: Participants with Transition to Postsecondary (CTE) (AE 636 - Overall)
- Transition: Participants with Transition to Postsecondary (credit college) (AE 637 - Overall)
Offer college courses at Adult School locations for dual enrollment opportunities to support state-level initiatives and guidance.
This strategy aligns to the CAEP State Priorities of Program Evaluation, Equity, and Program Development/Curriculum/Classroom.
Gaps in Service - Adults with Disabilities
Activity that Applies to this Strategy
Increased Completion Rates
Metrics that Apply to this Activity/Strategy
- Student Barriers: Low Income (AE 310 - Overall)
- Success: Participants Who Earn a High School Diploma or Equivalency (AE 633 - Overall)
- Success: Participants Who Earn a Postsecondary Credential (AE 625 - 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)
Develop programs to identify adults with disabilities at adult schools and create transition programs to transitions these students to community college.
This strategy aligns to the CAEP State Priorities of Program Evaluation, Equity, and Program Development/Curriculum/Classroom.
Gaps in Service - Student Success
Activity that Applies to this Strategy
Increased Completion Rates
Metrics that Apply to this Activity/Strategy
- Student Barriers: Low Income (AE 310 - Overall)
- Success: Participants Who Earn a High School Diploma or Equivalency (AE 633 - Overall)
- Success: Participants Who Earn a Postsecondary Credential (AE 625 - 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)
Explore ways to provide K-12 student success support at adult schools.
This strategy aligns to the CAEP State Priorities of Program Evaluation, Equity, and Program Development/Curriculum/Classroom.
Leveraging Resources - Workforce Development Board Engagement
Activity that Applies to this Strategy
WDB Alignemnt
Metrics that Apply to this Activity/Strategy
- Student Barriers: Low Income (AE 310 - Overall)
- Success: Participants Who Earn a Postsecondary Credential (AE 625 - Overall)
- Transition: Participants with Transition to Postsecondary (CTE) (AE 636 - Overall)
- Transition: Participants with Transition to Postsecondary (credit college) (AE 637 - Overall)
Develop stronger engagement with the Workforce Development Board by all Consortium Members.
This strategy aligns to the CAEP State Priorities of Leadership.
Leveraging Resources -
Activity that Applies to this Strategy
Leveraging Resouces
Metrics that Apply to this Activity/Strategy
- Progress: Participants Who Complete an EL Civics COAPP or Course (AE 411 - Overall)
- Progress: Participants with Educational Functioning Levels Gains ABE (AE 400 - ABE)
- Progress: Participants with Educational Functioning Levels Gains ASE (AE 400 - ASE)
- Progress: Participants with Educational Functioning Levels Gains ESL (AE 400 - ESL)
- Student Barriers: English Language Learner (AE 305 - Overall)
- Student Barriers: Low Income (AE 310 - Overall)
- Student Barriers: Low Literacy (AE 311 - Overall)
- Success: Participants Who Earn a High School Diploma or Equivalency (AE 633 - Overall)
- Success: Participants Who Earn a Postsecondary Credential (AE 625 - 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)
Leverage resources to serve more adult learners through a collective impact model.
This strategy aligns to the CAEP State Priorities of Leadership and Equity.
Leveraging Resources - IET/OJT/WBL
Activity that Applies to this Strategy
AJCC Alignment
Metrics that Apply to this Activity/Strategy
- Student Barriers: Low Income (AE 310 - Overall)
- Success: Participants Who Earn a Postsecondary Credential (AE 625 - Overall)
- Transition: Participants with Transition to Postsecondary (CTE) (AE 636 - Overall)
- Transition: Participants with Transition to Postsecondary (credit college) (AE 637 - Overall)
Engage with the Workforce Development Board on developing an employability skills program, IET opportunities, OJT/WBL and employer-focused basic skills training.
This strategy aligns to the CAEP State Priorities of Leadership and Equity.
Leveraging Resources - Internships and Work-based Learning
Activity that Applies to this Strategy
Internships and WBL Opportunities
Metrics that Apply to this Activity/Strategy
- Student Barriers: Low Income (AE 310 - Overall)
- Success: Participants Who Earn a Postsecondary Credential (AE 625 - Overall)
- Transition: Participants with Transition to Postsecondary (CTE) (AE 636 - Overall)
- Transition: Participants with Transition to Postsecondary (credit college) (AE 637 - Overall)
Develop student internships and work-based learning opportunities established with local businesses and cities.
This strategy aligns to the CAEP State Priorities of Program Evaluation, Equity, and Program Development/Curriculum/Classroom.
Leveraging Resources - Site-based Instruction
Activity that Applies to this Strategy
Site-Based Classes
Metrics that Apply to this Activity/Strategy
- Progress: Participants Who Complete an EL Civics COAPP or Course (AE 411 - Overall)
- Progress: Participants with Educational Functioning Levels Gains ABE (AE 400 - ABE)
- Progress: Participants with Educational Functioning Levels Gains ASE (AE 400 - ASE)
- Progress: Participants with Educational Functioning Levels Gains ESL (AE 400 - ESL)
- Student Barriers: English Language Learner (AE 305 - Overall)
- Student Barriers: Low Income (AE 310 - Overall)
- Student Barriers: Low Literacy (AE 311 - Overall)
- Success: Participants Who Earn a High School Diploma or Equivalency (AE 633 - Overall)
- Success: Participants Who Earn a Postsecondary Credential (AE 625 - 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)
Provide on-site classes offered at local businesses.
This strategy aligns to the CAEP State Priorities of Program Evaluation, Equity, and Program Development/Curriculum/Classroom.
Improve Integration of Services & Transitions
2022-23 Strategies
Seamless Transitions - Articulation Agreements
Activity that Applies to this Strategy
Articulation Agreements for AE/CC
Metrics that Apply to this Activity/Strategy
- Success: Participants Who Earn a Postsecondary Credential (AE 625 - Overall)
- Transition: Participants with Transition to Postsecondary (CTE) (AE 636 - Overall)
- Transition: Participants with Transition to Postsecondary (credit college) (AE 637 - Overall)
Develop articulation agreements between Adult Schools and the Colleges.
This strategy aligns to the CAEP State Priority of Learner Transition.
Seamless Transitions - CTE Articulation Agreements
Activity that Applies to this Strategy
Articulation Agreements for CTE
Metrics that Apply to this Activity/Strategy
- Student Barriers: Low Income (AE 310 - Overall)
- Success: Participants Who Earn a Postsecondary Credential (AE 625 - Overall)
- Transition: Participants with Transition to Postsecondary (CTE) (AE 636 - Overall)
- Transition: Participants with Transition to Postsecondary (credit college) (AE 637 - Overall)
Create articulation agreements for CTE programs from Adult Schools to the Colleges.
This strategy aligns to the CAEP State Priorities of Learner Transition and Program Development/Curriculum/Classroom.
Seamless Transition - Course Offerings
Activity that Applies to this Strategy
Increase Course Offerings
Metrics that Apply to this Activity/Strategy
- Progress: Participants Who Complete an EL Civics COAPP or Course (AE 411 - Overall)
- Progress: Participants with Educational Functioning Levels Gains ABE (AE 400 - ABE)
- Progress: Participants with Educational Functioning Levels Gains ASE (AE 400 - ASE)
- Progress: Participants with Educational Functioning Levels Gains ESL (AE 400 - ESL)
- Student Barriers: English Language Learner (AE 305 - Overall)
- Student Barriers: Low Literacy (AE 311 - Overall)
- Success: Participants Who Earn a High School Diploma or Equivalency (AE 633 - Overall)
- Success: Participants Who Earn a Postsecondary Credential (AE 625 - 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)
Increase number of ABE/ASE/ESL/CTE/Noncredit courses, including those delivered via distance learning, hybrid, or in-person, based on community need and enrollment demand.
This strategy aligns to the CAEP State Priorities of Learner Transition, Program Evaluation, and Program Development/Curriculum/Classroom.
Seamless Transitions - Completion Rates
Activity that Applies to this Strategy
Increased Completion Rates
Metrics that Apply to this Activity/Strategy
- Student Barriers: Low Income (AE 310 - Overall)
- Success: Participants Who Earn a High School Diploma or Equivalency (AE 633 - Overall)
- Success: Participants Who Earn a Postsecondary Credential (AE 625 - 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)
Increase completion rates and pre/posttest pairs in all funded Program Areas.
This strategy aligns to the CAEP State Priorities of Program Evaluation and Leadership.
Seamless Transitions - College Adult Education Departments
Activity that Applies to this Strategy
Adult Education Department at CCs
Metrics that Apply to this Activity/Strategy
- Progress: Participants with Educational Functioning Levels Gains ASE (AE 400 - ASE)
- Student Barriers: English Language Learner (AE 305 - Overall)
- Student Barriers: Low Income (AE 310 - Overall)
- Success: Participants Who Earn a Postsecondary Credential (AE 625 - Overall)
- Transition: Participants with Transition to Postsecondary (CTE) (AE 636 - Overall)
- Transition: Participants with Transition to Postsecondary (credit college) (AE 637 - Overall)
Explore starting an Adult Education department on both college campuses.
This strategy aligns to the CAEP State Priorities of Learner Transition, Program Evaluation, and Program Development/Curriculum/Classroom.
Seamless Transitions - Support State Initiatives
Activity that Applies to this Strategy
AB540 & AB705
Metrics that Apply to this Activity/Strategy
- Student Barriers: Low Income (AE 310 - Overall)
- Success: Participants Who Earn a Postsecondary Credential (AE 625 - Overall)
- Transition: Participants with Transition to Postsecondary (CTE) (AE 636 - Overall)
- Transition: Participants with Transition to Postsecondary (credit college) (AE 637 - Overall)
Create adult education student pathways to support AB540, AB705 SB554 and Ed Code 76140.
This strategy aligns to the CAEP State Priorities of Program Evaluation, Leadership, and Program Development/Curriculum/Classroom.
Seamless Transitions - Counselors
Activity that Applies to this Strategy
Increased Completion Rates
Metrics that Apply to this Activity/Strategy
- Student Barriers: Low Income (AE 310 - Overall)
- Success: Participants Who Earn a High School Diploma or Equivalency (AE 633 - Overall)
- Success: Participants Who Earn a Postsecondary Credential (AE 625 - 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)
Expand transition counseling services at all Member District sites.
This strategy aligns to the CAEP State Priorities of Learner Transition and Leadership.
Seamless Transitions - Summer Bridge Program
Activity that Applies to this Strategy
Increase Course Offerings
Metrics that Apply to this Activity/Strategy
- Progress: Participants Who Complete an EL Civics COAPP or Course (AE 411 - Overall)
- Progress: Participants with Educational Functioning Levels Gains ABE (AE 400 - ABE)
- Progress: Participants with Educational Functioning Levels Gains ASE (AE 400 - ASE)
- Progress: Participants with Educational Functioning Levels Gains ESL (AE 400 - ESL)
- Student Barriers: English Language Learner (AE 305 - Overall)
- Student Barriers: Low Literacy (AE 311 - Overall)
- Success: Participants Who Earn a High School Diploma or Equivalency (AE 633 - Overall)
- Success: Participants Who Earn a Postsecondary Credential (AE 625 - 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)
Offer summer bridge programs for adult learners at Adult School sites.
This strategy aligns to the CAEP State Priorities of Program Evaluation, Learner Transition, and Program Development/Curriculum/Classroom.
Seamless Transitions - Workforce Transitions
Activity that Applies to this Strategy
Internships and WBL Opportunities
Metrics that Apply to this Activity/Strategy
- Student Barriers: Low Income (AE 310 - Overall)
- Success: Participants Who Earn a Postsecondary Credential (AE 625 - Overall)
- Transition: Participants with Transition to Postsecondary (CTE) (AE 636 - Overall)
- Transition: Participants with Transition to Postsecondary (credit college) (AE 637 - Overall)
Develop program for adult students transitioning to the workforce.
This strategy aligns to the CAEP State Priorities of Program Evaluation, Learner Transition, and Program Development/Curriculum/Classroom.
Student Acceleration - Increased Program Completion
Activity that Applies to this Strategy
Increased Completion Rates
Metrics that Apply to this Activity/Strategy
- Student Barriers: Low Income (AE 310 - Overall)
- Success: Participants Who Earn a High School Diploma or Equivalency (AE 633 - Overall)
- Success: Participants Who Earn a Postsecondary Credential (AE 625 - 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)
Increase enrollment, graduation rates, and transitions to post-secondary and/or employment.
This strategy aligns to the CAEP State Priorities of Program Evaluation, Learner Transition, and Program Development/Curriculum/Classroom.
Student Acceleration - Career Pathways
Activity that Applies to this Strategy
Career Pathways
Metrics that Apply to this Activity/Strategy
- Progress: Participants Who Complete an EL Civics COAPP or Course (AE 411 - Overall)
- Progress: Participants with Educational Functioning Levels Gains ABE (AE 400 - ABE)
- Progress: Participants with Educational Functioning Levels Gains ASE (AE 400 - ASE)
- Progress: Participants with Educational Functioning Levels Gains ESL (AE 400 - ESL)
- Student Barriers: English Language Learner (AE 305 - Overall)
- Student Barriers: Low Income (AE 310 - Overall)
- Student Barriers: Low Literacy (AE 311 - Overall)
- Success: Participants Who Earn a High School Diploma or Equivalency (AE 633 - Overall)
- Success: Participants Who Earn a Postsecondary Credential (AE 625 - 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)
Improve information available to students about career pathways, career opportunities, and alignment between course offerings at the Adult Schools and the Community Colleges.
This strategy aligns to the CAEP State Priorities of Learner Transition and Program Development/Curriculum/Classroom.
Student Acceleration - Mentorship Program
Activity that Applies to this Strategy
ESL Mentorship Program
Metrics that Apply to this Activity/Strategy
- Student Barriers: English Language Learner (AE 305 - Overall)
Develop a Mentorship Program for adult students transitioning to the colleges.
This strategy aligns to the CAEP State Priorities of Learner Transition and Program Development/Curriculum/Classroom.
Student Acceleration - OJT/WBL
Activity that Applies to this Strategy
Internships and WBL Opportunities
Metrics that Apply to this Activity/Strategy
- Student Barriers: Low Income (AE 310 - Overall)
- Success: Participants Who Earn a Postsecondary Credential (AE 625 - Overall)
- Transition: Participants with Transition to Postsecondary (CTE) (AE 636 - Overall)
- Transition: Participants with Transition to Postsecondary (credit college) (AE 637 - Overall)
Implement On-The-Job training and Work-based Learning opportunities for students, partnering with local employers.
This strategy aligns to the CAEP State Priorities of Learner Transition, Program Evaluation, and Program Development/Curriculum/Classroom.
Student Acceleration - Transitions
Activity that Applies to this Strategy
Career Pathways
Metrics that Apply to this Activity/Strategy
- Progress: Participants with Educational Functioning Levels Gains ASE (AE 400 - ASE)
- Student Barriers: English Language Learner (AE 305 - Overall)
- Student Barriers: Low Income (AE 310 - Overall)
- Success: Participants Who Earn a High School Diploma or Equivalency (AE 633 - Overall)
- Success: Participants Who Earn a Postsecondary Credential (AE 625 - Overall)
- Transition: Participants with Transition to Postsecondary (CTE) (AE 636 - Overall)
- Transition: Participants with Transition to Postsecondary (credit college) (AE 637 - Overall)
Partner with First Year Experience program at the colleges to accelerate student transitions into credit-earning courses.
This strategy aligns to the CAEP State Priorities of Learner Transition.
Student Acceleration - Curriculum
Activity that Applies to this Strategy
Career Pathways
Metrics that Apply to this Activity/Strategy
- Progress: Participants Who Complete an EL Civics COAPP or Course (AE 411 - Overall)
- Success: Participants Who Earn a Postsecondary Credential (AE 625 - Overall)
- Transition: Participants with Transition to Postsecondary (CTE) (AE 636 - Overall)
- Transition: Participants with Transition to Postsecondary (credit college) (AE 637 - Overall)
Develop accelerated curriculum that aligns to identified academic and/or career pathways.
This strategy aligns to the CAEP State Priorities of Learner Transition, Program Evaluation, and Program Development/Curriculum/Classroom.
Improve Effectiveness of Services
2022-23 Strategies
Professional Development - Ongoing Plan
Activity that Applies to this Strategy
Professional Development Regional Events
Metrics that Apply to this Activity/Strategy
- Progress: Participants Who Complete an EL Civics COAPP or Course (AE 411 - Overall)
- Progress: Participants with Educational Functioning Levels Gains ABE (AE 400 - ABE)
- Progress: Participants with Educational Functioning Levels Gains ASE (AE 400 - ASE)
- Progress: Participants with Educational Functioning Levels Gains ESL (AE 400 - ESL)
- Student Barriers: English Language Learner (AE 305 - Overall)
- Student Barriers: Low Income (AE 310 - Overall)
- Student Barriers: Low Literacy (AE 311 - Overall)
- Success: Participants Who Earn a High School Diploma or Equivalency (AE 633 - Overall)
- Success: Participants Who Earn a Postsecondary Credential (AE 625 - 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)
Develop an ongoing professional development plan for all Member Districts.
This strategy aligns to the CAEP State Priorities of Equity and Leadership.
Professional Development - Program Specific
Activity that Applies to this Strategy
Professional Development Regional Events
Metrics that Apply to this Activity/Strategy
- Progress: Participants Who Complete an EL Civics COAPP or Course (AE 411 - Overall)
- Progress: Participants with Educational Functioning Levels Gains ABE (AE 400 - ABE)
- Progress: Participants with Educational Functioning Levels Gains ASE (AE 400 - ASE)
- Progress: Participants with Educational Functioning Levels Gains ESL (AE 400 - ESL)
- Student Barriers: English Language Learner (AE 305 - Overall)
- Student Barriers: Low Income (AE 310 - Overall)
- Student Barriers: Low Literacy (AE 311 - Overall)
- Success: Participants Who Earn a High School Diploma or Equivalency (AE 633 - Overall)
- Success: Participants Who Earn a Postsecondary Credential (AE 625 - 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)
Program-specific professional development including but not limited to: digital/computer literacy instruction, CASAS, serving adults with disabilities, Google implementation, distance learning models and implementation, and relevant state initiatives.
This strategy aligns to the CAEP State Priorities of Equity and Leadership.
Professional Development - Regional PD Events
Activity that Applies to this Strategy
Professional Development Regional Events
Metrics that Apply to this Activity/Strategy
- Progress: Participants Who Complete an EL Civics COAPP or Course (AE 411 - Overall)
- Progress: Participants with Educational Functioning Levels Gains ABE (AE 400 - ABE)
- Progress: Participants with Educational Functioning Levels Gains ASE (AE 400 - ASE)
- Progress: Participants with Educational Functioning Levels Gains ESL (AE 400 - ESL)
- Student Barriers: English Language Learner (AE 305 - Overall)
- Student Barriers: Low Income (AE 310 - Overall)
- Student Barriers: Low Literacy (AE 311 - Overall)
- Success: Participants Who Earn a High School Diploma or Equivalency (AE 633 - Overall)
- Success: Participants Who Earn a Postsecondary Credential (AE 625 - 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)
Host Pan-Consortium, regional professional development events; Host State sponsored events and trainings.
This strategy aligns to the CAEP State Priorities of Equity, Program Development/Curriculum/Classroom, and Leadership.
Fiscal Management
- A narrative justifying how the planned allocations are consistent with the annual adult education plan which is based on your CAEP 3-year plan.
The 2022-2023 IAEC Annual Plan is based on the CAEP 2022-2025 Three-Year Plan (which includes the strategies used in this plan).
- An approach to incorporating remaining carry-over funds from prior year(s) into strategies planned for 2022-23.
The Executive Committee regularly reviews carry-over funds and makes allocations based on individual Member needs.
Certification
Colton Joint Unified - Member Representative
Linda Resiwain - 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
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
Edward D'Souza - 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 - President
- khoran@craftonhills.edu
- (909) 389-3201
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 - 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
Carol Tsushima - 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