CAEP
Annual Plan

Produced: Aug 15, 2025, 02:28 PM UTC - By Deanna Keuilian

14 Desert Regional Consortium
CONSORTIUM APPROVED

2025-26

Plans & Goals

Executive Summary

“The California Adult Education Program (CAEP) envisions the transformation of programs and services to prepare adult learners to be educationally and economically successful in the state's diverse regional economies.” The Desert Regional Consortium (DRC) embraces this vision. The Desert Regional Consortium Board members represent adult education institutions from throughout the Coachella Valley and bring a deep understanding of the diverse population they serve.The driving principles since the creation of the DRC was to expand access to English as a Second Language (ESL), High School Diploma (HSD), High School Equivalency (HSE), Adult Basic Education (ABE), and Citizenship (CIT) programs have been successful. These classes, including Spanish or dual-language options, serve the most basic underlying academic and linguistic needs of the region. Due to the pandemic, remote and hybrid formats were created to meet the needs of the adults of the Coachella Valley. These remote and hybrid formats continued after the end of the pandemic to date. The regional framework, along with the intent to share resources across historical boundaries, continues to allow the DRC to expand and adapt programming based on equity, current and future needs, as opposed to specific institutional budget priorities and limitations. The DRC partners with the Workforce Development to establish a dynamic, employer-driven ecosystem that proactively prepares the future workforce for sustainable employment by researching, piloting, and scaling innovative programs and services that address the evolving skill needs of industries and occupations critical to climate and environmental sustainability, automation and artificial intelligence.

Desert Regional Consortium Members:

• Coachella Valley Adult School (CVAS) – School District

• College of the Desert (COD) – Community College

• Desert Edge School Adult Education Program (Desert Edge) – Riverside County Office of Education

• Desert Sands Unified School District (DSUSD) – School District

• Palm Springs Unified School District (PSUSD) – School District

• Riverside County Office of Education School of Career Education (RCOE SCE) – County Office of Education

Coachella Valley Adult School (CVAS) and College of the Desert (COD) are the region’s largest providers of adult education programs and services. While CVAS focuses on serving adult learners in the Coachella Valley and southern parts of the region, COD serves adult learners throughout the entire region. DSUSD and PSUSD are K-12districts that partner with CVAS and COD, respectively, to provide satellite adult education programs within those districts, but currently do not offer stand-alone adult education programs. The innovative resource sharing partnership between local school districts and their respective AE partners has been recognized by CAEP as a “Practice with Promise” and the partnership between CVAS and DSUSD is highlighted on the CAEP website. RCOE serves all Riverside County and is a member of two additional CAEP consortia: the Southwest Consortium and the Riverside Consortium. Within the DRC, RCOE members represent both Desert Edge in the Indio Jail, Indio Day Reporting Center, and the School of Career Education in Indio.

Institutional data provides insights into the reasons students enroll in the AE courses provided by DRC members. Students enrolled at each institution reported the following primary goals for their enrollment:

CVAS students are interested in improving their basic skills, achieving a high School Diploma/GED, learning English.

COD students are interested in basic skills, as well as entering college or training programs.

All RCOE SCE students are interested in obtaining employment, industry certification and higher learning.

Desert Edge students’ goals vary, but include obtaining a GED/HSD, improving basic skills, and getting a job.

All Desert Regional Consortium members unanimously approved the previous DRC Three-Year Plan and approved 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,

Plans & Goals

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

Goals remain the same

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

A good deal of progress - most goals were met

Not Entered
What barriers did the consortium face in making progress towards its previous program year goals?

Not Entered
What are the goals for the consortium for the current program year?

Not Entered
How will the consortium measure progress towards the goals set for the current program year?

Not Entered

Assessment

Regional Needs Assessment

Please identify the categories of needs in your region.

Please identify resources used to identify these gaps.

Utilizing the CAEP Three-Year Plan 2022-2025 Infographic as a timeline guide for compare and contrast in 2025, the DRC conducted the CAEP Consortium Program Quality Self-Assessment tool with members and partners reviewing, and reporting oneach assessment category. Consortium members and Partners were able to provide input at all collaborative committee meetings and describe monthly progress of programs at roundtable discussions. 

The DRC used the following assessments to evaluate effectiveness and identify needs:

U.S. Census Data, specific to the Coachella Valley

Inland Empire/Desert Regional Career Education Programs, Pathways & Employers Report

Labor Market Data - Center of Excellence for Labor Market Research

Desert Regional Consortium Needs Assessment - Research Development Associates

TOPSPro/CASAS Testing Data

TOPSPro Enrollment by Program Area

California Employment Development Department

Coachella Valley Economic Partnership (CVEP)

Agency attendance records

Labor Market surveys from Workforce Investment Board

Employment and Earnings Reports

Barriers to Employment Survey results

Quarterly and past years review of agency Data Integrity Reports

Ensuring the DRC maintains alignment of adult education and workforce services, Workforce representatives attend our consortium meetings and provide insights into programs or plans which consortium members can align into building additional career pathways, as well as the workforce sectors being used by the county workforce. In addition, consortium members  webinars, CAEP Director's Conference, Annual CAEP Conference, and TOPSpro regional users’ groups, as well as the CASAS Institute. Members also attend professional organizations such as ACSA (monthly regional meetings), CCAE, CAAEA, and WASC.WIOA members attend WIOA regional meetings.

The Riverside County Workforce Development Board (RCWDB) provides oversight for the Workforce Innovation and Opportunity Act (WIOA) programs in the county. The WDB acts as a catalyst to provide seamless services among various workforce programs and provides community leadership around workforce issues.

Activities & Outcomes

Objective #1: Address Educational Needs

Address Educational Needs

THREE-YEAR PLAN 2025-28

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 PositionResponsible MemberProposed Completion Date
Dean PapasDesert CCD06/30/2028
Larry BellanichDesert Sands Unified06/30/2028
Jereme WeischedelCoachella Valley Unified06/30/2028
Deanna KeuilianPalm Springs Unified06/30/2028
Art KimballRiverside Co. Office of Education06/30/2028
Trisha JenkinsRiverside Co. Office of Education06/30/2028

Development and Expansion of Targeted Programs

THREE-YEAR PLAN 2025-28

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 PositionResponsible MemberProposed Completion Date
Dean PapasDesert CCD06/30/2028
Larry BellanichDesert Sands Unified06/30/2028
Jereme WeischedelCoachella Valley Unified06/30/2028
Deanna KeuilianPalm Springs Unified06/30/2028
Art KimballRiverside Co. Office of Education06/30/2028
Trisha JenkinsRiverside Co. Office of Education06/30/2028

Objective #2: Improve Integration of Services & Transitions

Create Seamless Transitions

THREE-YEAR PLAN 2025-28

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 PositionResponsible MemberProposed Completion Date
Dean PapasDesert CCD06/30/2028
Larry BellanichDesert Sands Unified06/30/2028
Jereme WeischedelCoachella Valley Unified06/30/2028
Deanna KeuilianPalm Springs Unified06/30/2028
Art KimballRiverside Co. Office of Education06/30/2028
Trisha JenkinsRiverside Co. Office of Education06/30/2028

Objective #3: Improve Effectiveness of Services

Enhancing Learner Outcomes

THREE-YEAR PLAN 2025-28

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 PositionResponsible MemberProposed Completion Date
Dean PapasDesert CCD06/30/2028
Larry BellanichDesert Sands Unified06/30/2028
Jereme WeischedelCoachella Valley Unified06/30/2028
Deanna KeuilianPalm Springs Unified06/30/2028
Art KimballRiverside Co. Office of Education06/30/2028
Trisha JenkinsRiverside Co. Office of Education06/30/2028

Fiscal Management

Alignment & Carryover

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.

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.

Currently the DRC has Provided CAEP with a Written Expenditure Plan:

All DRC members have been alerted to increase their expenditures. If a large expenditure is to be made at a future date that will cause the member to exceed the 20% threshold, the member will notify the DRC Director and in turn the Director will notify CAEP of the impending overage. Should a DRC member have an extreme carryover above 20% at the beginning of the third Quarter, members will be alerted and asked if they need assistance to expend their funds. If the member requires assistance, other DRC members may step in and assist any member in the expenditure of the excess funds as per the DRC Governance Plan.

In addition, the DRC Consortium Director has kept the CAEP Lead of the progress of all members have made towards the 20% threshold by the end of Quarter 4.

Usage

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

Not Entered

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
Address Educational Needs
THREE-YEAR PLAN 2025-28
Development and Expansion of Targeted Programs
THREE-YEAR PLAN 2025-28
Objective #2: Improve Integration of Services & Transitions
Create Seamless Transitions
THREE-YEAR PLAN 2025-28
Improve Integration of Services & Transitions
THREE-YEAR PLAN 2025-28
Objective #3: Improve Effectiveness of Services
Enhancing Learner Outcomes
THREE-YEAR PLAN 2025-28

Certification

Coachella Valley Unified - Member Representative

Approved by Jereme Weischedel

08/05/2025 10:49 AM PDT

Desert CCD - Member Representative

Approved by Dean Papas

08/14/2025 11:50 AM PDT

Desert Sands Unified - Member Representative

Approved by Larry Bellanich

08/05/2025 09:26 AM PDT

Palm Springs Unified - Member Representative

  • Director, Curriculum & Instruction - Secondary
  • dkeuilian@psusd.us
  • (760) 883-2703
Approved by Dr. Deanna Keuilian Ed.D

08/15/2025 07:27 AM PDT

Riverside Co. Office of Education - Member Representative

Approved by Mr. Victor Gomez

08/06/2025 06:11 PM PDT