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CAEP Three-Year Plan: 2022-23 39 Palo Verde River Consortium

Status: Certified

California Adult Education Program Produced: 05/24/2022 02:53 PM PDT Mary McNeil

39 Palo Verde River Consortium: Certified

Details

Consortium Information

Consortium Name:
39 Palo Verde River Consortium
Consortium Short Name:
39 Palo Verde
Address:
1 College Drive | Blythe, CA | 92225
Website:
http://www.theriverconsortium.org
Funding Channel 2022-23:
Fiscal Agent
CAEP Funds 2022-23:
$912,536
CAEP Funds 2021-22:
$866,359
CAEP Funds 2020-21:
$832,637

Consortium Contacts

ResponsibilityNameEmailTitlePhone
Primary Contactlale.cilenti@paloverde.eduDean, Needles Center(760) 326-5033
Fiscal Contactstephanie.slagan@paloverde.edu(760) 921-5524
Fiscal Contactlale.cilenti@paloverde.eduDean, Needles Center(760) 326-5033
Primary Contactalejandro.clark@paloverde.eduCalifornia Adult Education Program Project Coordinator(760) 921-5426

Member Agencies

Member AgencyMember TypeContactPhone
Palo Verde CCDDistrictMs. Lale Cilenti(760) 326-5033
Needles UnifiedUnified School DistrictDr. Mary McNeil(760) 326-3891
Palo Verde UnifiedUnified School DistrictTracie Kern(760) 922-4164 ext: 1239

Executive Summary

The Palo Verde River Consortium (PVRC) is located in southeast California and includes Member Districts in both Riverside and San Bernardino Counties. PVRC Members include Needles Unified School District, Palo Verde College, and Palo Verde Unified School District. The rural geography of Needles and Blythe present unique challenges and barriers to the Member Districts which is only compounded by the minimal attention paid by the Riverside County and San Bernardino Workforce Development Boards.

The overall objectives of this Three-Year Plan focus on: 1) establishing a strong foundational base of governance for the Consortium, 2) the establishment of approved programs which meet the diverse needs of adult learners in the communities served across all approved CAEP program areas, 3) an overall reduction of per-pupil-spending, and 4) a stronger alignment between labor market information (LMI) and CTE programs of study.

Participation in three-year planning involves two approaches. The first approach is quantitative and qualitative research with the following segments: students, teachers, staff, community and employers. Where appropriate, research was conducted in Spanish and English. The second approach is a review of various developmental iterations of each section of the plan by both a designated working group of members and/or their designees, and incorporation of a focus group conducted by WestEd in 2021.

Overall consortium need is in keeping with the letter and spirit of CAEP through AB104: expanding and improving the workforce and reducing the number of families living below the poverty line. The key focus of this plan is to establish a fully operational consortium and to effectively match education and training to regional workforce needs such as agriculture, cannabis, solar, railroads and hospitality. Additionally, the consortium remains visionary and will create pilots that match education and training to emerging careers such as drone technology, robotics, clean energy, irrigation and telehealth/informatics. The consortium remains hopeful that the Governor’s health care sector funding will remain intact for ESL learners.

Consortium Member Districts are committed to restarting CASAS testing and data reporting by the K12 Members in TOPSPro Enterprise, as well as enrolling students in Palo Verde College programs of study, CASAS testing at the College, and data reporting through COMIS.

The final portion of the plan appropriately focuses on outcomes. By tracking enrollment, attendance, retention, completions, gains and certifications, the Consortium will be able to demonstrate that students are prepared for the workforce and/or further academic study. To achieve these goals, the Consortium has hired a new consultant.

Assessment

Palo Verde River Consortium’s overall assessment approach combines a mix of marketing research studies and events that include quantitative and qualitative activities in both English and Spanish. Where possible, assessment resources have been leveraged with Palo Verde College programs, WestEd, and community groups. The consortium’s process involves analyzing government data, student enrollment, student outcomes, regional needs, regional barriers, economic development, and workforce trends. Further to process, where specific data was not available (for example the number of K-12 parents who could benefit from consortium-funded programs), extrapolation approaches provided answers to critical questions. Data sources and specifics that inform the overall approach are developed from the 2020 US Census, Ed Source K-12 district demographics, LaunchBoard/TopsPro, GED outcomes, Employment Development Department, Labor Market Information Division for San Bernardino and Riverside Counties.

Quantitative studies in the form of surveys were conducted with samples of current and former adult ESL and Career students. Other surveys were conducted as part of a series of events in the Mesa Verde and Blythe communities. Qualitative studies in the form of in-depth interviews (IDIs) and focus groups were conducted with PVC/consortium staff, employers, and elected officials in both Blythe and Needles, CA.

Although not driven by data sources specifically, the stark reality of needs attributed to and exposed by the pandemic informed further and created more intense focus on educating parents so that they can better assist in the education of their children. In the Blythe and Needles parent series, classes focused on improving attendance, parent-teacher communication, understanding the Chrome Book and study habits, to name a few. Lessons-learned from the pandemic continue to inform development of other pilot programs and processes that were conceived through experience rather than through specific data sources – thus the hybrid approach to education and training.

The River Consortium is committed to aligning all programs of study across all Member Districts to LMI data in order to best meet the needs of adults in the region. Palo Verde College currently offers the following services: The Student Success program assists all students by providing bi-lingual orientation, counseling, placement, tutoring, transportation, financial assistance, and food pantry services. The PVC Strong Workforce program, for credit and non-credit students, aligns with both Guided Pathways and adult education in the interest of creating career pathways that lead to employment or further education. County workforce services that align with adult education are as follows: The Employment Development Department (EDD), as part of their co-location initiative, is housed on the Blythe campus of PVC.EDD services that range from benefits to job placement are available to all PVC students – credit, non-credit. Services are also available for residents of the Blythe community who are not PVC students. Americas Job Centers of California (AJCC) provide workforce counseling, training, and placement as well. Additionally, AJCCs have resources for licenses, tools, and uniforms that easily leverage with adult education programs. Other partners include TODEC Legal Services and Immigration Assistance, a national agency devoted to legal issues such as DACA work permits and safe work environments for farmworkers and other immigrants.

Sector strategies as defined and implemented through WIOA I are evolving in agriculture through alignments with the region’s Progressive Farmers/UC (employers and managers) and United Farmworkers, (non-management workforce). Agriculture is the key industry in both Blythe and Needles. Cannabis careers will soon be included in the overall approach to regional sector strategies. Alternate energy, currently focused on solar, is a sector that is developing from basic solar installer programs to leveraging with NextEra and the Holt Engineering Group, programs involved in developing solar storage programs that are delivered in solar batteries. This sector approach includes working with solar associations and the IBEW. Allied Health, as a sector, because of increasing COVID-related needs, continues to expand. An allied health sector approach to workforce development is implied in the 2022-23 proposed state budget’s inclusion of adult education funding for health career pathways. Ultimately this health sector approach will align adult education and the Palo Verde Health Care District. Other potential sector strategies involve workforce development that relates to prisons and hospitality.

Data that inform workforce-related educational needs of adults in the regions, Blythe and Needles, comes from US Census, the California Employment Development Department (EDD), Labor Market Information Division, and EdSource school district demographics for Palo Verde Unified School District and Needles Unified School District.

It’s important to note that overall EDD employment data applies to both Blythe and Needles through their respective counties, Riverside and San Bernardino. Census and school district data, on the other hand, are quite specific for each city – with very little overlap. Overall EDD County employment trends are positive for most segments, with dramatic increases in leisure and hospitality, personal service, retail, health, real estate, moderate increases in warehousing and trucking and surprising decreases in farm labor. Unemployment rates have dropped from a high of about 15% to the current 5%.

Significance of the EDD labor data for the consortium’s adult education services would indicate further research on trends and projections along with immediate consideration of shifting resources to leisure and hospitality, real estate, and logistics. Health care trends are positive but not dramatic; existing resources should be leveraged with dedicated healthcare funds that could be available by July 1, 2022.

The overall population of the area is approximately 23,000 (Blythe: 18,317 – which includes ~5,000 inmates at state correctional facilities – and Needles: 4,959) with a breakdown of 67% male/33% female in Blythe, and 51% male/49% female in Needles. The region has 31% of the population without HS diploma or equivalency, representing 7,130 people. Hispanic residents make up 57% of the residents with 26% being white, 11% African American, and the remainder comprising American Indian, and Pacific Islander. Regional data shows that 43% speak a language other than English at home, suggesting a significant opportunity to expand ESL, Basic Skills, and Citizenship programs in the area. Of all households, 79% of have a computer and Internet access. Fifty-seven percent speak English and 40% speak Spanish at home. The current unemployment rate is 8% representing 1,800 residents. The poverty rate shows as many as 29% of the population live near or below the poverty line. Confirmation is derived from USD data which shows that 96% of Blythe students qualifying for free and reduced lunch and 75% of Needles students qualifying for free and reduced lunch.

In summary, the Blythe area needs more ESL, Basic Skills, and Secondary Skills/GED programs; the Needles area needs more Secondary Skills/GED. Both areas need more CTE programs that relate to identified job trends in the area.

Members and staff May retreat focused on existing and proposed programs and pilots – revised annual plan

Progressive Farmers – series of meetings with director and members around programs that could be offered using leveraged consortium funds

Fort Mojave Indian Tribe/AVI Resort – series of meetings with tribal education liaison as well as site visit for meeting with Executive Chef, Food and Beverage Director, and General Manager

Mesa Verde Satellite Planning – site visits, staff meetings, Riverside County meetings, Utilities Co. meetings

Palo Verde staff, teachers, consortium leadership – operations focus group led by WestEd – focus on understanding adult education

Consortium-funded ESL and PVC CTE pupils – survey around Attitude, Awareness, and Usage as related to employment preparation, hiring, and promotions

Local Blythe employers – interviews related to employment preparation, hiring practices and promotions practices

Blythe elementary school principal – Meetings around opening satellite location at her school

Education Director for Blythe Seventh Day Adventist (SDA) church – meetings and focus group on opening satellite programs at church

Enrollment, data, PIP, three-year plan working group – meets bi-monthly

ELL Experts and Community – Discussion group on quality and quantity of ESL programs

Members – review of three-year plan drafts – soliciting input

Regional Service Providers

For each Member Agency service provider, enter the number of Participants in each program area.

Provider NameProvider TypeNumber of Participants in Program AreaTotal Participants
ABEASEESLEl CivicsAWDK12 SuccessShort Term CTEWorkforce ReentryPre-Apprenticeship
*Needles UnifiedMember Representative

0

0

0

0

0

0

0

0

0

*Palo Verde CCDMember Representative

86

85

111

0

0

0

76

0

0

*Palo Verde UnifiedMember Representative

0

0

0

0

0

0

0

0

0

Total Participants 86 85 111 0 0 0 76 0 0 358
* Member Agency required to input number of Participants

For each service provider added, check the box in the program areas where services are provided.

Provider NameProvider TypeProgram Area Where Services Are Provided
ABEASEESLEl CivicsAWDK12 SuccessShort Term CTEWorkforce ReentryPre-Apprenticeship
Chamber of Commerce Business

Fort Mojave (Indian Tribe) Community Organization

Vocational Rehabilitation Community Organization

Chemehuevi Indian Tribe Other

Employment Development Department Community Organization

Farmers Progressive Industry

Current levels and types of education and workforce services for adults in the region are: In Blythe, including both credit and non-credit classes, programs and services that are available primarily at the Palo Verde College campus are: English as a Second Language, Basic and Secondary Skills, Citizenship, GED Preparation in English and Spanish, GED Testing, Parenting for pre-school and K-12 students, Basic Life Support, Certified Nursing Assistant, Licensed Vocational Nurse, Construction, Automotive, Solar Panel Installer. Related support services are available through Student Success, PVC Counseling, Strong Workforce and Employment Development Department.

In Needles available classes are Basic and Secondary Skills, GED Preparation, Parenting for K-12 students, Automotive and Welding. Demographic data for both Needles and Blythe indicate a need to increase enrollment in all existing areas by opening more classes in satellite sites that are easier to access than the Palo Verde College campus. Similar support services are offered remotely in Needles.

Location doesn’t seem to be a barrier to increasing enrollment but improving marketing strategies and tactics will likely contribute to increased enrollment in all subjects. Both cities/regions indicate demographics that should support increasing enrollment through pro-active strategies. Census data, school district data and EDD, Labor Market Division data support the need for current programs and services as well as indicate significant unserved adults who could benefit from consortium/college-funded programs and services. EDD labor trends indicate significant declines in unemployment, advancing from a high of about 15% to a current low of about 8% - still not in line with current state averages. EDD numbers show significant upward employment trends in leisure and hospitality, real estate, food services, professional services, and retail. Employment related data seems sufficient to support expanding existing services as well as considering shifting and/or developing resources to align programs with employment trends. A significant gap worth addressing is the need to align classes and programs with leisure and hospitality careers. This would be a perfect opportunity to develop a sector approach for the hospitality industry.

Metrics: CAEP Barriers & Metrics

Metrics

Adult Ed Metrics

  • English Language Learner (AE 305 - Overall)

Metrics

Adult Ed Metrics

  • Participants with Educational Functioning Levels Gains ABE (AE 400 - ABE)
  • Participants with Educational Functioning Levels Gains ASE (AE 400 - ASE)
  • Participants with Educational Functioning Levels Gains ESL (AE 400 - ESL)

Metrics

Adult Ed Metrics

  • Participants with Transition to Postsecondary (CTE) (AE 636 - Overall)

Metrics

Adult Ed Metrics

  • Participants Who Earn a High School Diploma or Equivalency (AE 633 - Overall)

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 BarriersEnglish 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

ProgressParticipants with Educational Functioning Levels Gains ABE (AE 400 - ABE)

5

10

15

ProgressParticipants with Educational Functioning Levels Gains ASE (AE 400 - ASE)

5

10

15

ProgressParticipants with Educational Functioning Levels Gains ESL (AE 400 - ESL)

5

10

15

SuccessParticipants Who Earn a High School Diploma or Equivalency (AE 633 - Overall)

5

10

15

TransitionParticipants 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

ProgressParticipants with Educational Functioning Levels Gains ABE (AE 400 - ABE) 15

5

10

15

ProgressParticipants with Educational Functioning Levels Gains ASE (AE 400 - ASE) 11

50

55

60

ProgressParticipants with Educational Functioning Levels Gains ESL (AE 400 - ESL) 26 13

25

30

35

SuccessParticipants Who Earn a High School Diploma or Equivalency (AE 633 - Overall)

60

65

70

TransitionParticipants 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

ProgressParticipants with Educational Functioning Levels Gains ABE (AE 400 - ABE)

15

20

25

ProgressParticipants with Educational Functioning Levels Gains ASE (AE 400 - ASE)

15

20

25

ProgressParticipants with Educational Functioning Levels Gains ESL (AE 400 - ESL)

1

5

10

SuccessParticipants Who Earn a High School Diploma or Equivalency (AE 633 - Overall)

15

20

25

TransitionParticipants with Transition to Postsecondary (CTE) (AE 636 - Overall)

5

10

15

Member Spending Targets

MemberPercent of 2019-20 Available Funds SpentPercent of 2020-21 Available Funds SpentPercent of 2021-22 Available Funds Spent2022-23 Target2023-24 Target2024-25 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

06/30/2025

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

06/30/2027

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

06/30/2027

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

06/30/2027

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

  1. Establish internal roles and collaboration processes for Adult Education programs of study across all Member Districts as a means of enhancing institutional accountability
  2. Create a communication methodology with students to assist in their understanding of program offerings, registration processes, and placement steps
  3. 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

06/30/2027

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

06/30/2027

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

06/30/2027

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

06/30/2027

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

06/30/2027

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

06/30/2027

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

06/30/2027

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 AgencyPrior Year Total Leveraged FundsProgram Reporting Status
Needles Unified (Optional)$0Draft
Palo Verde CCD $650,642Certified
Palo Verde Unified (Optional)$0Draft
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

Approved by Dr. Mary McNeil

05/24/2022 02:53 PM PDT

Palo Verde CCD - Member Representative

Approved by Palo Verde College Alejandro Clark

05/24/2022 01:36 PM PDT

Palo Verde Unified - Member Representative

Approved by Tracie Kern

05/24/2022 02:44 PM PDT