CAEP
Annual Plan

Produced: Aug 25, 2025, 07:40 PM UTC - By Van Rider

02 Antelope Valley Regional Adult Education Consortium
CONSORTIUM APPROVED

2025-26

Plans & Goals

Executive Summary

The Antelope Valley Regional Adult Education Consortium (AVAERC) continues to implement its comprehensive 2025-28 Three-Year Plan, focusing on addressing the critical educational and workforce needs of the Greater Antelope Valley region. During the 2024-25 program year, the consortium made significant progress in expanding Career Technical Education (CTE) programs, with program hours reaching nearly 4,000 and continuing to trend upward. The consortium successfully maintained core programming in High School Diploma/High School Equivalency (HSD/HSE), English as a Second Language (ESL), and Adult Basic Education (ABE) while strengthening partnerships with workforce development organizations.

For the 2025-26 program year, AVAERC's vision centers on three primary goals: enhancing student retention and success rates, expanding comprehensive career and education planning services, and advancing the construction of a 14,000-square-foot Workforce Development Center. The consortium serves approximately 4,400 reportable individuals annually, with 58% of current students reporting unemployment or limited labor force participation. This aligns with the region's unemployment rate of 8.2%, significantly higher than the national average.

The planned allocations for 2025-26 directly support the Three-Year Plan's objectives by directing CAEP funds toward sustaining essential daily operations of core programs while strategically utilizing carryover funds for infrastructure development. The consortium leverages multiple funding sources, including National Science Foundation grants, CalWorks, WIOA, and EL Healthcare Pathways grants, to maximize program effectiveness and comprehensive service delivery.

Plans & Goals

How (if at all) do the consortium’s previous program year goals differ from the current year’s goals?

Goals have changed or new goals have emerged for the upcoming year

Why have the consortium’s goals changed for the upcoming year?

Our previous goal to adopt a new student information system (MyOneFlow) did not come to fruition as the company could not meet our needs. We have opted to continue using our current system and have adopted modifications to help us reach our goals. 

How much progress did the consortium make towards its previous program year goals?

Some progress - around half of the goals were met

The consortium made significant progress in several key areas during 2024-2025. The CTE program expansion exceeded expectations, with enrollment reaching 740 students, representing a notable increase from the 341 students enrolled the previous year. The English as a Second Language (ESL) program maintained strong enrollment with 728 enrollees completing 12 or more hours of instruction. Adult Secondary Education (ASE) programs served 1608 enrollees who completed 12 or more hours of instruction. These numbers demonstrate the success of our student retention plan. ESL improved the percentage of students completing greater than twelve hours of instruction from 62% to 69%; likewise, ASE improved from 66% to 67%. 

A notable success story involves the development of the zero credit intervention program which showed promising results in improving student engagement and credit accumuluation rates. This led to the creation of a twenty hour or less intervention group also. The implementation of "My Plan for the Future", a digital template, has been instrumental in providing personalized education and career planning for students. Also, the consortium launched comprehensive counselor-led workshops covering success strategies, career planning, CTE pathways, and post-secondary transitions. 

Partnership development with the LA County Workforce Development Board and the SouthBay Workforce Development Board strengthened, resulting in enhanced workforce services tailored to adult learners. AV Adult Ed's collaboration with regional organizations, including the Cal Jobs First Collaborative, AV Edge and the AV Career Prep Council provided valuable insights into employer needs and industry trends. 

What barriers did the consortium face in making progress towards its previous program year goals?

The primary barriers included the need for expanded physical facilities to accommodate growing program demand, particularly for CTE offerings. The consortium identified the critical need for additional school counselors to meet the increasing demand for individualized student support and post-secondary transition services. Infrastructure limitations have constrained the ability to fully implement all planned CTE pathways and pre-apprenticeship programs. Childcare access continues to be a significant barrier for students in the region, impacting retention rates. 

What are the goals for the consortium for the current program year?

The 2025-26 program year focuses on three strategic objectives aligned with the Three-Year Plan. First, addressing educational needs through the comprehensive Student Retention Plan, which aims to reduce the proportion of HSD students enrolled for over a month without earning credits. This initiative includes implementing counselor welcome videos, pathway counseling, zero credit intervention workshops, and the "My Plan for the Future" digital planning tool.

Second, improving integration of services and transitions through comprehensive career and education planning. Students will receive personalized education and career planning with a school counselor and teacher support. 

Third, improving the effectiveness of services through the construction of the 14,000-square-foot Workforce Development Center by December 2026. This facility will support additional career pathway programs and pre-apprenticeships through hands-on training and industry-aligned curriculum. The center represents a transformative investment in regional workforce development infrastructure.

How will the consortium measure progress towards the goals set for the current program year?

AVAE will implement a comprehensive data review and student progress monitoring system, utilizing quarterly reviews of student data. Key performance indicators include tracking reportable individuals and those who have less than 12 hours of instruction, paired tests, and literacy gains. Progress monitoring will include monthly reports for zero-credit student and twenty or less credit student interventions, and HSE performance. Construction progress for the workforce development center will be measured through milestone completion, including assessments, architectural plans and revisions, permitting, and construction phases. The consortium will also track leveraged funding success and facility upgrade completion to support local economic development alignment and student safety in existing buildings. 

Assessment

Regional Needs Assessment

Please identify the categories of needs in your region.

Please identify resources used to identify these gaps.

AVAE will measure effectiveness through multiple data sources and metrics. Student enrollment and retention rates will be tracked monthly, with specific attention to zero credit students and credit accumulation. Post-secondary transition success will be measured through tracking students who enroll in AVC or other community college/college or enter employment within six months of program completion, to the best of our ability. Career pathway effectiveness will be assessed through industry certification completion rates and employment rates through data collection with workforce development agencies. A student satisfaction survey to evaluate programs will also be given. Educational functional iteracy gains will be tracked through TE/CASAS. The effectiveness of support services will be evaluated through utilization rates and correlation with student retention and completion outcomes. 

The Antelope Valley region faces unique challenges, with 58% of current students reporting unemployment or limited labor force participation, reflecting the region's 8.2% unemployment rate. The per capita income of $35,000 is substantially below the national average, with 22.5% of adults living below the poverty line. These economic indicators drive the critical need for comprehensive workforce development and educational advancement opportunities.

The consortium's multi-faceted data collection approach includes a systematic review of student data through DataVista, comprehensive needs assessments, and strategic planning resources from LA County, SBWIB, and AVC. The region's demographics show 31% of the adult population speaks a language other than English at home, with 15% categorized as limited English proficient, necessitating robust ESL programming.

Geographic challenges include serving both urban Lancaster/Palmdale areas and rural communities with limited transportation infrastructure. The consortium addresses these needs through hybrid and distance learning options, multiple site locations, and flexible scheduling. The planned Workforce Development Center will significantly expand capacity to serve the region's growing demand for CTE programs and pre-apprenticeship opportunities.

Activities & Outcomes

Objective #1: Address Educational Needs

Student Retention Plan

THREE-YEAR PLAN 2025-28

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. 

Adult Education Metrics and Student Barriers

  • All: Reportable Individuals (200AE)
  • Students and Programs: Adult Secondary Education (1000)
  • 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

THREE-YEAR PLAN 2025-28

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.

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

THREE-YEAR PLAN 2025-28

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.

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

Fiscal Management

Alignment & Carryover

The planned usage of allocations for 2025-26 directly aligns with the consortium's Three-Year Plan objectives through strategic fund allocation that maximizes impact while ensuring program sustainability. Primary CAEP funding supports the 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.

The allocation strategy prioritizes maintaining core educational services that serve as the foundation for student success while strategically investing in infrastructure that will enhance long-term program effectiveness. The consortium's approach ensures continued access to foundational education programs while building capacity for expanded workforce development opportunities.

Fund allocation supports the three strategic objectives outlined in the Three-Year Plan: addressing educational needs through comprehensive student support services, improving integration of services through coordinated career and education planning, and enhancing effectiveness through facility improvements and technology upgrades. The planned expenditures directly support the achievement of performance targets.

The consortium has strategically designated all carryover funds from prior years specifically for the construction of the comprehensive Workforce Development Center, representing a substantial investment in infrastructure that will transform program delivery capacity. This approach ensures that accumulated funds are utilized for transformative improvements rather than recurring operational expenses.

The carryover fund allocation strategy aligns with Education Code 84914 requirements by directing funds toward a time-limited capital project that will enhance long-term program effectiveness. The Workforce Development Center construction represents a strategic investment that will support expanded CTE programming, pre-apprenticeship opportunities, and enhanced industry partnerships for years to come.

This approach maximizes the impact of carryover funds by creating permanent infrastructure improvements that will benefit multiple student cohorts and program areas. The center will provide dedicated space for specialized training programs, modern equipment, and industry-standard facilities that would not be possible through annual operational funding alone.

Usage

How does the consortium plan to use allocated funds in the upcoming year?

The consortium will strategically allocate funds to support both operational excellence and transformative improvements. Operational funding will sustain core programming, including instructor salaries, program materials, technology resources, and student support services. Staff professional development will focus on career planning tools, assessment interpretation, and industry-aligned curriculum development.

Capital investments which will be paired with federal braided funding, will prioritize the Workforce Development Center construction, facility improvements, and technology upgrades that support expanded program delivery. Equipment purchases will focus on industry-standard tools and technology necessary for CTE programs, particularly in healthcare, information technology, and manufacturing pathways.

Marketing and outreach initiatives will increase awareness of services among target populations, while wraparound services will address transportation, childcare, and other barriers that impact student success. The consortium will also invest in data systems improvements that support comprehensive student tracking and program evaluation.

The fund allocation strategy ensures balanced investment in both immediate student needs and long-term capacity building, positioning the consortium to achieve its Three-Year Plan objectives while maintaining high-quality program delivery throughout the implementation period.


Consortium Objectives & Activities Overview

Objectives & Activities

= consortium has included this activity in an Annual Plan from the 2025-28 Three-Year Plan
= consortium has NOT selected this activity in an Annual Plan from the 2025-28 Three-Year Plan
ActivityOriginIncluded in Annual Plan
Objective #1: Address Educational Needs
Student Retention Plan
THREE-YEAR PLAN 2025-28
Objective #2: Improve Integration of Services & Transitions
Comprehensive career and education planning
THREE-YEAR PLAN 2025-28
Objective #3: Improve Effectiveness of Services
Construct a Workforce Development Center
THREE-YEAR PLAN 2025-28

Certification

Antelope Valley CCD - Member Representative

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

08/25/2025 12:40 PM 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

07/17/2025 02:41 PM PDT