CAEP
Three-Year Plan

Produced: Jun 23, 2025, 07:14 PM UTC - By Kimberly Jenkins

Details

Consortium Information

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

As this information is auto-populated from your consortium's landing page in NOVA, make sure the information there is up-to-date, especially the Primary and Fiscal Contacts. This will ensure the correct information is auto-populated properly into the three-year plan.

Consortium Name:
62 South Orange County Regional Consortium (SOCRC)
Address:
28000 Marguerite Parkway | Mission Viejo, CA | 92692
Website:
www.southorangecountyadulted.org
Funding Channel 2025-26:
Direct Funded
CAEP Funds 2025-26:
$6,127,004
CAEP Funds 2024-25:
$5,981,652
CAEP Funds 2023-24:
$5,918,322

Consortium Contacts

Auto-populated

ResponsibilityNameEmailTitlePhone
Fiscal Contactrmetz@saddleback.eduDirector of Fiscal and Contract Services
Primary Contactkfeldhus@saddleback.eduExecutive Dean, Extended Learning(949) 582-4326
Primary Contactwneddersen@tustin.k12.ca.usCoordinator(714) 730-7395
Primary Contactnancyewbankmiller@comcast.netConsultant(707) 291-4208
Fiscal Contactehill24@saddleback.eduProgram Senior Accounting Specialist(949) 348-6863
Fiscal Contactbkim67@ivc.eduManager of College Fiscal Services(949) 451-5469
Primary Contactsdonelson@saddleback.eduAssociate Director, Adult Education(949) 582-6159
Primary Contactcgil@saddleback.eduProgram Coordinator(949) 348-6857 ext: 6857

Members

Auto-populated

Member AgencyMember TypeContactPhone
Capistrano UnifiedUnified School DistrictDr. Kimberly Jenkins(949) 849-2716 ext: 18201
Irvine UnifiedUnified School DistrictDr. Rebecca Roberts(949) 936-7405
Irvine Valley CollegeCollegeDebbie Vanschoelandt(949) 367-8310
Laguna Beach UnifiedUnified School DistrictDr. Chad Mabery(949) 497-7700
Saddleback CollegeCollegeDr. Karima Feldhus(949) 582-4326
Saddleback Valley UnifiedUnified School DistrictKim Thomason(949) 580-3441
South Orange County CCDDistrictn/a
Tustin UnifiedUnified School DistrictWilliam Neddersen(714) 730-7395
Coastline ROPRegional Occupation Center/Program (ROC/P)Dr. Brian Dozer(949) 429-2222
College and Career AdvantageRegional Occupation Center/Program (ROC/P)Chris Carter(949) 234-9476
Orange County Department of EducationCounty Office of Education (COE)Fatinah Judeh(714) 349-3073

Executive Summary

The South Orange County Regional Consortium (SOCRC) includes ten agencies collaborating across 799 square miles to serve a diverse multilingual population. Eight of the members—Irvine Valley College, Saddleback College, Tustin, Irvine, and Laguna Beach Unified School Districts, the Orange County Department of Education, Coastline ROP, and College and Career Advantage—provide services to over 8,000 English language learners annually, along with adults pursuing high school diplomas, high school equivalency certificates, career training, citizenship preparation, and workforce reentry support. SOCRC demonstrates strong fiscal stewardship, spending 94.8% of CAEP funds in 2023–24 with a 7.6% carryover, while leveraging nearly $10 million in additional funding to support expanded services. Members provide quarterly fiscal reports to show alignment with required regional plan activities, and receive supplemental funding from WIOA, ELL healthcare pathways grant, and local community foundation grant funds.

The 2025–28 Three-Year Plan was developed collaboratively through data analysis, program reviews, surveys, and input from students and faculty. It addresses student barriers, institutional capacity, curriculum alignment, and workforce partnerships to meet evolving learner and labor market needs. Orange County, though small geographically, holds 8% of California’s population and is culturally diverse—over 30% of residents are foreign-born, and 47% speak a language other than English at home. This diversity drives demand for tailored adult education programs.

Common student barriers include transportation challenges, limited childcare, technology gaps, low English and native language literacy, financial constraints, mental health stress, scheduling conflicts, and limited facility access requiring flexible class options. Institutional challenges include limited classroom space, difficulty recruiting qualified faculty due to pay disparities and credential requirements, funding constraints limiting program expansion, and administrative workload.

Despite these challenges, SOCRC members have made significant progress. In 2023–24, they delivered over 1.17 million instructional hours, increased enrollment and retention for three consecutive years, and offered more than 200 ESL sections—including contextualized, specialty, and hybrid courses. Integrated ESL/CTE pathways in healthcare fields have produced high licensure and employment rates, with many students transitioning to college credit programs. Digital literacy instruction and dual enrollment for high school equivalency students have expanded, alongside comprehensive services for adults with disabilities and strong diploma and equivalency programs across agencies.

Key metrics for the Three-Year Plan focus on growth in enrollment, student progression in ESL and Adult Basic/Secondary Education, completion of high school diplomas and equivalency, CTE participation and completion, and successful transitions to postsecondary education or employment. Strategic priorities include expanding ESL/CTE pathways to more industries that have greater local employment needs, developing a regional student success and transition framework, addressing foundational literacy, increasing digital access and support, providing professional development, and strengthening community and workforce partnerships aligned with local job markets. These efforts are supported by prudent fiscal management and ongoing pursuit of supplemental funding.

SOCRC remains committed to providing equitable, high-quality adult education that helps learners overcome barriers and achieve academic, workforce, and personal goals, ensuring a strong regional impact across South Orange County.

Assessment

The South Orange County Regional Consortium (SOCRC) initiated its 2025–2028 three-year planning process by engaging its General Membership voting members in a discussion about how to proceed with data gathering and member input. This initial step took place at a Brown Act-noticed SOCRC General Membership meeting in Fall 2024.

Following this meeting, each member agency received a comprehensive questionnaire focused on the following areas:

  • Current levels and types of educational and workforce services offered
  • Presence and scope of waitlists (including specific high-demand courses)
  • Student feedback on desired future offerings
  • Identified barriers to enrollment and completion
  • Institutional or programmatic constraints limiting service expansion
  • Other regional initiatives or priorities relevant to adult education planning

Each agency collaborated with faculty and staff to complete the survey, ensuring a comprehensive internal review. The surveys were distributed in early December 2024 and returned by January 2025. Responses were supplemented with both internal data (e.g., institutional research, program review reports, CASAS, MIS, ASAP) and external sources (e.g., DataVista, Economic Development Board reports, California LMI, Consortium Fact Sheets).

In late January 2025, SOCRC convened a two-hour strategic planning retreat to analyze findings and shape consortium priorities under the three main CAEP objectives:

  1. Address Educational Needs
  2. Improve Integration of Services and Transitions
  3. Improve Effectiveness of Services

During the retreat, members interacted with regional demographic data and aligned their agency assessments with broader community and workforce needs.

Each member agency utilized its own internal assessment processes and data sources to inform the survey responses. Most agencies relied on CASAS testing and/or TopsPro reports to evaluate student performance and identify needs. Additional methods included:

  • Monitoring class fill rates to adjust scheduling and offerings
  • Conducting annual program reviews with input from students, instructors, and partners
  • Aligning WIOA-funded program goals through formal evaluation cycles
  • Using internship placement and employment data as success metrics (particularly for short-term career training programs)
  • Conducting course-level and CDCP program-level audits of student learning outcomes at the community colleges

To ensure program alignment with regional and statewide priorities, agencies also benchmarked their services against other consortia and adult education providers, striving to meet evolving academic standards and workforce demands.

The following key documents informed the consortium’s planning, implementation, and evaluation processes:

  1. 2024–2025 Orange County Community Indicators
  2. DataVista Reports (2016–2024)
  3. Internal Student Surveys
  4. TopsPro Enterprise Manager Reports (Q4 2023–24)
  5. Individualized Education Career Service Plans (IECSP)
  6. CAEP Three-Year Planning Guidance
  7. Hanover Research Report on Adult Education Governance (Feb 2025)
  8. ELL Healthcare Pathways Grant Data (Cohorts 1 and 2)

These resources, particularly DataVista, TopsPro CAEP manager’s reports, and fiscal reports, were utilized during the strategic retreat to identify gaps, assess community needs, and prioritize areas for growth. The Orange County Community Indicators report allowed the consortium to compare community demographics with program enrollment data and identify underserved populations or unmet workforce needs. Success metrics from the ELL Healthcare Pathways grant were also used to inform goal setting and performance benchmarks for future program development.

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

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

Student surveys

Each agency used resources, statistics, and reports that were relevant to their internal planning process to respond to the three-year plan surveys.  Data is collected throughout the year as part of the member effectiveness process through the three consortium developed tools: 

1. Quarterly Fiscal Report

2. Facilities, Classrooms, Equipment and Technology Assessment

3. Annual Member Self-Evaluation


Regional Alignment and Priorities

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

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

Partner Organization NamePartner Organization Type
Orange County Community FoundationCommunity Organization
CVS HEALTHBusiness
Health Care ProvidersIndustry
Providence Health and ServicesBusiness
Kaiser PermanenteIndustry
Healthy Smiles for Kids of Orange CountyBusiness
American Family Care; Anaheim and Ladera RanchBusiness
Walgreens PharmacyIndustry
El Toro Medical ClinicBusiness
Viewpoint Ambulance of Southern CaliforniaBusiness
Huntington Valley Health Care CenterIndustry
The Ranch at Laguna BeachBusiness
Family Resource CenterCommunity Organization
Vital LinkCommunity Organization
City of Lake Forest - Lake Forest Community Center ClubhouseCommunity Organization
Ready Set OCWorkforce Development Board
Orange County Rescue MissionVendor/Non-Profit
United Domestic WorkersCommunity Organization
What relevant education and workforce plans that guide services in the region were used to develop this Three-Year Plan?

What are the top priorities in relation to regional alignment?

Provide presentations and services for students transitioning to college and careers

Adult education and workforce services supported by CAEP in the South Orange County Regional Consortium (SOCRC) are strategically aligned with regional and statewide education and workforce development initiatives, including those established under the Workforce Innovation and Opportunity Act (WIOA), Guided Pathways, and local institutional strategic plans.

Relevant Plans and Participating Entities

The following education and workforce plans guide services across the SOCRC region, with active participation from consortium members:

  1. WIOA Local Plans – Participating agencies: Saddleback College, Tustin Adult School
  2. Orange County Workforce Alliance Strategic Plan – Reviewed by all member agencies
  3. South Orange County Community College District Strategic Plan (2020–2025) – Saddleback College, Irvine Valley College
  4. Orange County Department of Education (OCDE) Local Control Accountability Plan (LCAP) and WASC Self-Study – OCDE
  5. Center of Excellence Labor Market Information (LMI) Reports – Used consortium-wide
  6. ELL Healthcare Pathways Grant Data and Framework – Saddleback College and partners
  7. ESL Program Reviews and College Guided Pathways Planning Documents – Saddleback College, Irvine Valley College, Tustin Adult School

Summary of Adult Education and Workforce Services in These Plans

  • WIOA Local Plans emphasize equity, access, and measurable skills gains for adult learners. They require SMART goals that enhance transitions to postsecondary education and employment.
  • Orange County Workforce Alliance Strategic Plan focuses on sector-based workforce strategies, career pathway development, and core employability skills aligned with employer needs.
  • SOCCCD Strategic Plan supports seamless transitions from noncredit to credit instruction, increased certificate completion, and responsive curriculum tied to regional economic development.
  • OCDE LCAP/WASC addresses support for disconnected youth (ages 18–25), emphasizing high school diploma completion and basic career readiness training.
  • ELL Healthcare Pathways and Guided Pathways initiatives promote integrated education and training models, aiming to accelerate student transitions from ESL and ASE to high-growth career sectors.

Alignment of CAEP-Funded Services with Regional Plans

  • Saddleback College aligns its CAEP-funded programs with WIOA goals and Guided Pathways by developing integrated career pathways that combine ESL or ABE/ASE with short-term noncredit and credit-bearing career certificates. These efforts are reinforced through the SB554 initiative and ELL Healthcare Pathways grant. A cross-functional team regularly reviews labor market data and college-wide pathway progress to refine offerings and produce updated program roadmaps.
  • Tustin Adult School incorporates WIOA-aligned goals into its CAEP programming through a strong focus on digital literacy, essential employability skills, and preparation for college or workforce transitions. Survey data has guided curriculum changes in ESL and HSD/HSE courses, embedding technology use and workplace readiness traits (e.g., persistence, collaboration, time management) directly into instruction.
  • OCDE, while primarily serving at-risk youth, uses its LCAP and WASC processes to identify service gaps and prioritize career preparation and diploma completion—objectives that align directly with CAEP’s focus on adult learners needing foundational skills and work readiness training.
  • Across agencies, programs are guided by common sources such as the Orange County Community Indicators Report, Center of Excellence LMI data, and internal program reviews, ensuring that services remain responsive to regional economic trends and educational demands.

Identified Gaps in Alignment

While alignment across plans is generally strong, the consortium has identified several areas for further development:

  • Stronger cross-agency data sharing and evaluation frameworks, particularly between WIOA-funded and non-WIOA-funded agencies, to enhance program integration and student tracking.
  • Increased alignment of digital literacy and workplace readiness instruction across member agencies to support transitions from adult education to employment or postsecondary training.
  • More consistent use of labor market data in program design, especially for noncredit career training programs not currently connected to structured regional sector strategies.
  • Additional on-ramps to existing college career pathways for adult learners without a high school diploma or those in foundational ESL levels.

The SOCRC is committed to addressing these gaps by continuing interagency collaboration, refining SMART goals tied to regional plans, and actively participating in workforce development initiatives that expand opportunities for adult learners in South Orange County.

Evaluation of the Needs of Adults in the Region

The South Orange County Regional Consortium (SOCRC) serves a diverse and growing adult population with a broad range of educational and workforce needs. Through a combination of demographic analysis, CAEP Fact Sheets, and local labor market data, the consortium has identified several key areas of focus for service provision: English language acquisition, attainment of a high school diploma or equivalent, career training and transitions, and support for adults with disabilities.

1. English Language Acquisition

English language acquisition remains the largest and most in-demand program area in the region, offered by five of the six member agencies. According to the 2024 CAEP Fact Sheets, over 42,000 adults in the SOCRC service area speak English “less than well,” an increase of 7,000 since 2021. Forty-nine different home languages are represented, with the top five being Spanish (40%), Chinese, Korean, Farsi, and Vietnamese. Notably, 47% of this population is over age 50, and 44% are employed, while 34% lack a high school diploma or equivalent.

To meet these needs, member agencies offer tiered English as a Second Language (ESL) and Adult Secondary English Language (AESL) courses:

  • Irvine Valley College and Saddleback College have the largest AESL programs, offering multi-skill courses across five proficiency levels, including specialized classes (conversation, pronunciation, citizenship, computer skills, etc.), tutoring, and ESL-focused counseling.
  • Tustin Adult School and Irvine Adult School offer over 45 ESL course sections combined, with Tustin providing Saturday classes and in-person support for beginning levels.
  • Laguna Beach Unified delivers multi-level ESL to approximately 50 students annually, with strong employer partnerships—especially in hospitality.
  • IVC has expanded offerings to include vocational ESL and workforce preparation courses in multiple sectors, along with newly created noncredit ESL certificates.

2. High School Diploma and Equivalency

An estimated 60% of the region’s adults without a high school diploma or equivalency are over the age of 40—a 10% increase from 2021. The majority are Hispanic (55%), followed by White (26%) and Asian (14%). While 50% are employed, 31% report limited English proficiency.

To address this:

  • Tustin and Irvine Adult Schools offer high school diploma programs through independent study and weekly instructor check-ins.
  • Tustin Adult School also offers HSE (High School Equivalency) preparation classes.
  • Saddleback College provides CDCP certificates in HSE Math and Language Arts in English and Spanish, supported by robust in-person and online options. Their SB554 Dual Enrollment program incentivizes adult learners to transition from HSE prep to college credit programs.
  • OCDE offers a diploma program for youth ages 18–25, including job readiness and community college transition support. Though not currently CAEP-funded, the program fills a vital service gap for disconnected youth.

3. Career Training and Transitions

The region’s labor market continues to favor high-skill, high-demand sectors. According to the California Labor Market Index:

  • Computer-based occupations show double-digit growth.
  • Health care and social assistance remain the largest employment sectors, with five of the ten fastest-growing occupations in health care.

SOCRC member agencies are responding accordingly:

  • Saddleback College is expanding noncredit career pathways aligned with its AESL offerings, with emphasis on health care through the successful ELL Healthcare Pathways program.
  • College and Career Advantage (CCA) offers industry-specific training in health care, hospitality, cybersecurity, and veterinary technology in partnership with Laguna Beach Unified.
  • Laguna Beach Unified also offers Career Success Workshops to support job-seeking adults.

4. Adults with Disabilities

Saddleback College is the sole provider in the region offering programs specifically for adults with disabilities. Its OASIS program (Opportunities for Adult Students with Intellectual Skills) focuses on workplace readiness and independent living, addressing a significant equity gap for this underserved population.


Summary of Adult Needs

The adult population in South Orange County faces intersecting challenges in English proficiency, educational attainment, career readiness, and accessibility. The SOCRC has strategically developed a multi-agency response that:

  • Expands ESL access and transitions through career-aligned programming.
  • Increases HSE and high school diploma attainment for adults over 40.
  • Aligns career training with local industry trends, especially in health care and technology.
  • Supports disability inclusion through specialized workforce preparation.

Ongoing analysis of demographic shifts, student feedback, and labor market data ensures that programming remains responsive and equitable across the region.

Please identify the categories of needs of your region.

More funding to add service providers and support double digit increases over the past three years

The Orange County Community Indicators Report 2024/25 provides the following data. Orange County holds eight percent of California's population within just 0.5 percent of its land area (pg. 6). Covering 799 square miles and featuring 42 miles of coastline, it is the third most populated county in California after Los Angeles and San Diego (pg. 7). It has the highest proportion of foreign-born residents in southern California, second only to Los Angeles, and boasts the highest levels of educational achievement and median household income. Over thirty percent of residents were born abroad, and forty-seven percent over age five speak a non-English language at home.

Effective communication in this diverse, densely populated area is crucial. Despite five agencies providing ESL programs, there remains a need for additional sections and specialized courses for English learners. Some students lack basic literacy skills necessary for success in secondary education or ESL classes. The implementation of ELL Healthcare Pathways showed that integrated, contextual learning environments improved retention, completion, and transitions to college credit programs and employment. Expanding such pathway programs across more industries could address workforce gaps with well-prepared multilingual candidates.

There is also a need for a regional student success and transition plan. Members aim to create a systemic network supporting adult education students from entry through completion and transition to post-secondary programs and employment. The plan should include support for newcomers, acclimation to California's education system, and equitable opportunities for academic achievement.

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

More funding to add service providers and support double digit increases over the past three years

Challenges

Due to the region’s high population density and significant immigrant population—30.2% of residents born outside the U.S. and 47% speaking a language other than English at home—each SOCRC member agency serves a distinct community with unique cultural, linguistic, and educational needs. The northern part of the region has a higher concentration of students from Middle Eastern, North African, and Asian/Pacific Island backgrounds, while the southern area serves a predominately Latinx population. As a result, member agencies must customize programmingto reflect their students’ literacy levels, academic goals, and sociocultural contexts.

Student Barriers to Access, Participation, Persistence, and Transition

Consortium-wide surveys identified several common barriers that affect students’ ability to participate in and complete adult education programs:

  • Transportation: Students report difficulty accessing school sites due to lack of personal vehicles, limited bus routes and schedules, and inadequate or expensive parking—especially on college campuses.
  • Childcare: The availability and cost of childcare remain significant barriers. Many students are primary caregivers and cannot attend class without reliable childcare.
  • Technology Access and Digital Literacy: Students often lack access to laptops, computers, and stable internet connections. Many also have limited experience using digital tools essential for online learning, academic portals, or assignment submission.
  • Language and Literacy Barriers: ESL learners struggle with low English proficiency and associated communication challenges. There is also a need for basic literacy instruction, especially for students with little or no formal education in any language. Cultural differences further complicate student engagement.
  • Financial Constraints: Students face high costs related to attending school, including parking, health fees, materials, textbooks, CTE program costs, and potential loss of income due to reduced work hours.
  • Mental Health and Well-Being: Many students face stress due to juggling work, school, and family responsibilities. Low academic confidence, unfamiliarity with American educational norms, and unmanaged anxiety or mental health challenges hinder persistence.
  • Work Schedules and Family Obligations: Adult learners often work part-time or full-time and care for children, elders, or both. Irregular work hours and caregiving responsibilities limit consistent participation in both in-person and online classes.
  • Facility Access and Delivery Models: Geographic and logistical barriers make it hard for students to travel to centralized campuses. There is a clear need for flexible scheduling, off-site neighborhood classes, and hybrid/online delivery models.

Institutional Challenges to Expanding Services

Member agencies also face systemic constraints that limit their ability to scale programs, offer additional sections, or expand into new instructional areas:

  • Limited Classroom Facilities: Most adult schools operate in small facilities with fewer than ten classrooms, often in portables. College campuses experience peak-hour constraints, and career training programs require specialized lab spaces and equipment, which are costly and difficult to replicate.
  • Faculty Recruitment and Retention: Finding qualified ESL and CTE instructors is increasingly difficult. Adult Schools often lose candidates to community colleges, which offer higher compensation. Additionally, required credentials and sector-specific training narrow the pool of eligible applicants.
  • Funding Constraints: With less than 10% annual carryover, there is limited flexibility to fund program expansion. Agencies lack sufficient funds to meet demand for more ESL, HSE, and short-term CTE sections. Additional funding is needed for faculty and classified staff, instructional supplies, technology, and facilities.
  • Administrative Capacity: Many adult education administrators also oversee multiple programs within their districts. While current operations are highly efficient, expansion would require increased staffing—both at the agency and consortium levels—to support student transitions, academic planning, and regional coordination.
Which populations are currently being served by your programs?

Contributions by Entities*

NameRoleThree-Year Plan Contribution
Dr. Chad Mabery Administrator Provided data
Dr. Rebecca Roberts Administrator Provided data
William Neddersen Administrator Designed proposed strategies
Kim Thomasen Administrator Participated in planning meetings
Kim Jenkins Principal Participated in planning meetings
Chris Carter Administrator Provided data
Dominic Vellanoweth Administrator Designed proposed strategies
Fatina Judeh Principal Designed proposed strategies
Susan Ahkavan Community college faculty Designed proposed strategies
Savy Steindler Community college faculty Provided data
Jeff Wilson Community college faculty Participated in planning meetings
Julie Scholl Classified staff Provided data
Debbie Vanshoelandt Administrator Participated in planning meetings
Dr. Karima Feldhus Administrator Designed proposed strategies
Chantelle Gil Classified staff Designed proposed strategies
Sue Donalson Administrator Participated in planning meetings
Sonja Wyche Classified staff Provided data
Annie Gilbert Community college faculty Designed proposed strategies
Jill Ibbotson Community college faculty Provided data
Javier Corrales Community college faculty Participated in planning meetings
Stacey Eldred Community college faculty Participated in planning meetings
Yadira De La Cruz Community college faculty Participated in planning meetings
Gina Escobar Administrator Designed proposed strategies

Regional Service Providers

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

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

0

0

0

0

0

0

0

0

0

0
*Coastline ROPMember Representative

0

0

0

0

0

0

0

0

0

0
*College and Career AdvantageMember Representative

0

0

0

0

229

0

0

0

0

229
*Irvine UnifiedMember Representative

0

29

0

0

0

482

0

0

0

511
*Irvine Valley CollegeMember Representative

0

0

0

0

0

3,854

0

0

0

3854
*Laguna Beach UnifiedMember Representative

0

0

0

0

37

37

0

0

0

74
*Orange County Department of EducationMember Representative

0

0

0

0

0

0

0

0

0

0
*Saddleback CollegeMember Representative

531

886

402

0

41

3,456

0

0

15

5331
*Saddleback Valley UnifiedMember Representative

0

0

0

0

0

0

0

0

0

0
*Tustin UnifiedMember Representative

189

223

0

0

0

773

0

0

0

1185
Total Participants 720 1138 402 0 307 8602 0 0 15 11184
* Consortium Member required to input number of Participants

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

No Service Providers for this consortium.

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

Not Entered

Five agencies provide ESL services to over 8,000 students annually, offering six levels from introductory literacy to advanced language skills. Specialty courses include listening, speaking, reading, writing, and American idioms. IVC and Saddleback College provide vocational ESL (VESL) courses covering various industries and offer AESL certificates in three levels. They also have VESL certificates for multilingual educators/parents, professionals, and career pathways, as well as contextual English classes for job success, professional communication, child development, healthcare, and law. Saddleback College and Tustin Adult School teach computer/digital literacy. Irvine Unified School District offers 22 hybrid ESL sections ranging from low beginning to advanced, including conversation, pronunciation, and citizenship preparation. Tustin Unified School District provides 25 ESL sections from beginning literacy to advanced, available in-person and online, with some Saturday classes. Laguna Beach Unified serves around 50 students per year through online programs partnered with local hotels, offering approximately 200 sections of general and specialty ESL courses annually.

Tustin and Irvine Unified Adult Schools have independent study programs for high school diplomas, while Tustin Adult School offers high school equivalency (HSE) preparation. Saddleback College provides two CDCP certificates for HSE preparation in math and language arts, available in English or Spanish, both in-person and online. Their robust SB554 Dual Enrollment program incentivizes completion of HSE preparation and HiSET exams, encouraging AE students to take credit courses at the college. The Orange County Department of Education offers a high school diploma program for students ages 18-25, promoting career education courses and workforce preparation.

College and Career Advantage (CCA) trains students for entry-level health care positions and partners with Laguna Beach Unified for cyber security, hotel hospitality, and vet tech courses. Saddleback College develops noncredit career pathways integrated with AESL courses. Beginning spring 2024, four consortium members will offer integrated healthcare pathway programs in five specialties combining ESL/CTE courses with intensive student support: dental assistant, medical assistant, pharmacy technician, phlebotomy, and certified nursing assistant. One pharmacy technician program had 100% of its students licensed by the state board of pharmacy, with 65% offered jobs, 33% working as pharmacy technicians, and 50% enrolled in credit courses at Irvine Valley College.

Saddleback College serves over 400 students annually in programs for adults with disabilities, focusing on independent living and workforce preparation.

In the 2023/24 academic year, students at all SOCRC agencies completed a total of 1,174,776 hours of instruction across all CAEP program areas.

Metrics: CAEP Barriers & Metrics

Goals & Metrics

Metrics

Adult Ed Metrics

  • English Language Learner (149AE)

Metrics

Adult Ed Metrics

  • Adult Secondary Education (1000)
  • Career Technical Education (1003)
  • English as a Secondary Language (1002)
  • Programs for Adults With Disabilities (1004)

Metrics

Adult Ed Metrics

  • Completed Educational Functioning Level Gain (400AE)

Metrics

Adult Ed Metrics

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

Metrics

Adult Ed Metrics

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

Metrics

Adult Ed Metrics

  • Employed Two Quarters After Exit (505AE)
  • Median Change in Earnings (801AE)

Consortium Level Metric Targets

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

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

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

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

Metric SetMetric DescriptionConsortium Level Metric Actuals Consortium Level Metric Targets
2022-23 2023-24 2024-25 2025-26 2026-27 2027-28
AllReportable Individuals (200AE) 11,214 13,066

13,100

13,200

13,300

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

0

0

0

Employment & EarningsEmployed Two Quarters After Exit (505AE)

0

0

0

Employment & EarningsMedian Change in Earnings (801AE)

0.0%

0.0%

0.0%

ProgressCompleted Educational Functioning Level Gain (400AE)

0

0

0

SuccessDiploma, GED or High School Equivalency (633AE)

0

0

0

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

0

0

0

Students and ProgramsAdult Secondary Education (1000)

0

0

0

Students and ProgramsEnglish as a Secondary Language (1002)

0

0

0

Students and ProgramsCareer Technical Education (1003)

0

0

0

Students and ProgramsPrograms for Adults With Disabilities (1004)

0

0

0

* Mandatory for all members


Coastline ROP (Reported by Coastline Regional Occupational Program)

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

0

0

0

Employment & EarningsEmployed Two Quarters After Exit (505AE)

0

0

0

Employment & EarningsMedian Change in Earnings (801AE)

0.0%

0.0%

0.0%

ProgressCompleted Educational Functioning Level Gain (400AE)

0

0

0

SuccessDiploma, GED or High School Equivalency (633AE)

0

0

0

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

0

0

0

Students and ProgramsAdult Secondary Education (1000)

0

0

0

Students and ProgramsEnglish as a Secondary Language (1002)

0

0

0

Students and ProgramsCareer Technical Education (1003)

0

0

0

Students and ProgramsPrograms for Adults With Disabilities (1004)

0

0

0

* Mandatory for all members


College and Career Advantage (Reported by College and Career Advantage)

Metric SetMetric DescriptionMember Level Metric Actuals Member Level Metric Targets
2022-23 2023-24 2024-25 2025-26 2026-27 2027-28
AllParticipants (202AE) 171 229

235

240

245

Employment & EarningsEmployed Two Quarters After Exit (505AE) 59

60

60

60

Employment & EarningsMedian Change in Earnings (801AE)

2.0%

2.0%

2.0%

ProgressCompleted Educational Functioning Level Gain (400AE) 0

0

0

0

SuccessDiploma, GED or High School Equivalency (633AE)

0

0

0

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

10

10

10

Students and ProgramsAdult Secondary Education (1000) 0 0

0

0

0

Students and ProgramsEnglish as a Secondary Language (1002) 0 18

0

0

0

Students and ProgramsCareer Technical Education (1003) 171 229

235

240

245

Students and ProgramsPrograms for Adults With Disabilities (1004) 0 0

0

0

0

* Mandatory for all members


Irvine Unified (Reported by Irvine Unified School District (IUSD))

Metric SetMetric DescriptionMember Level Metric Actuals Member Level Metric Targets
2022-23 2023-24 2024-25 2025-26 2026-27 2027-28
AllParticipants (202AE) 591 268

400

410

420

Employment & EarningsEmployed Two Quarters After Exit (505AE) 23

25

25

25

Employment & EarningsMedian Change in Earnings (801AE)

2.0%

2.0%

2.0%

ProgressCompleted Educational Functioning Level Gain (400AE) 220 135

150

150

150

SuccessDiploma, GED or High School Equivalency (633AE)

0

0

0

TransitionTransitioned to Non-Developmental Credit College Course (637AE) 25

25

25

25

Students and ProgramsAdult Secondary Education (1000) 17 18

15

15

15

Students and ProgramsEnglish as a Secondary Language (1002) 576 255

400

410

420

Students and ProgramsCareer Technical Education (1003) 0

0

0

0

Students and ProgramsPrograms for Adults With Disabilities (1004) 0

0

0

0

* Mandatory for all members


Irvine Valley College (Reported by Irvine Valley College)

Metric SetMetric DescriptionMember Level Metric Actuals Member Level Metric Targets
2022-23 2023-24 2024-25 2025-26 2026-27 2027-28
AllParticipants (202AE) 3,041 4,103

4,000

4,050

4,100

Employment & EarningsEmployed Two Quarters After Exit (505AE) 194

200

200

200

Employment & EarningsMedian Change in Earnings (801AE)

2.0%

2.0%

2.0%

ProgressCompleted Educational Functioning Level Gain (400AE) 768 1,109

1,200

1,200

1,200

SuccessDiploma, GED or High School Equivalency (633AE) 18

0

0

0

TransitionTransitioned to Non-Developmental Credit College Course (637AE) 354

375

375

375

Students and ProgramsAdult Secondary Education (1000) 145 192

0

0

0

Students and ProgramsEnglish as a Secondary Language (1002) 2,868 3,854

4,000

4,050

4,100

Students and ProgramsCareer Technical Education (1003) 244 611

0

0

0

Students and ProgramsPrograms 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 SetMetric DescriptionMember Level Metric Actuals Member Level Metric Targets
2022-23 2023-24 2024-25 2025-26 2026-27 2027-28
AllParticipants (202AE) 99 74

80

85

90

Employment & EarningsEmployed Two Quarters After Exit (505AE)

5

5

5

Employment & EarningsMedian Change in Earnings (801AE)

2.0%

2.0%

2.0%

ProgressCompleted Educational Functioning Level Gain (400AE) 0 0

0

0

0

SuccessDiploma, GED or High School Equivalency (633AE)

0

0

0

TransitionTransitioned to Non-Developmental Credit College Course (637AE) 0

3

3

3

Students and ProgramsAdult Secondary Education (1000) 0

0

0

0

Students and ProgramsEnglish as a Secondary Language (1002) 72 37

40

40

40

Students and ProgramsCareer Technical Education (1003) 22 37

40

45

50

Students and ProgramsPrograms for Adults With Disabilities (1004) 0 0

0

0

0

* Mandatory for all members


Orange County Department of Education (No reporting institution)

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

0

0

0

Employment & EarningsEmployed Two Quarters After Exit (505AE)

0

0

0

Employment & EarningsMedian Change in Earnings (801AE)

0.0%

0.0%

0.0%

ProgressCompleted Educational Functioning Level Gain (400AE)

0

0

0

SuccessDiploma, GED or High School Equivalency (633AE)

0

0

0

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

0

0

0

Students and ProgramsAdult Secondary Education (1000)

0

0

0

Students and ProgramsEnglish as a Secondary Language (1002)

0

0

0

Students and ProgramsCareer Technical Education (1003)

0

0

0

Students and ProgramsPrograms for Adults With Disabilities (1004)

0

0

0

* Mandatory for all members


Saddleback College (Reported by Saddleback College)

Metric SetMetric DescriptionMember Level Metric Actuals Member Level Metric Targets
2022-23 2023-24 2024-25 2025-26 2026-27 2027-28
AllParticipants (202AE) 5,184 6,309

6,500

6,600

6,700

Employment & EarningsEmployed Two Quarters After Exit (505AE) 290

300

300

300

Employment & EarningsMedian Change in Earnings (801AE)

2.0%

2.0%

2.0%

ProgressCompleted Educational Functioning Level Gain (400AE) 1,047 1,323

1,500

1,500

1,500

SuccessDiploma, GED or High School Equivalency (633AE) 69 351

200

200

200

TransitionTransitioned to Non-Developmental Credit College Course (637AE) 309

325

350

375

Students and ProgramsAdult Secondary Education (1000) 909 886

900

925

950

Students and ProgramsEnglish as a Secondary Language (1002) 2,627 3,456

3,500

3,550

3,600

Students and ProgramsCareer Technical Education (1003) 1,954 2,589

2,600

2,650

2,700

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

0

0

0

Employment & EarningsEmployed Two Quarters After Exit (505AE)

0

0

0

Employment & EarningsMedian Change in Earnings (801AE)

0.0%

0.0%

0.0%

ProgressCompleted Educational Functioning Level Gain (400AE)

0

0

0

SuccessDiploma, GED or High School Equivalency (633AE)

0

0

0

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

0

0

0

Students and ProgramsAdult Secondary Education (1000)

0

0

0

Students and ProgramsEnglish as a Secondary Language (1002)

0

0

0

Students and ProgramsCareer Technical Education (1003)

0

0

0

Students and ProgramsPrograms for Adults With Disabilities (1004)

0

0

0

* Mandatory for all members


Tustin Unified (Reported by Tustin Unified School District)

Metric SetMetric DescriptionMember Level Metric Actuals Member Level Metric Targets
2022-23 2023-24 2024-25 2025-26 2026-27 2027-28
AllParticipants (202AE) 959 968

900

925

950

Employment & EarningsEmployed Two Quarters After Exit (505AE) 41

50

50

50

Employment & EarningsMedian Change in Earnings (801AE)

2.0%

2.0%

2.0%

ProgressCompleted Educational Functioning Level Gain (400AE) 334 334

350

350

350

SuccessDiploma, GED or High School Equivalency (633AE) 96 95

100

100

100

TransitionTransitioned to Non-Developmental Credit College Course (637AE) 32

30

30

30

Students and ProgramsAdult Secondary Education (1000) 259 223

200

210

220

Students and ProgramsEnglish as a Secondary Language (1002) 738 773

750

760

770

Students and ProgramsCareer Technical Education (1003) 0 0

0

0

0

Students and ProgramsPrograms 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.

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

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

  2. Providing Professional Development

  3. Identifying Best Practices

  4. Offering Flexible Courses and Services

Not Entered

Not Entered

Objective #3: Improve Effectiveness of Services

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

Develop or improve integrated ESL/CTE programs

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

Not Entered

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.

Outcomes

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

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 PositionResponsible MemberProposed Completion Date
Administrator and InstructorsIrvine Unified06/30/2028
Administrator and InstructorsIrvine Valley College06/30/2028
Administrator and StaffLaguna Beach Unified06/30/2028
Administrator and InstructorsSaddleback College06/30/2028
Administrator and InstructorsTustin Unified06/30/2028

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.

Outcomes

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

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 PositionResponsible MemberProposed Completion Date
Administrator and InstructorsIrvine Unified06/30/2028
Administrator and InstructorsSaddleback College06/30/2028
Administrator and InstructorsTustin Unified06/30/2028
Administrator and InstructorsOrange County Department of Education06/30/2028

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.

Outcomes

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

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 PositionResponsible MemberProposed Completion Date
Administrator and InstructorsCoastline ROP06/30/2028
Administrator and InstructorsCollege and Career Advantage06/30/2028
Administrator and StaffLaguna Beach Unified06/30/2028
Administrator and InstructorsSaddleback College06/30/2028
Administrator and InstructorsIrvine Valley College06/30/2028
Administrator and InstructorsOrange County Department of Education06/30/2028

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.

Outcomes

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

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 PositionResponsible MemberProposed Completion Date
Administrators, Faculty and StaffCoastline ROP06/30/2028
Administrators, Faculty and StaffCollege and Career Advantage06/30/2028
Administrators, Faculty and StaffIrvine Unified06/30/2028
Administrators, Faculty and StaffIrvine Valley College06/30/2028
Administrators, Faculty and StaffOrange County Department of Education06/30/2028
Administrators, Faculty and StaffSaddleback College06/30/2028
Administrators, Faculty and StaffTustin Unified06/30/2028
Administrator and StaffLaguna Beach Unified06/30/2028

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.

Outcomes

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

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 PositionResponsible MemberProposed Completion Date
Administrator and SOCRC CochairSaddleback College06/30/2028
Administrator and SOCRC CochairTustin Unified06/30/2028

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. 

Outcomes

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

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 PositionResponsible MemberProposed Completion Date
Administrator and SOCRC CochairSaddleback College06/30/2028
Administrator and SOCRC CochairTustin Unified06/30/2028

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.

Outcomes

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

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 PositionResponsible MemberProposed Completion Date
Administrator and StaffSaddleback College06/30/2028

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. 

Outcomes

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

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 PositionResponsible MemberProposed Completion Date
Administrators, Faculty and StaffCoastline ROP06/30/2028
Administrators, Faculty and StaffCollege and Career Advantage06/30/2028
Administrators, Faculty and StaffIrvine Unified06/30/2028
Administrators and StaffLaguna Beach Unified06/30/2028
Administrators, Faculty and StaffSaddleback College06/30/2028
Administrators, Faculty and StaffTustin Unified06/30/2028

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.

Outcomes

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

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 PositionResponsible MemberProposed Completion Date
Administrator and SOCRC CochairSaddleback College06/30/2028
Administrator and SOCRC CochairTustin Unified06/30/2028

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.

Outcomes

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

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 PositionResponsible MemberProposed Completion Date
Administrator and SOCRC CochairSaddleback College06/30/2028
Administrator and SOCRC CochairTustin Unified06/30/2028

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.

Outcomes

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

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 PositionResponsible MemberProposed Completion Date
Administrators, Faculty and StaffCoastline ROP06/30/2028
Administrators, Faculty and StaffCollege and Career Advantage06/30/2028
Administrators, Faculty and StaffIrvine Unified06/30/2028
Administrators, Faculty and StaffIrvine Valley College06/30/2028
Administrators, Faculty and StaffOrange County Department of Education06/30/2028
Administrator and StaffLaguna Beach Unified06/30/2028
Administrators, Faculty and StaffSaddleback College06/30/2028
Administrators, Faculty and StaffTustin Unified06/30/2028

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.

Outcomes

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

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 PositionResponsible MemberProposed Completion Date
Administrators, Faculty and StaffCoastline ROP06/30/2028
Administrators, Faculty and StaffCollege and Career Advantage06/30/2028
Administrators, Faculty and StaffIrvine Unified06/30/2028
Administrators, Faculty and StaffIrvine Valley College06/30/2028
Administrators, Faculty and StaffOrange County Department of Education06/30/2028
Administrators, Faculty and StaffSaddleback College06/30/2028
Administrators, Faculty and StaffTustin Unified06/30/2028
Administrators and StaffLaguna Beach Unified06/30/2028

Funds Evaluation

Member Allocations and Expenditures

Member AgencyPrior Year Total Leveraged FundsProgram Reporting Status
Capistrano Unified $0Certified
Coastline ROP $0Certified
College and Career Advantage $506,229Certified
Irvine Unified $888,727Certified
Irvine Valley College $499,980Certified
Laguna Beach Unified $154,489Certified
Orange County Department of Education $0Certified
Saddleback College $5,905,359Certified
Saddleback Valley Unified $0Certified
Tustin Unified $1,861,662Certified
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

Approved by Dr. Kimberly Jenkins

06/23/2025 12:14 PM PDT

Coastline ROP - Member Representative

Approved by Dr. Brian Dozer

06/18/2025 12:47 PM PDT

College and Career Advantage - Member Representative

Approved by Chris Carter

06/18/2025 05:12 PM PDT

Irvine Unified - Member Representative

Approved by Dr. Rebecca Roberts

06/18/2025 12:57 PM PDT

Irvine Valley College - Member Representative

  • Dean, Career & Continuing Education, and Integrated Design, Engineering and Automation
  • dvanschoelandt@ivc.edu
  • (949) 367-8310
Approved by Debbie Vanschoelandt

06/18/2025 12:36 PM PDT

Laguna Beach Unified - Member Representative

Approved by Dr. Chad Mabery

06/19/2025 08:42 AM PDT

Orange County Department of Education - Member Representative

Approved by Fatinah Judeh

06/18/2025 07:32 PM PDT

Saddleback College - Member Representative

Approved by Dr. Karima Feldhus

06/18/2025 11:52 AM PDT

Saddleback Valley Unified - Member Representative

Approved by Kim Thomason

06/18/2025 12:50 PM PDT

Tustin Unified - Member Representative

Approved by William Neddersen

06/18/2025 11:55 AM PDT