CAEP Three-Year Plan: 2022-23 39 Palo Verde River Consortium
Status: Certified
California Adult Education Program
39 Palo Verde River 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) | 390 | 287 | 100 | 105 | 110 | |
Student Barriers | English Language Learner (AE 305 - Overall) | 146 | 69 | 50 | 55 | 60 |
Member Level Metric Targets
* Mandatory for all members
Needles Unified (No reporting institution)
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) | 10 | 15 | 20 | |||
Progress | Participants with Educational Functioning Levels Gains ABE (AE 400 - ABE) | 5 | 10 | 15 | |||
Progress | Participants with Educational Functioning Levels Gains ASE (AE 400 - ASE) | 5 | 10 | 15 | |||
Progress | Participants with Educational Functioning Levels Gains ESL (AE 400 - ESL) | 5 | 10 | 15 | |||
Success | Participants Who Earn a High School Diploma or Equivalency (AE 633 - Overall) | 5 | 10 | 15 | |||
Transition | Participants with Transition to Postsecondary (CTE) (AE 636 - Overall) | 5 | 10 | 15 |
Palo Verde CCD (Reported by Palo Verde 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) | 248 | 84 | 100 | 105 | 110 | |
Progress | Participants with Educational Functioning Levels Gains ABE (AE 400 - ABE) | 15 | 5 | 10 | 15 | ||
Progress | Participants with Educational Functioning Levels Gains ASE (AE 400 - ASE) | 11 | 50 | 55 | 60 | ||
Progress | Participants with Educational Functioning Levels Gains ESL (AE 400 - ESL) | 26 | 13 | 25 | 30 | 35 | |
Success | Participants Who Earn a High School Diploma or Equivalency (AE 633 - Overall) | 60 | 65 | 70 | |||
Transition | Participants with Transition to Postsecondary (CTE) (AE 636 - Overall) | 14 | 26 | 30 | 35 |
Palo Verde Unified (No reporting institution)
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) | 25 | 30 | 35 | |||
Progress | Participants with Educational Functioning Levels Gains ABE (AE 400 - ABE) | 15 | 20 | 25 | |||
Progress | Participants with Educational Functioning Levels Gains ASE (AE 400 - ASE) | 15 | 20 | 25 | |||
Progress | Participants with Educational Functioning Levels Gains ESL (AE 400 - ESL) | 1 | 5 | 10 | |||
Success | Participants Who Earn a High School Diploma or Equivalency (AE 633 - Overall) | 15 | 20 | 25 | |||
Transition | Participants with Transition to Postsecondary (CTE) (AE 636 - Overall) | 5 | 10 | 15 |
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 |
---|---|---|---|---|---|---|
Needles Unified | 0% | 0% | 0% | 60% | 60% | 60% |
Palo Verde CCD | 100% | 49% | 0% | 60% | 60% | 60% |
Palo Verde Unified | 0% | 0% | 0% | 60% | 60% | 60% |
Objectives
Address Educational Needs
The overarching objectives in this section of the Three-Year Plan include creating a team of trained faculty and staff who are clear on how to create, track, and achieve the goals of adult students. For faculty and staff, this knowledge is accomplished through targeted and consistent professional development. Bi-lingual counseling services should be available to all students so that each student works with a counselor to develop an academic and/or career pathway. In addition to the integrated team approach, the Consortium should conduct ongoing workforce research with students, staff, and employers to inform the development of programs of study. To ensure cohesion, the Objectives section has been written to align to prior year objective categories.
Gaps in Service
To continue to focus on gaps in services, PVRC Member Districts will engage in the following activities in addition to those ideated in the Activities & Outcomes section:
- Engage in quarterly reviews of student data from COMIS and TOPSpro
- Engage in quarterly reviews of fiscal reporting data from NOVA
- Conduct biannual economic and workforce analysis to determine shifts in the labor market in alignment with the Workforce Development Boards of Riverside and San Bernardino Counties
- Add classes to meet labor demands if qualified teachers are available
- Expand marketing and outreach to inform community members about the programs fo study that are available
- Hire a dedicated adult transitions counselor to work with adult learners who are entering academic study or the workforce
- Develop career pathways that meet regional needs
Leveraging Resources
To fully leverage the resources of the region, PVRC Member Districts will engage in the following activities in addition to those ideated in the Activities & Outcomes section:
- Continue to identify emergent industry needs for CTE career pathways
- Expand opportunities for OJT programs
- Explore options for the PVC to provide classes on the Adult School campuses to help with transition and dual enrollment
- Create a closer collaboration with WDB and EDD to respond to labor market/employer needs by connecting students to job fairs/ employment agencies/ employment opportunities
- Continue the work of to identify and address emergent issues
Improve Integration of Services & Transitions
Seamless Transitions Objectives
- Engage in quarterly reviews of student data from COMIS and TOPSPro Enterprise
- Engage in transition planning for all students
- Increase engagement of students to ensure regular attendance and completion of programs of study
- Engage guest speakers from the college, industry sectors, and employers to raise student awareness about workforce options
- Improve the tracking of student transitions to postsecondary and the workforce
- Offer bilingual counseling services
Student Acceleration Objectives
- Continue to align programs of study across Member Districts to ease and encourage student transitions
- Engage with Strong Workforce to create more programs of study at PVC to increase transitions to the workforce
Improve Effectiveness of Services
PVRC will Improve Effectiveness of Services across the Member Districts by focusing on Professional Development and the TTA PIP Strategies. The activities and objectives have been written to provide a high-level approach to address the ever-changing regional needs as communities emerge from the hardships of the COVID-19 global pandemic.
Professional Development Objectives
- Continued training that is focused on the needs of high-demand industry sectors and occupations
- Continued professional development in all program areas of CAEP
- Continued focus on best-practice instruction in all program areas for adult learners
TTA PIP Objective
- Reduce per-pupil spending across the Consortium
Improving effectiveness of services is similar to improving integration of services and transitions to workforce and post-secondary programs. For any measure of improvement, it is imperative to have established baselines to serve as frames of reference for tracking improvements. In the case of the Palo Verde River Consortium, enrollment, cost per student, awareness, persistence, and completion baselines are the basis for improving and tracking effectiveness of services. Student intake principles and standards, should be guided by CASAS testing.
Professional development is key to maintaining an informed and effective staff. Measuring and analyzing outcomes is critical to monitoring effectiveness. Outcomes are measured both quantitatively (numbers employed) and qualitatively (exit interviews).
Activities & Outcomes
Establish an Adult Education Consortium
Objective that Applies to this Activity
Improve Effectiveness of Services
Palo Verde College, Needles Unified School District, and Palo Verde Unified School District will work to form an Adult Education Consortium in alignment with CAEP Ed Code 84900-84920, CDE guidance, and Chancellor's Office guidance.
This goal aligns to the AB104 Objective of Gaps in Service and the CAEP State Priorities of Leadership and Program Development/Curriculum/Classroom and Equity.
Hold regularly scheduled, monthly PVRC Board meetings in accordance with Brown Act.
Develop and implement Annual Plans in accordance with Ed Code.
Modify services and courses based on regional LMI data,.
Proposed Completion Date
Adult Ed Metrics and Student Barriers
- All: Adults who Became Participants (AE 202 - Overall)
- All: Number of Adults Served (AE 200 - Overall)
- Progress: Participants with Educational Functioning Levels Gains ASE (AE 400 - ASE)
- Progress: Participants with Educational Functioning Levels Gains ESL (AE 400 - ESL)
- Student Barriers: English Language Learner (AE 305 - Overall)
- Success: Participants Who Earn a High School Diploma or Equivalency (AE 633 - Overall)
- Transition: Participants with Transition to Postsecondary (CTE) (AE 636 - Overall)
Responsible person(s)
Name |
---|
Develop a Shared Understanding of Adult Education
Objective that Applies to this Activity
Improve Effectiveness of Services
Develop a shared understanding of the goals and desired outcomes to serve as a foundation for adult education processes, implementation of programs, and ongoing structure across all Member Districts through ongoing professional development.
Develop an ongoing professional development plan for all Member District to meet their individual needs and to develop a deeper and broader understanding of how Adult Education services are funded, structured, delivered, and evaluated in California and across the US to better align service delivery with community needs. Member District Faculty/Staff will attend regional, state and national conferences and convenings; Information gathered will be used to provide ongoing internal professional development by attendees. Program Area-specific professional development will result in a greater depth of knowledge for adopted assessments, programs, and curricula; Andragogical Instructional Best Practices (differentiated instruction to meet varied learning styles); working with adults with disabilities. All PVRC Board Members, Member District administrators, faculty and staff will participate in ongoing professional development.
This activity aligns with AB104 Objective of Gaps in Services, Professional Development, and Leveraging Resources and the CAEP State Priorities of Leadership, Program Evaluation, Equity, and Program Development/Curriculum/Classroom.
Attend local, regional, state, and national conferences including, but not limited to: CCAE regional and state, CASAS, IAEC PD Day, COABE, CWA, ACTE, ACCE, ASCCC, CAEP.
Develop cohesive Annual Plans that represent a seamless delivery system of Adult Education services across the service area.
Add additional courses and services based on LMI data and ever-changing community needs.
Proposed Completion Date
Adult Ed Metrics and Student Barriers
- All: Adults who Became Participants (AE 202 - Overall)
- All: Number of Adults Served (AE 200 - Overall)
- Progress: Participants with Educational Functioning Levels Gains ASE (AE 400 - ASE)
- Progress: Participants with Educational Functioning Levels Gains ESL (AE 400 - ESL)
- Student Barriers: English Language Learner (AE 305 - Overall)
- Success: Participants Who Earn a High School Diploma or Equivalency (AE 633 - Overall)
- Transition: Participants with Transition to Postsecondary (CTE) (AE 636 - Overall)
Responsible person(s)
Name |
---|
Develop Adult Education Plan for PVC
Objective that Applies to this Activity
Address Educational Needs
Develop a shared understanding of where Adult Education falls within Palo Verde College, the expectations of these programs, anticipated outcomes, and how Adult Education is both a pipeline into the college as well as a pathway within the college.
This activity aligns with AB104 Objective of Gaps in Services and the CAEP State Priorities of Program Evaluation, and Program Development/Curriculum/Classroom.
Convene stakeholder meeting to evaluate and determine best programs of study to offer.
Work with faculty and PVC Academic Senate to facilitate approval of programs of study.
Continuously evaluate programs of study and adjust as needed.
Proposed Completion Date
Adult Ed Metrics and Student Barriers
- All: Adults who Became Participants (AE 202 - Overall)
- All: Number of Adults Served (AE 200 - Overall)
- Progress: Participants with Educational Functioning Levels Gains ABE (AE 400 - ABE)
- Progress: Participants with Educational Functioning Levels Gains ASE (AE 400 - ASE)
- Progress: Participants with Educational Functioning Levels Gains ESL (AE 400 - ESL)
- Student Barriers: English Language Learner (AE 305 - Overall)
- Success: Participants Who Earn a High School Diploma or Equivalency (AE 633 - Overall)
- Transition: Participants with Transition to Postsecondary (CTE) (AE 636 - Overall)
Responsible person(s)
Name |
---|
Implement a Collective Impact Model
Objective that Applies to this Activity
Improve Integration of Services & Transitions
Leverage resources to serve more adult learners through a collective impact model by developing a strategic plan to identify economies of scale across MemberDistricts.
This activity aligns with AB104 Objective of Leveraging Resources and the CAEP State Priorities of Program Development/Curriculum/Classroom and Leadership.
Implementation of strategies to leverage existing resources
Additional strategies added to annual plan to enhance a collective impact model of program development and delivery
Reevaluation of strategies to align to current funding streams
Proposed Completion Date
Adult Ed Metrics and Student Barriers
- All: Adults who Became Participants (AE 202 - Overall)
- All: Number of Adults Served (AE 200 - Overall)
- Progress: Participants with Educational Functioning Levels Gains ABE (AE 400 - ABE)
- Progress: Participants with Educational Functioning Levels Gains ASE (AE 400 - ASE)
- Progress: Participants with Educational Functioning Levels Gains ESL (AE 400 - ESL)
- Student Barriers: English Language Learner (AE 305 - Overall)
- Success: Participants Who Earn a High School Diploma or Equivalency (AE 633 - Overall)
- Transition: Participants with Transition to Postsecondary (CTE) (AE 636 - Overall)
Responsible person(s)
Name |
---|
Establish Cohesive Adult Education Programs
Objective that Applies to this Activity
Improve Effectiveness of Services
- Establish internal roles and collaboration processes for Adult Education programs of study across all Member Districts as a means of enhancing institutional accountability
- Create a communication methodology with students to assist in their understanding of program offerings, registration processes, and placement steps
- Identify community partners that can enhance the overall goals of Adult Education (academic and workforce) in all communities served
Convene an ongoing stakeholders meeting to establish a vision for adult education in the region, identify community needs, and set attainable goals
Conduct ongoing stakeholder meetings to evaluate programs of study, ever shifting economic needs of the region, and goals of the Palo Verde Consortium
Continue to engage all stakeholders and adjust Consortium direction as needed
Proposed Completion Date
Adult Ed Metrics and Student Barriers
- All: Adults who Became Participants (AE 202 - Overall)
- All: Number of Adults Served (AE 200 - Overall)
- Progress: Participants with Educational Functioning Levels Gains ABE (AE 400 - ABE)
- Progress: Participants with Educational Functioning Levels Gains ASE (AE 400 - ASE)
- Progress: Participants with Educational Functioning Levels Gains ESL (AE 400 - ESL)
- Student Barriers: English Language Learner (AE 305 - Overall)
- Success: Participants Who Earn a High School Diploma or Equivalency (AE 633 - Overall)
- Transition: Participants with Transition to Postsecondary (CTE) (AE 636 - Overall)
Responsible person(s)
Name |
---|
Transition Counseling
Objective that Applies to this Activity
Improve Integration of Services & Transitions
Hire a dedicated transition counselor (part-time or full-time) to serve adult learners at all Member District sites
Develop a job description and post position, funded through the PVC CAEP Allocation
Evaluate effectiveness of transition counseling services
Adjust counseling as needed
Proposed Completion Date
Adult Ed Metrics and Student Barriers
- All: Adults who Became Participants (AE 202 - Overall)
- All: Number of Adults Served (AE 200 - Overall)
- Progress: Participants with Educational Functioning Levels Gains ABE (AE 400 - ABE)
- Progress: Participants with Educational Functioning Levels Gains ASE (AE 400 - ASE)
- Progress: Participants with Educational Functioning Levels Gains ESL (AE 400 - ESL)
- Student Barriers: English Language Learner (AE 305 - Overall)
- Success: Participants Who Earn a High School Diploma or Equivalency (AE 633 - Overall)
- Transition: Participants with Transition to Postsecondary (CTE) (AE 636 - Overall)
Responsible person(s)
Name |
---|
Ongoing Data Training
Objective that Applies to this Activity
Improve Effectiveness of Services
All Member Districts will engage in ongoing CASAS training on GOALS tests and TOPSpro Enterprise for K-12Adult Schools and MIS training for College resulting in cleaner data submissions and data driven instructional practices
This activity aligns with AB104Objectives of Seamless Transitions and the CAEP State Priorities of Program Evaluation, Learner Transition, Leadership, and ProgramDevelopment/Curriculum/Classroom
Conduct CASAS Goals testing of all students enrolled in ABE, ASE, HSE, ESL programs.
Attend CASAS Summer Institute and online CASAS trainings.
Attend COMIS trainings offered by the Chancellor's Office.
Submit accurate data to the state for quarterly submissions/quarterly data pulls
Participate in ongoing trainings to continue to enhance the quality and accuracy of student data
Attend ongoing data trainings to meet state and federal data reporting requirements.
Proposed Completion Date
Adult Ed Metrics and Student Barriers
- All: Adults who Became Participants (AE 202 - Overall)
- All: Number of Adults Served (AE 200 - Overall)
- Progress: Participants with Educational Functioning Levels Gains ABE (AE 400 - ABE)
- Progress: Participants with Educational Functioning Levels Gains ASE (AE 400 - ASE)
- Progress: Participants with Educational Functioning Levels Gains ESL (AE 400 - ESL)
- Student Barriers: English Language Learner (AE 305 - Overall)
- Success: Participants Who Earn a High School Diploma or Equivalency (AE 633 - Overall)
- Transition: Participants with Transition to Postsecondary (CTE) (AE 636 - Overall)
Responsible person(s)
Name |
---|
Implement Best Practices for Distance Learning
Objective that Applies to this Activity
Improve Effectiveness of Services
Implement consistent Distance Learning Policies across all Member Districts for all programs of study resulting in the reporting of distance learning proxy hours in DIR and MIS. Utilize the 2022 CAEP publication for best practices in all programs.
This activity aligns with AB104 Objectives of Gaps in Service and the CAEP State Priorities of Program Evaluation and Technology & Distance Learning.
Attend professional development trainings for Distance Learning implementation and reporting offered by OTAN, CASAS, ISTE, CCAE and COABE
Implement standardized Distance Learning policies and procedures
Review of fully implemented Distance Learning policies and increased enrollment across all Member Districts
Proposed Completion Date
Adult Ed Metrics and Student Barriers
- All: Adults who Became Participants (AE 202 - Overall)
- All: Number of Adults Served (AE 200 - Overall)
- Progress: Participants with Educational Functioning Levels Gains ABE (AE 400 - ABE)
- Progress: Participants with Educational Functioning Levels Gains ASE (AE 400 - ASE)
- Progress: Participants with Educational Functioning Levels Gains ESL (AE 400 - ESL)
- Student Barriers: English Language Learner (AE 305 - Overall)
- Success: Participants Who Earn a High School Diploma or Equivalency (AE 633 - Overall)
- Transition: Participants with Transition to Postsecondary (CTE) (AE 636 - Overall)
Responsible person(s)
Name |
---|
Marketing and Outreach
Objective that Applies to this Activity
Address Educational Needs
Expand and improve outreach and marketing to target identified populations through the creation of a brochure of agency services for students with a target outcome of increased enrollment across all Member Districts.
This activity aligns with AB104 Objective of Gaps in Service and the CAEP State Priority of Marketing.
Hire a contractor to increase social media presence; Enhance print marketing campaigns; Develop ongoing radio PSAs
Increased social media presence; Enhanced print marketing campaign; Increased enrollment
Increased social media presence; Enhanced print marketing campaign; Increased enrollment
Proposed Completion Date
Adult Ed Metrics and Student Barriers
- All: Adults who Became Participants (AE 202 - Overall)
- All: Number of Adults Served (AE 200 - Overall)
- Progress: Participants with Educational Functioning Levels Gains ABE (AE 400 - ABE)
- Progress: Participants with Educational Functioning Levels Gains ASE (AE 400 - ASE)
- Progress: Participants with Educational Functioning Levels Gains ESL (AE 400 - ESL)
- Student Barriers: English Language Learner (AE 305 - Overall)
- Success: Participants Who Earn a High School Diploma or Equivalency (AE 633 - Overall)
- Transition: Participants with Transition to Postsecondary (CTE) (AE 636 - Overall)
Responsible person(s)
Name |
---|
Increase Course Offerings/Programs of Study
Objective that Applies to this Activity
Address Educational Needs
Member Districts will determine local need for additional programs of study in the following program areas: ABE, HSE, HSD, ESL, Civics/Citizenship, and CTE. CTE courses will be validated per Ed Code SEC. 100. Section 84906.
This activity aligns with AB104 Objective of Gaps in Service and the CAEP State Priorities of Program Evaluation and Program Development/Curriculum/Classroom.
Member Districts will conduct community needs survey to determine which programs of study are in highest demand
Ongoing evaluation of community needs, program outcomes, and student performance data; 5% increase in program completion
Ongoing evaluation of community needs, program outcomes, and student performance data; 10% increase in program completion
Proposed Completion Date
Adult Ed Metrics and Student Barriers
- All: Adults who Became Participants (AE 202 - Overall)
- All: Number of Adults Served (AE 200 - Overall)
- Progress: Participants with Educational Functioning Levels Gains ABE (AE 400 - ABE)
- Progress: Participants with Educational Functioning Levels Gains ASE (AE 400 - ASE)
- Progress: Participants with Educational Functioning Levels Gains ESL (AE 400 - ESL)
- Student Barriers: English Language Learner (AE 305 - Overall)
- Success: Participants Who Earn a High School Diploma or Equivalency (AE 633 - Overall)
- Transition: Participants with Transition to Postsecondary (CTE) (AE 636 - Overall)
Responsible person(s)
Name |
---|
Infuse Employability Skills into Programs of Study
Objective that Applies to this Activity
Improve Effectiveness of Services
Member Districts will infuse Employability Skills needed for entry to the workforce into course offerings. Employers will be surveyed to determine the skills needed to build a list of needed skills for gainful employment across service area.
This activity aligns with AB104Objectives of Gaps in Service and Seamless Transitions and the CAEP State Priorities of Program Evaluation and ProgramDevelopment/Curriculum/Classroom.
Workshops for Employability Skills delivered by Consortium Lead
Infusion of Employability Skills in 50% of programs of study across all Member Districts
Infusion of Employability Skills in 100% of programs of study across all Member Districts
Ongoing evaluation of community needs, program outcomes, and student performance data
Proposed Completion Date
Adult Ed Metrics and Student Barriers
- All: Adults who Became Participants (AE 202 - Overall)
- All: Number of Adults Served (AE 200 - Overall)
- Progress: Participants with Educational Functioning Levels Gains ABE (AE 400 - ABE)
- Progress: Participants with Educational Functioning Levels Gains ASE (AE 400 - ASE)
- Progress: Participants with Educational Functioning Levels Gains ESL (AE 400 - ESL)
- Student Barriers: English Language Learner (AE 305 - Overall)
- Success: Participants Who Earn a High School Diploma or Equivalency (AE 633 - Overall)
- Transition: Participants with Transition to Postsecondary (CTE) (AE 636 - Overall)
Responsible person(s)
Name |
---|
Funds Evaluation
Member Allocations and Expenditures
Member Agency | Prior Year Total Leveraged Funds | Program Reporting Status |
---|---|---|
Needles Unified (Optional) | $0 | Draft |
Palo Verde CCD | $650,642 | Certified |
Palo Verde Unified (Optional) | $0 | Draft |
Totals | $650,642 | 1/3 Certified |
The Palo Verde River Consortium Board meets regularly to openly discuss fiscal allocation, quarterly expenses, student data submissions, and the data feeding the Program Hours of Instruction report. The allocation of resources, both CAEP and others, are shared among Member Districts, and allocations are adjusted based on the needs of each service area in the region.
Certification
Needles Unified - Member Representative
Dr. Mary McNeil - mary_mcneil@needlesusd.org
- (760) 326-3891
Palo Verde CCD - Member Representative
Ms. Lale Cilenti - Dean, Needles Center
- lale.cilenti@paloverde.edu
- (760) 326-5033
Palo Verde College Alejandro Clark - California Adult Education Program Project Coordinator
- alejandro.clark@paloverde.edu
- (760) 921-5426
Palo Verde Unified - Member Representative
Tracie Kern - Director of Curriculum and Instruction
- tracie.kern@pvusd.us
- (760) 922-4164 ext: 1239