CAEP
Three-Year Plan

Produced: May 21, 2025, 09:36 PM UTC - By Josie Koivisto

Details

Consortium Information

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Consortium Name:
39 Palo Verde River Consortium
Address:
1 College Drive | Blythe, CA | 92225
Website:
http://www.theriverconsortium.org
Funding Channel 2025-26:
Fiscal Agent
CAEP Funds 2025-26:
$1,034,308
CAEP Funds 2024-25:
$1,009,771
CAEP Funds 2023-24:
$999,080

Consortium Contacts

Auto-populated

ResponsibilityNameEmailTitlePhone
Fiscal Contactstephanie.slagan@paloverde.eduAssistant Superintendent/Vice President of Administrative Services and College Advancement(760) 921-5524
Primary Contactalejandro.clark@paloverde.eduPalo Verde River Consortium Director(760) 921-5426

Members

Auto-populated

Member AgencyMember TypeContactPhone
Palo Verde CCDDistrictClint Cowden
Needles UnifiedUnified School DistrictDr Garry Cameron(760) 903-3947
Palo Verde UnifiedUnified School DistrictJosie Koivisto(760) 922-4164 ext: 1241

Executive Summary

The Palo Verde River Consortium (PVRC) serves one of California’s most isolated and underserved adult education regions, spanning the rural desert communities of Blythe and Needles in Riverside and San Bernardino Counties. Comprising Needles Unified, Palo Verde Unified, and Palo Verde Community College Districts, PVRC is dedicated to building a resilient, equitable, and accessible adult education system that responds to the economic realities and aspirations of the people it serves. These communities face entrenched barriers: limited broadband and infrastructure, high unemployment, low labor force participation, and large numbers of adults without a high school diploma or postsecondary credential. This plan responds with a unified regional strategy that promotes upward mobility through adult education and workforce training.

The planning process was collaborative, inclusive, and data-informed. Guided by community surveys, strategic sessions, regional labor market analysis, and monthly meetings, the Consortium developed a plan rooted in the lived experiences of local adult learners. It aligns with regional goals to expand workforce participation, increase postsecondary access, and close equity gaps in credential attainment. The plan reflects shared priorities across education and workforce systems to ensure adult learners gain the skills and credentials needed to thrive in the local economy. Through strategic alignment with workforce boards, employers, and service partners, PVRC positions adult education as a driver of regional transformation.

A core commitment of the plan is expanding programs through scalable, flexible models. The Consortium will increase access through noncredit mirrored courses, hybrid and HyFlex instruction, and shared teaching resources across districts. By addressing barriers like distance, scheduling, and technology, these models support working adults, caregivers, and returning learners. High-impact programs in GED preparation, ESL, digital literacy, and short-term career education will be offered across all seven CAEP-approved areas. Regional labor trends guide program priorities in healthcare, logistics, education support, security, construction, and clean energy—sectors offering accessible entry points and sustainable wages.

To deepen engagement and streamline transitions, the Consortium is exploring adult dual enrollment opportunities and expanded use of credit for prior learning to recognize the lived experience and skills of adult learners. These initiatives remove barriers to advancement and increase momentum toward degree or credential attainment. In support of this work, PVRC will designate a dedicated role to strengthen adult learner pathways, align services across member institutions, and support strategic initiatives like reapplying for WIOA Title II funding and initiating discussions around WASC accreditation for adult education centers.

To ensure sustainability, PVRC will reduce per-pupil costs through cross-district collaboration and shared resources. The Consortium will embed employability skills, counseling, and career services into all programs, advancing transitions into credit-bearing coursework and the workforce. Initiatives such as Integrated Education and Training (IET), contextualized instruction, and employer partnerships support regional goals around equitable opportunity and attainment. These efforts shift from isolated courses to a connected learning ecosystem with supported transitions.

Local labor data reinforces the urgency of this work. Blythe is projected to lose population but gain employment, signaling an impending labor gap. In Needles, modest growth in both population and jobs points to increased demand for a job-ready workforce. Employers consistently report the need for workers in health services, office support, transportation, education, and public safety. However, many adults still face barriers—childcare, transportation, digital access—that require multi-agency solutions and coordinated funding strategies.

To track progress and outcomes, PVRC is rebuilding data systems across all three members. CASAS testing, TOPSPro reporting, and COMIS tracking will be expanded to monitor enrollment, skill gains, completions, and transitions. These actions support accountability to learners and workforce needs. Consortium staff will engage in professional development to ensure instructional quality, compliance, and a shared commitment to student success.

This plan reflects a bold regional vision: to transform adult education from a service of last resort into a system of first opportunity. PVRC is committed to elevating adult learners—especially in rural and historically excluded communities—by connecting them to high-quality education that builds futures and regional resilience. Through regional alignment, collaboration, and equity-driven work, the Consortium is laying the foundation for a more inclusive and opportunity-rich future.

Assessment

The Palo Verde River Consortium (PVRC) undertook a collaborative, data-driven, and community-informed process to assess the educational needs of adults in the rural southeastern California region it serves. PVRC includes three CAEP-funded members: Palo Verde Community College District, Needles Unified School District, and Palo Verde Unified School District. The planning process spanned Fall 2024 through Spring 2025 and resulted in this Three-Year Plan. The consortium’s approach emphasized community engagement, regional alignment, and equitable access to education and workforce services, ensuring the plan reflects both strengths and challenges across its member communities.

PVRC held monthly meetings with members and stakeholders. A key milestone in the planning process was a regional strategic session attended by leadership from Riverside and San Bernardino County Workforce Development Departments. The participation of the Deputy Directors offered insights into workforce trends and alignment strategies. Their contributions underscored the importance of embedding adult education within broader regional economic development efforts, especially where access and readiness are limited.

To inform the plan, the consortium reviewed various data sources. These included student data from TOPSPro, MIS, the CAEP Fact Sheet, and DataVista. Labor market intelligence came from Lightcast and the California EDD. The consortium also considered U.S. Census data and referenced the Inland Empire Regional Planning Unit’s 2025–2028 Plan alongside the Riverside County Local Workforce Plan. Additional input came from partners, employers, and residents.

A pivotal component of the assessment was several community survey conducted during the 2024-2025 academic year in Blythe and Needles. Respondents were most interested in digital literacy, job training, and career prep. They also cited time, money, awareness, and tech access as major barriers. While many had internet access, they lacked adequate devices, highlighting the value of device lending and community tech hubs. Survey data showed strong support for flexible, evening and weekend class options and highlighted the need for flexible delivery.

The geography and demographics of Blythe and Needles add layers of complexity to educational planning. These areas are geographically vast and face long travel times, limited broadband, and low population density. Many residents work seasonal or part-time jobs and lack steady access to childcare or transportation. Addressing these conditions requires collaboration with workforce and service partners. Solutions such as hybrid learning, mobile labs, and embedded instruction are vital for ensuring equitable access.

The assessment also surfaced key themes to guide future programming. There is a clear need for more adult basic education and ESL pathways to increase access to GED and workforce readiness. These onramps serve residents with limited English or interrupted education. From employment to education, digital skills are now essential for adult learners. Short-term programs in healthcare, logistics, and service offer immediate value. Survey respondents also prioritized clear pathways to careers or college.

Despite challenges, including staff turnover and limited reporting capacity at the K–12 districts, the consortium produced a snapshot of adult education needs. With tech access, flexibility, and support, PVRC can drive meaningful change. This assessment supports inclusive strategies through 2028 and helps lay groundwork for future growth and regional collaboration. It affirms that with shared effort, responsive design, and strategic implementation, adult education can become a vital engine for community resilience and learner advancement.

What type of representatives make up your assessment planning board members?

Which of the following data sources were referenced and contributed to the consortium's understanding of needs, current levels and types of services, and gaps?

The Palo Verde River Consortium (PVRC) implemented a robust, multi-tiered data collection strategy to assess the educational needs of adults in the Blythe and Needles regions. The process was intentionally structured to blend quantitative and qualitative data sources and emphasize community voice, local labor market realities, and cross-agency alignment. The overarching goal was to ensure that the 2025–2028 Three-Year Plan would be built upon accurate, meaningful, and locally relevant data.

PVRC began the process by gathering baseline programmatic data through the CASAS TOPSPro system and the California Community Colleges MIS system. These platforms provided insight into enrollment, skill gains, and completion of equivalency or workforce milestones at the college and, to a lesser extent, K–12 levels. This internal data was complemented by metrics from the CAEP Fact Sheets, the LaunchBoard Adult Education Pipeline, and student demographics sourced from the U.S. Census Bureau and American Community Survey. These sources showed low educational attainment in both counties and underscored the urgent need to expand services in high-need areas.

To understand economic demand, the Consortium used labor market data from Lightcast (Q3 2024), the California EDD, and regional plans from IERPU and Riverside County Workforce Board. These tools helped align adult education offerings with regional sectors such as healthcare, logistics, education support, public safety, retail, and clean energy. In Blythe, employment is projected to grow by 6.7% despite a population decline of 5.6%, while Needles will see modest growth in both. Labor force participation is low, and employers report unmet need for entry-level workers.

In addition to institutional and labor data, PVRC prioritized stakeholder input. A student needs assessment conducted in early 2024 collected over 100 surveys from adult residents in Blythe. Distributed in English and Spanish, the survey captured participation barriers and preferences for format and programs like GED, literacy, and job training. Further context came from instructor interviews, student and staff focus groups, and employer meetings. These ensured that community members and practitioners were heard and reflected in planning.

The data collection process was not a one-time activity but a living, iterative part of strategic planning. PVRC also reviewed public tools like WestEd Opportunity Maps and the CA Adult Ed Career Education Dashboard to identify regional gaps. Cross-referencing statewide data with local surveys validated findings and informed strategies. The consortium also distributed bilingual technology and student intake surveys and used partner interviews to triangulate results.

However, there were challenges. Staff turnover at the K–12 districts disrupted CASAS and attendance tracking. Needles had no active student data in 2022–23 due to limited program infrastructure. While internet access was relatively high, many residents lacked devices for hybrid or online learning, making digital access a barrier and data challenge. These gaps informed PVRC’s response strategies, including plans to reintroduce CASAS testing at school sites, establish tech-equipped hubs, and refine data protocols.

Among the most valuable outcomes was stronger collaboration. Consortium meetings and shared data analysis built a unified understanding of gaps and needs. This laid the groundwork for integrated service delivery and future planning, especially in areas like IET, dual enrollment, and guided pathways. Performance reviews to keep the plan adaptive and aligned with local needs will remain ongoing.

PVRC recognizes that data is only powerful when it is actively used. Moving forward, the consortium will maintain regular surveys, employer consultations, and reflective practices to ensure continuous alignment with evolving regional conditions and adult learner needs.

Regional Alignment and Priorities

Provide the names and types of the regional partner organizations that your consortium works with to ensure programs offered align with regional needs. *

Click Add Partner Organization, search for the organization’s name, and select it. If the organization is not listed, click Create a new one in the modal, enter the Partner Organization Name, and select the Partner Organization Type.

Partner Organization NamePartner Organization Type
Chamber of CommerceBusiness
Fort Mojave (Indian Tribe)Community Organization
Vocational RehabilitationCommunity Organization
Chemehuevi Indian TribeOther
Employment Development DepartmentCommunity Organization
Riverside County Workforce Development BoardWorkforce Development Board
Riverside County Office of EducationOther
San Bernardino Workforce Development BoardWorkforce Development Board
San Bernardino Co. Office of EducationCounty Office of Education (COE)
TODECPhilanthropic Organization
What relevant education and workforce plans that guide services in the region were used to develop this Three-Year Plan?

What are the top priorities in relation to regional alignment?

The Palo Verde River Consortium (PVRC) has worked to align adult education and workforce services supported by CAEP with key regional education and workforce planning frameworks. These include WIOA, the IERPU 2025–2028 Plan, Riverside and San Bernardino Workforce Plans, SWP, and Vision 2030. These plans emphasize equity, integration, and data-driven workforce and education strategies. PVRC’s approach aligns with these principles and responds to Blythe and Needles’ rural context.

The IERPU Regional Plan—developed with the participation of PVRC members—prioritizes increasing credential attainment, sector-based training pipelines, and outreach to underserved communities. Services include credential training in logistics, construction, healthcare, and clean energy, as well as pre-apprenticeships and integrated career pathways. PVRC mirrors these priorities by expanding noncredit CTE, piloting Integrated Education and Training (IET), and implementing credentials that lead to work or credit.

The Riverside County Local Workforce Development Plan recognizes the Palo Verde Valley as underserved and supports RivCo ONE, which aligns workforce, education, and social services through shared data systems. PVRC’s adult education offerings—GED, ESL, and digital literacy—have been aligned with local job centers and community partners through improved coordination. This allows co-enrollment, warm handoffs, and case management, a key part of the RivCo ONE model.

The San Bernardino County Workforce Development Board plan emphasizes access to remote communities like Needles. It prioritizes underrepresented populations and calls for training in essential fields. PVRC’s use of hybrid formats and mobile delivery aligns with goals of local access. PVRC also collaborates with the Mojave Indian Tribe Education Department, an essential partner in serving Native communities across both counties.

The California Community Colleges Vision 2030 calls for noncredit-credit integration, Guided Pathways, and bachelor’s access. PVRC’s mirrored courses and credentials support Vision 2030 goals and expand skill development. Employability skills and digital literacy are embedded across adult programs, aligning with Vision 2030’s equity in access, support, and outcomes.

The Strong Workforce Program (SWP) Regional Plan emphasizes expanding access to career technical education and enhancing K–14 coordination. PVRC supports SWP goals via GED and digital literacy as CTE onramps and is piloting dual enrollment. The consortium continues to build these pathways to promote upward mobility and align with employer expectations.

Across these frameworks, CAEP-supported services show strong alignment. PVRC embeds stackable credentials, support models, and dual enrollment into its strategy. Adult education is now part of a regional workforce and education network. PVRC participates in workforce planning, economic development partnerships, and CAEP-CTE integration.

Still, gaps remain. A fragmented data system limits tracking and causes inefficiencies. CASAS, COMIS, and WIOA systems don’t integrate well, reducing the ability to measure cross-program outcomes. Rural regions like Blythe and Needles often lack equitable planning visibility and funding. PVRC advocates for rural inclusion and greater resource sharing. Alignment in practice—like shared case management and staff cross-training—needs further investment to ensure services function cohesively.

The consortium embraces a regional approach aligned with Vision 2030, WIOA, and SWP. Ongoing investment in infrastructure and rural strategies will help PVRC serve more learners and grow opportunity. These efforts position adult education as a central pillar in strengthening the region’s workforce and improving economic outcomes for historically underserved populations.

The Palo Verde River Consortium (PVRC) serves a geographically vast and socioeconomically challenged region encompassing the desert communities of Blythe and Needles in southeastern California. These areas face structural barriers—economic isolation, limited transit, digital gaps, and high poverty—that widen educational disparities. PVRC used data from Lightcast, the U.S. Census, CAEP Fact Sheet, LaunchBoard, and its 2024 community survey to assess adult needs.

Key indicators reflect a substantial population of adults with limited formal education, low labor force participation, and barriers to upward mobility. In Blythe, 24% of residents aged 25 and over lack a high school diploma or equivalent, and only 12% hold a bachelor’s degree. Median household income is $64,768—far below the state average—and the labor force participation rate is just 40.9%, with 9.3% unemployment. In Needles, while educational attainment is slightly better, labor force participation is 45.7%, and unemployment is 9%. Across both areas, adults aged 25–54 represent the largest population group. Many report underemployment, seasonal work, or being disconnected from school systems.

Many residents speak a language other than English at home, including Spanish. This highlights the need for ESL services and culturally responsive instruction. More than 20% of K–12 students in the Palo Verde Unified School District have an Individualized Education Plan (IEP), a critical program design consideration for serving future adult learners with disabilities or learning differences. Results from PVRC’s 2024 survey reinforce these needs: top barriers include transportation, work schedule conflicts, family obligations, and limited program awareness. Nearly 40% of respondents lacked access to a device suitable for online learning.

Digital literacy is a baseline need for civic participation and workforce access. While internet access is improving, device access and foundational computer skills remain limited, especially among older adults and low-income households. These gaps affect adult learners’ ability to access instruction, jobs, and essential services. Financial literacy also emerged as a need, particularly among younger adults and justice-involved individuals. Local workforce partners stressed the need for basic budgeting, workplace communication, and customer service skills.

Although demand is strong for GED, ESL, and diploma programs, PVRC’s capacity is limited by staffing shortages and geography. In 2022–23, only Palo Verde College reported adult education enrollment: 27 students in ASE and 38 in workforce readiness. No formal ABE or ESL programs operated at K–12 districts, missing chances to engage learners earlier. These gaps underscore the need to reestablish adult education services across all members and expand programming.

Labor market analysis confirms that without educational interventions, the local economy will continue to suffer from a mismatch between job openings and available talent. Blythe is projected to see 6.7% job growth by 2028, especially in transportation, healthcare, hospitality, and office administration. Needles expects 4.3% growth in public safety, government, and personal care. This highlights the need for stackable short-term credentials aligned to local industry and accessible formats.

PVRC is expanding noncredit GED, ESL, and digital literacy, hybrid formats, and bilingual outreach. A strategic focus includes dual enrollment, mirrored noncredit-credit courses, and partnerships with community-based organizations to bring services to neighborhoods, tribal centers, and reentry programs. Members are reinvesting in K–12 adult ed, retraining on CASAS, and expanding TOPSPro for better tracking.

In sum, the educational needs of adults in the PVRC region are extensive, interconnected, and inseparable from broader questions of economic mobility, health equity, and community development. Addressing these needs requires inclusive design, flexible access, and strong partnerships. PVRC’s data practices and partnerships support CAEP goals and a resilient rural adult education system.

Palo Verde College, remains committed to ongoing evaluation of external funding opportunities to support adult education expansion. In alignment with regional workforce and educational goals, the College is continuously assessing the feasibility of reapplying for WIOA Title II funding to strengthen and diversify service delivery. 

Please identify the categories of needs of your region.

The adult education needs across Blythe, Needles, and surrounding rural communities are shaped by a unique blend of geographic isolation, socio-economic disparities, and under-resourced public infrastructure. One of the most critical barriers is access for underserved populations—particularly migrant workers, tribal communities, and individuals with disabilities—who face systemic inequities that limit their participation in education and workforce training. Geographic spread and a lack of reliable public transportation compound these challenges, making access to in-person instruction difficult. Additionally, affordable childcare remains scarce, making it especially hard for adult learners with children to consistently attend programs. Digital equity is another pressing issue: while internet access has improved slightly in some areas, many households still lack devices and the digital skills required to fully engage in online or hybrid learning environments. This digital divide reinforces the need for integrated digital literacy across all adult education programming, alongside device access solutions. Another significant issue is the misalignment between current adult education offerings and local workforce needs. Labor market data from Lightcast and local employers suggest growing demand in logistics, healthcare, and renewable energy; however, existing adult education curricula do not consistently prepare learners for these opportunities. Addressing this requires stronger collaboration between the consortium and regional employers to ensure that short-term, stackable credential programs are offered in fields with real hiring potential. Raising awareness of services is equally important—many community members are simply unaware that free adult education opportunities exist, particularly noncredit programs that are open-entry and tuition-free. Focused outreach and visibility efforts are necessary to close this gap, including multilingual promotion, targeted campaigns, and partnerships with local organizations and churches. COVID-19 also caused deep setbacks for adult education; program closures, enrollment drops, and disruptions in CASAS testing and TOPSPro reporting have left some services underutilized. Rebuilding to pre-pandemic levels requires not just staffing and infrastructure, but trust-building in communities that have historically been disconnected from educational opportunities. The consortium is working to bring services directly into neighborhoods, tribal centers, and reentry sites, using flexible formats like HyFlex and hybrid instruction to reduce access barriers. This region’s adult learners also face compounded barriers due to low literacy and limited English proficiency. According to the most recent CAEP Fact Sheet and U.S. Census data, a notable portion of adults in both Blythe and Needles have reading levels below the 8th-grade level, further hindering their ability to complete applications, navigate digital content, or engage with workforce systems. English language acquisition is not only an educational issue but a key requirement for meaningful participation in healthcare access, community services, and employment. To address this, the consortium is committed to expanding ESL services in multiple formats, including evening, weekend, and hybrid models, and offering wraparound support through bilingual staff and embedded digital literacy instruction. Another critical focus is access to living-wage jobs. With the region’s labor shortages, many industries such as warehousing, public safety, clerical work, and caregiving are eager to hire, but they often cannot find candidates with even the most basic training or certification. PVRC sees this as a pivotal opportunity to implement short-term CTE programs with employer input that can be rapidly deployed. Moreover, transportation and childcare access must be integrated into these offerings to ensure equity across all communities, especially in farmworker housing and reentry communities. Community engagement through forums and surveys is essential for understanding local needs and building trust. There is also an ongoing need to professionalize the adult education workforce in this rural context. Recruiting and retaining qualified instructors has proven difficult due to housing shortages, long commute times, and limited support services. PVRC addresses this through professional development and flexible work models. Partnering with employers, workforce agencies, and tribal programs is vital. These strategies position adult education as a cornerstone of resilience and economic mobility. 

What challenges does your region face that impact the programs you have previously or are currently offering?

The Blythe and Needles region faces a confluence of challenges that uniquely impact adult education and workforce development. Economic disparities are pronounced; in Blythe, the median household income stands at $51,984, with a poverty rate of 19.5%. Needles reports a median household income of $39,876 and a poverty rate of 29.09%. These figures underscore deep regional inequities that hinder access to adult education, skill building, and career mobility. Many adults work multiple seasonal jobs with little stability and are ineligible for benefits, creating barriers to consistent participation in training programs.

Labor market issues further complicate the adult education landscape. Teacher shortages in California are particularly acute in rural communities like Blythe and Needles, where geographic isolation and limited housing make it difficult to attract and retain qualified instructors. This scarcity extends to Career Technical Education (CTE) professionals, whose expertise is needed to launch and sustain programs aligned with high-growth sectors like logistics, healthcare, and renewable energy. Fields like logistics, healthcare, and renewable energy need certified instructors, who are in short supply locally. The lack of available instructors and CTE credential holders severely restricts the consortium’s ability to scale programming or offer consistent, industry-aligned coursework. As a result, students often wait months for certain courses to be available, or must travel long distances to participate in training that should be locally accessible.

Internet access challenges further exacerbate educational disparities. While some areas in Blythe offer high-speed internet, service remains spotty in low-income and outlying neighborhoods. In Needles, just 2% of the city has access to fiber-optic broadband, with many residents relying on outdated DSL or capped satellite service. These limitations restrict access to online learning and job access. For adult learners with family obligations or inconsistent transportation, virtual and hybrid offerings are often the most realistic option—yet these very formats are inaccessible to them due to infrastructure limitations.

Staff turnover and burnout also significantly impact program quality. Rural educators in adult education are often hired part-time or on temporary contracts, resulting in limited job stability and high attrition. Instructors had to switch online without proper support, causing fatigue and attrition. Turnover weakens adult ed quality and disrupts relationship-building with students. Moreover, new staff often require intensive onboarding to understand CAEP requirements, data tracking tools like TOPSpro Enterprise, and adult learning pedagogy—all of which take time and institutional knowledge to master.

The region’s diversity also presents program design and delivery challenges that demand cultural competence and adaptability. The region serves diverse populations including migrants, tribal members, reentry individuals, and veterans. These learners bring with them distinct needs related to language acquisition, trauma-informed learning environments, and employment barriers. Programs must support multiple languages and flexible schedules. ESL, GED, and workforce readiness programs must be tied to real-world scenarios and offered in formats accessible to both English learners and those with low literacy.

Infrastructure gaps such as limited public transit and scarce childcare services further entrench inequities. Needles has little public transit, and Blythe routes don’t reach remote or agricultural areas. Without a vehicle, attending class—even if free—can be impossible. For parents, the lack of childcare often prevents them from enrolling at all. These infrastructure issues directly limit educational access and disproportionately affect women, low-income households, and those with caregiving responsibilities.

To meet these challenges, the consortium must grow CTE, improve infrastructure, and back educators. This includes employer ties, broadband, and job training. Outreach should be community-based and paired with strong wraparound services and support for learners facing access gaps. Programs must be flexible, bilingual, hybrid where possible, and clearly aligned with local labor market opportunities. Through partnerships and strategic investments, the Palo Verde River Consortium is uniquely positioned to transform these challenges into opportunities for equitable adult education access and economic mobility throughout Blythe and Needles.

Which populations are currently being served by your programs?

Contributions by Entities*

NameRoleThree-Year Plan Contribution
Clint Cowden Palo Verde College Assistant Superintendent/Vice President of Instruction & Student Services Participated in Strategic Planning Sessions
Dr. Bruce Moses Palo Verde College Superintendent/President Participated in planning meetings
Dr. Sam Robinson Dean of Instruction Participated in planning meetings
Stephanie Adams Deputy Director, Riverside County Workforce Development Department Participated in planning meetings
Stephanie Murillo Deputy Director, San Bernardino County Workforce Development Department Participated in planning meetings
Irma Gonzalez Palo Verde College Associate Dean of Counseling Participated in planning meetings
Dr. Josie Koivisto PVUSD Director of Curriculum and Instruction Participated in planning meetings
Dr. Garry Cameron Superintendent Needles Unified School District Participated in planning meetings
Cecil Edwards Assistant Superintendent Business Services Needles Unified School District Participated in planning meetings
Summer Spraggins Blythe City Council Member Participated in planning meetings
Elena Rodriguez Palo Verde College Executive Director of Employee Relations, PD, and DEI Participated in planning meetings
Greg Hill Jr. WestED Researcher Provided data
Mitch Rosin P2C Solutions Consultant Participated in planning meetings

Regional Service Providers

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

Provider NameProvider TypeNumber of Participants in Program AreaTotal Participants
ABEASEAWDCSSCTEESLPre-ApprenticeshipShort Term CTEWorkforce Reentry
*Needles UnifiedMember Representative

0

0

0

0

0

0

0

0

0

0
*Palo Verde CCDMember Representative

0

46

28

0

105

95

0

0

0

274
*Palo Verde UnifiedMember Representative

0

0

0

0

0

0

0

0

0

0
Total Participants 0 46 28 0 105 95 0 0 0 274
* Consortium Member 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
ABEASEAWDCSSCTEESLPre-ApprenticeshipShort Term CTEWorkforce Reentry
Chamber of Commerce Business

Fort Mojave (Indian Tribe) Community Organization

Vocational Rehabilitation Community Organization

Chemehuevi Indian Tribe Other

Employment Development Department Community Organization

Creating a Legacy, Inc. Community Organization

What industries do you currently serve/plan to serve in the future?

The adult education and workforce development strategies of the Palo Verde River Consortium (PVRC) are deeply informed by the economic and industry realities of the Blythe and Needles regions. These communities, though rural and isolated, are rich in industry diversity and opportunity, with key sectors including agriculture, healthcare, construction, logistics, education, hospitality, business and finance, and public services. In Blythe, agriculture remains foundational, employing a significant portion of the population in roles such as farm laborers, agricultural equipment operators, and supervisors. However, automation, seasonality, and environmental challenges have introduced instability, creating demand for upskilling in areas such as ag-tech maintenance, irrigation systems, and logistics support roles that can stabilize year-round employment.

In both cities, healthcare has emerged as a high-demand field, particularly for personal care aides, EMTs, nursing assistants, and medical office personnel. These roles not only show high growth potential but also represent an aging population’s growing care needs. In Needles alone, demand for healthcare support workers is projected to rise significantly by 2028, with wages for many roles approaching or exceeding regional living wage thresholds. Adult education offerings in certified nursing assistant (CNA) training, CPR, medical terminology, and home health aide preparation can directly meet this need, especially with pathways designed for English learners and adults reentering the workforce.

Construction is another major regional employer. In Blythe, demand is growing for carpenters, electricians, operating engineers, and construction managers, many of whom can earn wages above $25 an hour with a high school diploma or certificate. In Needles, the pattern is similar, with projected growth in HVAC technicians, cement masons, and plumbers. These positions are often reachable through short-term training or noncredit certificate programs. The challenge remains that many of these trades lack local certification routes or stackable pathways, which PVRC aims to address by investing in pre-apprenticeship models and mobile lab experiences for rural learners.

The logistics and transportation sectors are also growing. The location of Blythe along the I-10 corridor makes it a strategic stop for freight and commercial vehicle movement, spurring demand for CDL drivers, warehouse clerks, and dispatch personnel. CDL licensing remains in high demand regionally, and PVRC’s exploration of partnerships with logistics companies to deliver theory and behind-the-wheel training remains a top priority. Similarly, Needles—given its border-adjacent position—has seen growth in roles connected to retail logistics, including stockers, inventory clerks, and material handlers.

Hospitality and food services continue to serve as entry points for the workforce in both cities. With the presence of hotels, restaurants, and tourism-driven economies, particularly in Needles near the Colorado River and surrounding recreational areas, job growth remains steady for cooks, food service workers, and hotel clerks. While many of these roles offer modest pay, the supervisory and management positions within the industry surpass living wage benchmarks and present clear opportunities for career progression through contextualized English training and work-based learning programs.

The education sector also presents long-term growth potential, with job openings in paraprofessional roles such as teacher aides and support staff. This trend is bolstered by rising local interest in early childhood education and the need for after-school programs in both districts. Similarly, the business, retail, and finance sectors maintain steady demand for customer service representatives, clerical workers, office assistants, and bookkeepers. These occupations often require digital literacy and interpersonal communication skills, two competencies that PVRC targets through its adult basic education and noncredit course pathways.

Emerging sectors like bioscience, environmental technology, and clean energy show promise but require foundational pipelines of skills that are currently missing in the region. Through alignment with the Inland Empire Regional Planning Unit (IERPU) Plan and the Riverside County Local Workforce Development Plan, PVRC is exploring how to integrate topics such as sustainability, water management, and solar technologies into short-term upskilling programs.

The Palo Verde River Consortium (PVRC) currently offers a limited but expanding range of adult education and workforce development services, with levels of service highly concentrated at Palo Verde Community College District (PVCCD). Based on the most recent participant data, PVCCD served a total of 274 adult learners across four California Adult Education Program (CAEP) areas in the 2022–2023 program year. Specifically, the college reported 46 participants in Adult Secondary Education (ASE), 28 in programs for Adults with Disabilities (AWD), 105 in Career Technical Education (CTE), and 95 in English as a Second Language (ESL). These programs were offered primarily at the Blythe campus and supported by noncredit instructional faculty, with some integration of digital resources.

In contrast, both Needles Unified School District (NUSD) and Palo Verde Unified School District (PVUSD) reported zero participants across all CAEP program areas. While these K–12 members are formally part of the consortium, they remain in the early stages of developing program infrastructure, staffing, and community outreach. This represents a significant gap in regional service coverage, particularly for the remote and underserved populations in Needles and eastern Riverside County. Given the high levels of educational need in these areas—outlined in Section 2: Assessment—this disparity poses major equity concerns.

A review of existing service types further reveals limited offerings across several key CAEP program areas. PVRC currently provides instruction in ASE, ESL, Adults with Disabilities, and CTE. However, there are no active programs in Adult Basic Education (ABE), K–12 Success (CSS), Pre-Apprenticeship, Short-Term CTE, or Workforce Reentry. This lack of breadth is problematic given the region’s low literacy rates, high unemployment, and growing population of justice-involved and underemployed adult learners. Furthermore, the current offerings lack formalized stackable credentials or clear transitions into credit-bearing programs or employment pipelines.

The evaluation of these service levels against the needs identified in Section 2: Assessment highlights several clear mismatches. The community needs assessment and labor market data show strong demand for digital literacy, flexible GED and ESL access, and short-term job training that leads to living-wage employment. The current absence of Pre-Apprenticeship and Short-Term CTE programming, especially in growing sectors such as healthcare, logistics, and construction, limits the consortium’s ability to respond effectively. Without coordinated transitions, co-enrollment models, or bilingual support services in place, many students are not positioned to persist through completion.

Compounding these challenges are structural issues such as staff turnover, instructor shortages, lack of broadband access, and transportation barriers that affect rural learners in both cities. The closure of local employers and the recent reduction of social services in parts of Blythe and Needles have placed additional burdens on adult learners. Moreover, economic shifts related to post-pandemic recovery and housing insecurity continue to strain the consortium’s ability to scale services quickly. The absence of localized service sites in Needles and the reliance on the college as the main provider further reinforce regional disparities.

To begin addressing these disparities, PVRC is investing in hybrid and HyFlex instruction, technology lending programs, and relaunching ESL and GED services at PVUSD and NUSD sites. Collaborative partnerships with the Mojave Indian Tribe and county workforce boards are also under development to improve access and expand wraparound services. Yet, significant gaps remain. The consortium lacks a coordinated pathway model, industry-recognized credentialing in high-demand fields, and widespread bilingual support for non-native English speakers.

PVRC also recognizes the importance of formalizing student transition pathways, including connections to credit-bearing programs at the community college and employment services via the Eligible Training Provider List (ETPL) and local WIOA Title I providers. PVRC plans to use CASAS follow-up and LaunchBoard data to improve evaluation. These evaluation tools will help the consortium refine program design, improve accountability and better support students' goals.

To expand impact, the consortium is also examining how to embed contextualized instruction within current GED and ESL offerings, linking academic skill-building directly to job readiness. This may include career exploration, portfolio development, and workplace communication. PVRC is considering a regional curriculum alignment initiative to ensure consistency and articulation of learning outcomes across all member sites. This initiative would support onboarding and ensure high-quality instruction across locations.

Metrics: CAEP Barriers & Metrics

Goals & Metrics

Metrics

Adult Ed Metrics

  • English Language Learner (149AE)
  • Low Literacy (155AE)

Metrics

Adult Ed Metrics

  • Adult Basic Education (1001)
  • Adult Secondary Education (1000)
  • Career Technical Education (1003)
  • English as a Secondary Language (1002)
  • Short-Term CTE Training Programs (126AE)
  • Workforce Preparation (124AE)

Metrics

Adult Ed Metrics

  • Completed Educational Functioning Level Gain (400AE)

Metrics

Adult Ed Metrics

  • Transitioned to ASE (500AE)
  • Transitioned to CTE (636AE)

Metrics

Adult Ed Metrics

  • Diploma, GED or High School Equivalency (633AE)

Metrics

Adult Ed Metrics

  • Median Change in Earnings (801AE)

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 SetMetric DescriptionConsortium Level Metric Actuals Consortium Level Metric Targets
2022-23 2023-24 2024-25 2025-26 2026-27 2027-28
AllReportable Individuals (200AE)

100

105

110

Student BarriersEnglish Language Learner (149AE)

50

55

60

Student BarriersLow Literacy (155AE)

10

10

10

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.

Needles Unified (Reported by Needles Unified School District)

Metric SetMetric DescriptionMember Level Metric Actuals Member Level Metric Targets
2022-23 2023-24 2024-25 2025-26 2026-27 2027-28
AllParticipants (202AE)

10

15

20

Employment & EarningsMedian Change in Earnings (801AE)

0.0%

0.0%

0.0%

ProgressCompleted Educational Functioning Level Gain (400AE)

5

10

15

SuccessDiploma, GED or High School Equivalency (633AE)

5

10

15

TransitionTransitioned to ASE (500AE)

0

0

0

TransitionTransitioned to CTE (636AE)

5

10

15

Students and ProgramsAdult Secondary Education (1000)

5

5

5

Students and ProgramsAdult Basic Education (1001)

5

10

15

Students and ProgramsEnglish as a Secondary Language (1002)

0

0

0

Students and ProgramsCareer Technical Education (1003)

0

0

0

Students and ProgramsWorkforce Preparation (124AE)

5

6

7

Students and ProgramsShort-Term CTE Training Programs (126AE)

5

6

7

* Mandatory for all members


Palo Verde CCD (Reported by Palo Verde)

Metric SetMetric DescriptionMember Level Metric Actuals Member Level Metric Targets
2022-23 2023-24 2024-25 2025-26 2026-27 2027-28
AllParticipants (202AE) 161 231

100

105

110

Employment & EarningsMedian Change in Earnings (801AE)

2.0%

3.0%

4.0%

ProgressCompleted Educational Functioning Level Gain (400AE) 27 27

5

10

15

SuccessDiploma, GED or High School Equivalency (633AE) 11

5

10

15

TransitionTransitioned to ASE (500AE) 0

5

6

7

TransitionTransitioned to CTE (636AE) 14

5

10

15

Students and ProgramsAdult Secondary Education (1000) 26 46

0

0

0

Students and ProgramsAdult Basic Education (1001) 0

5

10

15

Students and ProgramsEnglish as a Secondary Language (1002) 72 95

100

105

110

Students and ProgramsCareer Technical Education (1003) 81 105

90

100

110

Students and ProgramsWorkforce Preparation (124AE)

0

0

0

Students and ProgramsShort-Term CTE Training Programs (126AE)

0

0

0

* Mandatory for all members


Palo Verde Unified (Reported by Palo Verde Unified School District)

Metric SetMetric DescriptionMember Level Metric Actuals Member Level Metric Targets
2022-23 2023-24 2024-25 2025-26 2026-27 2027-28
AllParticipants (202AE)

25

30

35

Employment & EarningsMedian Change in Earnings (801AE)

0.0%

0.0%

0.0%

ProgressCompleted Educational Functioning Level Gain (400AE)

5

10

15

SuccessDiploma, GED or High School Equivalency (633AE)

5

10

15

TransitionTransitioned to ASE (500AE)

5

6

7

TransitionTransitioned to CTE (636AE)

5

10

15

Students and ProgramsAdult Secondary Education (1000)

5

6

7

Students and ProgramsAdult Basic Education (1001)

5

10

15

Students and ProgramsEnglish as a Secondary Language (1002)

0

0

0

Students and ProgramsCareer Technical Education (1003)

0

0

0

Students and ProgramsWorkforce Preparation (124AE)

5

6

7

Students and ProgramsShort-Term CTE Training Programs (126AE)

5

6

7

* 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.

Enter each of the Percent of Available Funds Spent as percentages for each year
Member% of Available Funds SpentMember Level Targets
2022-232023-242024-252025-262026-272027-28
Needles Unified 100% 100% 12%

80%

80%

80%

Palo Verde CCD 100% 100% 56%

80%

80%

80%

Palo Verde Unified 100% 100% 18%

80%

80%

80%

Objectives

Objective #1: Address Educational Needs

To effectively address the educational needs of adults in the Palo Verde River Consortium region, member agencies are implementing a range of evidence-based and regionally informed strategies that support access, completion, and transition for diverse learner populations. These strategies reflect a commitment to equity, flexibility, and responsiveness, acknowledging the unique challenges faced by adults in rural, underserved areas. The consortium has used community input, labor market data, CASAS and TOPSpro reports, and staff feedback to shape a responsive, student-centered action plan.

The consortium will expand access to foundational skills programs, including adult basic education (ABE), adult secondary education (ASE), and high school equivalency preparation, by offering both in-person and online options to meet the scheduling needs of working adults, parents, and students with transportation barriers. To enhance engagement, instructors will embed project-based learning and real-world applications. Tutors and academic support labs will assist with test preparation and skill development.

The region will continue scaling its ESL programming with tiered instruction for students at beginning, intermediate, and advanced levels. ESL courses will include workforce preparation and civics education, supporting immigrants and English learners in navigating employment and community life. The consortium will expand use of multilingual digital tools and contextualized instruction that prepares learners for career or academic transitions. Family literacy and ESL for the workplace will also be explored to meet local needs.

To meet the needs of working-age adults and improve career mobility, the consortium will continue developing short-term, high-impact career training programs. These noncredit CTE programs will be aligned with workforce demand and built in stackable modules. Areas of focus include healthcare, office administration, welding, digital skills, and commercial driving. Programs will integrate workplace communication, digital literacy, and soft skills to prepare students for employment.

To address low postsecondary transition rates, the consortium will invest in strategies that build clearer bridges into college and careers. This includes co-enrollment, bridge courses, and expanded dual enrollment for adult students. The consortium will host “Transition to College” workshops and partner with PVC student services to streamline applications, orientation, and counseling for adult learners.

To better serve older adults and adults with disabilities, the consortium will integrate health literacy, digital navigation, and community engagement components into class offerings. These courses will support independent living, reduce social isolation, and promote lifelong learning. Staff will partner with senior centers and local agencies to co-locate classes and promote support services.

To address barriers faced by reentry populations, immigrants, opportunity youth, and low-income adults, members will expand outreach and deliver programs in trusted spaces. Partnerships with libraries, community centers, and faith-based organizations will help reach adults disconnected from traditional education. Instructional scheduling will prioritize flexibility, including evening and weekend options.

Technology access remains a priority. The consortium will expand access to loaner devices, internet hotspots, and on-site labs. Digital literacy will be embedded across programs, and students will receive support navigating learning platforms like Canvas and Google Workspace. Instructors will be trained in educational technology and inclusive teaching strategies.

Regular professional development will build staff capacity to serve diverse learners using culturally responsive strategies, trauma-informed practices, and universal design. Staff will also engage in communities of practice focused on persistence, skill gains, and transition outcomes.

These strategies are grounded in continuous improvement and shaped by community feedback, student data, and labor market analysis. Through regular progress review and collaborative planning, the consortium will adapt to changing needs and priorities. Collectively, these actions will create a more inclusive, accessible, and effective adult education system that prepares adults to succeed in school, work, and life.

Objective #2: Improve Integration of Services & Transitions

Select the strategies that your consortium is using to improve 1) integration of services and 2) transitions to post-secondary education and the workforce
  1. Utilizing Data

  2. Providing Professional Development

  3. Identifying Best Practices

  4. Offering Flexible Courses and Services

Not Entered

To improve the integration of services and support seamless transitions to postsecondary education and the workforce, the Palo Verde River Consortium and its member districts will implement a robust and strategically coordinated set of initiatives that reflect best practices in adult education and regional collaboration. The consortium recognizes the importance of aligning institutional goals, reducing service duplication, and improving access to wraparound support systems across its rural desert region. A cornerstone of this approach will be the implementation of quarterly data reviews using COMIS, TOPSpro Enterprise, and the DataVista dashboard. These data reviews will guide program refinement, promote shared accountability, and help the consortium align offerings with both educational milestones and workforce trends.

To ensure students remain engaged and complete their programs of study, the consortium will launch a multi-pronged student retention strategy. This includes a structured engagement campaign featuring peer mentorship opportunities, automated text and email reminders to encourage attendance, and milestone incentives such as digital badges, printed certificates, and public recognition events. These activities are designed to foster a stronger sense of belonging and reinforce persistence. Monthly “career spotlight” events featuring industry speakers, college faculty, and adult learner alumni will be hosted to raise awareness of postsecondary and workforce opportunities.

To improve transitions, the consortium will implement structured co-enrollment models that allow adult learners to participate in noncredit bridge programs—such as ESL, digital literacy, and workforce readiness—while concurrently enrolling in credit-bearing coursework that aligns with CTE or academic transfer pathways. These co-enrollment strategies will accelerate progression and provide early exposure to postsecondary systems. In tandem, the consortium will develop and formalize cross-agency referral protocols among adult schools, the community college, and workforce development entities to support consistent service navigation.

Curriculum integration will be strengthened by mapping noncredit-to-credit pathways across member institutions. Program maps will define shared competencies and identify transition points to support instructional continuity. A regional course articulation matrix will serve as a foundational tool for aligning curricula, ensuring skills are portable, and students do not repeat prior learning. The consortium will establish a Transition Workgroup—comprised of instructors, counselors, and administrators—to meet quarterly and monitor alignment progress, elevate promising practices, and troubleshoot system-wide barriers.

To respond to evolving labor market needs, Palo Verde College will co-develop short-term, high-demand noncredit programs with input from employer advisory boards and local economic development agencies. These programs will be modular, stackable, and industry-relevant, providing direct pathways to employment and opportunities for continued education. Priority sectors include Business Office Technology, Welding, and Healthcare Support. Program design will incorporate real-time labor market information and focus on equitable entry points for adult learners at all skill levels.

Outreach and onboarding will be enhanced through the launch of “Pathways to PVC” orientation events hosted at adult school sites. These events will offer hands-on support with enrollment, FAFSA completion, and digital access. They will also include college tours, student panels, and employer information tables to deepen community awareness. The consortium will introduce Student Success and Transition Labs at key locations to provide one-on-one help with applications, résumé development, job search, financial aid, and digital literacy.

To ensure long-term sustainability and high-quality implementation, the consortium will offer annual professional development for faculty, administrators, and front-line staff. Training will focus on trauma-informed instruction, culturally responsive advising, and Integrated Education and Training (IET) models that link academic content to workforce readiness. The consortium will monitor student progress using a regional transition tracking system that leverages COMIS, TOPSpro, and internal benchmarks to measure outcomes such as workforce entry, college enrollment, and credential attainment.

Together, these coordinated strategies will form a comprehensive and student-centered adult education framework that expands access, improves integration, and supports lifelong learning. By investing in alignment, collaboration, and evidence-based practices, the Palo Verde River Consortium is building a system where every adult learner has the opportunity to transition confidently into postsecondary education, workforce training, and long-term career success.

Objective #3: Improve Effectiveness of Services

Select the programmatic strategies that your consortium is using to improve effectiveness of services:

Not Entered

Select the operational strategies that your consortium is using to improve effectiveness of services:

Not Entered

To improve the overall effectiveness of services, the Palo Verde River Consortium and its member agencies are pursuing a wide-ranging and forward-looking set of strategies focused on student-centered service delivery, regional alignment, and sustainable infrastructure. With the adult learner at the center of every initiative, the consortium has built upon existing strategies and developed new approaches to enhance access, completion, and meaningful transitions into employment or higher education. Given the rural and low-density geography of the region, these strategies are designed to address both structural and social barriers to participation in adult education.

A central focus is the development of a fully integrated intake and case management system across member institutions. By aligning intake forms, student needs assessments, and shared onboarding protocols, the consortium aims to ensure that every student—regardless of entry point—receives consistent information and a clear path through the adult education system. The long-term objective is to implement a regional student record and goal-tracking system that enables data-sharing across partners in a FERPA-compliant manner, improving handoffs between providers and overall service efficiency.

To improve program effectiveness, the consortium will implement a curriculum alignment initiative that connects noncredit, credit, and short-term training programs into stackable, modular experiences. Each member institution will map competencies to identify overlap, sequence learning outcomes, and align instructional materials. This will allow students to move more easily between programs, reducing duplication and increasing clarity in academic and career pathways.

Another key strategy includes expanding access to integrated support services through embedded resource hubs at instructional sites. These hubs will serve as centralized points where students can access bilingual academic and career counseling, connect with basic needs resources, get help with digital literacy, and receive referrals to partner agencies. These supports will be prioritized for high-need groups such as reentry populations, older adults, and English learners.

The consortium will also launch a re-engagement strategy for adult learners who stopped out due to life events or economic hardship. Using data from TOPSpro and member institutions, outreach specialists will contact former students and offer reentry points through flexible program options, including hybrid and short-term courses. These efforts will be supported by incentives like re-enrollment vouchers and recognition for returning learners.

In addition to scaling direct services, the consortium is strengthening its governance and continuous improvement systems. A cross-agency data team has been established to review student data quarterly and align efforts between adult schools, the college, and workforce agencies. These teams will analyze metrics such as progress indicators, measurable skill gains, transitions, and equity gaps, with findings used to guide program improvements.

To reinforce regional alignment, the consortium is expanding partnerships with local employers and chambers of commerce to ensure programs reflect in-demand skills and job openings. Employers will be invited to serve on advisory groups, give curriculum feedback, and support work-based learning through guest speaking, job shadowing, and mock interviews. The consortium is also exploring noncredit credentials co-endorsed by employers to improve employability.

As part of efforts to strengthen adult learner pipelines, the consortium will enhance transition support through formalized bridge pathways that start in K–12 and lead through the community college into employment. These may include high school completion with embedded college readiness, contextualized ESL, and referral processes between adult education and PVC counselors. Regular joint planning meetings will ensure alignment and timely updates to these pathways.

Finally, the consortium will deliver professional development on equity-driven design, trauma-informed care, and inclusive instruction. Staff will be trained to identify barriers and provide services with empathy and flexibility. By investing in staff knowledge and capacity, the consortium will create a more responsive and effective system.

These additional strategies reflect the consortium’s commitment to continuous improvement, integrated services, and better outcomes. Grounded in local needs and built on collaboration, these efforts will support a more connected, efficient, and equitable adult education system.

Activities & Outcomes

Objective #1: Address Educational Needs

Develop an AE Implementation Plan for PVC

This activity will develop a comprehensive Adult Education Plan for Palo Verde College (PVC) that defines the vision, scope, structure, and accountability systems for adult education programming within the college. The goal is to establish a strategic framework that recognizes adult education as both a college access pipeline and an essential postsecondary pathway for adult learners seeking upskilling, reskilling, or foundational learning. The Adult Education Plan will guide institutional practices, support consortium alignment, and embed adult education in college operations.

The process will begin with stakeholder engagement across the college and region, including faculty, staff, students, employers, and adult education partners. These conversations will evaluate educational needs, institutional capacity, and student barriers while identifying priorities that align with PVC’s mission and the goals of the Palo Verde River Consortium. The plan will reflect both campus-based and regional adult education goals, emphasizing shared responsibility and clear communication.

Clear deliverables will be tied to each planning phase. During the first 12 months, the consortium will convene listening sessions, focus groups, and surveys that capture input on needed programs for adult learners. Data will be disaggregated by learner type—ELL, older adults, justice-involved, and low-income populations—to inform equity-centered programming. These findings will guide recommendations for offerings such as GED prep, ESL, workforce training, and bridge programming.

To ensure integration into broader planning efforts, the consortium will collaborate with the Academic Senate, Curriculum Committee, and Student Services Council. These partnerships will embed adult education into enrollment management, guided pathways, and equity strategies. Presentations and work sessions will align credit and noncredit offerings, articulate stackable pathways, and define instructional and support roles.

Accountability mechanisms will be embedded within the plan. Implementation benchmarks will include quarterly check-ins, staff responsibilities, and regular data reviews. Metrics tied to student engagement, measurable skill gains, high school equivalency completion, and transition to college or employment will be tracked using COMIS, TOPSpro, and internal tools. PVC’s Institutional Effectiveness office will support analysis and reporting.

To support continuous improvement, the plan will include an annual review process led by the consortium director and college leadership. This will assess progress, update action steps, and adapt offerings to meet changing community needs. Updates will be shared with college and consortium leadership to ensure transparency and alignment.

The Plan will also define where adult education fits within PVC’s organizational structure, who coordinates it, and how resources are assigned. This clarity will promote sustainable noncredit and CDCP program growth and ensure adult education contributes to FTES, equity, and completion goals. It will also strengthen connections between adult ed and financial aid, counseling, and student services.

In alignment with AB104 and CAEP priorities, this activity addresses gaps in service, supports curriculum development, and promotes data-driven planning. The plan will outline opportunities for co-enrollment, dual enrollment, and mirrored courses that support accelerated college and career transitions.

The Plan will also position PVC as a regional leader in adult education innovation by identifying opportunities to expand partnerships with workforce boards, CBOs, and public agencies. These partnerships will help integrate wraparound supports like job placement, digital access, and navigation assistance for learners with multiple barriers. A section will be dedicated to accessibility for multilingual learners and adults with disabilities.

Ultimately, the plan will build stronger college-to-career connections, promote streamlined processes, and elevate the visibility and impact of adult education at PVC. It will serve as a blueprint for advancing equity, improving access, and ensuring adult education continues to evolve as a core part of the college’s mission.

Outcomes

Use the space provided to identify the Outcomes that the activity will accomplish in the next year (Short-Term), in one to three years (Intermediate), and in three to five years (Long-Term). The brief description of each of these three types of outcomes should include one or more outcomes that are specific, measurable, achievable, relevant, and time-bound (SMART).

  • Convene stakeholder planning group made up of PVC faculty, classified staff, administrators, students, and adult education partners.

  • Identify program gaps and opportunities for high-impact noncredit offerings based on student demand, labor market data, and consortium priorities.

  • Conduct environmental scan and needs assessment to inform development of a comprehensive Adult Education Plan framework.

  • Draft mission, goals, and strategic priorities for adult education at PVC that align with the college’s broader planning documents.

  • Collaborate with the Academic Senate, Curriculum Committee, and college leadership to facilitate approval of new adult education programs.

  • Establish a crosswalk between noncredit and credit programs, including mirrored and bridge courses that support transitions to certificates and degrees.

  • Implement shared templates for intake, onboarding, student tracking, and success planning across adult education programs.

  • Create an implementation dashboard for the Adult Education Plan with timelines, responsible parties, and progress indicators reviewed annually.

  • Institutionalize adult education programming into college enrollment management, program review, and guided pathways initiatives.

  • Expand CDCP noncredit offerings and increase enrollment in workforce-aligned programs for adult learners.

  • Demonstrate improved student outcomes in transition, completion, and measurable skill gains through integrated data systems.

  • Review and update the Adult Education Plan annually based on changing labor market needs, regional population trends, and consortium-wide goals.

Adult Education Metrics and Student Barriers

  • All: Participants (202AE)
  • All: Reportable Individuals (200AE)
  • Progress: Completed Educational Functioning Level Gain (400AE)
  • Student Barriers: English Language Learner (149AE)
  • Students and Programs: Adult Basic Education (1001)
  • Success: Diploma, GED or High School Equivalency (633AE)
  • Transition: Transitioned to CTE (636AE)

Responsible Positions, Responsible Consortium Members, and Proposed Completion Date

Responsible PositionResponsible MemberProposed Completion Date
Palo Verde College Vice PresidentPalo Verde CCD06/30/2028
SuperintendentNeedles Unified06/30/2028
Assistant Superintendent/Vice PresidentPalo Verde Unified06/30/2028

Strategic Marketing and Outreach for Engagement

This activity will expand and modernize the consortium’s marketing and outreach efforts to reach underserved adult populations, raise awareness of available programs, and increase enrollment across all Member Districts. By leveraging digital tools, storytelling strategies, and cross-platform campaigns, the Palo Verde River Consortium will build a sustained presence across traditional and emerging communication channels to engage prospective students where they are—online, on the air, in the community, and in the workplace.

A major component of this activity will be the development of a comprehensive multimedia marketing strategy targeting key learner demographics, including English language learners, working adults, reentry populations, and disconnected youth ages 18–24. Outreach will center on telling the stories of real students through video testimonials, short-form reels, bilingual flyers, and culturally relevant content shared through platforms like Instagram, TikTok, YouTube Shorts, and Facebook. The consortium will implement digital-first campaigns that highlight the accessibility, flexibility, and impact of adult education programs.

Print outreach will be modernized with QR codes linking directly to interest forms, program videos, and interactive digital brochures. Targeted distribution will focus on libraries, food banks, faith-based groups, WIC/CalFresh offices, and workforce agencies. Bilingual materials will reflect the voices of the community and include simplified infographics to highlight program benefits and how to enroll.

Radio, digital radio (Spotify/YouTube Audio), and public access TV spots will be created to reach local and rural audiences. These PSAs will feature relatable student voices and focus on the message of "opportunity, access, and second chances." All materials will be branded under a shared consortium identity to reinforce recognition across the region.

To coordinate and evaluate efforts, a dedicated Outreach and Marketing Coordinator (contracted or part-time) may be hired to manage content calendars, event outreach, media relationships, and reporting. This individual will also manage a centralized outreach repository that Member Districts can draw from—complete with templates, photos, design assets, and messaging samples.

Modern analytics tools (Meta Business Suite, Google Analytics, and social listening platforms like Brandwatch or Hootsuite) will be used to measure engagement, optimize messaging, and better understand audience behavior. Social media campaigns will include paid ad boosts targeting specific zip codes, interests, and life stages (e.g., parents, job seekers, Spanish speakers, etc.).

Strategic community partnerships will also be used to amplify outreach. Local employers, faith leaders, nonprofit orgs, chambers of commerce, and public agencies will be provided with print and digital toolkits to promote adult education programs to their networks. Outreach toolkits will include ready-to-post digital flyers, short caption scripts, and translation-ready content. Enrollment ambassadors—trusted community members or student alumni—may be engaged as micro-influencers to build local trust and reach.

This activity aligns with AB104’s objective to address Gaps in Service and supports the CAEP State Priority of Marketing. It will help establish a consistent, compelling, and community-driven presence that drives awareness, interest, and action across the region.

Outcomes

Use the space provided to identify the Outcomes that the activity will accomplish in the next year (Short-Term), in one to three years (Intermediate), and in three to five years (Long-Term). The brief description of each of these three types of outcomes should include one or more outcomes that are specific, measurable, achievable, relevant, and time-bound (SMART).

  • Hire a marketing contractor or coordinator to lead outreach strategy and implementation.

  • Launch social media campaigns using reels, paid ads, and bilingual posts.

  • Create and distribute print materials featuring QR codes and localized content.

  • Develop ongoing radio and audio PSA campaigns in both English and Spanish.

  • Expand multi-platform digital and print presence using targeted analytics.

  • Establish strategic community partnerships for cross-promotion of programs.

  • Measure outreach effectiveness using social engagement and enrollment tracking tools.

  • Maintain an online outreach resource hub for all Member Districts.

  • Sustain increased enrollment through data-driven, community-centered outreach.

  • Institutionalize marketing as a strategic function within the consortium.

  • Establish a recognizable and trusted adult education brand across the region.

  • Increase program visibility among working adults, reentry students, and families.

Adult Education Metrics and Student Barriers

  • All: Participants (202AE)
  • All: Reportable Individuals (200AE)
  • Progress: Completed Educational Functioning Level Gain (400AE)
  • Student Barriers: English Language Learner (149AE)
  • Students and Programs: Adult Basic Education (1001)
  • Success: Diploma, GED or High School Equivalency (633AE)
  • Transition: Transitioned to CTE (636AE)

Responsible Positions, Responsible Consortium Members, and Proposed Completion Date

Responsible PositionResponsible MemberProposed Completion Date
SuperintendentNeedles Unified06/30/2028
Assistant Superintendent/Vice PresidentPalo Verde CCD06/30/2028
Director of Curriculum and InstructionPalo Verde Unified06/30/2028

Expand & Align Programs of Study w/ Regional Needs

This activity will support the expansion of high-demand, locally responsive programs of study across all Member Districts. Guided by labor market data, community surveys, and regional planning documents, the Palo Verde River Consortium will identify gaps in current offerings and develop new noncredit and credit pathways aligned with ABE, ASE, HSD, ESL, Citizenship, and CTE. Programs will reflect current and emerging workforce needs, with particular focus on underserved rural populations, reentry adults, English language learners, and learners seeking short-term training or college transition.

Member Districts will analyze community feedback, DataVista metrics, and labor market reports (LMI, EDD, and local employer input) to identify which programs will best support student success and regional economic mobility. Identified needs may include healthcare support, childcare, business technology, logistics, paraeducator training, welding, and digital literacy. All CTE courses will be validated per California Ed Code SEC. 100, Section 84906, and aligned with CDCP noncredit certificate standards when possible.

New or expanded programs will be developed using co-design practices that engage adult learners, instructors, employers, and regional partners. This collaborative approach will ensure that new offerings are both relevant and sustainable. Member Districts will also review existing programs to assess enrollment trends, completion rates, and student outcomes to determine which offerings need revision, sunsetting, or expansion.

Where feasible, new programs will be developed using a flexible delivery model, including hybrid, evening, and weekend options to accommodate adult learners with work or family responsibilities. The consortium will explore stackable credential pathways that begin with noncredit offerings and lead to credit-bearing programs or certifications. The use of credit for prior learning will also be expanded to recognize adult learners’ real-world experience, while adult dual enrollment opportunities will be explored to support early engagement with college-level coursework and smooth transitions across systems.

Courses will integrate essential workplace readiness and digital skills, with wraparound services in counseling, tutoring, and navigation. Program materials, curriculum, and outreach will be made available in multiple languages to increase access and reflect the diversity of the consortium’s communities.

This activity will also promote alignment between K–12 adult schools and the community college by identifying and developing mirrored courses and bridge programs that facilitate smooth transitions for students. The consortium will document and track student progression across programs to monitor the effectiveness of these transitions.

By expanding programs of study based on real community and labor data—and aligning with innovations like credit for prior learning and adult dual enrollment—the consortium will provide more adults with relevant, accessible pathways to employment, further education, and personal development. This initiative supports the AB104 objective of addressing gaps in service and aligns with CAEP State Priorities in Program Evaluation and Curriculum Development.

Outcomes

Use the space provided to identify the Outcomes that the activity will accomplish in the next year (Short-Term), in one to three years (Intermediate), and in three to five years (Long-Term). The brief description of each of these three types of outcomes should include one or more outcomes that are specific, measurable, achievable, relevant, and time-bound (SMART).

  • Conduct community and employer surveys to identify high-demand program areas.

  • Analyze regional labor market data to support course development priorities.

  • Begin curriculum planning for new or revised ABE, HSE, HSD, ESL, Citizenship, and CTE offerings.

  • Begin exploring/developing credit for prior learning and dual enrollment

  • Launch new programs of study informed by regional need and validated through Ed Code standards.

  • Achieve a 5% increase in program completion or certificate attainment.

  • Strengthen noncredit-to-credit bridges, including mirrored courses and stackable certificates.

  • Implement hybrid and evening/weekend options to boost access and enrollment.

  • Sustain growth of high-performing programs and phase out underperforming ones based on enrollment, completion, and labor relevance.

  • Achieve a 10% increase in program completion and transitions to postsecondary or workforce.

  • Institutionalize cross-agency collaboration for program review and continuous improvement.

  • Expand multilingual offerings and course materials to increase equitable access.

Adult Education Metrics and Student Barriers

  • All: Participants (202AE)
  • All: Reportable Individuals (200AE)
  • Progress: Completed Educational Functioning Level Gain (400AE)
  • Student Barriers: English Language Learner (149AE)
  • Students and Programs: Adult Basic Education (1001)
  • Success: Diploma, GED or High School Equivalency (633AE)
  • Transition: Transitioned to CTE (636AE)

Responsible Positions, Responsible Consortium Members, and Proposed Completion Date

Responsible PositionResponsible MemberProposed Completion Date
SuperintendentNeedles Unified06/30/2028
Assistant Superintendent/Vice PresidentPalo Verde CCD06/30/2028
Director of Curriculum and InstructionPalo Verde Unified06/30/2028

Objective #2: Improve Integration of Services & Transitions

Implement a Collective Impact Model

This activity will focus on the implementation of a regional Collective Impact Model that enables the Palo Verde River Consortium to improve service coordination, leverage shared resources, and streamline adult learner transitions across all Member Districts. Through this model, the consortium will unify efforts among education providers, workforce boards, community-based organizations, and social service agencies to ensure that adult education services are delivered in a way that is coherent, efficient, and accessible. The overarching goal is to strengthen integration across institutional boundaries and make it easier for students to access the resources they need—no matter where they begin their journey.

The core tenets of a collective impact approach—shared vision, mutually reinforcing activities, continuous communication, and a structured backbone organization—will be embedded throughout the consortium’s strategic planning and implementation processes. To begin, the consortium will facilitate a regional asset and resource mapping process, gathering data on current offerings, partner roles, and student service gaps across all providers. This mapping will allow the consortium to identify overlapping efforts, duplication of services, and areas of underinvestment. The results will form the foundation of a shared strategic plan, including timelines, responsible entities, funding models, and performance indicators.

Central to the plan will be the identification of economies of scale that improve efficiency and expand reach. Opportunities such as joint procurement of instructional software, coordinated transportation for rural learners, shared intake forms, or co-located services will be explored. Instead of each district creating separate digital literacy programs, for example, the consortium may invest in a region-wide solution with centralized resources and training. These shared investments result in cost savings and consistent access to quality services.

The Collective Impact Model will include a formalized stakeholder engagement system through a cross-agency implementation team. This team—made up of representatives from adult schools, the college, workforce agencies, and students—will meet quarterly to review data and evaluate progress. Each Member District will designate reps to elevate local needs and support regional solutions.

To track progress and ensure accountability, the consortium will adopt a set of shared regional metrics aligned with CAEP indicators and local goals. These include skill gains, postsecondary or workforce transitions, diploma or equivalency attainment, and use of support services. Dashboards will help monitor trends and guide decision-making, funding priorities, and student support initiatives.

This model will also enhance professional development across Member Districts. Consortium-wide PD will be coordinated to ensure staff receive aligned training in equity, digital skills, and co-enrollment models. Topics will focus on reducing silos and building a shared culture of impact. PD will be developed jointly and may include collaborative training calendars, shared speakers, and cross-district learning communities.

In addition to improving operations, this activity will enhance the student experience by minimizing confusion and increasing service accessibility. Consistent processes across institutions help students persist and complete. A regional onboarding process may include shared orientation, unified intake, and clearer handoffs between organizations and programs.

Over the three-year plan, the consortium will incorporate staff and student feedback to refine the collective impact strategy. Annual reviews will assess which components produce the strongest results and adjust those that don’t. Through ongoing reflection and inclusive input, the model will stay responsive to community needs.

This activity aligns with AB104’s objective of leveraging resources and supports CAEP State Priorities of Program Development, Leadership, and Data-Driven Planning. It complements other efforts in this plan by reinforcing the need for integrated systems, shared tools, and cross-agency collaboration.

Ultimately, this model will help the consortium align services, reduce administrative burden, and deliver more consistent, high-quality adult education regionwide.

Outcomes

Use the space provided to identify the Outcomes that the activity will accomplish in the next year (Short-Term), in one to three years (Intermediate), and in three to five years (Long-Term). The brief description of each of these three types of outcomes should include one or more outcomes that are specific, measurable, achievable, relevant, and time-bound (SMART).

  • Identify and document existing partnerships, services, and assets through a regional mapping process.

  • Launch an inter-agency workgroup to establish a common vision and shared outcomes for adult education.

  • Pilot at least one joint strategy across districts—such as shared outreach, digital intake forms, or co-hosted transition events.

  • Begin alignment of support service protocols (e.g., referrals, intake, onboarding) across Member Districts.

  • Integrate additional strategies into the annual regional plan to formalize a collective impact approach to adult education.

  • Develop and implement cross-agency agreements (MOUs) outlining collaborative responsibilities and resource-sharing.

  • Coordinate professional development across Member Districts to support implementation of integrated service delivery.

  • Monitor and report shared progress metrics using a common data framework and consistent definitions of success.

  • Fully integrate the Collective Impact Model into regional decision-making, resource allocation, and program planning.

  • Realign existing funding streams and future grant opportunities to support shared goals and collaborative structures.

  • Demonstrate improvements in adult learner transitions, program completion, and employment outcomes across the region.

  • Maintain ongoing evaluation cycles that review effectiveness of the model and adjust strategies to emerging needs.

Adult Education Metrics and Student Barriers

  • All: Participants (202AE)
  • All: Reportable Individuals (200AE)
  • Progress: Completed Educational Functioning Level Gain (400AE)
  • Student Barriers: English Language Learner (149AE)
  • Students and Programs: Adult Basic Education (1001)
  • Success: Diploma, GED or High School Equivalency (633AE)
  • Transition: Transitioned to CTE (636AE)

Responsible Positions, Responsible Consortium Members, and Proposed Completion Date

Responsible PositionResponsible MemberProposed Completion Date
SuperintendentNeedles Unified06/30/2028
Assistant Superintendent/Vice PresidentPalo Verde CCD06/30/2028
Director of Curriculum and InstructionPalo Verde Unified06/30/2028

Transition Counseling

This activity will support the implementation of a dedicated Transition Counseling initiative to enhance adult learner support across all Member District sites within the Palo Verde River Consortium. Recognizing that adult learners often face complex barriers to accessing and persisting in educational pathways, this effort will establish transition counseling as a foundational service that improves integration, coordination, and follow-through across noncredit, credit, and workforce systems. Transition counseling will ensure that students receive personalized, structured support as they move through their educational journeys.

The initial phase of the project will focus on hiring a dedicated transition counselor (either part-time or full-time, depending on resource availability and regional demand) funded through the PVC CAEP allocation. This counselor will work across member sites to guide students transitioning into college, training, or the workforce. The counselor will provide personalized advising to adult learners, helping them define educational and employment goals, understand pathways, complete required applications, and access financial, academic, and support services.

In addition to 1:1 services, the transition counselor will collaborate with faculty, support staff, and administrators to build systemic practices that increase student knowledge of next steps, available supports, and milestones to completion. This may include contributing to the development of regional onboarding processes, enrollment workshops, college success labs, and dual enrollment orientations. Counselors will design targeted transition plans for reentry learners, English learners, and returning adults.

To ensure that counseling services are equitable and accessible, this initiative will establish multiple access points for students. Counseling will be offered in-person, online, and via resource tools. Outreach efforts will target underserved populations, including English language learners, students with disabilities, reentry populations, and older adults. Counselors will participate in adult education orientations, tabling events, and workshops to build trust and visibility within the student population.

This activity will also be directly tied to student data and regional metrics. A central function of the counselor will be to maintain case notes, track student progress, and input transition milestones into aligned systems such as TOPSpro Enterprise, COMIS, or locally maintained databases. The consortium will develop a standard reporting template for counselors to submit monthly summaries of engagement activities, student goals met, and barriers addressed. Reports will support continuous improvement across sites.

To further align counseling services with consortium-wide goals, the transition counselor will participate in monthly CAEP planning meetings, contribute to student services workgroups, and inform future programming decisions. The counselor may help coordinate dual enrollment or support CTE transitions. They will collaborate with financial aid teams to help students overcome financial barriers and access credit or training.

By embedding this role in adult education, the consortium builds capacity to help students persist and transition. Over time, these counseling services will reduce duplication of effort, increase inter-agency referrals, and establish more intentional handoffs between programs, especially for students progressing from adult education into college-level training or certificate pathways.

The counselor’s role will also include assisting students in understanding financial aid eligibility and navigating systems like FAFSA, the California Dream Act, or Ability to Benefit (ATB) pathways. They will serve as a consistent contact to reduce confusion and support persistence.

Finally, this initiative will serve as a pilot for developing a “warm handoff” model, where students exiting adult education programs are personally supported through application, matriculation, orientation, and first-semester enrollment.

This activity aligns directly with the CAEP objective of improving integration of services and transitions and supports AB104 priorities of student support services, equity, and guidance. It reflects national and state-level research that demonstrates the importance of personalized support and structured advising in reducing attrition and increasing student success.

Ultimately, the transition counselor will act as a bridge between opportunity and outcome—ensuring that adult learners do not fall through the cracks during critical points of transition. By embedding this role strategically within the adult education infrastructure, the consortium will create a more navigable, supportive, and outcome-driven system for all learners.

Outcomes

Use the space provided to identify the Outcomes that the activity will accomplish in the next year (Short-Term), in one to three years (Intermediate), and in three to five years (Long-Term). The brief description of each of these three types of outcomes should include one or more outcomes that are specific, measurable, achievable, relevant, and time-bound (SMART).

  • Develop and post a job description for a dedicated transition counselor position, aligned with regional adult learner needs and funded through PVC’s CAEP allocation.

  • Establish baseline protocols for transition services, including intake procedures, referral tracking, and documentation templates.

  • Identify initial student groups (e.g., GED completers, ESL students, reentry adults) to pilot targeted transition support.

  • Evaluate the effectiveness of transition counseling through feedback surveys, progress tracking, and measurable student outcomes (e.g., transitions to postsecondary or workforce).

  • Create shared onboarding and orientation resources for use across all member districts, informed by transition counseling insights.

  • Refine counselor responsibilities and tools based on student data, with input from faculty, staff, and regional partners.

  • Increase referrals to community services and partner agencies to address wraparound needs of transitioning students.

  • Scale and institutionalize transition counseling as a core adult education support service across all sites.

  • Demonstrate increased student persistence, measurable skill gains, and successful transitions into postsecondary or workforce pathways.

  • Establish sustainable funding mechanisms and explore opportunities for expanding the counseling team or embedded supports at key sites.

  • Use counselor-driven data to inform future program design, student services planning, and inter-agency collaboration.

Adult Education Metrics and Student Barriers

  • All: Participants (202AE)
  • All: Reportable Individuals (200AE)
  • Progress: Completed Educational Functioning Level Gain (400AE)
  • Student Barriers: English Language Learner (149AE)
  • Students and Programs: Adult Basic Education (1001)
  • Success: Diploma, GED or High School Equivalency (633AE)
  • Transition: Transitioned to CTE (636AE)

Responsible Positions, Responsible Consortium Members, and Proposed Completion Date

Responsible PositionResponsible MemberProposed Completion Date
SuperintendentNeedles Unified06/30/2028
Assistant Superintendent/Vice PresidentPalo Verde CCD06/30/2028
Director of Curriculum and InstructionPalo Verde Unified06/30/2028

Ongoing Data Training

This activity will support continuous professional development in student data collection, analysis, and reporting across all Member Districts through ongoing training in CASAS, TOPSpro Enterprise, and MIS systems. By investing in year-round capacity building around data systems, the consortium aims to improve the accuracy and timeliness of student data submissions while embedding a data-informed culture into program planning, instructional practices, and accountability reporting.

All participating Member Districts will engage in CASAS training for GOALS pre/post-assessments and the use of TOPSpro Enterprise for data entry, student tracking, and outcomes reporting. Adult schools will standardize CASAS testing procedures in ABE, ASE, HSE, and ESL programs and will utilize training sessions to remain compliant with state-level guidance on testing windows, NRS assessment requirements, and data submission best practices. These efforts will contribute to cleaner data sets, fewer error flags in reports, and increased alignment with CAEP and WIOA metrics.

Palo Verde College will provide support to relevant college staff through ongoing MIS training (Management Information System) with a focus on CAEP-related student tracking. This includes learning how to properly assign CB21 codes, align TOP codes with CAEP program areas, and generate accurate submissions for CCFS-320 and MIS reporting cycles. Staff responsible for noncredit, dual enrollment, and CDCP courses will be encouraged to participate in Chancellor’s Office-led training sessions and regional information-sharing forums.

This activity also supports stronger alignment between instruction, administration, and student services. When instructors, data coordinators, and administrators share a common understanding of how student progress and outcomes are captured and interpreted, it results in more focused decision-making, better program design, and increased awareness of what works for different learner groups. The consortium will promote internal learning opportunities such as quarterly data review meetings and shared analysis of student outcomes to support continuous improvement and student equity.

In support of long-term sustainability, this activity will also include cross-training strategies to build bench strength in data management roles. Each Member District will identify backup personnel and develop shared procedures to prevent data interruptions during staff transitions. Institutions will also establish documentation protocols, such as how-to guides and internal handbooks, that codify knowledge for future reference.

Ultimately, the goal of this activity is to create a professional learning ecosystem that equips every adult education stakeholder with the skills and tools needed to collect, use, and report high-quality data. By ensuring accurate and timely submissions to the state and federal government, the consortium will maintain funding eligibility, improve performance outcomes, and strengthen public confidence in adult education services.

Outcomes

Use the space provided to identify the Outcomes that the activity will accomplish in the next year (Short-Term), in one to three years (Intermediate), and in three to five years (Long-Term). The brief description of each of these three types of outcomes should include one or more outcomes that are specific, measurable, achievable, relevant, and time-bound (SMART).

  • Conduct standardized CASAS Goals testing for students in ABE, ASE, HSE, and ESL programs.

  • Attend CASAS Summer Institute and complete virtual CASAS trainings.

  • Participate in MIS/COMIS training sessions hosted by the Chancellor’s Office or regional technical assistance providers.

  • Implement consistent pre/post-testing protocols across all adult education sites.

  • Submit accurate data to the state for CAEP quarterly reporting and federal NRS requirements.

  • Analyze TOPSpro and MIS data to inform program planning and identify areas for growth.

  • Create internal documentation and cross-training resources for data teams.

  • Facilitate quarterly internal data reviews to improve staff understanding of key metrics.

  • Institutionalize ongoing data training as part of annual professional development plans.

  • Build internal capacity for data accuracy and continuity through succession planning and role-sharing.

  • Demonstrate improved data quality and alignment with state accountability frameworks.

  • Use data insights to inform consortium-wide strategic goals and equity initiatives.

Adult Education Metrics and Student Barriers

  • All: Participants (202AE)
  • All: Reportable Individuals (200AE)
  • Progress: Completed Educational Functioning Level Gain (400AE)
  • Student Barriers: English Language Learner (149AE)
  • Students and Programs: Adult Basic Education (1001)
  • Success: Diploma, GED or High School Equivalency (633AE)
  • Transition: Transitioned to CTE (636AE)

Responsible Positions, Responsible Consortium Members, and Proposed Completion Date

Responsible PositionResponsible MemberProposed Completion Date
SuperintendentNeedles Unified06/30/2028
Assistant Superintendent/Vice PresidentPalo Verde CCD06/30/2028
Director of Curriculum and InstructionPalo Verde Unified06/30/2028

Objective #3: Improve Effectiveness of Services

Develop a Shared Understanding of Adult Education

This activity aims to foster a unified, equity-driven vision of adult education across all consortium member districts by strengthening the shared understanding of roles, responsibilities, priorities, and emerging best practices. Recognizing the need to streamline fragmented systems and reduce duplication of effort, this initiative will support the development of a collaborative foundation that promotes consistency across programs, services, and support structures. Through intentional cross-agency planning and structured professional learning, the consortium will build a more coherent adult education ecosystem aligned with regional goals.

The consortium will implement a comprehensive and structured professional development framework that serves as a tool for streamlining training expectations, advancing best practices, and ensuring all Member Districts—including administrators, faculty, support staff, and board members—have equitable access to learning opportunities. This framework will promote a culture of continuous improvement and innovation. Activities will include participation in regional, state, and national conferences such as CAEP, CASAS, COABE, and CCAE, as well as internal trainings focused on data literacy, IET implementation, inclusive instructional strategies, and service alignment.

To maximize the benefit of external learning, the consortium will prioritize the creation of internal knowledge-sharing systems that help standardize onboarding, funding understanding, data practices, and regional implementation of CAEP priorities. Quarterly cross-agency planning sessions will support collaborative reflection and ensure professional development leads to system-wide improvements in service delivery and learner outcomes.

This activity also supports the development of a shared professional language and a regional approach to accountability, curriculum alignment, and integration of services. Professional development content will reinforce consistent terminology, tools, and frameworks across districts, allowing students to experience more seamless transitions as they move through adult education pathways. The consortium will identify areas of redundancy and develop common practices to increase clarity, reduce barriers, and align supports regionally.

Efforts will also focus on building leadership capacity so each Member District contributes to regional success. Leadership coaching, peer mentoring, and data workgroups will empower faculty and staff to analyze trends, identify equity gaps, and pilot innovations that simplify systems and improve learner experience. Shared templates for intake, orientation, and student success plans will be developed to reduce administrative burden, ensure consistency, and improve regional data quality.

This activity directly supports AB104 goals related to addressing Gaps in Services, enhancing Professional Development, and Leveraging Resources. It also aligns with CAEP State Priorities in Leadership, Data-Driven Decision Making, Equity, and Program Evaluation.

The consortium will monitor impacts of these efforts through indicators such as measurable skill gains, high school diploma/equivalency completion, and postsecondary or employment transitions. Internal evaluations will assess whether streamlined systems result in improved administrative efficiency, service coordination, and learner outcomes across the region.

Long-term, the shared understanding developed through this activity will reduce service duplication, strengthen handoffs between programs, and improve regional compliance with reporting requirements. It will foster stronger partnerships between adult education, workforce development, K–12 systems, and the community college. Faculty and staff will be better prepared to deliver equitable, responsive instruction, while students will experience a more integrated and accessible adult education system across all consortium providers.

Outcomes

Use the space provided to identify the Outcomes that the activity will accomplish in the next year (Short-Term), in one to three years (Intermediate), and in three to five years (Long-Term). The brief description of each of these three types of outcomes should include one or more outcomes that are specific, measurable, achievable, relevant, and time-bound (SMART).

  • Attend and report out on key takeaways from regional, state, and national convenings including CAEP, CCAE, CASAS, ASCCC, COABE, ACCE, and IAEC events

  • Launch a regional PD calendar and system to track staff participation and impact

  • Facilitate internal consortium-wide training on equity frameworks, student engagement, and program alignment

  • Develop and implement regional guidance and shared tools to align local plans and program structures

  • Increase cross-agency collaboration in planning and decision-making activities

  • Incorporate participant feedback into professional development priorities and service design

  • Establish a regional professional learning community (PLC) that shares strategies, resources, and continuous improvement practices

  • Demonstrate measurable improvement in program quality, consistency of service delivery, and student outcomes based on CAEP metrics

  • Ensure all member districts regularly update practices based on new state guidance, labor market shifts, and evidence-based models

Adult Education Metrics and Student Barriers

  • All: Participants (202AE)
  • All: Reportable Individuals (200AE)
  • Progress: Completed Educational Functioning Level Gain (400AE)
  • Student Barriers: English Language Learner (149AE)
  • Students and Programs: Adult Basic Education (1001)
  • Success: Diploma, GED or High School Equivalency (633AE)
  • Transition: Transitioned to CTE (636AE)

Responsible Positions, Responsible Consortium Members, and Proposed Completion Date

Responsible PositionResponsible MemberProposed Completion Date
SuperintendentNeedles Unified06/30/2028
Assistant Superintendent/Vice PresidentPalo Verde CCD06/30/2028
Director of Curriculum and InstructionPalo Verde Unified06/30/2028

Establish Cohesive Adult Education Programs

This activity focuses on establishing cohesive adult education programs across all member districts of the Palo Verde River Consortium by strengthening internal coordination, improving student engagement through transparent communication, and deepening community partnerships. As the region continues to expand its offerings in both academic and workforce-based adult education, there is a growing need for intentional alignment across programs, processes, and providers to ensure students receive consistent, high-quality experiences regardless of their point of entry.

The first component of this activity will involve clarifying and defining internal roles, responsibilities, and workflows for all adult education programs of study. Member districts will collaborate to establish shared protocols for course development, staffing models, intake processes, orientation, and student support services. These internal agreements will ensure greater institutional accountability, reduce fragmentation, and support more seamless service delivery for learners who move between providers or who access services at multiple locations. A regional implementation guide will outline these expectations and provide a framework for evaluating coherence across adult education programs.

To support the student experience, this activity will introduce a unified communication methodology across member districts. Often, adult learners face confusion around how to enroll, what program options are available, and what steps are required to transition into workforce or college opportunities. The consortium will develop clear messaging to guide learners through each phase of their journey. Communication will be multilingual and culturally responsive, with a focus on breaking down procedural complexity and creating access to support early and often. Resources may include handbooks, program maps, and student navigators.

A third pillar of this activity will center on community engagement. The consortium will work to identify and formalize partnerships with organizations that support adult learners beyond the classroom—including employers, workforce boards, local government entities, public libraries, faith-based organizations, and other community stakeholders. These partnerships will align programs with labor market needs and connect students to wraparound services and transitions. Where appropriate, consortium members will explore co-location or braided funding to better serve learners.

The development of cohesive adult education programs will be guided by ongoing stakeholder engagement. The consortium will host regular stakeholder forums where educators, administrators, employers, and students can provide input on emerging needs, program gaps, and local priorities. These conversations will directly inform curriculum development, scheduling decisions, and student service improvements. Input from these sessions will be used to shape an annually updated Adult Education Implementation Framework, which will guide program delivery decisions across the consortium.

To measure success, the consortium will track progress using CAEP metrics and regional benchmarks tied to enrollment, retention, skill gains, completion, and transition outcomes. Member districts will jointly review data dashboards and student feedback to assess which practices are producing equitable and effective results. A shared quality rubric may be introduced to evaluate whether program design and delivery reflect the goals of coherence, accessibility, and alignment with student goals.

Over the next three years, the consortium will work toward a more unified, responsive adult education system. Through evaluation and input, offerings will be adjusted to reflect economic shifts and community needs. Student voices will remain central to all planning processes.

This activity aligns with the CAEP objective to improve effectiveness of services and supports AB104 priorities including curriculum and program development, equity, and leveraging regional partnerships. It also enhances other activities in this plan by ensuring all implementation efforts—whether in digital literacy, ESL, workforce training, or high school equivalency—are built on a foundation of shared values and coherent practices.

Ultimately, this initiative will support a stronger, more connected adult education network across the Palo Verde River Consortium. By coordinating internally, engaging externally, and communicating clearly with students, the consortium will ensure that every adult learner receives the information, guidance, and opportunities needed to succeed in education, employment, and lifelong learning.

Outcomes

Use the space provided to identify the Outcomes that the activity will accomplish in the next year (Short-Term), in one to three years (Intermediate), and in three to five years (Long-Term). The brief description of each of these three types of outcomes should include one or more outcomes that are specific, measurable, achievable, relevant, and time-bound (SMART).

  • Convene recurring stakeholder meetings to establish a unified vision for adult education across the region.

  • Identify regional program gaps and community needs through input from students, faculty, and local partners.

  • Set measurable short-term goals for communication improvements, outreach consistency, and onboarding practices.

  • Facilitate ongoing review of adult education programs of study in response to shifting workforce needs and student feedback.

  • Develop and implement a shared intake and student support framework across member districts.

  • Align communication and registration processes to support transitions between programs and partner institutions.

  • Maintain stakeholder engagement through structured advisory and planning committees.

  • Ensure all member districts implement programs aligned with regional goals, community priorities, and institutional capacity.

  • Periodically refine consortium-wide direction based on evaluation outcomes, student success data, and state-level priorities.

Adult Education Metrics and Student Barriers

  • All: Participants (202AE)
  • All: Reportable Individuals (200AE)
  • Progress: Completed Educational Functioning Level Gain (400AE)
  • Student Barriers: English Language Learner (149AE)
  • Students and Programs: Adult Basic Education (1001)
  • Success: Diploma, GED or High School Equivalency (633AE)
  • Transition: Transitioned to CTE (636AE)

Responsible Positions, Responsible Consortium Members, and Proposed Completion Date

Responsible PositionResponsible MemberProposed Completion Date
SuperintendentNeedles Unified06/30/2028
Assistant Superintendent/Vice PresidentPalo Verde CCD06/30/2028
Director of Curriculum and InstructionPalo Verde Unified06/30/2028

Implement Best Practices for Distance Learning

This activity will establish and implement future-forward best practices for Distance Learning across all Member Districts within the Palo Verde River Consortium. The aim is to create equitable, engaging, and data-informed remote learning experiences tailored for adult learners, including those balancing work, parenting, rural access limitations, and other challenges. Distance learning will be positioned not only as a service modality but as an essential tool to expand access, improve learner retention, and modernize instruction.

To begin, all Member Districts will align on a shared Distance Learning framework built from existing state guidance (such as CAEP's 2022 Distance Learning Best Practices), but enhanced through integration with modern technologies and instructional design strategies. Key innovations will include the use of AI-powered learning platforms like Khanmigo (AI tutor via Khan Academy) or Amira Learning (AI reading coach), which can offer personalized feedback and adapt pacing to the learner's skill level. Open-education resources and mobile-friendly platforms will be incorporated to ensure access across devices and bandwidth environments.

To increase student access and support, the consortium will pilot a "Digital Learning Navigator" role. This staff member will assist learners in accessing digital content, navigating online systems, and developing foundational tech skills (typing, video conferencing, file uploads). These navigators may also work with instructors to co-host orientation sessions and troubleshoot technical barriers to retention.

Instructionally, faculty will be trained to use tools like Flip (formerly Flipgrid), Loom, and Google Workspace for Education to create engaging and asynchronous learning materials. Classrooms will be equipped with hybrid-friendly tech such as Owl Labs 360° cameras or upgraded webcams and microphones, enabling instructors to simultaneously teach in-person and remote students. This "HyFlex Lite" model offers flexibility while promoting equity for those unable to attend traditional classes.

To ensure quality and compliance, Member Districts will implement standardized procedures for tracking proxy hours using DIR and MIS systems. Staff will be trained to properly document student engagement through tools like Canvas analytics, Zoom reports, and integrated LMS attendance trackers. The consortium will explore Canvas’ Free for Teacher platform and Google Classroom as potential no-cost or low-cost LMS solutions to formalize instruction and maintain learning records.

Ongoing professional development will be prioritized to support successful implementation. Staff will participate in annual virtual and in-person conferences hosted by OTAN, ISTE, COABE, and other digital learning leaders. Customized workshops will be created using OTAN’s Remote Learning Project Planning Toolkit and the CAEP TAP resources. Digital badges may be issued to certify completion of modules on accessibility, virtual engagement, and digital content creation.

Over time, this activity will help the consortium establish a permanent infrastructure for distance education that is agile, equitable, and supported by data. This includes evaluating which programs are best suited for fully remote, hybrid, or HyFlex delivery models. The consortium will also pilot short, mobile-first "microcourses" to meet the needs of adult learners with limited time and bandwidth.

This activity supports AB104 objectives around Gaps in Service and aligns with CAEP State Priorities of Program Evaluation, Technology & Distance Learning, and Learner Transition. It reinforces the role of distance learning as a core instructional strategy—not just a backup solution—and empowers Member Districts to meet adult learners where they are, with the tools and support needed to help them thrive.

Outcomes

Use the space provided to identify the Outcomes that the activity will accomplish in the next year (Short-Term), in one to three years (Intermediate), and in three to five years (Long-Term). The brief description of each of these three types of outcomes should include one or more outcomes that are specific, measurable, achievable, relevant, and time-bound (SMART).

  • Attend professional development trainings offered by OTAN, CASAS, ISTE, CCAE, and COABE focused on distance learning implementation and compliance.

  • Launch pilot of “Digital Learning Navigator” role to assist students with onboarding and tech barriers.

  • Train faculty to use tools like Flip, Loom, and Google Workspace to support hybrid instruction.

  • Implement standardized distance learning policies and proxy hour tracking procedures across all Member Districts.

  • Equip classrooms with hybrid-friendly technology for HyFlex Lite instruction.

  • Create a resource library of asynchronous, mobile-friendly learning content aligned to core programs.

  • Increase instructor use of Canvas, Google Classroom, or similar LMS platforms.

  • Review and refine distance learning models based on student outcomes and program evaluation data.

  • Demonstrate increased enrollment, persistence, and digital access across rural and underserved populations.

  • Institutionalize distance learning as a permanent instructional option, supported by ongoing innovation and digital equity efforts.

Adult Education Metrics and Student Barriers

  • All: Participants (202AE)
  • All: Reportable Individuals (200AE)
  • Progress: Completed Educational Functioning Level Gain (400AE)
  • Student Barriers: English Language Learner (149AE)
  • Students and Programs: Adult Basic Education (1001)
  • Success: Diploma, GED or High School Equivalency (633AE)
  • Transition: Transitioned to CTE (636AE)

Responsible Positions, Responsible Consortium Members, and Proposed Completion Date

Responsible PositionResponsible MemberProposed Completion Date
SuperintendentNeedles Unified06/30/2028
Assistant Superintendent/Vice PresidentPalo Verde CCD06/30/2028
Director of Curriculum and InstructionPalo Verde Unified06/30/2028

Embed Employability Skills Consortium-Wide

This activity will embed essential workforce readiness and employability skills into all programs of study across the Palo Verde River Consortium. As labor markets evolve and employers increasingly prioritize transferable soft skills, Member Districts will work together to ensure that adult learners graduate with both academic competencies and the professional skills required to succeed in today’s workplace.

Employers will be surveyed across the service region to identify the specific employability skills they consider most critical, such as communication, problem-solving, teamwork, time management, adaptability, and digital literacy. Input will also be gathered through employer roundtables, advisory boards, and regional workforce board engagement. Based on this feedback, a regional employability skill framework will be developed or adopted (e.g., from NROC, CASAS Soft Skills Assessments, or the SCANS Competency Model) to guide integration.

Member Districts will embed these skills directly into curriculum, class activities, and assessments across ABE, ASE, HSD, ESL, and CTE pathways. Contextualized instruction will be emphasized, allowing students to practice soft skills while learning core academic content or technical training. For example, ESL learners may engage in role-plays simulating customer service, while GED students may complete group-based problem-solving tasks and digital presentations to build communication and technology proficiency.

The consortium will also explore embedding the WIN Learning Soft Skills Suite, Aztec Workforce Readiness modules, and Google Applied Digital Skills into classroom delivery. These tools provide structured, standards-aligned content that can be integrated with existing curriculum or offered through short micro-modules.

Faculty will receive professional development on how to align instruction with employability standards, differentiate for learner needs, and assess progress through portfolios, presentations, or scenario-based rubrics. Staff will also collaborate to develop shared lesson plans and templates for embedding workforce readiness into instruction.

In parallel, employability workshops will be offered throughout the year—virtually and in-person—on topics such as interview skills, resume writing, workplace communication, and goal setting. These workshops may be co-hosted with local employers, career centers, or community partners and can be incorporated into IET or dual enrollment bridges.

Employability skills will be included in student learning plans, and progress will be monitored through student self-assessments, instructor rubrics, and feedback from project-based learning experiences. Over time, employability skill development will be integrated into program review processes and student outcome dashboards.

This activity supports the AB104 objective to improve transitions and fills a critical gap between academic preparation and workforce success. It aligns with CAEP State Priorities related to Program Development, Seamless Transitions, and Curriculum Integration, and ensures that adult learners exit with the confidence, communication, and problem-solving capacity needed to thrive in their next step—whether in college, career, or life.

Outcomes

Use the space provided to identify the Outcomes that the activity will accomplish in the next year (Short-Term), in one to three years (Intermediate), and in three to five years (Long-Term). The brief description of each of these three types of outcomes should include one or more outcomes that are specific, measurable, achievable, relevant, and time-bound (SMART).

  • Host employability skills workshops facilitated by consortium leadership or partners.

  • Conduct employer survey and/or focus groups to define in-demand soft skills.

  • Begin integrating foundational employability skill lessons into core academic and CTE classes.

  • Identify and pilot employability modules from tools such as WIN Learning, Aztec, or Google Applied Digital Skills.

  • Embed employability skills into 50% of programs of study using contextualized curriculum.

  • Train instructors and staff in workforce readiness instruction and soft skill assessment.

  • Incorporate employability skills into student learning plans and formative assessments.

  • Develop a shared regional rubric or competency framework for employability outcomes.

  • Infuse employability skills into 100% of programs of study across all Member Districts.

  • Institutionalize soft skill development as a standard part of instructional design and program review.

  • Demonstrate improved student outcomes in transitions to employment or postsecondary education.

  • Regularly update skill priorities based on labor market changes and employer engagement.

Adult Education Metrics and Student Barriers

  • All: Participants (202AE)
  • All: Reportable Individuals (200AE)
  • Progress: Completed Educational Functioning Level Gain (400AE)
  • Student Barriers: English Language Learner (149AE)
  • Students and Programs: Adult Basic Education (1001)
  • Success: Diploma, GED or High School Equivalency (633AE)
  • Transition: Transitioned to CTE (636AE)

Responsible Positions, Responsible Consortium Members, and Proposed Completion Date

Responsible PositionResponsible MemberProposed Completion Date
SuperintendentNeedles Unified06/30/2028
Assistant Superintendent/Vice PresidentPalo Verde CCD06/30/2028
Director of Curriculum and InstructionPalo Verde Unified06/30/2028

Funds Evaluation

Member Allocations and Expenditures

Member AgencyPrior Year Total Leveraged FundsProgram Reporting Status
Needles Unified $0Certified
Palo Verde CCD $923,959Certified
Palo Verde Unified $0Certified
Totals$923,959 3/3 Certified

The Palo Verde River Consortium Board meets regularly to review and discuss fiscal allocations, quarterly expenses, and student data submissions, including those reported through the NOVA Program Area Reporting and the Program Hours of Instruction system. This collaborative governance process ensures that CAEP and leveraged funds are aligned with the needs of each community served across the region.

For 2023–2024, consortium members collectively certified $923,959 in total leveraged funds, all reported by Palo Verde Community College District. These funds were distributed across ABE ($544,683), ESL ($286,957), and Short-Term CTE ($92,319). While K-12 Member Districts—Needles Unified and Palo Verde Unified—did not report leveraged funds in this cycle, they continue to receive CAEP allocations to expand services such as digital literacy labs, ESL instruction, and workforce readiness programming.

Over the next three years, the consortium will allocate adult education funds based on data-informed regional priorities and capacity-building needs. Carryover funds from previous years will be closely monitored and invested in initiatives that close equity gaps, including the expansion of short-term training, dual enrollment bridges, and noncredit-to-credit course pathways. Funds will also support technology upgrades, hybrid instruction capabilities, and embedded support services such as transition counseling and employability skill development.

In addition to CAEP, the consortium will draw on other resources not reported into NOVA to implement its strategies. These include in-kind contributions from community-based organizations, support from Human-I-T for device distribution, partnerships with WIOA Title I providers, and potential cost-sharing from local employers or foundations. These resources will be leveraged to strengthen outreach, provide wraparound supports, and extend learning beyond the classroom.

Together, CAEP and non-CAEP funds will be used to implement the priorities outlined in this Three-Year Plan—ensuring equitable access, improved student transitions, and stronger program outcomes across the region.

Certification

Needles Unified - Member Representative

Approved by Dr Garry Cameron

05/21/2025 09:24 AM PDT

Palo Verde CCD - Member Representative

Approved by Clint Cowden

05/13/2025 12:22 PM PDT

Palo Verde Unified - Member Representative

Approved by Josie Koivisto

05/21/2025 02:36 PM PDT