CAEP
Three-Year Plan

Produced: Jun 3, 2025, 02:51 PM UTC - By Van Rider

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:
02 Antelope Valley Regional Adult Education Consortium
Address:
1220 West Ave. J | Lancaster, CA | 93534
Website:
http://avadulted.org
Funding Channel 2025-26:
Direct Funded
CAEP Funds 2025-26:
$5,089,455
CAEP Funds 2024-25:
$4,968,717
CAEP Funds 2023-24:
$4,916,112

Consortium Contacts

Auto-populated

ResponsibilityNameEmailTitlePhone
Primary Contactbberryman@avhsd.orgAccounting Analyst(661) 483-2309
Primary Contactmparsons@avhsd.orgVice Principal(661) 942-3042 ext: 121
Primary Contactjokim@avhsd.orgRegional Director College/Career Prep & Adult Education(661) 483-2302
Primary Contactvan.rider@avc.eduDean of Workforce Development and Community Engagement(661) 722-6300 ext: 6709

Members

Auto-populated

Member AgencyMember TypeContactPhone
Antelope Valley Union HighHigh School DistrictBrandy Berryman(661) 483-2309
Southern Kern UnifiedUnified School Districtn/a
Antelope Valley CCDDistrictVan Rider(661) 722-6707

Executive Summary

The Antelope Valley Adult Education Regional Consortium (AVAERC), in partnership with Antelope Valley College (AVC), has developed a comprehensive three-year plan for 2025-2028 to address the evolving educational needs and priorities of the region. This plan focuses on equity and inclusion, carefully considering local demographics and the specific needs of adult learners. Through ongoing collaboration, AVAERC aims to design and implement aligned educational pathways that provide comprehensive support for students transitioning into postsecondary education and the workforce.

Recognizing the critical need for sustained Adult Education programs and services, AVAERC emphasizes Career and Technical Education (CTE) leading to certifications and pathways to livable wages. The importance of Adult Basic and Secondary Education and English as a Second Language (ESL) are the stepping stones to ensure success. Partnering with the SouthBay Workforce Development Board (SBWIB), the consortium provides workforce services tailored to adult learners in the region, highlighting workforce readiness and career transitions.

Initially covering the northern part of Los Angeles County and a portion of East Kern County, the consortium originally included three members, but changes led AV Adult Education (AVAE) to take over services for adult students in East Kern County. This transition left AVAE and AVC as the two remaining consortium members, with AVAE overseeing a facility in the city of Rosamond.

Through strategic planning and ongoing discussions, the consortium has agreed to continue to allocate current funding to the AVAE program, which supports foundational education and CTE programs essential for students’ transition to college or workforce pathways. Achieving the objectives outlined in the 2025-2028 plan will be crucial for preparing students for these transitions.

Grounded in data analysis and student outcomes, this three-year plan reaffirms the consortium's commitment to addressing the educational and workforce needs of adult learners, enhancing access to education, and promoting pathways that lead to sustainable employment and further educational opportunities.

Assessment

Both members of the consortium are actively involved in community and professional organizations that address the needs of the Greater Antelope Valley region.  In addition, we participate in additional initiatives related to workforce development, growing a talent pipeline, and postsecondary attainment that includes Cal Jobs First Collaborative,  AV Edge (facilitates regional business growth and opportunity) AV Career Prep Council (Employer Advisory Committee for K-14), and South Central Coast Regional Consortium (member colleges create and maintain highly trained workforce), and LA County Comprehensive Economic Development Strategy (CEDS).  Data and information for assessment were obtained through these sources, AVAE and the AVUHSD Director of Career Technical Education. Additionally, the Los Angeles Regional Report Part 2 (LAEDC), SBWIB regional needs assessment, and the Comprehensive Needs assessment conducted by AVC were used to inform decisions. 

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?

The Antelope Valley Adult Education Regional Consortium conducted a comprehensive assessment of educational needs and workforce services in the Greater Antelope Valley region throughout the 2023-2025 school years. The leadership team employed a multi-faceted approach to gathering and analyzing data, utilizing a diverse range of sources to develop a holistic understanding of the region's educational and economic landscape.

The assessment revealed significant economic challenges in the region. Notably, 69% of current students reported being unemployed or not actively participating in the labor force. This stark statistic aligns with broader economic indicators, as the local census tract demonstrates an unemployment rate of 9.7% - which is 4.4 percentage points higher than the national average. The economic strain is further underscored by the per capita income of $25,040, substantially below the national figure by 60.7%.

The consortium's assessment methodology was comprehensive, drawing insights from multiple data sources to create a nuanced understanding of regional needs. The leadership team systematically reviewed and analyzed:

  1. Student Data: Utilizing DataVista, Comprehensive Needs Assessment conducted by AVC, AVAE Yearly and Monthly Data reports, student enrollment surveys, the “My Plan for the Future” document, and the TOPSPro system to gather detailed information about current student populations, their backgrounds, and educational needs.

  2. Demographic and Economic Indicators: Examining U.S. Census data and labor market information from the U.S. Bureau of Labor Statistics and California Employment Development Department to contextualize the region's economic challenges.

  3. Collaborative Inputs: Engaging with our partners, participating in community stakeholder meetings, and gathering input from employers to understand the workforce skill gaps and educational requirements.

  4. Strategic Planning Resources: Reviewing regional plans from LA County, SBWIB, and AVC, and leveraging external research to inform the consortium's strategic approach.

The assessment process involved a multi-pronged data collection strategy, including analysis of educational and economic data sources. By synthesizing data from these varied sources, the Antelope Valley Adult Education Regional Consortium developed a comprehensive understanding of the region's educational needs, workforce challenges, and potential strategic interventions to address economic and educational disparities.

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
Harper Rand CalRegionalIndustry
Antelope Valley Union HighHigh School District
AJCCWorkforce Development Board
CALWorks/GAINCommunity Organization
CompTIAIndustry
Building Trades CouncilIndustry
What relevant education and workforce plans that guide services in the region were used to develop this Three-Year Plan?

LA County Regional Plans, CA CTE Plan, South Central Coast Regional (SSRC) Plan

What are the top priorities in relation to regional alignment?

AVAERC maintains strategic alignment with several key workforce development initiatives across the region. WIOA Title I Local and Regional Plans, developed through workforce development boards, provide the framework for employment services targeting adults and dislocated workers. These plans emphasize sector-based training approaches in high-demand industries while establishing career pathway systems that align with regional economic needs. CAEP services complement these efforts through basic skills education and workforce preparation activities that create entry points to these established career pathways.

WIOA Title II Comprehensive Implementation Plans (CIP) directly address adult education and literacy services that overlap significantly with CAEP's mission. Both programs focus on providing foundational skills in literacy, numeracy, and English language acquisition that prepare adults for workforce entry or advancement. CAEP consortia members frequently serve as WIOA Title II providers, creating natural programmatic alignment. This integration allows for coordinated service delivery, though challenges persist in synchronizing performance measurements and reporting systems between the two funding streams.

The LA County and South Central Coast Regional Plans establish broader workforce development priorities that influence CAEP service delivery within the region. This plan identifies critical industry sectors, including healthcare, information technology, manufacturing, and logistics, as regional priorities. AVAERC has responded by developing contextualized certification courses in many of these sectors. The regional plan emphasizes supportive services and career navigation. AVAERC is developing complementary approaches.

The California Apprenticeship Initiative Grant program has enabled the development of pre-apprenticeship and apprenticeship pathways tied to adult education. We are developing a bridge program that prepares adult learners for apprenticeship or community college. These programs include essential workplace skills, technical foundations, and IT preparation required for apprenticeship success. However, persistent gaps exist in creating structured transitions between CAEP programs and registered apprenticeship systems, with challenges in onboarding employers. 

The Workforce Development Board's "Equity Initiatives in Workforce Development" focuses on equity-centered approaches that prioritize underserved populations, aligning closely with CAEP's equity emphasis. Both initiatives target similar populations, including English language learners, justice-involved individuals, and those lacking high school diplomas or equivalency. AVAERC has incorporated equity frameworks into program design, including flexible scheduling and integrated support services. AVAE programs are listed on the ETPL/ITrain.

Current alignment gaps include data integration limitations that hinder tracking participant transitions between systems. Rural service delivery presents particular challenges for alignment.

To strengthen alignment, AVAERC has implemented cross-training for staff across systems, established formal partnership agreements with WIOA providers, and developed shared referral protocols. 

The Antelope Valley region is home to approximately 388,548 adults aged 18 and above, with a diverse population characterized by a range of cultural and linguistic backgrounds. Approximately 48% of adults in our region fall into the 18-54 age group, with an additional 12% aged 55-64. This mirrors our Adult Ed students as we have a majority of our students in the 18 to 54-year age range at 86%. 31% of the adult population speaks a language other than English at home, with 8% categorized as limited English proficient (LEP). The Antelope Valley region includes of 28% White, 14% Black, 50% Hispanic, and 8% Other as compared to Antelope Valley Adult Education demographics, which are White at 9%, Black at 17%, Hispanic at 67%, and Other at 7%, many of whom face systemic barriers to education and employment. 10% of adults in our region lack a high school diploma or equivalent, which equates to approximately 38,077 individuals as shown by 61% of our student population who lack a high school diploma. Only 28% have attained an associate degree or higher in our region and only 6% of our students have a higher degree. The unemployment rate is approximately 8% among adults in the Antelope Valley Region. 15.6% of adults in the region live below the poverty line, which is higher than the national average of 12.5%. In the Antelope Valley, common barriers for our students include limited access to transportation and lack of affordable childcare. 

Based on the region's low educational attainment and the high percentage of adults without a high school diploma,  the Antelope Valley adult education offers high school diploma and high school equivalency programs that are critical for economic mobility and literacy skills.  Most employers require a high school diploma or high school equivalency to get an entry-level position as well as acceptance into colleges and universities; therefore, we offer High School Diploma and High School Equivalency at no cost to our students. Additionally, the growing LEP population in the region demands the need to offer English as a Second Language Program. Adults in the community need to learn English to become active members of the community and participate in civic activities. Classes in citizenship preparation allow students to become U.S. citizens and stable residents who can access more services throughout the community. The need for offering CTE Program was based on the region's unemployment level and the high percentage of people living below the poverty level. It also addresses labor market predictions that during the next 10 years, employment is expected to increase for occupations needing a two-year degree or certificate, especially in the health industry and information technology fields. The consortium must prioritize adult education services to address the critical needs of our student population. Our HSD and HSE programs offer hybrid and distance learning options that blend foundational skills with career-focused training to accommodate the adult needs in the community. The ESL adult education program offers classes in beginning, intermediate, and advanced levels to accommodate the various needs of students based on their initial assessment and placement levels. All programs offer classes at different sites and at different days and times to accommodate the students' busy schedules. Students can access the curriculum from home to complete homework assignments and improve their skills. 

All students meet with counselors and teachers to discuss their academic goals and career paths. Counselors and teachers monitor their graduation process and credit evaluation to ensure that students are on the right track. Workshops are offered throughout the year to assist and inform students about all the resources available at the schools and offered in the community.  Post-testing is administered to students throughout the year to monitor progress and level advancement. The Antelope Valley Adult Education collaborates with employers and community organizations and workforce boards to align educational offerings with employment opportunities and demands of the region.

Please identify the categories of needs of your region.

Not Entered
What challenges does your region face that impact the programs you have previously or are currently offering?

Not Entered
Which populations are currently being served by your programs?

Contributions by Entities*

NameRoleThree-Year Plan Contribution
Jo Morgan-Kim Administrator Designed proposed strategies
Michelle Parsons Administrator Participated in planning meetings
Van Rider Administrator Participated in planning meetings
Rita Rayfield Teacher employed by local educational agencies Participated in planning meetings
Cynthia Haussman Classified staff Participated in planning meetings
Gloria Loya Teacher employed by local educational agencies Participated in planning meetings
Andrea Bolanos Teacher employed by local educational agencies Participated in planning meetings
Sally Dibinni Teacher employed by local educational agencies Participated in planning meetings
Leo Moreno Teacher employed by local educational agencies Participated in planning meetings
Maria Branch Teacher employed by local educational agencies Participated in planning meetings

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
*Antelope Valley CCDMember Representative

0

0

0

0

0

0

0

0

0

0
*Antelope Valley Union HighMember Representative

30

2,843

98

0

630

856

0

0

251

4708
Total Participants 30 2843 98 0 630 856 0 0 251 4708
* Consortium Member required to input number of Participants

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

Provider NameProvider TypeProgram Area Where Services Are Provided
ABEASEAWDCSSCTEESLPre-ApprenticeshipShort Term CTEWorkforce Reentry
Antelope Valley CCD Other

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

FAA

Not Entered

Among the seven program areas served in 2023-2024 AVAERC has program hours totaling 252,754. 

ESL/ELL- 50,843

ABE- 406

ASE- 138,471

CTE- 26,764

Workforce Prep- 4,830

ASW- 31,440

Current data indicates that the educational needs of learners are being provided through the CAEP offerings. As of March 2025, data indicates significant growth in CTE program hours, reaching nearly 41,000 and trending up. Gaps include the need for a facility to expand offerings, an increased number of school counselors to meet the demand of student educational needs, and transition to post-secondary.

Metrics: CAEP Barriers & Metrics

Goals & Metrics

Metrics

Adult Ed Metrics

  • English Language Learner (149AE)
  • Long Term Unemployed (153AE)
  • Low Income (154AE)
  • Low Literacy (155AE)

Metrics

Adult Ed Metrics

  • Adult Secondary Education (1000)
  • Career Technical Education (1003)
  • English as a Secondary Language (1002)

Metrics

Adult Ed Metrics

  • Completed Educational Functioning Level Gain (400AE)

Metrics

Adult Ed Metrics

  • Transitioned to CTE (636AE)

Metrics

Adult Ed Metrics

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

Metrics

Adult Ed Metrics

  • 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) 4,049 4,274

4,300

4,350

4,400

Student BarriersEnglish Language Learner (149AE) 1,489 1,536

1,550

1,550

1,550

Student BarriersLow Literacy (155AE) 3,445 3,636

3,650

3,650

3,650

Student BarriersLow Income (154AE) 1,747 1,917

1,920

1,920

1,920

Student BarriersLong Term Unemployed (153AE) 19 23

25

25

25

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.

Antelope Valley CCD (Reported by Antelope Valley)

Metric SetMetric DescriptionMember Level Metric Actuals Member Level Metric Targets
2022-23 2023-24 2024-25 2025-26 2026-27 2027-28
AllParticipants (202AE) 479 502

0

0

0

Employment & EarningsMedian Change in Earnings (801AE)

0.0%

0.0%

0.0%

ProgressCompleted Educational Functioning Level Gain (400AE) 86 104

0

0

0

SuccessDiploma, GED or High School Equivalency (633AE) 75 67

0

0

0

TransitionTransitioned to CTE (636AE) 22

0

0

0

Students and ProgramsAdult Secondary Education (1000) 0

0

0

0

Students and ProgramsEnglish as a Secondary Language (1002) 274 293

0

0

0

Students and ProgramsCareer Technical Education (1003) 206 206

0

0

0

* Mandatory for all members


Antelope Valley Union High (Reported by Antelope Valley Union High School District (AVUHSD))

Metric SetMetric DescriptionMember Level Metric Actuals Member Level Metric Targets
2022-23 2023-24 2024-25 2025-26 2026-27 2027-28
AllParticipants (202AE) 2,564 2,829

3,000

3,000

3,000

Employment & EarningsMedian Change in Earnings (801AE)

69.0%

69.0%

69.0%

ProgressCompleted Educational Functioning Level Gain (400AE) 941 1,166

1,200

1,220

1,240

SuccessDiploma, GED or High School Equivalency (633AE) 239 293

300

310

320

TransitionTransitioned to CTE (636AE) 133

20

20

20

Students and ProgramsAdult Secondary Education (1000) 1,578 1,780

1,800

1,820

1,840

Students and ProgramsEnglish as a Secondary Language (1002) 830 856

860

860

860

Students and ProgramsCareer Technical Education (1003) 239 348

400

400

450

* 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
Antelope Valley Union High 100% 94% 0%

100%

100%

100%

Objectives

Objective #1: Address Educational Needs

Regional Need #1: Expand and align CTE offerings and develop pathway programs

Regional Need #2: Expand seamless transitions to post-secondary education

Regional Need #3: Improve program awareness through the use of targeted marketing

Regional Need #4: Improve student success and retention in HSD, HSE, and ESL programs

Comprehensive Smart Goals

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

Student Retention Plan

Comprehensive Smart Goals

Objective #3: Improve Effectiveness of Services

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

Not Entered

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

Not Entered

Comprehensive Smart Goals

Activities & Outcomes

Objective #1: Address Educational Needs

Student Retention Plan

The primary objectives of this proposed initiative include increasing the overall number of students who achieve their HSE or HSD. A specific goal is set to reduce the proportion of HSD students who have been enrolled in the program for over a month during the school year without earning any credits. This data-driven strategy aims to improve student engagement, accelerate credit accumulation, and ultimately boost program completion rates by addressing the multifaceted needs of adult learners. The initiative involves implementing a comprehensive data review and student progress monitoring system to enhance the effectiveness of Adult Education (AE) programs. This system will empower AE staff to identify barriers to High School Equivalency (HSE) and High School Diploma (HSD) completion, develop targeted solutions to overcome these obstacles, and provide holistic support through additional resources, mentoring, workshops, and activities tailored to the specific needs of adult learners. 

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).

  • Counselor Welcome video provided to students at orientation and before CASAS testing
  • Pathway Counseling (Pathway goals, strengths, barriers)
  • Counselor Workshops. Hold counselor-led virtual and in-person workshops for all students in areas of success strategies, career planning, CTE pathways, transition to post-secondary schools, etc
  • Zero  Credit Intervention Workshops
  • Reinstatement Conferences
  • My Plan for the Future
  • Mindset Video
  • It is the expectation of the diploma program that diploma students earn at least two credits per month
  • ASAP reports for zero credit students with motivational emails
  • Emails to students with 30 credits or less

  • Devise and implement a Student Leadership program to cultivate adult learner voices amongst each other. staff, and the community
  • Bi-monthly meetings (one for planning and one for student leadership) to develop program throughout the year
  • Volunteer hours at community events, classroom presentations, student support labs, etc
  • Upgrade student technology as necessary across all programs to facilitate student access to the curriculum.

Adult Education Metrics and Student Barriers

  • All: Reportable Individuals (200AE)
  • Students and Programs: English as a Secondary Language (1002)
  • Success: Diploma, GED or High School Equivalency (633AE)

Responsible Positions, Responsible Consortium Members, and Proposed Completion Date

Responsible PositionResponsible MemberProposed Completion Date
Counselors, TeachersAntelope Valley Union High06/05/2026

Objective #2: Improve Integration of Services & Transitions

Comprehensive career and education planning

Every student will be provided with personalized education and career planning goals based on career assessments. These efforts will be coordinated with workforce development agencies and Antelope Valley Community College to ensure comprehensive support. Each student, in collaboration with their school counselor and teacher, will develop a personalized “My Plan for the Future,” outlining their academic and career pathway. This plan will play a crucial role in supporting students' success in achieving their career and technical education (CTE) pathways and certifications, facilitating a smooth transition into the workforce and post-secondary education.

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).

  • Implement "My Plan for the Future" digital template with input from stakeholders
  • Launch student workshops on career pathway planning

  • 30% increase in successful post-secondary transitions
  • CTE program emails to all students, staff, and comprehensive school site counseling departments
  • Refine the current procedure to evaluate the academic skills of CTE students during enrollment and provide remedial basic skills classes to bridge any gaps.
  • New enrollment procedure for CTE students and computer lab for remedial classes
  • Share student progress at PLC and leadership team meetings and after implementation
  • Implement career assessment tools for all students
  • Train counselors and teachers on career planning tools and assessment interpretation
  • Create an automated tracking system for student career plans
  • 100% of students complete career assessments annually
  • 90% of plans include specific post-secondary education targets
  • 25% increase in dual enrollment participation

Adult Education Metrics and Student Barriers

  • All: Reportable Individuals (200AE)
  • Students and Programs: Career Technical Education (1003)
  • Transition: Transitioned to CTE (636AE)

Responsible Positions, Responsible Consortium Members, and Proposed Completion Date

Responsible PositionResponsible MemberProposed Completion Date
Counselors, Leadership, AdministrationAntelope Valley Union High06/07/2027

Objective #3: Improve Effectiveness of Services

Construct a Workforce Development Center

Design and construct a 14,000-square-foot Workforce Development Center by December 2026 that will support the launch of additional career pathway programs and pre-apprenticeships through hands-on training and industry-aligned curriculum.

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).

  • Secure Lot Merger
  • Conduct Geotechnical and Environmental Assessments
  • Revise Architectural Plans and Obtain Permitting
  • Begin Construction
  • Secure Additional Funding
  • Invest in upgrading facilities to support the local economic development plan

Adult Education Metrics and Student Barriers

  • All: Participants (202AE)
  • All: Reportable Individuals (200AE)
  • Students and Programs: Career Technical Education (1003)

Responsible Positions, Responsible Consortium Members, and Proposed Completion Date

Responsible PositionResponsible MemberProposed Completion Date
DirectorAntelope Valley Union High01/01/2027

Funds Evaluation

Member Allocations and Expenditures

Member AgencyPrior Year Total Leveraged FundsProgram Reporting Status
Antelope Valley CCD $0Certified
Antelope Valley Union High $5,535,506Certified
Totals$5,535,506 2/2 Certified

Over the next three years, the consortium will strategically allocate adult education funds to support vital educational programs at AVAE while maximizing the impact of significant carryover funds. The consortium has designated all carryover funds from prior years for the construction of a comprehensive workforce development training center, representing a substantial investment in infrastructure that will enhance student opportunities and program delivery. The primary CAEP funding will be directed toward sustaining and strengthening the core daily operations of essential programs, including English Language (EL), High School Diploma/High School Equivalency (HSD/HSE), English Language Civics (EL Civics), and Career Technical Education (CTE) programs.

AVAE leverages multiple additional funding sources to support its educational initiatives. These resources include significant federal and state funding streams such as the National Science Foundation, CalWorks, Workforce Innovation and Opportunity Act (WIOA), California Adult Education Innovation (CAI) funds, and EL Healthcare Pathways grants. Additional grants have been submitted to aid in the completion of ongoing projects. These diverse funding sources are necessary to operate, complement CAEP funds, and enable the consortium to implement a more comprehensive approach to adult education.

By strategically combining CAEP funds with these additional resources, the consortium will implement the strategies outlined in the Three-Year Plan while maximizing operational efficiency and program effectiveness. The construction of the workforce development training center using carryover funds represents a transformative investment that will create a hub for career preparation and skills development. Meanwhile, the ongoing operational funding through CAEP ensures the sustainability of core educational programs that serve as the foundation of adult education in the region. The supplementary federal and state funding sources provide additional flexibility to enhance programs, develop innovative approaches, and create specialized pathways that align with workforce needs and student goals.

Certification

Antelope Valley CCD - Member Representative

  • Dean of Workforce Development and Community Engagement
  • vrider@avc.edu
  • (661) 722-6707
Approved by Van Rider

06/03/2025 07:51 AM PDT

Antelope Valley Union High - Member Representative

  • Regional Director College/Career Prep & Adult Education
  • jokim@avhsd.org
  • (661) 483-2302
Approved by Jo Morgan-Kim

05/20/2025 08:30 AM PDT