Produced: Jun 23, 2025, 07:14 PM UTC - By Kimberly Jenkins
Details
Assessment
Metrics: CAEP Barriers & Metrics
Consortium Level Metric Targets
In this section, Consortium Level Actuals data from DataVista for the previous three years, including areas to input data for Consortium Level Targets are shown below.
The first row shows the required metric of Number of Adults Served. The following rows show metrics previously selected in the CAEP Barriers and Metrics workflow section.
Input Consortium Level Targets as whole numbers for the upcoming three years for all of the rows of metrics shown below
The 2023-24 data in DataVista will be made available in Spring 2025 and the 2024-25 data will be made available in Spring 2026.
| Metric Set | Metric Description | Consortium Level Metric Actuals | Consortium Level Metric Targets | ||||
|---|---|---|---|---|---|---|---|
| 2022-23 | 2023-24 | 2024-25 | 2025-26 | 2026-27 | 2027-28 | ||
| All | Reportable Individuals (200AE) | 11,214 | 13,066 | 13,100 | 13,200 | 13,300 | |
| Student Barriers | English Language Learner (149AE) | 7,399 | 8,915 | 9,000 | 9,100 | 9,200 | |
Member Level Metric Targets
In this section, Member Level Actuals data from DataVista for the previous three years, including areas to input data for member level Targets for the upcoming three years are shown below.
The first row shows the required metric of Adults Served Who Became Participants. The following rows show metrics previously selected in the CAEP Barriers and Metrics workflow section.
Input Member Level Targets as whole numbers for the upcoming three years for all of the rows of metrics shown below
The 2023-24 data in DataVista will be made available in Spring 2025 and the 2024-25 data will be made available in Spring 2026.
Capistrano Unified (Reported by Capistrano Adult School)
| Metric Set | Metric Description | Member Level Metric Actuals | Member Level Metric Targets | ||||
|---|---|---|---|---|---|---|---|
| 2022-23 | 2023-24 | 2024-25 | 2025-26 | 2026-27 | 2027-28 | ||
| All | Participants (202AE) | 0 | 0 | 0 | |||
| Employment & Earnings | Employed Two Quarters After Exit (505AE) | 0 | 0 | 0 | |||
| Employment & Earnings | Median Change in Earnings (801AE) | 0.0% | 0.0% | 0.0% | |||
| Progress | Completed Educational Functioning Level Gain (400AE) | 0 | 0 | 0 | |||
| Success | Diploma, GED or High School Equivalency (633AE) | 0 | 0 | 0 | |||
| Transition | Transitioned to Non-Developmental Credit College Course (637AE) | 0 | 0 | 0 | |||
| Students and Programs | Adult Secondary Education (1000) | 0 | 0 | 0 | |||
| Students and Programs | English as a Secondary Language (1002) | 0 | 0 | 0 | |||
| Students and Programs | Career Technical Education (1003) | 0 | 0 | 0 | |||
| Students and Programs | Programs for Adults With Disabilities (1004) | 0 | 0 | 0 | |||
* Mandatory for all members
Coastline ROP (Reported by Coastline Regional Occupational Program)
| Metric Set | Metric Description | Member Level Metric Actuals | Member Level Metric Targets | ||||
|---|---|---|---|---|---|---|---|
| 2022-23 | 2023-24 | 2024-25 | 2025-26 | 2026-27 | 2027-28 | ||
| All | Participants (202AE) | 0 | 0 | 0 | |||
| Employment & Earnings | Employed Two Quarters After Exit (505AE) | 0 | 0 | 0 | |||
| Employment & Earnings | Median Change in Earnings (801AE) | 0.0% | 0.0% | 0.0% | |||
| Progress | Completed Educational Functioning Level Gain (400AE) | 0 | 0 | 0 | |||
| Success | Diploma, GED or High School Equivalency (633AE) | 0 | 0 | 0 | |||
| Transition | Transitioned to Non-Developmental Credit College Course (637AE) | 0 | 0 | 0 | |||
| Students and Programs | Adult Secondary Education (1000) | 0 | 0 | 0 | |||
| Students and Programs | English as a Secondary Language (1002) | 0 | 0 | 0 | |||
| Students and Programs | Career Technical Education (1003) | 0 | 0 | 0 | |||
| Students and Programs | Programs for Adults With Disabilities (1004) | 0 | 0 | 0 | |||
* Mandatory for all members
College and Career Advantage (Reported by College and Career Advantage)
| Metric Set | Metric Description | Member Level Metric Actuals | Member Level Metric Targets | ||||
|---|---|---|---|---|---|---|---|
| 2022-23 | 2023-24 | 2024-25 | 2025-26 | 2026-27 | 2027-28 | ||
| All | Participants (202AE) | 171 | 229 | 235 | 240 | 245 | |
| Employment & Earnings | Employed Two Quarters After Exit (505AE) | 59 | 60 | 60 | 60 | ||
| Employment & Earnings | Median Change in Earnings (801AE) | 2.0% | 2.0% | 2.0% | |||
| Progress | Completed Educational Functioning Level Gain (400AE) | 0 | 0 | 0 | 0 | ||
| Success | Diploma, GED or High School Equivalency (633AE) | 0 | 0 | 0 | |||
| Transition | Transitioned to Non-Developmental Credit College Course (637AE) | 10 | 10 | 10 | |||
| Students and Programs | Adult Secondary Education (1000) | 0 | 0 | 0 | 0 | 0 | |
| Students and Programs | English as a Secondary Language (1002) | 0 | 18 | 0 | 0 | 0 | |
| Students and Programs | Career Technical Education (1003) | 171 | 229 | 235 | 240 | 245 | |
| Students and Programs | Programs for Adults With Disabilities (1004) | 0 | 0 | 0 | 0 | 0 | |
* Mandatory for all members
Irvine Unified (Reported by Irvine Unified School District (IUSD))
| Metric Set | Metric Description | Member Level Metric Actuals | Member Level Metric Targets | ||||
|---|---|---|---|---|---|---|---|
| 2022-23 | 2023-24 | 2024-25 | 2025-26 | 2026-27 | 2027-28 | ||
| All | Participants (202AE) | 591 | 268 | 400 | 410 | 420 | |
| Employment & Earnings | Employed Two Quarters After Exit (505AE) | 23 | 25 | 25 | 25 | ||
| Employment & Earnings | Median Change in Earnings (801AE) | 2.0% | 2.0% | 2.0% | |||
| Progress | Completed Educational Functioning Level Gain (400AE) | 220 | 135 | 150 | 150 | 150 | |
| Success | Diploma, GED or High School Equivalency (633AE) | 0 | 0 | 0 | |||
| Transition | Transitioned to Non-Developmental Credit College Course (637AE) | 25 | 25 | 25 | 25 | ||
| Students and Programs | Adult Secondary Education (1000) | 17 | 18 | 15 | 15 | 15 | |
| Students and Programs | English as a Secondary Language (1002) | 576 | 255 | 400 | 410 | 420 | |
| Students and Programs | Career Technical Education (1003) | 0 | 0 | 0 | 0 | ||
| Students and Programs | Programs for Adults With Disabilities (1004) | 0 | 0 | 0 | 0 | ||
* Mandatory for all members
Irvine Valley College (Reported by Irvine Valley College)
| Metric Set | Metric Description | Member Level Metric Actuals | Member Level Metric Targets | ||||
|---|---|---|---|---|---|---|---|
| 2022-23 | 2023-24 | 2024-25 | 2025-26 | 2026-27 | 2027-28 | ||
| All | Participants (202AE) | 3,041 | 4,103 | 4,000 | 4,050 | 4,100 | |
| Employment & Earnings | Employed Two Quarters After Exit (505AE) | 194 | 200 | 200 | 200 | ||
| Employment & Earnings | Median Change in Earnings (801AE) | 2.0% | 2.0% | 2.0% | |||
| Progress | Completed Educational Functioning Level Gain (400AE) | 768 | 1,109 | 1,200 | 1,200 | 1,200 | |
| Success | Diploma, GED or High School Equivalency (633AE) | 18 | 0 | 0 | 0 | ||
| Transition | Transitioned to Non-Developmental Credit College Course (637AE) | 354 | 375 | 375 | 375 | ||
| Students and Programs | Adult Secondary Education (1000) | 145 | 192 | 0 | 0 | 0 | |
| Students and Programs | English as a Secondary Language (1002) | 2,868 | 3,854 | 4,000 | 4,050 | 4,100 | |
| Students and Programs | Career Technical Education (1003) | 244 | 611 | 0 | 0 | 0 | |
| Students and Programs | Programs for Adults With Disabilities (1004) | 42 | 50 | 0 | 0 | 0 | |
* Mandatory for all members
Laguna Beach Unified (Reported by Laguna Beach Unified School District)
| Metric Set | Metric Description | Member Level Metric Actuals | Member Level Metric Targets | ||||
|---|---|---|---|---|---|---|---|
| 2022-23 | 2023-24 | 2024-25 | 2025-26 | 2026-27 | 2027-28 | ||
| All | Participants (202AE) | 99 | 74 | 80 | 85 | 90 | |
| Employment & Earnings | Employed Two Quarters After Exit (505AE) | 5 | 5 | 5 | |||
| Employment & Earnings | Median Change in Earnings (801AE) | 2.0% | 2.0% | 2.0% | |||
| Progress | Completed Educational Functioning Level Gain (400AE) | 0 | 0 | 0 | 0 | 0 | |
| Success | Diploma, GED or High School Equivalency (633AE) | 0 | 0 | 0 | |||
| Transition | Transitioned to Non-Developmental Credit College Course (637AE) | 0 | 3 | 3 | 3 | ||
| Students and Programs | Adult Secondary Education (1000) | 0 | 0 | 0 | 0 | ||
| Students and Programs | English as a Secondary Language (1002) | 72 | 37 | 40 | 40 | 40 | |
| Students and Programs | Career Technical Education (1003) | 22 | 37 | 40 | 45 | 50 | |
| Students and Programs | Programs for Adults With Disabilities (1004) | 0 | 0 | 0 | 0 | 0 | |
* Mandatory for all members
Orange County Department of Education (No reporting institution)
| Metric Set | Metric Description | Member Level Metric Actuals | Member Level Metric Targets | ||||
|---|---|---|---|---|---|---|---|
| 2022-23 | 2023-24 | 2024-25 | 2025-26 | 2026-27 | 2027-28 | ||
| All | Participants (202AE) | 0 | 0 | 0 | |||
| Employment & Earnings | Employed Two Quarters After Exit (505AE) | 0 | 0 | 0 | |||
| Employment & Earnings | Median Change in Earnings (801AE) | 0.0% | 0.0% | 0.0% | |||
| Progress | Completed Educational Functioning Level Gain (400AE) | 0 | 0 | 0 | |||
| Success | Diploma, GED or High School Equivalency (633AE) | 0 | 0 | 0 | |||
| Transition | Transitioned to Non-Developmental Credit College Course (637AE) | 0 | 0 | 0 | |||
| Students and Programs | Adult Secondary Education (1000) | 0 | 0 | 0 | |||
| Students and Programs | English as a Secondary Language (1002) | 0 | 0 | 0 | |||
| Students and Programs | Career Technical Education (1003) | 0 | 0 | 0 | |||
| Students and Programs | Programs for Adults With Disabilities (1004) | 0 | 0 | 0 | |||
* Mandatory for all members
Saddleback College (Reported by Saddleback College)
| Metric Set | Metric Description | Member Level Metric Actuals | Member Level Metric Targets | ||||
|---|---|---|---|---|---|---|---|
| 2022-23 | 2023-24 | 2024-25 | 2025-26 | 2026-27 | 2027-28 | ||
| All | Participants (202AE) | 5,184 | 6,309 | 6,500 | 6,600 | 6,700 | |
| Employment & Earnings | Employed Two Quarters After Exit (505AE) | 290 | 300 | 300 | 300 | ||
| Employment & Earnings | Median Change in Earnings (801AE) | 2.0% | 2.0% | 2.0% | |||
| Progress | Completed Educational Functioning Level Gain (400AE) | 1,047 | 1,323 | 1,500 | 1,500 | 1,500 | |
| Success | Diploma, GED or High School Equivalency (633AE) | 69 | 351 | 200 | 200 | 200 | |
| Transition | Transitioned to Non-Developmental Credit College Course (637AE) | 309 | 325 | 350 | 375 | ||
| Students and Programs | Adult Secondary Education (1000) | 909 | 886 | 900 | 925 | 950 | |
| Students and Programs | English as a Secondary Language (1002) | 2,627 | 3,456 | 3,500 | 3,550 | 3,600 | |
| Students and Programs | Career Technical Education (1003) | 1,954 | 2,589 | 2,600 | 2,650 | 2,700 | |
| Students and Programs | Programs for Adults With Disabilities (1004) | 423 | 402 | 400 | 400 | 400 | |
* Mandatory for all members
Saddleback Valley Unified (Reported by Saddleback Valley USD Adult Education)
| Metric Set | Metric Description | Member Level Metric Actuals | Member Level Metric Targets | ||||
|---|---|---|---|---|---|---|---|
| 2022-23 | 2023-24 | 2024-25 | 2025-26 | 2026-27 | 2027-28 | ||
| All | Participants (202AE) | 0 | 0 | 0 | |||
| Employment & Earnings | Employed Two Quarters After Exit (505AE) | 0 | 0 | 0 | |||
| Employment & Earnings | Median Change in Earnings (801AE) | 0.0% | 0.0% | 0.0% | |||
| Progress | Completed Educational Functioning Level Gain (400AE) | 0 | 0 | 0 | |||
| Success | Diploma, GED or High School Equivalency (633AE) | 0 | 0 | 0 | |||
| Transition | Transitioned to Non-Developmental Credit College Course (637AE) | 0 | 0 | 0 | |||
| Students and Programs | Adult Secondary Education (1000) | 0 | 0 | 0 | |||
| Students and Programs | English as a Secondary Language (1002) | 0 | 0 | 0 | |||
| Students and Programs | Career Technical Education (1003) | 0 | 0 | 0 | |||
| Students and Programs | Programs for Adults With Disabilities (1004) | 0 | 0 | 0 | |||
* Mandatory for all members
Tustin Unified (Reported by Tustin Unified School District)
| Metric Set | Metric Description | Member Level Metric Actuals | Member Level Metric Targets | ||||
|---|---|---|---|---|---|---|---|
| 2022-23 | 2023-24 | 2024-25 | 2025-26 | 2026-27 | 2027-28 | ||
| All | Participants (202AE) | 959 | 968 | 900 | 925 | 950 | |
| Employment & Earnings | Employed Two Quarters After Exit (505AE) | 41 | 50 | 50 | 50 | ||
| Employment & Earnings | Median Change in Earnings (801AE) | 2.0% | 2.0% | 2.0% | |||
| Progress | Completed Educational Functioning Level Gain (400AE) | 334 | 334 | 350 | 350 | 350 | |
| Success | Diploma, GED or High School Equivalency (633AE) | 96 | 95 | 100 | 100 | 100 | |
| Transition | Transitioned to Non-Developmental Credit College Course (637AE) | 32 | 30 | 30 | 30 | ||
| Students and Programs | Adult Secondary Education (1000) | 259 | 223 | 200 | 210 | 220 | |
| Students and Programs | English as a Secondary Language (1002) | 738 | 773 | 750 | 760 | 770 | |
| Students and Programs | Career Technical Education (1003) | 0 | 0 | 0 | 0 | 0 | |
| Students and Programs | Programs for Adults With Disabilities (1004) | 0 | 0 | 0 | 0 | 0 | |
* Mandatory for all members
Member Spending Targets
The Percent of Available Funds Spent in 2022-23, 2023-24, and 2024-25, imported from NOVA, is in the first row. This is a required metric. Add 2025-26, 2026-27, and 2027-28 Targets for each member district’s Percent of Available Funds Spent.
| Member | % of Available Funds Spent | Member Level Targets | ||||
|---|---|---|---|---|---|---|
| 2022-23 | 2023-24 | 2024-25 | 2025-26 | 2026-27 | 2027-28 | |
| College and Career Advantage | 100% | 100% | 73% | 80% | 80% | 80% |
| Irvine Unified | 100% | 100% | 36% | 80% | 80% | 80% |
| Irvine Valley College | 100% | 100% | 71% | 80% | 80% | 80% |
| Laguna Beach Unified | 100% | 100% | 70% | 80% | 80% | 80% |
| Saddleback College | 100% | 100% | 63% | 80% | 80% | 80% |
| Tustin Unified | 100% | 100% | 49% | 80% | 80% | 80% |
Objectives
Objective #1: Address Educational Needs
1. Enhance/Refine current instructional programs and student support services
2. Enhance/Refine career education and noncredit career skill training programs to meet local employment needs
3. Create/Refine maps that identify consortium programs and services, as well as transition points between agencies
4. Provide a variety of professional development opportunities to increase instructional capacity and address student learning needs
5. Provide training on adult education data collection and use to better understand and address academic trends
Objective #2: Improve Integration of Services & Transitions
Utilizing Data
Providing Professional Development
Identifying Best Practices
Offering Flexible Courses and Services
Not Entered
Objective #3: Improve Effectiveness of Services
Develop or improve integrated ESL/CTE programs
Not Entered
Activities & Outcomes
Objective #1: Address Educational Needs
Assess A/ESL instructional programs
All agencies providing ESL courses and programs will assess their offerings to ensure they meet the needs of the regional English learner population. The evaluation will encompass several factors: the number of sections offered at each literacy level in ESL, specialty or focus area courses, the timing of courses, the days of the week courses are available, and the modality of instruction. Additionally, agencies will review instructional methodologies, program materials, and classroom support to gauge effectiveness and relevance. These evaluations will be shared among agencies either during monthly meetings or within smaller professional learning community groups to identify and address service gaps or emerging ESL content requirements.
Use the space provided to identify the Outcomes that the activity will accomplish in the next year (Short-Term), in one to three years (Intermediate), and in three to five years (Long-Term). The brief description of each of these three types of outcomes should include one or more outcomes that are specific, measurable, achievable, relevant, and time-bound (SMART).
By June 30, 2026, each agency will conduct an evaluation of ESL courses and present their findings to the professional learning community members. This will include an outline of the activities planned to support regional three-year plan goals.
Develop a continuous improvement plan for ESL programs that outlines a timeline for curriculum review, development, adoption, and implementation to be completed by June 30, 2027. The plan should also specify dates for annual evaluation and updates.
By June 2028, agencies will have established a system to evaluate and update ESL curriculum and address the academic needs of English learners in the region.
Adult Education Metrics and Student Barriers
- Student Barriers: English Language Learner (149AE)
- Students and Programs: English as a Secondary Language (1002)
Responsible Positions, Responsible Consortium Members, and Proposed Completion Date
| Responsible Position | Responsible Member | Proposed Completion Date |
|---|---|---|
| Administrator and Instructors | Irvine Unified | 06/30/2028 |
| Administrator and Instructors | Irvine Valley College | 06/30/2028 |
| Administrator and Staff | Laguna Beach Unified | 06/30/2028 |
| Administrator and Instructors | Saddleback College | 06/30/2028 |
| Administrator and Instructors | Tustin Unified | 06/30/2028 |
Assess HSD/HSE programs
Agencies offering high school diploma or equivalency programs will evaluate their services to meet regional needs. Factors to assess include course sections versus demand, timing, days available, instruction methods, and student support for exams. Additionally, they will review teaching methods, materials, and classroom support. These evaluations will be shared in professional learning communities to address service gaps and update content or legislation requirements.
Use the space provided to identify the Outcomes that the activity will accomplish in the next year (Short-Term), in one to three years (Intermediate), and in three to five years (Long-Term). The brief description of each of these three types of outcomes should include one or more outcomes that are specific, measurable, achievable, relevant, and time-bound (SMART).
By June 30, 2026, each agency will assess HSD/HSE programs and share their findings with professional learning community members, including a plan of activities to support regional three-year goals.
By June 30, 2027, develop a comprehensive plan for continuous improvement of high school diploma and equivalency programs. This plan should include an annual schedule for program reviews, curriculum updates, and the implementation of necessary changes.
By June 2028, agencies will have implemented a system to evaluate and update high school diploma and equivalency curriculum to address the needs of students without a high school diploma in the region.
Adult Education Metrics and Student Barriers
- Progress: Completed Educational Functioning Level Gain (400AE)
- Students and Programs: Adult Secondary Education (1000)
- Success: Diploma, GED or High School Equivalency (633AE)
Responsible Positions, Responsible Consortium Members, and Proposed Completion Date
| Responsible Position | Responsible Member | Proposed Completion Date |
|---|---|---|
| Administrator and Instructors | Irvine Unified | 06/30/2028 |
| Administrator and Instructors | Saddleback College | 06/30/2028 |
| Administrator and Instructors | Tustin Unified | 06/30/2028 |
| Administrator and Instructors | Orange County Department of Education | 06/30/2028 |
Assess Career Education Training Programs
Career education agencies will assess if their courses meet employer needs and regional job market demands. This includes evaluating the number of sections offered, course diversity, scheduling, delivery methods, and regional demand for specific training areas. They will compare job openings to program completions, review industry-advised curriculum updates, and ensure content and equipment are current. Providers will update the General Membership on program status through quarterly Fiscal Reporting Template presentations.
Use the space provided to identify the Outcomes that the activity will accomplish in the next year (Short-Term), in one to three years (Intermediate), and in three to five years (Long-Term). The brief description of each of these three types of outcomes should include one or more outcomes that are specific, measurable, achievable, relevant, and time-bound (SMART).
By June 30, 2026, each participating agency will evaluate Career Education Training programs and share their results with professional learning community members, including an outline of activities to meet the regional three-year plan goals.
By June 30, 2027, develop a continuous improvement plan for Career Education Training programs. This plan should include an annual schedule for program review, curriculum updates, and the implementation of changes.
By June 2028, agencies will have established a system to evaluate and update Career Education Training programs that address the academic needs of students and regional employment needs.
Adult Education Metrics and Student Barriers
- Employment & Earnings: Employed Two Quarters After Exit (505AE)
- Employment & Earnings: Median Change in Earnings (801AE)
- Students and Programs: Career Technical Education (1003)
Responsible Positions, Responsible Consortium Members, and Proposed Completion Date
| Responsible Position | Responsible Member | Proposed Completion Date |
|---|---|---|
| Administrator and Instructors | Coastline ROP | 06/30/2028 |
| Administrator and Instructors | College and Career Advantage | 06/30/2028 |
| Administrator and Staff | Laguna Beach Unified | 06/30/2028 |
| Administrator and Instructors | Saddleback College | 06/30/2028 |
| Administrator and Instructors | Irvine Valley College | 06/30/2028 |
| Administrator and Instructors | Orange County Department of Education | 06/30/2028 |
Create maps that illustrate programs and services
Professional learning groups, consisting of administrators, faculty, and staff, will create detailed road maps for program entry through completion for the consortium and each agency. These maps will cover all disciplines and identify transition points between agencies. A visual guide will be developed to help students navigate their pathway program progression.
Use the space provided to identify the Outcomes that the activity will accomplish in the next year (Short-Term), in one to three years (Intermediate), and in three to five years (Long-Term). The brief description of each of these three types of outcomes should include one or more outcomes that are specific, measurable, achievable, relevant, and time-bound (SMART).
The professional learning group will identify the programs at each agency that need pathway progression maps and create a timeline for their development by June 30, 2026.
By June 30, 2027, each agency shall have at least one pathway map with graphic component developed for distribution.
By June 30, 2028, all agencies will have pathway progression maps and transition maps between consortium programs.
Adult Education Metrics and Student Barriers
- All: Participants (202AE)
- All: Reportable Individuals (200AE)
- Students and Programs: Adult Secondary Education (1000)
- Students and Programs: Career Technical Education (1003)
- Students and Programs: English as a Secondary Language (1002)
- Students and Programs: Programs for Adults With Disabilities (1004)
- Success: Diploma, GED or High School Equivalency (633AE)
- Transition: Transitioned to Non-Developmental Credit College Course (637AE)
Responsible Positions, Responsible Consortium Members, and Proposed Completion Date
| Responsible Position | Responsible Member | Proposed Completion Date |
|---|---|---|
| Administrators, Faculty and Staff | Coastline ROP | 06/30/2028 |
| Administrators, Faculty and Staff | College and Career Advantage | 06/30/2028 |
| Administrators, Faculty and Staff | Irvine Unified | 06/30/2028 |
| Administrators, Faculty and Staff | Irvine Valley College | 06/30/2028 |
| Administrators, Faculty and Staff | Orange County Department of Education | 06/30/2028 |
| Administrators, Faculty and Staff | Saddleback College | 06/30/2028 |
| Administrators, Faculty and Staff | Tustin Unified | 06/30/2028 |
| Administrator and Staff | Laguna Beach Unified | 06/30/2028 |
Objective #2: Improve Integration of Services & Transitions
Develop Regional Student Success & Transition Plan
Agency members will volunteer for the Student Success and Transitions Subcommittee. This subcommittee aims to create a network that supports students in the adult education system, including pathways to college credit programs and employment. It focuses on inclusion, acclimation to California's education system, and ensuring equitable opportunities.
The subcommittee will examine data from DataVision, internal sources, and student surveys to develop a regional plan connecting SOCRC agencies in supporting adult education students through program completion and transitions to college or careers. This will result in a consortium self-study and a plan addressing measures in the three-year plan and Project 2030.
The General Membership will review the plan annually and submit recommendations for updates.
Use the space provided to identify the Outcomes that the activity will accomplish in the next year (Short-Term), in one to three years (Intermediate), and in three to five years (Long-Term). The brief description of each of these three types of outcomes should include one or more outcomes that are specific, measurable, achievable, relevant, and time-bound (SMART).
SOCRC will form a subcommittee to create a Regional Student Success, Support, and Transition Plan. The first draft will be presented to the General Membership by June 30, 2026.
The student success, support and transition subcommittee will gather data outlined in the regional plan during years two and three of the three-year plan. Information on student success and transition will be presented and discussed twice per year at a regular General Membership meeting.
Prior to the end of the three-year plan period, the student success and transition subcommittee will make recommendations to update the plan (if needed) based on pertinent data from TopsPro, MIS, and DataVision.
Adult Education Metrics and Student Barriers
- All: Participants (202AE)
- All: Reportable Individuals (200AE)
- Employment & Earnings: Employed Two Quarters After Exit (505AE)
- Transition: Transitioned to Non-Developmental Credit College Course (637AE)
Responsible Positions, Responsible Consortium Members, and Proposed Completion Date
| Responsible Position | Responsible Member | Proposed Completion Date |
|---|---|---|
| Administrator and SOCRC Cochair | Saddleback College | 06/30/2028 |
| Administrator and SOCRC Cochair | Tustin Unified | 06/30/2028 |
Create systemic student supports
Create a systemic network to support students entering the adult education system through completion of their Adult Education program and transition to post-secondary education and employment that addresses the inclusion of populations from many countries acclimation into the California education environment and provides equity of opportunity to achieve academic success. This includes referrals between agencies when one school does not offer the program a student is seeking, or when a school's program is impacted preventing the student immediate access to classroom instruction. The student success network will also include a supportive transition process from one agency to another.
Use the space provided to identify the Outcomes that the activity will accomplish in the next year (Short-Term), in one to three years (Intermediate), and in three to five years (Long-Term). The brief description of each of these three types of outcomes should include one or more outcomes that are specific, measurable, achievable, relevant, and time-bound (SMART).
By June 30, 2026, a subcommittee will be formed to assess student supports at each agency of the consortium.
By June 30, 2027, the student support subcommittee will provide an overview of regional student support services in place at each agency and make recommendations, if needed, to bolster regional and inter-agency services.
By June 30, 2028, the student support subcommittee will provide an update on regional student support services and make recommendations to include in the subsequent three-year plan.
Adult Education Metrics and Student Barriers
- All: Participants (202AE)
- All: Reportable Individuals (200AE)
- Student Barriers: English Language Learner (149AE)
- Students and Programs: Adult Secondary Education (1000)
- Students and Programs: Career Technical Education (1003)
- Students and Programs: English as a Secondary Language (1002)
- Students and Programs: Programs for Adults With Disabilities (1004)
Responsible Positions, Responsible Consortium Members, and Proposed Completion Date
| Responsible Position | Responsible Member | Proposed Completion Date |
|---|---|---|
| Administrator and SOCRC Cochair | Saddleback College | 06/30/2028 |
| Administrator and SOCRC Cochair | Tustin Unified | 06/30/2028 |
Promote and Support SB554 Opportunities
Saddleback College staff members will work with all agencies in the consortium to deliver presentations about the SB554 Dual Enrollment for Adult Education students enrolled in high school diploma and high school equivalency courses. The College shall devise a system to track dual enrollment students, assess their completion and transition rates, and share that information with the General Membership.
Use the space provided to identify the Outcomes that the activity will accomplish in the next year (Short-Term), in one to three years (Intermediate), and in three to five years (Long-Term). The brief description of each of these three types of outcomes should include one or more outcomes that are specific, measurable, achievable, relevant, and time-bound (SMART).
Saddleback College shall present SB554 information to at least three schools each semester by June 30, 2026.
By June 30, 2027, Saddleback College shall collect and provide information to the General Membership on the completion and transition rates of students participating in the SB554 program.
By January 2028, Saddleback College will provide data on the SB554 program to the General Membership for use in the creation of the 2029-2031 three-year plan.
Adult Education Metrics and Student Barriers
- Employment & Earnings: Employed Two Quarters After Exit (505AE)
- Students and Programs: Adult Secondary Education (1000)
- Success: Diploma, GED or High School Equivalency (633AE)
- Transition: Transitioned to Non-Developmental Credit College Course (637AE)
Responsible Positions, Responsible Consortium Members, and Proposed Completion Date
| Responsible Position | Responsible Member | Proposed Completion Date |
|---|---|---|
| Administrator and Staff | Saddleback College | 06/30/2028 |
Enhance/Refine Contextualized ESL/IET Programs
Building on the success of the ESL Healthcare Pathways programs, SOCRC members will work together to assess current career training programs and determine if there are additional opportunities to partner within and across agencies of the consortium to provide contextualized ESL and career training paired programming to support student completion and transition.
Use the space provided to identify the Outcomes that the activity will accomplish in the next year (Short-Term), in one to three years (Intermediate), and in three to five years (Long-Term). The brief description of each of these three types of outcomes should include one or more outcomes that are specific, measurable, achievable, relevant, and time-bound (SMART).
By June 30, 2026, agencies will meet to evaluate if existing career training programs could benefit from partnering with contextualized ESL instruction.
By June 30, 2027, agencies will have identified and developed new career training and paired ESL instructional opportunities within the consortium.
By June 30, 2028, consortium members will have identified paired course opportunities to be developed in the next three-year plan cycle.
Adult Education Metrics and Student Barriers
- Student Barriers: English Language Learner (149AE)
- Students and Programs: Career Technical Education (1003)
- Students and Programs: English as a Secondary Language (1002)
Responsible Positions, Responsible Consortium Members, and Proposed Completion Date
| Responsible Position | Responsible Member | Proposed Completion Date |
|---|---|---|
| Administrators, Faculty and Staff | Coastline ROP | 06/30/2028 |
| Administrators, Faculty and Staff | College and Career Advantage | 06/30/2028 |
| Administrators, Faculty and Staff | Irvine Unified | 06/30/2028 |
| Administrators and Staff | Laguna Beach Unified | 06/30/2028 |
| Administrators, Faculty and Staff | Saddleback College | 06/30/2028 |
| Administrators, Faculty and Staff | Tustin Unified | 06/30/2028 |
Evaluate and Update Consortium Website
Evaluate content on the SOCRC website and update to effectively use the site as a central location for marketing, program information, student referrals to programs, and matriculation maps.
Use the space provided to identify the Outcomes that the activity will accomplish in the next year (Short-Term), in one to three years (Intermediate), and in three to five years (Long-Term). The brief description of each of these three types of outcomes should include one or more outcomes that are specific, measurable, achievable, relevant, and time-bound (SMART).
By June 30, 2026, SOCRC will establish a website user group to evaluate site content.
By June 30, 2027, the SOCRC website user group will identify content that needs to be added or deleted from the website.
By June 2028, the website will be updated with content that is easily accessible to students, faculty, staff, administrators and the public.
Adult Education Metrics and Student Barriers
- All: Participants (202AE)
- All: Reportable Individuals (200AE)
- Students and Programs: Adult Secondary Education (1000)
- Students and Programs: Career Technical Education (1003)
- Students and Programs: English as a Secondary Language (1002)
- Students and Programs: Programs for Adults With Disabilities (1004)
- Success: Diploma, GED or High School Equivalency (633AE)
- Transition: Transitioned to Non-Developmental Credit College Course (637AE)
Responsible Positions, Responsible Consortium Members, and Proposed Completion Date
| Responsible Position | Responsible Member | Proposed Completion Date |
|---|---|---|
| Administrator and SOCRC Cochair | Saddleback College | 06/30/2028 |
| Administrator and SOCRC Cochair | Tustin Unified | 06/30/2028 |
Objective #3: Improve Effectiveness of Services
Training on systems and use of student data
Consultants as well as, staff and faculty of SOCRC members will provide training on understanding student data systems and the reports they produce. Professional development will include data sources, where to find AE reports, how to read the reports, what the data in the reports means, and how to use the information to build, support and advocate for programs. Professional development will also include the potential continuance of a subcommittee to review and update member effectiveness tools to align with new data reports and requests for information from CAEP in regular state reporting tools. Trainings will take place each semester during the span of the three-year plan.
Use the space provided to identify the Outcomes that the activity will accomplish in the next year (Short-Term), in one to three years (Intermediate), and in three to five years (Long-Term). The brief description of each of these three types of outcomes should include one or more outcomes that are specific, measurable, achievable, relevant, and time-bound (SMART).
In the first 12 months of the three-year cycle, SOCRC will have access to at least two trainings on understanding data sources and reading data reports. Additionally, SOCRC will review their member effectiveness reporting templates based on member input to reflect information from new and updated data sources.
By the end of the three-year plan period, SOCRC members will have had access to at least six trainings focused on data sources, data analysis, and data reporting. These trainings will be used to update member effectiveness tools to meet current CAEP data requirements.
By June 30, 2028, SOCRC members will determine whether they will continue with data training as part of their regular professional development series into the next three-year plan cycle.
Adult Education Metrics and Student Barriers
- All: Participants (202AE)
- All: Reportable Individuals (200AE)
- Employment & Earnings: Employed Two Quarters After Exit (505AE)
- Employment & Earnings: Median Change in Earnings (801AE)
- Progress: Completed Educational Functioning Level Gain (400AE)
- Student Barriers: English Language Learner (149AE)
- Students and Programs: Adult Secondary Education (1000)
- Students and Programs: Career Technical Education (1003)
- Students and Programs: English as a Secondary Language (1002)
- Students and Programs: Programs for Adults With Disabilities (1004)
- Success: Diploma, GED or High School Equivalency (633AE)
- Transition: Transitioned to Non-Developmental Credit College Course (637AE)
Responsible Positions, Responsible Consortium Members, and Proposed Completion Date
| Responsible Position | Responsible Member | Proposed Completion Date |
|---|---|---|
| Administrator and SOCRC Cochair | Saddleback College | 06/30/2028 |
| Administrator and SOCRC Cochair | Tustin Unified | 06/30/2028 |
Assess student support services
The Student Support Subcommittee will develop a template, with contributions from SOCRC members, to gather and distribute information on the types of support services provided by each agency and how students can access them. The questions to consider include whether the services are being utilized, if there are additional services that could be introduced to better address student needs, and how these services affect student outcomes. Individual agencies will present their findings to the subcommittee, and a catalog of regional student support services will be compiled and made available through the consortium website. The subcommittee may propose recommendations to the General Membership regarding how the consortium could offer additional supports to enhance the completion rates of adult education and noncredit programs and facilitate successful transitions to college credit courses and employment.
Use the space provided to identify the Outcomes that the activity will accomplish in the next year (Short-Term), in one to three years (Intermediate), and in three to five years (Long-Term). The brief description of each of these three types of outcomes should include one or more outcomes that are specific, measurable, achievable, relevant, and time-bound (SMART).
By June 30, 2026, the Student Success Subcommittee will develop a template for evaluating agency-level student support services.
Agencies are required to complete a reporting template to provide detailed information on student support services and their utilization. The data collected from various agencies will be compiled to create a comprehensive regional overview of support services in South Orange County and to identify gaps in these services by June 30, 2027.
By June 30, 2028, the Student Success Subcommittee will present recommendations to the General Membership on any required structures or services for improving student success in AE program completion and transition to post-adult education activities. These recommendations will be included in the next three-year plan.
Adult Education Metrics and Student Barriers
- All: Participants (202AE)
- All: Reportable Individuals (200AE)
- Students and Programs: Adult Secondary Education (1000)
- Students and Programs: Career Technical Education (1003)
- Students and Programs: English as a Secondary Language (1002)
- Students and Programs: Programs for Adults With Disabilities (1004)
Responsible Positions, Responsible Consortium Members, and Proposed Completion Date
| Responsible Position | Responsible Member | Proposed Completion Date |
|---|---|---|
| Administrators, Faculty and Staff | Coastline ROP | 06/30/2028 |
| Administrators, Faculty and Staff | College and Career Advantage | 06/30/2028 |
| Administrators, Faculty and Staff | Irvine Unified | 06/30/2028 |
| Administrators, Faculty and Staff | Irvine Valley College | 06/30/2028 |
| Administrators, Faculty and Staff | Orange County Department of Education | 06/30/2028 |
| Administrator and Staff | Laguna Beach Unified | 06/30/2028 |
| Administrators, Faculty and Staff | Saddleback College | 06/30/2028 |
| Administrators, Faculty and Staff | Tustin Unified | 06/30/2028 |
Align and Articulate Programs between Agencies
SOCRC agencies will assess existing adult education program offerings to determine how to effectively align and articulate curriculum and programs within and between agencies. Consortium service providers will determine the best course of action (subcommittee or individual agency work) to complete the review and work on program alignment. The group will select an adult education program area to work on each year.
Use the space provided to identify the Outcomes that the activity will accomplish in the next year (Short-Term), in one to three years (Intermediate), and in three to five years (Long-Term). The brief description of each of these three types of outcomes should include one or more outcomes that are specific, measurable, achievable, relevant, and time-bound (SMART).
By June 30, 2026, SOCRC service providers will have met twice to work on curriculum program alignment.
By June 30, 2027, SOCRC service providers will have assessed and aligned curriculum in a second program area.
By June 30, 2028, SOCRC service providers will have completed aligning curriculum in all adult education program areas that are offered by more than one agency.
Adult Education Metrics and Student Barriers
- Students and Programs: Adult Secondary Education (1000)
- Students and Programs: Career Technical Education (1003)
- Students and Programs: English as a Secondary Language (1002)
- Transition: Transitioned to Non-Developmental Credit College Course (637AE)
Responsible Positions, Responsible Consortium Members, and Proposed Completion Date
| Responsible Position | Responsible Member | Proposed Completion Date |
|---|---|---|
| Administrators, Faculty and Staff | Coastline ROP | 06/30/2028 |
| Administrators, Faculty and Staff | College and Career Advantage | 06/30/2028 |
| Administrators, Faculty and Staff | Irvine Unified | 06/30/2028 |
| Administrators, Faculty and Staff | Irvine Valley College | 06/30/2028 |
| Administrators, Faculty and Staff | Orange County Department of Education | 06/30/2028 |
| Administrators, Faculty and Staff | Saddleback College | 06/30/2028 |
| Administrators, Faculty and Staff | Tustin Unified | 06/30/2028 |
| Administrators and Staff | Laguna Beach Unified | 06/30/2028 |
Funds Evaluation
Member Allocations and Expenditures
| Member Agency | Prior Year Total Leveraged Funds | Program Reporting Status |
|---|---|---|
| Capistrano Unified | $0 | Certified |
| Coastline ROP | $0 | Certified |
| College and Career Advantage | $506,229 | Certified |
| Irvine Unified | $888,727 | Certified |
| Irvine Valley College | $499,980 | Certified |
| Laguna Beach Unified | $154,489 | Certified |
| Orange County Department of Education | $0 | Certified |
| Saddleback College | $5,905,359 | Certified |
| Saddleback Valley Unified | $0 | Certified |
| Tustin Unified | $1,861,662 | Certified |
| Totals | $9,816,446 | 10/10 Certified |
Evaluation of Funding
Over the past three years, the South Orange County Regional Consortium (SOCRC) has demonstrated exceptional fiscal responsibility and programmatic impact as it continued to recover and grow following the disruptions caused by the COVID-19 pandemic. In 2023–24, consortium members spent an average of 94.8% of their allocated CAEP funds, with a total carryover rate of only 7.6%. Additionally, SOCRC members leveraged nearly $10 million in supplemental funding—representing a 179.4% match to CAEP expenditures—amplifying the impact of CAEP resources and expanding services across the region.
This strategic use of funding has resulted in three consecutive years of double-digit growth in student participation. Members have also seen significant improvements in retention, completion, transition, and student success metrics across all program areas. Going forward, SOCRC will continue investing in the seven CAEP program areas and in wraparound services that directly contribute to student persistence and goal attainment.
Recognizing that high-quality instruction and support require continuous improvement, the consortium places a strong emphasis on professional development. Each year, SOCRC funds opportunities for instructors, classified staff, and administrators to engage in regional and statewide training, share best practices, and strengthen their capacity to deliver innovative and equitable adult education programs.
Fiscal Transparency and Accountability
SOCRC institutionalized quarterly fiscal reporting to ensure transparency and alignment of expenditures with the objectives of the Three-Year Plan. Each funded member presents reports at General Membership meetings using a standardized reporting template that includes:
- Year-to-date expenditures
- Number/type of funded positions and percentage of salary supported by CAEP
- Number of sections offered in each program area
- Number of students served in those sections
This level of transparency ensures that expenditures are not only compliant but also strategically aligned with regional priorities. The fiscal reporting process enables the consortium to identify and respond early to potential underspending or carryover issues. If an agency appears at risk of not meeting its fiscal obligations, the Executive Committee will provide targeted support and collaborate on corrective strategies.
In addition to managing CAEP funds efficiently, SOCRC members have pursued supplemental funding to expand capacity and services.
Certification
Capistrano Unified - Member Representative
Dr. Kimberly Jenkins - Principal
- kkjenkins@capousd.org
- (949) 849-2716 ext: 18201
Coastline ROP - Member Representative
Dr. Brian Dozer - Superintendent
- bdozer@coastlinerop.org
- (949) 429-2222
College and Career Advantage - Member Representative
Chris Carter - Executive Director
- ccarter@capousd.org
- (949) 234-9476
Irvine Unified - Member Representative
Dr. Rebecca Roberts - Director of Alternative Education
- rebeccaroberts@iusd.org
- (949) 936-7405
Irvine Valley College - Member Representative
Debbie Vanschoelandt - Dean, Career & Continuing Education, and Integrated Design, Engineering and Automation
- dvanschoelandt@ivc.edu
- (949) 367-8310
Laguna Beach Unified - Member Representative
Dr. Chad Mabery - Assistant Superintendent
- cmabery@lbusd.org
- (949) 497-7700
Orange County Department of Education - Member Representative
Fatinah Judeh - Coordinator
- fjudeh@ocde.us
- (714) 349-3073
Saddleback College - Member Representative
Dr. Karima Feldhus - Executive Dean, Extended Learning
- kfeldhus@saddleback.edu
- (949) 582-4326
Saddleback Valley Unified - Member Representative
Kim Thomason - District Coordinator, College and Career Readiness
- kimberly.thomason@svusd.org
- (949) 580-3441
Tustin Unified - Member Representative
William Neddersen - Coordinator
- wneddersen@tustin.k12.ca.us
- (714) 730-7395