Produced: Aug 13, 2025, 02:20 PM UTC - By Josie Koivisto
2025-26
Plans & Goals
Assessment
Activities & Outcomes
Objective #1: Address Educational Needs
Expand AWD course offerings / programs of study
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.
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 Position | Responsible Member | Proposed Completion Date |
---|---|---|
Director of Curriculum and Instruction | Palo Verde Unified | 06/30/2028 |
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.
A cornerstone of this initiative will be the launch of a dedicated Palo Verde River Consortium website, which will serve as a centralized hub for adult education information, interest forms, program directories, event updates, and student success stories. The website will support accessibility standards, include bilingual content, and integrate with other digital tools to provide a seamless user experience. It will also offer a members-only section where partner districts can access outreach templates, marketing assets, and internal communications resources.
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 the consortium website and 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, while the consortium website serves as the digital foundation for sustainable, year-round 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 Position | Responsible Member | Proposed Completion Date |
---|---|---|
Superintendent | Needles Unified | 06/30/2028 |
Assistant Superintendent/Vice President | Palo Verde CCD | 06/30/2028 |
Director of Curriculum and Instruction | Palo Verde Unified | 06/30/2028 |
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 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, CDL truck driving, water management, childcare, business technology, logistics, paraeducator training, welding, and digital literacy. The consortium will remain flexible and responsive to the shifting landscape of workforce and education systems by retaining the ability to introduce new programs as emerging needs arise. This approach ensures that resources can be aligned with evolving labor market demands, student interests, and regional economic priorities. 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 hyflex, 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.
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 Position | Responsible Member | Proposed Completion Date |
---|---|---|
Superintendent | Needles Unified | 06/30/2028 |
Assistant Superintendent/Vice President | Palo Verde CCD | 06/30/2028 |
Director of Curriculum and Instruction | Palo Verde Unified | 06/30/2028 |
Infuse employability skills into programs of study
Infuse employability skills into programs of study
This activity focuses on the consortium-wide effort to begin infusing key employability skills into adult education programs across Palo Verde Unified School District, Needles Unified School District, and Palo Verde College. The primary goal is to incorporate essential soft skills that are critical to success in any job, such as reliable attendance, workplace communication, adaptability, teamwork, and problem-solving.
Each agency will work with instructional staff to identify practical and low-lift opportunities to embed these skills within existing curriculum, particularly in GED preparation, ESL, and short-term workforce training. Examples include incorporating job-readiness warm-up activities, emphasizing the importance of attendance and punctuality, integrating teamwork-based tasks, and modeling professional communication.
Key deliverables will include a basic employability skills reference guide for instructors, sample classroom activities, and informal feedback collection from teachers and students. The activity supports the CAEP objectives of Learner Transition and Program Evaluation by preparing students for workforce participation while encouraging intentional instructional planning.
In the short term, this activity will increase awareness and consistency around employability skills instruction. In the intermediate term, the consortium will assess its impact and determine whether there is demand to formalize the instruction into a dedicated workforce readiness course or support the development of IET models. This work directly addresses student barriers such as lack of workforce preparation and supports CAEP metrics related to measurable skill gains and transition into employment or postsecondary training.
Adult Education Metrics and Student Barriers
- All: Participants (202AE)
- Students and Programs: Career Technical Education (1003)
- Students and Programs: Workforce Preparation (124AE)
- Transition: Transitioned to CTE (636AE)
Responsible Positions, Responsible Consortium Members, and Proposed Completion Date
Responsible Position | Responsible Member | Proposed Completion Date |
---|---|---|
Assistant Superintendent/Vice President | Palo Verde CCD | 06/30/2026 |
Director of Curriculum and Instruction | Palo Verde Unified | 06/30/2026 |
Superintendent | Needles Unified | 06/30/2026 |
Objective #2: Improve Integration of Services & Transitions
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.
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 Position | Responsible Member | Proposed Completion Date |
---|---|---|
Superintendent | Needles Unified | 06/30/2028 |
Assistant Superintendent/Vice President | Palo Verde CCD | 06/30/2028 |
Director of Curriculum and Instruction | Palo Verde Unified | 06/30/2028 |
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.
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 Position | Responsible Member | Proposed Completion Date |
---|---|---|
Superintendent | Needles Unified | 06/30/2028 |
Assistant Superintendent/Vice President | Palo Verde CCD | 06/30/2028 |
Director of Curriculum and Instruction | Palo Verde Unified | 06/30/2028 |
Implement a Collective Impact Model
This activity will continue the implementation and enhancement of the regional Collective Impact Model that the Palo Verde River Consortium has already begun by allocating funds to each K–12 district, empowering them to deliver local adult education opportunities. This distributed model reflects a commitment to equity and shared responsibility, enabling each district to serve adult learners based on the unique needs and assets of their communities. As a small and rural consortium, the goal moving forward is to strengthen and formalize our collective impact strategy by evaluating what’s working, identifying gaps, and determining how each district’s strengths can be leveraged to support a more cohesive and efficient system.
Geographic isolation, extreme summer temperatures that can reach up to 117–120 degrees, and the limited local workforce talent pool—especially for credentialed instructional positions—present ongoing barriers to program expansion and staffing. These regional realities require us to think strategically about what can be centralized, what should remain local, and how we can support one another in recruiting and sustaining qualified staff. Certain adult education positions require minimum qualifications that are difficult to fill given our setting. Therefore, this activity prioritizes collaboration over duplication and seeks to optimize resources while maintaining flexibility at the district level.
The collective impact approach—built on shared vision, mutually reinforcing activities, and continuous communication—will guide all consortium planning and implementation efforts. To support this, the consortium will conduct regional asset mapping, identify opportunities for shared services, and establish a cross-agency implementation team composed of representatives from all Member Districts, workforce agencies, and community partners. The team will meet regularly to assess needs, review student and operational data, and recommend adjustments based on real-time input from the field.
Key deliverables may include shared intake and referral tools, a common strategic calendar, and jointly developed professional development aligned with regional workforce needs. The consortium will also explore regional solutions to persistent challenges—such as co-investing in software platforms, sharing instructors across sites, or coordinating onboarding processes to ease student transitions between programs.
Progress will be measured using shared metrics aligned with CAEP outcomes, such as skill gains, HSE attainment, and transitions into workforce or postsecondary opportunities. Dashboards and data reviews will support transparency and help guide future investments. Staff and student feedback will be integrated annually to ensure the model remains flexible and community-informed.
This activity aligns with AB104’s objective of leveraging resources and supports CAEP State Priorities in Program Development, Leadership, and Data-Driven Planning. By continuing to invest in a Collective Impact Model, the consortium will improve coordination, reduce service gaps, and deliver a more accessible and integrated adult education experience across the region.
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 Position | Responsible Member | Proposed Completion Date |
---|---|---|
Superintendent | Needles Unified | 06/30/2028 |
Assistant Superintendent/Vice President | Palo Verde CCD | 06/30/2028 |
Director of Curriculum and Instruction | Palo Verde Unified | 06/30/2028 |
Objective #3: Improve Effectiveness of Services
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.
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 Position | Responsible Member | Proposed Completion Date |
---|---|---|
Superintendent | Needles Unified | 06/30/2028 |
Assistant Superintendent/Vice President | Palo Verde CCD | 06/30/2028 |
Director of Curriculum and Instruction | Palo Verde Unified | 06/30/2028 |
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.
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 Position | Responsible Member | Proposed Completion Date |
---|---|---|
Superintendent | Needles Unified | 06/30/2028 |
Assistant Superintendent/Vice President | Palo Verde CCD | 06/30/2028 |
Director of Curriculum and Instruction | Palo Verde Unified | 06/30/2028 |
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.
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 Position | Responsible Member | Proposed Completion Date |
---|---|---|
Superintendent | Needles Unified | 06/30/2028 |
Assistant Superintendent/Vice President | Palo Verde CCD | 06/30/2028 |
Director of Curriculum and Instruction | Palo Verde Unified | 06/30/2028 |
Fiscal Management
Alignment & Carryover
The planned use of CAEP allocations in this annual plan reflects intentional alignment with the strategic goals and priority areas identified in the Consortium’s Three Year Plan. Resources are being deployed to support core instructional areas such as high school equivalency preparation, ESL, short-term career education, and foundational digital literacy, all of which directly advance our commitment to access, equity, and student success.
This year’s activities are designed to build on prior progress while also addressing structural needs that will position the consortium for long-term impact. Strategic investments include the integration of employability competencies across instructional programs, the development of a coordinated regional outreach strategy, and the continued refinement of the consortium’s collective impact model. These efforts support CAEP objectives related to learner transition, program development, and student acceleration. Resource allocation across all three member districts—Palo Verde Unified, Needles Unified, and Palo Verde College—is grounded in a shared commitment to capacity building and regional alignment. Each agency is supported in leading or contributing to initiatives based on organizational strengths, student demographics, and programmatic readiness.
Carryover funds are being incorporated into the plan to address longer-range priorities that require phased implementation or have been impacted by contextual challenges. These include the need to address staffing shortages, delays in recruiting qualified faculty due to job classification requirements, and the impact of geographic isolation and seasonal climate conditions on workforce availability. The consortium is also using carryover to invest in cross-agency infrastructure such as the creation of a regional adult education website, expanded marketing assets, and the development of centralized tools that support shared outreach and onboarding processes. These investments will enhance visibility, improve student transitions, and reinforce a more integrated system of adult education services.
This fiscal approach ensures that resources are deployed strategically, reflect the shared vision of the Three Year Plan, and support both immediate program delivery and long-term sustainability. The consortium remains committed to continuous improvement, regional coordination, and a student-centered delivery model that evolves in response to community needs and labor market demands.
The Palo Verde River Consortium is committed to responsible fiscal stewardship and has developed a strategic approach to incorporating carryover funds in accordance with Education Code §84914. Carryover funds are being reinvested into initiatives that directly support the legislative objectives of addressing educational needs, improving transitions and integration of services, and increasing the effectiveness of adult education programs across the region.
Funds are being used to strengthen the foundational infrastructure necessary for effective service delivery and coordination among member districts. These efforts include the development of a regional adult education website, expanded marketing and outreach across digital and traditional platforms, and the creation of shared intake and referral tools to streamline student onboarding and interagency collaboration. Carryover is also supporting professional development focused on consortium-wide instructional alignment, digital literacy, equity, and student transitions—ensuring that staff across agencies are equipped to implement innovative and coherent program models.
In response to the challenges of launching and scaling programs in a rural region with limited administrative and instructional capacity, carryover funding provides a necessary bridge for members to address startup needs, explore program feasibility, and align staffing and systems prior to full implementation. This includes investments in onboarding processes, curriculum development, and community engagement strategies that require longer planning horizons.
The consortium ensures transparency and shared decision-making through monthly consortium member meetings, where each district reports on program activities, and through quarterly fiscal reviews that evaluate expenditures, monitor carryover levels, and assess progress toward plan objectives. These regular structures support continuous communication, alignment with the Three Year Plan, and strategic use of funds based on real-time needs and feedback from the field.
All carryover spending is reviewed and approved collaboratively to ensure alignment with consortium priorities and compliance with CAEP policy. The goal is to reduce carryover over time through one-time investments that enhance operational readiness, increase access, and sustain high-quality adult education services across the region.
Usage
Consortium Objectives & Activities Overview
Objectives & Activities
Activity | Origin | Included in Annual Plan |
---|---|---|
Objective #1: Address Educational Needs | ||
Develop an AE Implementation Plan for PVC | THREE-YEAR PLAN 2025-28 | |
Expand & Align Programs of Study w/ Regional Needs | THREE-YEAR PLAN 2025-28 | |
Expand AWD course offerings / programs of study | ANNUAL PLAN 2025-26 | |
Infuse employability skills into programs of study | ANNUAL PLAN 2025-26 | |
Strategic Marketing and Outreach for Engagement | THREE-YEAR PLAN 2025-28 | |
Objective #2: Improve Integration of Services & Transitions | ||
Implement a Collective Impact Model | THREE-YEAR PLAN 2025-28 | |
Ongoing Data Training | THREE-YEAR PLAN 2025-28 | |
Transition Counseling | THREE-YEAR PLAN 2025-28 | |
Objective #3: Improve Effectiveness of Services | ||
Develop a Shared Understanding of Adult Education | THREE-YEAR PLAN 2025-28 | |
Embed Employability Skills Consortium-Wide | THREE-YEAR PLAN 2025-28 | |
Establish Cohesive Adult Education Programs | THREE-YEAR PLAN 2025-28 | |
Implement Best Practices for Distance Learning | THREE-YEAR PLAN 2025-28 |
Certification
Needles Unified - Member Representative
Garry Cameron - Superintendent
- garry_cameron@needlesusd.org
- (760) 903-3947
Cecil Edwards - Assistant Superintendent of Business Services
- cecil_edwards@needlesusd.net
- (760) 326-4058
Palo Verde CCD - Member Representative
Clint Cowden - VP-ISS
- clint.cowden@paloverde.edu
Palo Verde Unified - Member Representative
Josie Koivisto - Director of Curriculum and Instruction
- josie.koivisto@pvusd.us
- (760) 922-4164 ext: 1241