Produced: Aug 7, 2024, 09:49 PM UTC - By Troy Martinez
2024-25
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 inSan Bernardino County. IAEC consists of eight Member districts: Colton JUSD, Redlands USD, Rialto, USD, San Bernardino CityUSD, 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 theRegionalComprehensive 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 HighSchoolDiploma/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 AB104Objectives and Program Areas. The IAECExecutiveCommittee recognizes that Adult Education is a key component in building community equity across the region we serve. As the region emerges from the COVID-19global 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.
Research from the Centers of Excellence raised new industry subgroups for the Consortium Member Districts to consider when discussing program evaluation. The top 5 industries adding jobs to the subregion are Government, Health Care and Services, and Administrative/Support/Waste Management & Remediation. These industries are projected to contribute 32.1% of the total subregion’s job growth through 2027.
Social Assistance, Transportation and Warehousing, Accommodation and Food
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.
An Annual Plan Retreat was held on May 29, 2024. Attendees included representatives of all Member Districts, community stakeholders and partners, and Consortium Directors from across the Inland Empire. Details of this meeting can be found below.
- Regional Planning Overview
With a renewed commitment to collective impact and the CAEP initiative, this plan was developed in a spirit of collaboration and partnership. During the 2024-2025 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 Member Districts 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. 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. During the 2024-2025 implementation year, Rim of the World will join the Consortium as a voting, non-funded Member district and begin the planning phase to become a funded Member.
- How do you know? What resources did you use to identify these gaps?
On May 29, 2024, members of the Inland Adult Education Consortium, community stakeholders, and guests gathered in an annual planning retreat to share information and collaboratively agree on strategies for the 2024-25 program year. Mauricio Arellano, Superintendent of the San Bernardino Unified School District, kicked of the meeting with an inspirational welcome which captured the many changes the Consortium has undergone over the past decade, included his own pathway as a child growing up in San Bernardino, and emphasized the growth and evolution that has taken place throughout the Consortium.
Next, Crystal Nacio gave a presentation on the StrongWorkforce Program, funded by the State of California, which aims to “spur career technical education (CTE) in the nation’s largest workforce development system of 115 colleges” through an annual investment of $248million. Dr. Nacio shared the goals of the Strong Workforce initiative in the Inland Empire, strategies for implementation, and expected outcomes.
The annual planning process concluded with lunch, with a brief facilitated reflection on the information that had been presented in the morning. Consortium members agreed that the information was valuable and will be taken into consideration as they continue their programs. One member commented that the labor market information is particularly helpful and “should be in the hands of every student”.
Consortium members then reviewed their 2024-25 annual plan and noted (on posted flip charts) each strategy they will keep in the new plan (indicated by writing the letter “K”) and made note of anything new or changed. All strategies will be continued(as documented on the following pages). Emma Diaz, Consortium Director, asked each member what capital outlays exceeding $5,000 they anticipate, and those notes are also captured here. Lastly, the group was polled on Professional Development needs, training needs, and any toipcs not covered during the facilitated event.
Attendees at the May 29, 2024, Annual Planning Meeting:
Alysha Cisneros-San Bernardino Public Library
Emma Diaz - SBCCD
Angela Hatter – Colton JUSD
Dana Carter - YCJUSD
Patricia Oliva – Capital Adult Ed. Regional Consortium
Raul Pedraza Jr. - SBCUSD
Carla Slowiczek - Capital Adult Ed. Regional Consortium
Belinda Navarrete - SBCCD
Kiu Chuong - Capital Adult Ed. Regional Consortium
Maria Felix - CJUSD
Diane Shimota – AK Smiley Public Library
Terri Giamarino – SBC ROP
Helena Zarate-Simolin - SBCUSD
Virginia Reyes – SBC ROP
Willie Blackmon - SBCCD
Michael Jorgensen – SBC ROP
Troy Martinez – Redlands Adult School
Arturo Chavez – SBC ROP
Elisa Cruz – SBCUSD
Rosa LeBlanc - SBCUSD
Karla Lechuga - SBCSS
Pete Gonzales - SBVC
John Carranza -SBCUSD
Gloria Marron – Rialto USD
Mario Chavez - SBVC
Vanessa Nunez – Rialto USD
Tischel Diaz – Mt. Sac. CCD Consortium
Arline Troncoza - RAS
Rocio Delgado – SBVC, SBCCD
Teresa Ramos - SBCUSD
Alex Jaco - CHC
Kim Watson - RAS
Fili Michel - SBVC
Delfino Murillo – Redlands USD
Rosa Leon Blanco - SBCUSD
Mauricio Arellano - SBCUSD
Maria Lopez - SBVC
Diana Batista - CDE
Crystal Nasio - IEDVC
Reid Miller - Colton Library
Facilitator: Becky Foreman
- 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
2024-25 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 & 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. Add Rim of the World as a voting Consortium member for 2024-2025; Explore funding for 2025-2026.
This strategy aligns to the CAEP State Priority of Marketing 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), the refurbishing and replacing furniture and equipment (capital outlay).
This strategy aligns to the CAEP State Priority of 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, computer basics, and digital literacy instruction into curriculum and provide access to technology for adult learners.
This strategy aligns to the CAEP State Priority of Technology and Distance Learning.
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)
Provide online and hybrid instruction. Purchase equipment to provide online and hybrid instruction (Capital Outlays).
This strategy aligns to the CAEP State Priority of Technology and Distance Learning.
Gaps in Services – CTE Credit and Noncredit
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. Consortium to provide assistance with Market Research. Maintain current budget, if not add, as possible.
This strategy aligns to the CAEP State Priority of Program Development/Curriculum/Classroom
Gaps in Service – College Courses at AE sites
Activity that Applies to this Strategy
College Courses at AE Sites
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)
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 Equity and Program Development/Curriculum/Classroom.
Gaps in Service – Adults with Disabilities- Increased 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)
Develop programs to identify adults with disabilities at adult schools and create transition programs to transition these students to community college.
This strategy aligns to the CAEP State Priorities of Equity and Program Development/Curriculum/Classroom.
Gaps in Service – Student Success Increased 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)
Explore ways to provide K-12 student success support at adult schools.
This strategy aligns to the CAEP State Priorities of 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. Engage more staff and have more opportunities for collaboration on- site. Expand engagement for all Member Districts with the AJCCs.
This strategy aligns to the CAEP State Priorities of Equity and Program Evaluation.
Leveraging Resources - Collective Impact
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. Add Rim of the World to the Consortium as a non-funded, voting member for 2024-2025 and explore funding options for 2025-2026.
This strategy aligns to the CAEP State Priority of Equity.
Leveraging Resources - IET/OJT/WBL AJCC Alignment
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)
Reestablish connections and collaboration 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 Priority of Program Evaluation.
Leveraging Resources - Internships and Work-based Learning Internships and WBL Opportunities
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 (WBL/CFM) opportunities established with local businesses and cities.
This strategy aligns to the CAEP State Priority of Learner Transition.
Leveraging Resources – Site-based Instruction Site- based classes
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 Equity and Program Evaluation.
Gaps in Services – Capital Investment
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)
In accordance with the CAEP Program Guide and the CAEP Fiscal Management Guide, continue to invest in capital improvements at all Member Districts in order to improve the delivery of services and program outcomes. This could include, but is not limited to, purchases of computers, physical plant infrastructure improvements, wiring upgrades, purchase of furniture and CTE equipment, classroom portables, etc.
This strategy aligns to the CAEP State Priorities of Program Evaluation and Program Development/Curriculum/Classroom.
Improve Integration of Services & Transitions
2024-25 Strategies
Seamless Transitions - Articulation Agreements Articulation Agreements for AE/CC
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 Priorities of Equity; Program Development/Curriculum/Classroom; and Program Evaluation.
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 Equity; Program Development/Curriculum/Classroom; and Program Evaluation.
Seamless Transitions – 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 Equity; Program Development/Curriculum/Classroom; and Program Evaluation.
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/post-test pairs in all funded Program Areas.
This strategy aligns to the CAEP State Priorities Learner Transitions and Program Evaluation.
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 Equity; Program Development/Curriculum/Classroom; and Program Evaluation.
Seamless Transitions – Support State Initiatives- AB540, AB705
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 Equity; Program Development/Curriculum/Classroom; and Program Evaluation.
Seamless Transition – Counselors Increased Completion Rates Strategy
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 including the addition of more counselors providing more hours of service. Include Rim of the World in service provision.
This strategy aligns to the CAEP State Priorities of Learner Transition and Equity.
Improve Effectiveness of Services
2024-25 Strategies
Seamless Transitions – Leadership Academy 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 leadership academies for adult learners at Adult School sites such as the Crafton Leadership Academy for Student Success (CLASS).
This strategy aligns to the CAEP State Priorities of Learner Transition and Equity.
Seamless Transitions – Workforce Transitions Internships and WBL Opportunities
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 Learner Transition and Equity.
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 Priority of Learner Transition.
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, the Community Colleges, and Summer Leadership Academics.
This strategy aligns to the CAEP State Priorities of Equity, Learner Transition, and Program Evaluation.
Student Acceleration - Mentorship Program ESL 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 Transitions and Equity.
Student Acceleration - OJT/WBL Internships and WBL Opportunities
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 Transitions; Program Evaluaion; and Equity.
Student Acceleration - Transitions 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)
Partner with First Year Experience, Plus EOPS, and Valley Now programs at the colleges to accelerate student transitions into credit-earning courses. Reestablish connection with CHC EOPS.
This strategy aligns with the CAEP State Priorities of Learner Transitions; Equity; and Program Evaluation.
Student Acceleration – Curriculum 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)
Develop accelerated curriculum that aligns to identified academic and/or career pathways using, among other sources, Aztec Software.
This strategy aligns with the CAEP State Priorities of Equity; Program Development/Curriculum/Classroom; and Program Evaluation.
Professional Development - Ongoing Plan Professional Development Regional Events
Activity that Applies to this Strategy
Professional Development
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. Provide support to Rim of the World as they begin the process of joining the Consortium.
This strategy aligns with the CAEP State Priorities of Equity; Leadership; and Program Evaluation.
Professional Development - Program Specific Professional Development Regional 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)
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. Provide support to implement CANVAS as CJUSD.
This strategy aligns with the CAEP State Priorities of Equity; Leadership; and Program Evaluation.
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 with the CAEP State Priorities of Equity 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 2024-2025 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 2024-25.
The Executive Committee regularly reviews carry-over funds and makes allocations based on individual Member District needs.
Certification
Colton Joint Unified - Member Representative
Linda Resiwain - Fiscal Analyst
- linda_resiwain@colton.k12.ca.us
- (909) 580-6615
Frank Miranda - frank_miranda@cjusd.net
Angela Hatter - Principal
- angela_hatter@cjusd.net
- (909) 580-5034 ext: 3251
Redlands Unified - Member Representative
Troy Martinez - Principal
- troy_martinez@redlands.k12.ca.us
- (909) 784-6930
Juan Cabral - Superintendent
- juan_cabral@redlands.k12.ca.us
- (909) 748-6710
Rialto Unified - Member Representative
Kim Watson - Principal
- kwatson@rialto.k12.ca.us
- (909) 879-6010
Nicole Albiso - Lead Fiscal Services Agent
- nalbiso@rialtousd.org
Edward D'Souza - Lead Academic Agent
- edsouza@rialto.k12.ca.us
- (909) 440-4884
Rim of the World Unified - Member Representative
Paul Sevillano - paul_sevillano@rimsd.k12.ca.us
San Bernardino CCD - Member Representative
Emma Diaz - Consortium Director
- ediaz@sbccd.edu
- (909) 384-8611
Kevin Horan - President
- khoran@craftonhills.edu
- (909) 389-3201
Gilbert Contreras - gcontreras@sbccd.edu
San Bernardino City Unified - Member Representative
Raul Pedraza - Principal
- raul.pedraza@sbcusd.k12.ca.us
- (909) 388-6000 ext: 238
Deitra Thomas - Budget Analyst
- deitra.thomas@sbcusd.k12.ca.us
- (909) 381-1102
James Norcross - Account Analyst
- james.norcross@sbcusd.k12.ca.us
- (909) 388-6000
Mauricio Arellano - mauricio.arellano@sbcusd.k12.ca.us
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
Terri Giamarino - ROP Program Manager
- terri.giamarino@sbcss.net
- +1 (909) 252-4559
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