CAEP Three-Year Plan: 2022-23 14 Desert Regional Consortium
Status: Certified
California Adult Education Program
14 Desert Regional Consortium: Certified
Details
Assessment
Metrics: CAEP Barriers & Metrics
Consortium Level Metric Targets
* Mandatory for all consortia
Metric Set | Metric | 2019-20 Actuals | 2020-21 Actuals | 2021-22 Actuals | 2022-23 Target | 2023-24 Target | 2024-25 Target |
---|---|---|---|---|---|---|---|
All | *Number of Adults Served (AE 200 - Overall) | 5,793 | 4,515 | 5,922 | 6,041 | 6,152 | |
Student Barriers | Low Literacy (AE 311 - Overall) | 4,878 | 3,967 | 5,686 | 5,800 | 5,916 |
Member Level Metric Targets
* Mandatory for all members
Coachella Valley Unified (Reported by Coachella Valley Unified School District)
Metric Set | Metric | 2019-20 Actuals | 2020-21 Actuals | 2021-22 Actuals | 2022-23 Target | 2023-24 Target | 2024-25 Target |
---|---|---|---|---|---|---|---|
All | *Adults who Became Participants (AE 202 - Overall) | 1,889 | 2,247 | 2,005 | 2,045 | 2,086 |
Desert CCD (Reported by Desert District)
Metric Set | Metric | 2019-20 Actuals | 2020-21 Actuals | 2021-22 Actuals | 2022-23 Target | 2023-24 Target | 2024-25 Target |
---|---|---|---|---|---|---|---|
All | *Adults who Became Participants (AE 202 - Overall) | 2,624 | 1,506 | 1,800 | 1,836 | 1,873 |
Desert Sands Unified (Reported by Desert Sands Adult School)
Metric Set | Metric | 2019-20 Actuals | 2020-21 Actuals | 2021-22 Actuals | 2022-23 Target | 2023-24 Target | 2024-25 Target |
---|---|---|---|---|---|---|---|
All | *Adults who Became Participants (AE 202 - Overall) | 343 | 398 | 364 | 372 | 379 |
Palm Springs Unified (Reported by Palm Springs Unified School District (PSUSD))
Metric Set | Metric | 2019-20 Actuals | 2020-21 Actuals | 2021-22 Actuals | 2022-23 Target | 2023-24 Target | 2024-25 Target |
---|---|---|---|---|---|---|---|
All | *Adults who Became Participants (AE 202 - Overall) | 444 | 402 | 471 | 480 | 490 |
Riverside Co. Office of Education (Reported by Riverside County Office Of Education - Desert)
Metric Set | Metric | 2019-20 Actuals | 2020-21 Actuals | 2021-22 Actuals | 2022-23 Target | 2023-24 Target | 2024-25 Target |
---|---|---|---|---|---|---|---|
All | *Adults who Became Participants (AE 202 - Overall) | 278 | 181 | 296 | 302 | 308 |
Member Spending Targets
Member | Percent of 2019-20 Available Funds Spent | Percent of 2020-21 Available Funds Spent | Percent of 2021-22 Available Funds Spent | 2022-23 Target | 2023-24 Target | 2024-25 Target |
---|---|---|---|---|---|---|
Coachella Valley Unified | 100% | 100% | 62% | 60% | 60% | 60% |
Desert CCD | 100% | 63% | 0% | 60% | 60% | 60% |
Desert Sands Unified | 100% | 100% | 38% | 60% | 60% | 60% |
Palm Springs Unified | 100% | 77% | 0% | 60% | 60% | 60% |
Riverside Co. Office of Education | 100% | 100% | 53% | 60% | 60% | 60% |
Objectives
Improve Integration of Services & Transitions
A Workforce strategy for students who choose not to continue their education but find employment, are not always aware or directed on how the WF system can assist with employment or short-term training. The WF would provide information in one of the required senior courses or if at the end of the year schools know who will not be continuing their education, students could access Information at a workforce session. Similar direct links would be available to AE programs at Career Resource Workforce area computers, making access easier.
In 2022, Desert Sands Unified School District developed and initiated a job skills training program to assist adults in the community to prepare for immediate employment in high-need areas as determined by employment deficits of local school districts. The initial offerings included specific training to serve school districts in the areas of custodial and nutrition services. The program also included training and assistance in basic job procurement activities such as completing job applications, developing resumes and cover letters, obtaining references and engaging in mock job interviews to assist adult students transitioning into the workforce.
Riverside County Library System’s Literacy Services provides enrichment and support for adult learners. Adult learners who qualify for services are 16 years of age or older and not enrolled in public school. The program’s objectives are to provide a means for a learner to achieve their goals in four areas: as an individual, as a worker, as a family, and as a community member. Through assessment and Roles and Goals, we are able to determine the best way to assist the learner in their journey. The barriers that the program faces are the reliance on volunteers to provide instruction, either through one-on-one, or in a small group class setting. Because of this, there is a struggle to pair learners with tutors that are geographically, and academically a good match. In addition, our learners often require extra support in their native language. This exists as a barrier if bilingual tutors are not available.
The program’s three-year projections are to increase the program’s visibility in the eastern Coachella Valley, thereby increasing the number of learners from that area by twenty individuals per year, for an overall increase of 60 new learners. The projected new learners will be geographically located in the following areas: North Shore, Mecca, Coachella, Thermal, and Indio.
To seamlessly transition students from Adult School to College, the DRC has helped develop a one-of-a-kind innovative regional partnership. Through this partnership with the City of Coachella and the Coachella Valley Adult School, College of the Desert has continued the commitment to offering a guaranteed two-year General Education (GE) schedule at the Coachella Library. Upon completion, students earn a Certificated of Achievement and meet the GE requirements to transfer to UCs, CSUs and other four-year institutions.
To ensure students have a seamless transition, College of the Desert has included a special web portal on their web page to assist Adult School students in their application process. DRC Consortium members will coordinate adding transition counselors to assist adults and create a pathway higher education possibilities. The DRC will establish transitional support collaboration between member agencies for the purpose of guiding students through post-secondary college and career educational pathways. Creating smoother pathways for students to achieve their educational and vocational goals may include improving communication and outreach, hiring cross-agency
To accelerate the workplace transition of English as a Second Language students, the Desert Regional Consortium has begun to develop short term Integration of Education and Training programs. These programs allow English Language Learners to co-enroll into CTE courses and ESL classes allowing students to obtain industry recognized certificates at accelerated rates.
Address Educational Needs
The DRC members may have the opportunity to leverage additional funding sources and make creative use of current funding streams thereby closing Gaps in Service. Several institutions such as CVAS, COD, and RCOE receive WIOA funds, and the opportunity exists for more regional funding through this and other government grant programs. Some members, such as CVAS, are working with community-based organizations or nonprofits that already receive grant funding. These relationships could lead to additional grant funding for joint programs. Local businesses may also be willing to support AE efforts through financial aid and paid apprenticeships, as they are doing for K-12 career academies. Currently Desert Sands USD leverages district funds at the Eisenhower Education Center to provide adult education services in conjunction with consortium members CVAS and COD.
The DRC primarily serves a largely Hispanic and low-income communities, especially in the more eastern and western areas of the region. Communities to the east include a large non-English-speaking migrant population.
The DRC is committed to recruiting, hiring, and retaining qualified staff to teach adult education ESL, High School Diploma and CTE classes in the Desert Region remains a challenge due to the pandemic. Regional economic planning efforts do not specifically nor consistently include Adult Education efforts. options. DRC urban and rural populations can be described as “transient;” thus, personal information can quickly become outdated and outreach efforts or attempts to provide educational continuity are difficult. Nonetheless, the DRC is committed to reviewing DRC and Workforce analysis data on a quarterly basis to ensure not only appropriate classes are placed the in the correct regions of the Coachella Valley, but also classes that reflect the needs of the student for academic and/or workplace success.
Improve Effectiveness of Services
The DRC has made great progress in developing resource-sharing agreements between specific members to expand the regional AE system. The consortium has benefited from examining additional strategies such as developing a shared process to develop articulated curricula and share resources for students across different agencies. increased coordination of counselors has resulted in an exchange of best practices that has benefitted the consortium as a whole and has contributed to a more consistent student experience. While the DRC has moved toward collaboration as it has expanded the geographical reach of programs, it is still working to reconcile historical or traditional boundaries between providers with current and future capacity needs. In the past, organizational red tape and system misalignment among DRC members has hindered program and service coordination. This contributed to inefficiencies such as duplication of administrative efforts and transition barriers for students. The move to a more fully integrated, regional AE system has eliminated previous gaps in service areas. Regional unemployment data and community input is examined on a quarterly basis to ensure classes are placed in the locations of most need targeting adults with high unemployment, poor English skills, and adults with no high school diplomas.
DRC will partner and consult with Local Workforce Development Board and Riverside County Agencies to improve student transitions into the workforce. Additionally, the three Coachella Valley school districts (Desert Sands USD, Palm Springs USD and Coachella Valley USD) will continue to maximize resources by utilizing the instructors and administrative staff from College of the Desert and Coachella Valley Adult School. Given the high unemployment rate that has transpired as a result of the COVID-19 crisis, the DRC will collaborate and to create shared goals. DRC will create a shared workforce employer advisory with Riverside County College of Career Education.
The DRC will continue to engage in available Professional Development resources from CALPRO, OTAN, CAEP, and CASAS – both in-person, online (synchronous and asynchronous) and in hosting local events for the benefit of the entire consortium (i.e., localized workshops). Possible topics may include data-driven decision-making, equity minded practices, growth mindset practices, and raising awareness about the needs and motivations of adult learners. The DRC will continue to invest time and energy in professional development activities that will strengthen the efficacy of their work and the unity of the consortium.
Activities & Outcomes
Enhancing Learner Outcomes
Objective that Applies to this Activity
Address Educational Needs
The Desert Regional Consortium ESL and HSD/HSE instructors will continue to meet in Monthly PLC committees with the goal of increasing the number of students achieving level gains and progress toward achieving HSD/HSE credentials. Quarterly, DRC member reports will be reported at DRC scheduled meetings to review progress towards achieving goals. Each member is responsible for continued progress.
ESL students' technology needs are assessed and met. By June 30, 2023, the DRC will maintain or exceed the number of high school graduates by 3% as compared to the number of graduates from the 2019-20 school year.
Expand and diversify sources of technology support for ELL learners as measured by ELL enrollment and attendance in online/hybrid courses. Enhance learner outcomes for HSD/HSE by 3% as compared to the number of graduates from the 2021-23 school year.
Expand and diversify sources of technology support for ELL learners as measured by ELL enrollment and attendance in online/hybrid courses. Enhance learner outcomes for HSD/HSE by 3% as compared to the number of graduates from the 2023-24 school year.
Proposed Completion Date
Adult Ed Metrics and Student Barriers
- Student Barriers: Low Literacy (AE 311 - Overall)
Responsible person(s)
Name |
---|
Funds Evaluation
Member Allocations and Expenditures
Member Agency | Prior Year Total Leveraged Funds | Program Reporting Status |
---|---|---|
Coachella Valley Unified | $2,339,531 | Certified |
Desert CCD | $1,839,586 | Certified |
Desert Sands Unified | $427,663 | Certified |
Palm Springs Unified | $292,606 | Certified |
Riverside Co. Office of Education | $1,902,469 | Certified |
Totals | $6,801,855 | 5/5 Certified |
All Desert Regional Consortium members unanimously approved the previous DRC Three-Year Plan, which contains various ongoing /new programs, as well as pilots to be implemented. CAEP funds are allocated for administering existing /new school sites, purchasing required administrative reporting software/hardware, staffing, maintaining faculty, providing counseling, professional development, and upgrading /replacing equipment. The DRC annual plans reevaluate and focus on specifics of the Three-Year plan to be accomplished or updated. As the DRC proceeds, additional adjustments and funding will be made to our new Three-Year Plan to deal with unplanned changes via the CFAD and DRC Annual Plan. WIOA members use funds to supplement current programs. Other non CAEP funds also supplement current CAEP programs.
The DRC is committed to completing the objectives stated in the Three-Year Plan. As per the CAEP memo of February 26, 2020, all Desert Regional Consortium members are eligible for the COLA. The COLA distribution for 2022-23 will be based on the member’s allocation percentage from the prior year's CFAD. The DRC is a Direct Funded Consortium and approved unanimously the 2022-23 allocation of $3,616,207 which includes a COLA of $182,990 at its regularly scheduled April 11, 2022 meeting. DRC Administrative Expenses once approved by the DRC will be deducted from member allocations. The total of Administrative Expenses will remain with CVUSD, but is not part of its base allocation. Coachella Valley Unified School District, as the Administrative unit, will pay Administrative Expenses as designated by the DRC. Continuing forward, the DRC will utilize the same format for distribution of funds to members.
Certification
Coachella Valley Unified - Member Representative
Jereme Weischedel - jereme.weischedel@cvusd.us
- (760) 398-6302
Desert CCD - Member Representative
Dean Papas - Dean, Communications & Humanities
- dpapas@collegeofthedesert.edu
- (760) 776-7371
Jorge Rodriguez - Grants Technician
- jorodriguez@collegeofthedesert.edu
Desert Sands Unified - Member Representative
Larry Bellanich - Director, Child Welfare and Attendance
- larry.bellanich@desertsands.us
- (760) 771-8612
Palm Springs Unified - Member Representative
Dr. Deanna Keuilian - Director, Curriculum & Instruction - Secondary
- dkeuilian@psusd.us
- (760) 883-2703 ext: 4805006
Riverside Co. Office of Education - Member Representative
Ms. Lucie Gonzalez - Principal
- lmgonzalez@rcoe.us
- (951) 922-7362