CAEP Three-Year Plan: 2022-25 66 Victor Valley Adult Education Regional Consortium
Status: Certified
California Adult Education Program
66 Victor Valley Adult Education Regional Consortium: Certified
Details
Assessment
Metrics: CAEP Barriers & Metrics
Consortium Level Metric Targets
* Mandatory for all consortia
Metric Set | Metric | 2019-20 Actuals | 2020-21 Actuals | 2021-22 Actuals | 2022-23 Target | 2023-24 Target | 2024-25 Target |
---|---|---|---|---|---|---|---|
All | *Number of Adults Served (AE 200 - Overall) | 3,207 | 2,665 | 3,375 | 3,612 | 3,850 | |
Student Barriers | Low Literacy (AE 311 - Overall) | 2,745 | 2,189 | 2,841 | 2,983 | 3,132 |
Member Level Metric Targets
* Mandatory for all members
Apple Valley Unified (Reported by Apple Valley Unified School District (AVUSD))
Metric Set | Metric | 2019-20 Actuals | 2020-21 Actuals | 2021-22 Actuals | 2022-23 Target | 2023-24 Target | 2024-25 Target |
---|---|---|---|---|---|---|---|
All | *Adults who Became Participants (AE 202 - Overall) | 480 | 361 | 480 | 504 | 529 |
Hesperia Unified (Reported by Hesperia Adult School)
Metric Set | Metric | 2019-20 Actuals | 2020-21 Actuals | 2021-22 Actuals | 2022-23 Target | 2023-24 Target | 2024-25 Target |
---|---|---|---|---|---|---|---|
All | *Adults who Became Participants (AE 202 - Overall) | 859 | 675 | 582 | 612 | 643 |
Lucerne Valley Unified (Reported by Lucerne Valley Adult School)
Metric Set | Metric | 2019-20 Actuals | 2020-21 Actuals | 2021-22 Actuals | 2022-23 Target | 2023-24 Target | 2024-25 Target |
---|---|---|---|---|---|---|---|
All | *Adults who Became Participants (AE 202 - Overall) | 43 | 39 | 57 | 60 | 53 |
Snowline Joint Unified (Reported by Snowline Joint USD)
Metric Set | Metric | 2019-20 Actuals | 2020-21 Actuals | 2021-22 Actuals | 2022-23 Target | 2023-24 Target | 2024-25 Target |
---|---|---|---|---|---|---|---|
All | *Adults who Became Participants (AE 202 - Overall) | 173 | 147 | 199 | 209 | 220 |
Victor Valley CCD (Reported by Victor Valley District)
Metric Set | Metric | 2019-20 Actuals | 2020-21 Actuals | 2021-22 Actuals | 2022-23 Target | 2023-24 Target | 2024-25 Target |
---|---|---|---|---|---|---|---|
All | *Adults who Became Participants (AE 202 - Overall) | 452 | 438 | 181 | 190 | 200 |
Victor Valley Union High (Reported by Victor Valley Union High School District)
Metric Set | Metric | 2019-20 Actuals | 2020-21 Actuals | 2021-22 Actuals | 2022-23 Target | 2023-24 Target | 2024-25 Target |
---|---|---|---|---|---|---|---|
All | *Adults who Became Participants (AE 202 - Overall) | 443 | 359 | 339 | 356 | 374 |
Member Spending Targets
Member | Percent of 2019-20 Available Funds Spent | Percent of 2020-21 Available Funds Spent | Percent of 2021-22 Available Funds Spent | 2022-23 Target | 2023-24 Target | 2024-25 Target |
---|---|---|---|---|---|---|
Apple Valley Unified | 100% | 100% | 66% | 100% | 100% | 100% |
Hesperia Unified | 100% | 100% | 100% | 100% | 100% | 100% |
Lucerne Valley Unified | 100% | 100% | 35% | 100% | 100% | 100% |
Snowline Joint Unified | 100% | 97% | 0% | 100% | 100% | 100% |
Victor Valley CCD | 100% | 46% | 0% | 100% | 100% | 100% |
Victor Valley Union High | 100% | 100% | 76% | 100% | 100% | 100% |
Objectives
Address Educational Needs
- In order to address the increased need for Career Education training for higher job placement and increased wages, Victor Valley College (VVC) will increase the number of in-demand noncredit Career Development and College Preparation and CTE offerings as identified in the Workforce Development Board (WDB) Regional Plan and the Strong Workforce program. All members will leverage Adult Education Dual Enrollment under SB 554 and CTE Articulation agreements.
- We will increase the number of students demonstrating Measurable Skill Gains by completing Educational Functioning Levels as measured by CASAS skill gains assessments.
- We will increase HSD/HSE completion rates as certified by diplomas issued and the HSE payment point certification letter to CASAS.
- We will infuse digital literacy and technology instruction into the curriculum. This activity aligns with AB 104 Objective of Gaps in Service and the CAEP State Priorities of Equity and Technology/Distance Learning (APPLE).
- We will hold quarterly ESL stakeholder meetings to review and discuss CASAS test results, create common formative assessments, and conduct data dialogues.
- We will establish a Pre-GED and offer more Basic Skills classes to meet better the needs of our adult students in the region.
Improve Integration of Services & Transitions
- We will align curriculum and course levels offered at adult schools (notably HSE, HSD, and ESL courses) with courses offered at VVC, in addition to expanding course options and levels offered across the region. There is also a need for evening and summer programs for HSE/GED students, as well as increased HSE subject area offerings.
- We will work to increase student transitions from adult education to postsecondary institutions. Strategies for achieving this goal include evaluating the student program post-test to estimate success in college-level courses, promoting noncredit college success courses, leveraging adult education dual enrollment, providing a full-time Transition Counselor and transition services, and following up with students after they have enrolled in college.
- We will share a common plan or form to track student transitions to postsecondary education and/or the workforce across the region, in addition to tracking students who attain citizenship. Each member site should have a dedicated staff member who is responsible for collecting this data and reporting it to the consortium quarterly.
- We will expand service hours and classes offered across all member districts in order to increase accessibility for students. This activity aligns with AB 104 Objective of Gaps in Service and the CAEP State Priorities of Learner Transitions and Equity.
- Co-locate ESL and CTE programs. Continue the model of offering and expanding VVC ESL and CTE courses throughout the region at adult schools to address service gaps and offer a “warm hand-off” or transition.
- We will continue to fund and employ a regional Transition Counselor.
- We will encourage all members to apply for WIOA Title II and CalWorks funding.
- We will develop and align CTE pathways to San Bernardino County/High Desert workforce needs, including providing more opportunities for industry certifications.
Improve Effectiveness of Services
- We will create a unified branding strategy in order to generate consistent messaging throughout the region, with the goal of lowering the barriers students face in discovering educational options and enrolling in classes. The new branding strategy will include an updated website that includes available CTE programs, the High Desert brand name, and an increase in the use of our logo.
- We will need to measure improvements in student ELL performance through CASAS assessments. We will also need to track the number of courses and certificates completed by students. We will report this data to ASAP/TOPSpro
- Complete annual student surveys to understand optimal scheduling, delivery modality, quality of services for ESL, and/ or HSD/HSE courses and programs.
- We will hold events such as Family Nights and Campus Tours to provide more information to our students.
Activities & Outcomes
Increase Pre- and Post-test pairs regionally
Objective that Applies to this Activity
Address Educational Needs
This activity will ensure that all consortium members are increasing the literacy skills of the students we serve by increasing the frequency of CASAS pre-and post-testing of our students. When analyzing our member district outcomes, the most urgent area of need was in improving our pre-and post-test "match". This will ultimately improve our data and our ability to measure literacy gains. By monitoring hours of instruction, running more frequent reports, and scheduling/calendaring more tests, we will have a better understanding of our students’ level, which in turn can help increase transitions to post-secondary and the workforce.
- Attendance will be updated more regularly.
- Increased testing of students who have achieved recommended hours of instruction.
- Expanded pathways to employment and sustainable jobs for our students will have been created.
- An increase in transitions into our HSE & HSD programs.
- An increase in transitions to postsecondary programs and the workforce.
- Expanded pathways to employment and sustainable jobs for our students will have been created.
- An increase in transitions into our HSE & HSD programs.
- An increase in transitions to postsecondary programs and the workforce.
Proposed Completion Date
Adult Ed Metrics and Student Barriers
- Student Barriers: Low Literacy (AE 311 - Overall)
Responsible person(s)
Name |
---|
Increase student transitions
Objective that Applies to this Activity
Improve Integration of Services & Transitions
VVAERC will track student transitions to postsecondary programs and careers by utilizing a shared spreadsheet with input by our Transition Counselor and K12 Transitions Staff. All transition staff will help establish criteria that indicate students who will be successful in transitioning. A student transition plan will be developed earlier in their education cycle to better prepare students for transitioning to post-secondary and/or career. Transition staff will also aid in providing students career exploration, matriculation, and cross-referral services.
- An increase in student referrals and transitions to postsecondary institutions and workforce programs.
- Increase in touchpoints between transition counselor, adult school staff, and students.
- Host events such as family nights and campus tours; CTE program tours, based on student feedback and local demand.
- An increase in student referrals and transitions to postsecondary institutions and workforce programs.
- An increase in student referrals and transitions to postsecondary institutions and workforce programs.
Proposed Completion Date
Adult Ed Metrics and Student Barriers
- Student Barriers: Low Literacy (AE 311 - Overall)
Responsible person(s)
Name |
---|
Develop a Unified Branding Strategy
Objective that Applies to this Activity
Improve Effectiveness of Services
VVAERC will create a unified branding strategy to generate consistent messaging throughout the region. The goal is to lower the barriers students face in discovering options and enrolling in classes. This will more effectively engage students and improve their awareness of the educational opportunities available to them, thereby leading to increased enrollment.
- Branding Name: High Desert will be used.
- Collaborative meetings are held on a regular basis.
- Increase use of the VVAERC logo.
- An increase in enrollment of 5% as tracked by CASAS data integrity reports.
- An increase in enrollment of 5% as tracked by CASAS data integrity reports.
- Strong online presence observed through traffic activity reports
- Positive student survey results
- An increase in enrollment of 5% as tracked by CASAS data integrity reports.
- Strong online presence observed through traffic activity reports
- Positive student survey results
Proposed Completion Date
Adult Ed Metrics and Student Barriers
- All: Number of Adults Served (AE 200 - Overall)
- Student Barriers: Low Literacy (AE 311 - Overall)
Responsible person(s)
Name |
---|
Funds Evaluation
Member Allocations and Expenditures
Member Agency | Prior Year Total Leveraged Funds | Program Reporting Status |
---|---|---|
Apple Valley Unified | $974,882 | Certified |
Hesperia Unified | $1,322,429 | Certified |
Lucerne Valley Unified | $214,278 | Certified |
Snowline Joint Unified | $100,919 | Certified |
Victor Valley CCD | $565,014 | Certified |
Victor Valley Union High | $435,150 | Certified |
Totals | $3,612,672 | 6/6 Certified |
VVAERC Coordinators and Executive Board Members meet regularly to discuss allocation of funds. Members evaluate the multiple funding streams available to each district, such as WIOA II, Perkins, CalWorks, and general funds. The Executive Committee remains committed to adjusting funds and allocations in a manner that best meets the needs of the community served by the Consortium. The VVAERC will continue to engage members in ongoing reviews of total students served, program outcomes, member expenditures, and regional needs to ensure that allocations support the implementation of strategies and activities consistent with the CAEP Objectives & Program Areas, the Consortium's approved Three-Year Plan and the Annual Plan activities.
Executive Board Members will review carry-over funds and make allocations based on individual Member needs, which are based on their commitment to and ability to implement the priority objectives and activities outlined in the Three-Year Plan.
Certification
Apple Valley Unified - Member Representative
Darene McGee - Accounting Specialist
- Darene_mcgee@avusd.org
- (760) 247-8001 ext: 20113
Trenae Nelson Apple Valley Unified School District - trenae_nelson@avusd.org
- (760) 247-8001 ext: 20012
Patrick Schlosser - Assistant Superintendent
- pat_schlosser@avusd.org
- (760) 247-8001 ext: 20502
Hesperia Unified - Member Representative
David Olney - Superintendent
- david.olney@hesperiausd.org
- (760) 244-4411
Kim Walker - Coordinator
- kim.walker@hesperiausd.org
- (760) 244-1771 ext: 5111
Lucerne Valley Unified - Member Representative
Peter Livingston - peter_livingston@lucernevalleyusd.org
- (760) 248-6106
Douglas Beaton - Chief Business Official
- douglas_beaton@lucernevalleyusd.org
- (760) 248-6108 ext: 4135
Snowline Joint Unified - Member Representative
Ryan Holman - ryan_holman@snowlineschools.com
- (760) 868-5817
Chad Brooks - Principal
- chad_brooks@snowlineschools.com
- (760) 868-5400 ext: 22010
Victor Valley CCD - Member Representative
Martha Mendez - martha.mendez@vvc.edu
- (760) 245-4271
Daniel Walden - daniel.walden@vvc.edu
Victor Valley Union High - Member Representative
Ron Williams Ed.D. - Superintendent
- rwilliams@vvuhsd.org
- (760) 955-2301 ext: 10202
Dr. Lorraine Collins - Director
- lcollins@vvuhsd.org
- (760) 955-3201 ext: 10272