Produced: Jun 16, 2025, 10:40 PM UTC - By Dean Papas
Details
Assessment
Metrics: CAEP Barriers & Metrics
Consortium Level Metric Targets
In this section, Consortium Level Actuals data from DataVista for the previous three years, including areas to input data for Consortium Level Targets are shown below.
The first row shows the required metric of Number of Adults Served. The following rows show metrics previously selected in the CAEP Barriers and Metrics workflow section.
Input Consortium Level Targets as whole numbers for the upcoming three years for all of the rows of metrics shown below
The 2023-24 data in DataVista will be made available in Spring 2025 and the 2024-25 data will be made available in Spring 2026.
Metric Set | Metric Description | Consortium Level Metric Actuals | Consortium Level Metric Targets | ||||
---|---|---|---|---|---|---|---|
2022-23 | 2023-24 | 2024-25 | 2025-26 | 2026-27 | 2027-28 | ||
All | Reportable Individuals (200AE) | 5,452 | 5,800 | 7,010 | 7,080 | 7,151 | |
Student Barriers | Low Literacy (155AE) | 4,750 | 4,948 | 5,048 | 5,098 | 5,149 |
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.
Coachella Valley Unified (Reported by Coachella Valley Unified School District)
Metric Set | Metric Description | Member Level Metric Actuals | Member Level Metric Targets | ||||
---|---|---|---|---|---|---|---|
2022-23 | 2023-24 | 2024-25 | 2025-26 | 2026-27 | 2027-28 | ||
All | Participants (202AE) | 2,087 | 2,205 | 3,685 | 3,722 | 3,759 |
* Mandatory for all members
Desert CCD (Reported by Desert)
Metric Set | Metric Description | Member Level Metric Actuals | Member Level Metric Targets | ||||
---|---|---|---|---|---|---|---|
2022-23 | 2023-24 | 2024-25 | 2025-26 | 2026-27 | 2027-28 | ||
All | Participants (202AE) | 2,694 | 2,602 | 2,025 | 2,045 | 2,066 |
* Mandatory for all members
Desert Sands Unified (Reported by Desert Sands Adult School)
Metric Set | Metric Description | Member Level Metric Actuals | Member Level Metric Targets | ||||
---|---|---|---|---|---|---|---|
2022-23 | 2023-24 | 2024-25 | 2025-26 | 2026-27 | 2027-28 | ||
All | Participants (202AE) | 258 | 319 | 606 | 612 | 618 |
* Mandatory for all members
Palm Springs Unified (Reported by Palm Springs Unified School District (PSUSD))
Metric Set | Metric Description | Member Level Metric Actuals | Member Level Metric Targets | ||||
---|---|---|---|---|---|---|---|
2022-23 | 2023-24 | 2024-25 | 2025-26 | 2026-27 | 2027-28 | ||
All | Participants (202AE) | 208 | 390 | 515 | 520 | 525 |
* Mandatory for all members
Riverside Co. Office of Education (Reported by Riverside County Office of Education - Riverside)
Metric Set | Metric Description | Member Level Metric Actuals | Member Level Metric Targets | ||||
---|---|---|---|---|---|---|---|
2022-23 | 2023-24 | 2024-25 | 2025-26 | 2026-27 | 2027-28 | ||
All | Participants (202AE) | 58 | 106 | 179 | 181 | 183 |
* Mandatory for all members
Member Spending Targets
The Percent of Available Funds Spent in 2022-23, 2023-24, and 2024-25, imported from NOVA, is in the first row. This is a required metric. Add 2025-26, 2026-27, and 2027-28 Targets for each member district’s Percent of Available Funds Spent.
Member | % of Available Funds Spent | Member Level Targets | ||||
---|---|---|---|---|---|---|
2022-23 | 2023-24 | 2024-25 | 2025-26 | 2026-27 | 2027-28 | |
Coachella Valley Unified | 100% | 100% | 48% | 100% | 100% | 100% |
Desert CCD | 100% | 100% | 28% | 100% | 100% | 100% |
Desert Sands Unified | 100% | 100% | 37% | 100% | 100% | 100% |
Palm Springs Unified | 100% | 100% | 54% | 100% | 100% | 100% |
Riverside Co. Office of Education | 100% | 100% | 62% | 100% | 100% | 100% |
Objectives
Objective #1: Address Educational Needs
The DRC continues to make 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 eff orts 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 partners and consults 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) 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 transpired as a result of the previous COVID-19 crisis, the DRC will continue to collaborate and to create shared goals. DRC has created a shared workforce employer advisory with Riverside County College of Career Education.
Since the completion of the previous Three-Year Plan, the School of Career Education primary focus remains on delivering high-quality post-secondary Career Technical Education (CTE) training to support workforce development in our community.
SCE will continue to allocate CAEP funds strategically to enhance student access and success. This includes providing tuition assistance to reduce financial barriers and ensuring adequate staffing to support program sustainability and growth. Additionally, SCE will maintain alignment with industry needs, student outcomes, and regional workforce demands.
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.
Objective #2: 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.
Beginning 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, nutrition services, and paraprofessional training. 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 oft en require extra support in their native language. This exists as a barrier if bilingual tutors are not available.
Objective #3: Improve Effectiveness of Services
Activities & Outcomes
Objective #1: Address Educational Needs
Address Educational Needs
The Desert Regional Consortium (DRC) remains committed to addressing the educational needs of adults throughout the Coachella Valley. Building on previous efforts, DRC members will continue to leverage multiple funding streams, including WIOA, CAEP, and other federal, state, and private grants, to close gaps in services and expand programming. Partnerships with community-based organizations, nonprofits, and local employers will be strengthened to support innovative adult education pathways, including work-based learning and apprenticeship opportunities.
The DRC serves predominantly Hispanic, low-income, and multilingual communities, particularly in the eastern and western regions of the valley. Many of these communities face persistent challenges such as limited English proficiency, poverty, low educational attainment, and high unemployment. Recognizing the transient nature of many residents, DRC members will implement strategies to enhance outreach, maintain accurate student contact information, and provide flexible learning options to ensure access and continuity.
Recruitment, hiring, and retention of highly qualified ESL, High School Diploma, High School Equivalency, and Career Technical Education (CTE) instructors remain a priority, particularly in high-need areas. The DRC will continue quarterly reviews of demographic, workforce, and labor market data to align course offerings with evolving academic and workforce needs. Programs will be strategically placed to maximize student success in both educational advancement and career preparation.
Adult Education Metrics and Student Barriers
- Student Barriers: Low Literacy (155AE)
Responsible Positions, Responsible Consortium Members, and Proposed Completion Date
Responsible Position | Responsible Member | Proposed Completion Date |
---|---|---|
Dean Papas | Desert CCD | 06/30/2028 |
Larry Bellanich | Desert Sands Unified | 06/30/2028 |
Jereme Weischedel | Coachella Valley Unified | 06/30/2028 |
Deanna Keuilian | Palm Springs Unified | 06/30/2028 |
Art Kimball | Riverside Co. Office of Education | 06/30/2028 |
Trisha Jenkins | Riverside Co. Office of Education | 06/30/2028 |
Development and Expansion of Targeted Programs
The Desert Regional Consortium (DRC) will develop and expand targeted ESL, High School Diploma, High School Equivalency, and short-term Career Technical Education (CTE) programs in underserved regions of the Coachella Valley. The activity focuses on increasing equitable access for low-income, Hispanic, migrant, and English Learner adult populations by offering classes in flexible formats (in-person, hybrid, and online) and leveraging community partnerships for recruitment, instruction, and support services. Emphasis will be placed on aligning new courses with current labor market demands and regional workforce priorities.
Adult Education Metrics and Student Barriers
- Student Barriers: Low Literacy (155AE)
Responsible Positions, Responsible Consortium Members, and Proposed Completion Date
Responsible Position | Responsible Member | Proposed Completion Date |
---|---|---|
Dean Papas | Desert CCD | 06/30/2028 |
Larry Bellanich | Desert Sands Unified | 06/30/2028 |
Jereme Weischedel | Coachella Valley Unified | 06/30/2028 |
Deanna Keuilian | Palm Springs Unified | 06/30/2028 |
Art Kimball | Riverside Co. Office of Education | 06/30/2028 |
Trisha Jenkins | Riverside Co. Office of Education | 06/30/2028 |
Objective #2: Improve Integration of Services & Transitions
Improve Integration of Services & Transitions
Students who choose not to continue their formal education after high school are often unaware of the resources available through the Workforce (WF) system to support employment and short-term training opportunities. To address this gap, we propose integrating WF system information into one of the required senior courses. Additionally, for students identified at the end of the school year as not planning to continue their education, schools could offer targeted workforce sessions.
To further support access, direct links to Adult Education (AE) programs and Career Resource Workforce computers would be established, making it easier for students to connect with services.
In the 2024–25 school year, Coachella Valley Adult School (CVAS) launched an exciting new partnership with the California State University, San Bernardino (CSUSB) TRIO Educational Opportunity Center (EOC) program. Through this collaboration, a dedicated EOC counselor is now based on the CVAS campus to provide direct support to CVAS students. The counselor assists students who are 18 years or older in pursuing higher education opportunities or completing their High School Diploma or GED. Services include guidance in exploring, applying to, and enrolling in certificate programs, trade and vocational schools, two-year associate degree programs, and four-year bachelor degree programs. In addition, the EOC counselor supports students with the financial aid process, helping them apply for state and federal grants (such as Cal Grants and Pell Grants), scholarships, educational loans, and Federal Work Study programs. This partnership strengthens the pathways available to adult learners and enhances their ability to achieve their educational and career goals.
Desert Sands Unified School District developed and launched a job skills training program designed to help adults in the community prepare for immediate employment in high-need sectors, based on local school district workforce needs. Initial offerings included specialized training for custodial and nutrition services positions. The program also provided essential job-readiness activities such as completing job applications, developing resumes and cover letters, securing references, and participating in mock interviews to ensure a smooth transition into the workforce.
The Riverside County Library System Literacy Services program also plays a critical role in supporting adult learners. This program serves individuals aged 16 and older who are not enrolled in public school. Its goals focus on empowering learners across four life areas: as individuals, workers, family members, and community participants. Through assessments and the “Roles and Goals” framework, Literacy Services identifies tailored support strategies for each learner.
The Literacy Services program has a three-year goal to expand its visibility and reach in the eastern Coachella Valley. The objective is to increase enrollment by 20 learners per year, achieving a total increase of 60 new learners. Targeted communities include North Shore, Mecca, Coachella, Thermal, and Indio.
To further enhance the transition of adult learners into college pathways, the Desert Regional Consortium (DRC) has fostered an innovative regional partnership with the City of Coachella, Coachella Valley Adult School, and College of the Desert (COD). This partnership has resulted in a guaranteed two-year General Education (GE) course schedule offered at the Coachella Library. Upon completion, students earn a Certificate of Achievement and fulfill the GE requirements necessary to transfer to University of California (UC), California State University (CSU), and other four-year institutions.
To support this transition, College of the Desert has launched a dedicated web portal designed to guide Adult School students through the application process. In addition, DRC Consortium members are coordinating efforts to embed transition counselors within their agencies to help adults navigate higher education and career pathways. This collaboration aims to create a more seamless and supportive system for students pursuing post-secondary goals.
Finally, to accelerate the workforce integration of English as a Second Language (ESL) students, the Desert Regional Consortium has begun developing short-term Integration of Education and Training (IET) programs. These programs allow English Language Learners (ELLs) to co-enroll in Career Technical Education (CTE) courses alongside ESL instruction, enabling students to obtain industry-recognized certificates at an accelerated pace.
Adult Education Metrics and Student Barriers
- Student Barriers: Low Literacy (155AE)
Responsible Positions, Responsible Consortium Members, and Proposed Completion Date
Responsible Position | Responsible Member | Proposed Completion Date |
---|---|---|
Dean Papas | Desert CCD | 06/30/2028 |
Larry Bellanich | Desert Sands Unified | 06/30/2028 |
Jereme Weischedel | Coachella Valley Unified | 06/30/2028 |
Deanna Keuilian | Palm Springs Unified | 06/30/2028 |
Art Kimball | Riverside Co. Office of Education | 06/30/2028 |
Trisha Jenkins | Riverside Co. Office of Education | 06/30/2028 |
Create Seamless Transitions
1. Implement a multi-phase Workforce Transition Strategy that includes the creation and distribution of a Workforce Resource Guidebook, delivery of “Lunch & Learn” workforce sessions, establishment of Career Resource Help Desks, and formation of Cross-Agency Transition Teams to guide adult learners through workforce and postsecondary pathways.
2. Lead Agencies and Individuals:
- Coachella Valley Adult School (CVAS): Coordination, distribution of materials, hosting of sessions.
- CSUSB TRIO EOC Program: On-site counselor providing student support and guidance.
- Desert Sands Unified School District: Workforce training partnerships and career readiness programming.
- Riverside County Library System Literacy Services: Learner assessment and individualized planning.
- Desert Regional Consortium (DRC): Oversight and regional coordination.
- Workforce Development Boards & Local Employers: Career pathway guidance, job placement, and mock interviews.
3. Key Deliverables:
- A Workforce Resource Guidebook (digital/print) outlining workforce services, training programs, AE programs, financial aid, and IET pathways.
- “Lunch & Learn” sessions connecting students with EOC counselors, Workforce reps, and job training providers.
- Career Resource Help Desks staffed weekly by AE and workforce reps to offer drop-in support.
- Cross-Agency Transition Teams that meet quarterly to review referral processes, align services, and monitor student transitions.
4. Contribution to CAEP Objectives:
- Seamless Transitions: Builds clear pathways between high school completion, workforce training, and postsecondary education.
- Student Acceleration: IET programs and short-term certifications provide fast-tracked options to employment.
- Student Success: Students receive targeted support in academic advising, job readiness, and financial aid—leading to better completion and employment outcomes.
6. Connection to Student Barriers and Adult Education Metrics:
This strategy directly addresses key student barriers such as lack of awareness of workforce services, limited access to job training, and financial and logistical challenges in continuing education. By offering on-site counseling, simplified resources, real-time guidance, and direct access to employment services, this initiative improves performance in the following CAEP Adult Education Metrics:
- Transition to Postsecondary Education or Training
- Completion of High School Diploma/HSE
- Employment Status After Exit
- Attainment of Postsecondary Credentials
Services to Underserved/High-Need Populations
Adult Education Metrics and Student Barriers
- Student Barriers: Low Literacy (155AE)
Responsible Positions, Responsible Consortium Members, and Proposed Completion Date
Responsible Position | Responsible Member | Proposed Completion Date |
---|---|---|
Dean Papas | Desert CCD | 06/30/2028 |
Larry Bellanich | Desert Sands Unified | 06/30/2028 |
Jereme Weischedel | Coachella Valley Unified | 06/30/2028 |
Deanna Keuilian | Palm Springs Unified | 06/30/2028 |
Art Kimball | Riverside Co. Office of Education | 06/30/2028 |
Trisha Jenkins | Riverside Co. Office of Education | 06/30/2028 |
Objective #3: Improve Effectiveness of Services
Enhancing Learner Outcomes
The DRC has made great progress in developing resource-sharing agreements between specific members to expand the regional AE system since becoming a consortium. 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 continue to 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 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 School 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 in hosting local events for the benefit of the entire consortium (i.e., localized workshops). Possible topics may include data-driven decision-making, practices, growth mindset practices, and raising awareness about the needs and motivations of adult learners.
Adult Education Metrics and Student Barriers
- Student Barriers: Low Literacy (155AE)
Responsible Positions, Responsible Consortium Members, and Proposed Completion Date
Responsible Position | Responsible Member | Proposed Completion Date |
---|---|---|
Dean Papas | Desert CCD | 06/30/2028 |
Larry Bellanich | Desert Sands Unified | 06/30/2028 |
Jereme Weischedel | Coachella Valley Unified | 06/30/2028 |
Deanna Keuilian | Palm Springs Unified | 06/30/2028 |
Art Kimball | Riverside Co. Office of Education | 06/30/2028 |
Trisha Jenkins | Riverside Co. Office of Education | 06/30/2028 |
Funds Evaluation
Member Allocations and Expenditures
Member Agency | Prior Year Total Leveraged Funds | Program Reporting Status |
---|---|---|
Coachella Valley Unified | $2,835,577 | Certified |
Desert CCD | $2,576,897 | Certified |
Desert Sands Unified | $427,194 | Certified |
Palm Springs Unified | $330,986 | Certified |
Riverside Co. Office of Education | $1,435,984 | Certified |
Totals | $7,606,638 | 5/5 Certified |
If a DRC member has “excessive” member carryover percentage carryover, AB 1491 would require a consortium with carryover from one or more prior fiscal years exceeding 20% to submit a written expenditure plan, as specified, to the chancellor and the Superintendent, and would require the chancellor and the Superintendent to prescribe and assign technical assistance to that consortium to ensure that adequate adult education services are provided to the region in proportion to the region's available funding.
All Desert Regional Consortium members unanimously approved the previous DRC Three-Year Plan and will approve the current 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, marketing, 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 DRC is a Direct Funded Consortium. The DRC Administrative Expenses once approved by the DRC will be deducted from CVUSD allocation. Initially, COLA was used to pay for consortium administrative expenses and were added to CVUSD's yearly allocation. The total cost of Administrative Expenses will remain with CVUSD, but are 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
Jorge Romero - BUDGET SPECIALIST
- jorge.romero@cvusd.us
- (760) 848-1033
Ana Alvarado - Accounting Manager
- aalvarado@cvusd.us
- (760) 848-1048
Diana Salinas - diana.salinas@cvusd.us
Desert CCD - Member Representative
Dean Papas - Dean, Communications & Humanities
- dpapas@collegeofthedesert.edu
- (760) 776-7371
Emmanuel Garcia - Accounting Specialist
- egarcia@collegeofthedesert.edu
- (760) 565-4836 ext: 4836
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 Ed.D - Director, Curriculum & Instruction - Secondary
- dkeuilian@psusd.us
- (760) 883-2703
Riverside Co. Office of Education - Member Representative
Julie Carter - Financial Manager
- jcarter@rcoe.us
- (951) 826-6453
Ms. Lucie Gonzalez - Principal
- lmgonzalez@rcoe.us
- (951) 922-7362