Produced: Jun 19, 2025, 01:07 AM UTC - By Ryan Holman
Details
Assessment
Metrics: CAEP Barriers & Metrics
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 Set | Metric Description | Consortium Level Metric Actuals | Consortium Level Metric Targets | ||||
---|---|---|---|---|---|---|---|
2022-23 | 2023-24 | 2024-25 | 2025-26 | 2026-27 | 2027-28 | ||
All | Reportable Individuals (200AE) | 4,192 | 5,027 | 5,050 | 5,060 | 5,090 | |
Student Barriers | English Language Learner (149AE) | 1,569 | 1,803 | 1,850 | 1,860 | 1,870 | |
Student Barriers | Low Literacy (155AE) | 3,165 | 3,660 | 3,700 | 3,750 | 3,800 | |
Student Barriers | Low Income (154AE) | 2,300 | 2,800 | 2,850 | 2,900 | 2,950 | |
Student Barriers | Long Term Unemployed (153AE) | 279 | 308 | 310 | 315 | 320 | |
Student Barriers | Reported Cultural Barriers (147AE) | 859 | 913 | 920 | 930 | 940 | |
Student Barriers | Displaced Homemaker (148AE) | 85 | 126 | 130 | 135 | 140 | |
Student Barriers | Ex-Offender (150AE) | 49 | 60 | 65 | 70 | 80 | |
Student Barriers | Foster Youth (151AE) | 57 | 86 | 90 | 95 | 100 | |
Student Barriers | Homeless (152AE) | 78 | 70 | 80 | 85 | 90 | |
Student Barriers | Migrant Farmworker (156AE) | 13 | 12 | 15 | 17 | 20 | |
Student Barriers | Exhausting TANF within Two Years (158AE) | 32 | 24 | 25 | 30 | 35 | |
Student Barriers | Single Parent (159AE) | 513 | 632 | 640 | 650 | 660 |
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.
Apple Valley Unified (Reported by Apple Valley Unified School District (AVUSD))
Metric Set | Metric Description | Member Level Metric Actuals | Member Level Metric Targets | ||||
---|---|---|---|---|---|---|---|
2022-23 | 2023-24 | 2024-25 | 2025-26 | 2026-27 | 2027-28 | ||
All | Participants (202AE) | 476 | 367 | 490 | 499 | 508 | |
Progress | Completed Educational Functioning Level Gain (400AE) | 170 | 203 | 200 | 210 | 220 | |
Success | Diploma, GED or High School Equivalency (633AE) | 114 | 122 | 127 | 130 | 133 | |
Success | Postsecondary Credential (624AE) | 51 | 66 | 67 | 77 | 87 | |
Transition | Transitioned to ASE (500AE) | 189 | 191 | 196 | 201 | ||
Transition | Transitioned to Non-Developmental Credit College Course (637AE) | 36 | 43 | 46 | 48 | ||
Transition | Transitioned to CTE (636AE) | 97 | 105 | 110 | 115 | ||
Students and Programs | Adult Secondary Education (1000) | 419 | 304 | 319 | 324 | 329 | |
Students and Programs | Adult Basic Education (1001) | 470 | 361 | 366 | 371 | 376 | |
Students and Programs | English as a Secondary Language (1002) | 13 | 24 | 40 | 42 | 44 | |
Students and Programs | Career Technical Education (1003) | 90 | 55 | 45 | 47 | 49 | |
Students and Programs | Programs for Adults With Disabilities (1004) | 0 | 0 | 0 |
* Mandatory for all members
Hesperia Unified (Reported by Hesperia Adult School)
Metric Set | Metric Description | Member Level Metric Actuals | Member Level Metric Targets | ||||
---|---|---|---|---|---|---|---|
2022-23 | 2023-24 | 2024-25 | 2025-26 | 2026-27 | 2027-28 | ||
All | Participants (202AE) | 592 | 815 | 653 | 667 | 680 | |
Progress | Completed Educational Functioning Level Gain (400AE) | 335 | 480 | 342 | 349 | 356 | |
Success | Diploma, GED or High School Equivalency (633AE) | 160 | 220 | 200 | 204 | 209 | |
Success | Postsecondary Credential (624AE) | 121 | 86 | 0 | 0 | 0 | |
Transition | Transitioned to ASE (500AE) | 200 | 0 | 0 | 0 | ||
Transition | Transitioned to Non-Developmental Credit College Course (637AE) | 53 | 0 | 0 | 0 | ||
Transition | Transitioned to CTE (636AE) | 57 | 0 | 0 | 0 | ||
Students and Programs | Adult Secondary Education (1000) | 479 | 597 | 484 | 494 | 504 | |
Students and Programs | Adult Basic Education (1001) | 395 | 607 | 428 | 433 | 442 | |
Students and Programs | English as a Secondary Language (1002) | 126 | 188 | 110 | 116 | 121 | |
Students and Programs | Career Technical Education (1003) | 10 | 62 | 96 | 98 | 100 | |
Students and Programs | Programs for Adults With Disabilities (1004) | 0 | 0 | 0 | 0 | 0 |
* Mandatory for all members
Lucerne Valley Unified (Reported by Lucerne Valley Adult School)
Metric Set | Metric Description | Member Level Metric Actuals | Member Level Metric Targets | ||||
---|---|---|---|---|---|---|---|
2022-23 | 2023-24 | 2024-25 | 2025-26 | 2026-27 | 2027-28 | ||
All | Participants (202AE) | 67 | 83 | 74 | 79 | 84 | |
Progress | Completed Educational Functioning Level Gain (400AE) | 29 | 29 | 33 | 38 | 43 | |
Success | Diploma, GED or High School Equivalency (633AE) | 12 | 27 | 58 | 63 | 68 | |
Success | Postsecondary Credential (624AE) | 20 | 11 | 7 | 12 | 17 | |
Transition | Transitioned to ASE (500AE) | 12 | 0 | 0 | 0 | ||
Transition | Transitioned to Non-Developmental Credit College Course (637AE) | 0 | 0 | 0 | |||
Transition | Transitioned to CTE (636AE) | 10 | 0 | 0 | 0 | ||
Students and Programs | Adult Secondary Education (1000) | 49 | 62 | 58 | 63 | 68 | |
Students and Programs | Adult Basic Education (1001) | 21 | 61 | 0 | 0 | 0 | |
Students and Programs | English as a Secondary Language (1002) | 26 | 21 | 21 | 26 | 313 | |
Students and Programs | Career Technical Education (1003) | 0 | 0 | 0 | 0 | 0 | |
Students and Programs | Programs for Adults With Disabilities (1004) | 0 | 0 | 0 | 0 | 0 |
* Mandatory for all members
Snowline Joint Unified (Reported by Snowline Joint USD)
Metric Set | Metric Description | Member Level Metric Actuals | Member Level Metric Targets | ||||
---|---|---|---|---|---|---|---|
2022-23 | 2023-24 | 2024-25 | 2025-26 | 2026-27 | 2027-28 | ||
All | Participants (202AE) | 329 | 346 | 74 | 79 | 84 | |
Progress | Completed Educational Functioning Level Gain (400AE) | 87 | 119 | 33 | 38 | 43 | |
Success | Diploma, GED or High School Equivalency (633AE) | 61 | 80 | 58 | 63 | 68 | |
Success | Postsecondary Credential (624AE) | 91 | 59 | 7 | 12 | 17 | |
Transition | Transitioned to ASE (500AE) | 15 | 0 | 0 | 0 | ||
Transition | Transitioned to Non-Developmental Credit College Course (637AE) | 18 | 0 | 0 | 0 | ||
Transition | Transitioned to CTE (636AE) | 79 | 0 | 0 | 0 | ||
Students and Programs | Adult Secondary Education (1000) | 146 | 177 | 58 | 63 | 68 | |
Students and Programs | Adult Basic Education (1001) | 27 | 47 | 0 | 0 | 0 | |
Students and Programs | English as a Secondary Language (1002) | 143 | 147 | 21 | 26 | 31 | |
Students and Programs | Career Technical Education (1003) | 97 | 67 | 0 | 0 | 0 | |
Students and Programs | Programs for Adults With Disabilities (1004) | 0 | 0 | 0 | 0 | 0 |
* Mandatory for all members
Victor Valley CCD (Reported by Victor Valley)
Metric Set | Metric Description | Member Level Metric Actuals | Member Level Metric Targets | ||||
---|---|---|---|---|---|---|---|
2022-23 | 2023-24 | 2024-25 | 2025-26 | 2026-27 | 2027-28 | ||
All | Participants (202AE) | 1,154 | 1,930 | 2,000 | 2,050 | 2,100 | |
Progress | Completed Educational Functioning Level Gain (400AE) | 135 | 209 | 210 | 215 | 220 | |
Success | Diploma, GED or High School Equivalency (633AE) | 51 | 87 | 90 | 95 | 100 | |
Success | Postsecondary Credential (624AE) | 380 | 323 | 325 | 330 | 335 | |
Transition | Transitioned to ASE (500AE) | 40 | 0 | 0 | 0 | ||
Transition | Transitioned to Non-Developmental Credit College Course (637AE) | 56 | 0 | 0 | 0 | ||
Transition | Transitioned to CTE (636AE) | 68 | 0 | 0 | 0 | ||
Students and Programs | Adult Secondary Education (1000) | 56 | 134 | 135 | 145 | 155 | |
Students and Programs | Adult Basic Education (1001) | 27 | 72 | 80 | 90 | 100 | |
Students and Programs | English as a Secondary Language (1002) | 441 | 595 | 600 | 610 | 620 | |
Students and Programs | Career Technical Education (1003) | 683 | 1,273 | 1,300 | 1,310 | 1,320 | |
Students and Programs | Programs for Adults With Disabilities (1004) | 32 | 56 | 60 | 65 | 70 |
* Mandatory for all members
Victor Valley Union High (Reported by Victor Valley Union High School District)
Metric Set | Metric Description | Member Level Metric Actuals | Member Level Metric Targets | ||||
---|---|---|---|---|---|---|---|
2022-23 | 2023-24 | 2024-25 | 2025-26 | 2026-27 | 2027-28 | ||
All | Participants (202AE) | 504 | 581 | 600 | 610 | 620 | |
Progress | Completed Educational Functioning Level Gain (400AE) | 39 | 30 | 110 | 110 | 110 | |
Success | Diploma, GED or High School Equivalency (633AE) | 100 | 168 | 190 | 195 | 200 | |
Success | Postsecondary Credential (624AE) | 15 | 0 | 0 | 0 | ||
Transition | Transitioned to ASE (500AE) | 50 | 0 | 0 | 0 | ||
Transition | Transitioned to Non-Developmental Credit College Course (637AE) | 36 | 0 | 0 | 0 | ||
Transition | Transitioned to CTE (636AE) | 33 | 0 | 0 | 0 | ||
Students and Programs | Adult Secondary Education (1000) | 440 | 539 | 590 | 595 | 600 | |
Students and Programs | Adult Basic Education (1001) | 44 | 34 | 70 | 70 | 70 | |
Students and Programs | English as a Secondary Language (1002) | 86 | 78 | 135 | 135 | 135 | |
Students and Programs | Career Technical Education (1003) | 17 | 22 | 18 | 18 | 18 | |
Students and Programs | Programs for Adults With Disabilities (1004) | 0 | 0 | 0 |
* 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.
Member | % of Available Funds Spent | Member Level Targets | ||||
---|---|---|---|---|---|---|
2022-23 | 2023-24 | 2024-25 | 2025-26 | 2026-27 | 2027-28 | |
Apple Valley Unified | 100% | 100% | 44% | 80% | 80% | 80% |
Hesperia Unified | 100% | 100% | 36% | 80% | 80% | 80% |
Lucerne Valley Unified | 100% | 100% | 25% | 80% | 80% | 80% |
Snowline Joint Unified | 100% | 100% | 36% | 80% | 80% | 80% |
Victor Valley CCD | 100% | 100% | 17% | 80% | 80% | 80% |
Victor Valley Union High | 100% | 100% | 53% | 80% | 80% | 80% |
Objectives
Objective #1: Address Educational Needs
The Victor Valley Adult Education Regional Consortium (VVAERC) is dedicated to eliminating systemic barriers that hinder adult learners from accessing and achieving success in foundational and career-focused education. Through a range of coordinated strategies, the consortium is addressing regional educational needs by expanding access, improving support structures, and strengthening infrastructure to serve disproportionately impacted populations.
Support Services for Students
VVAERC members recognize that students often face non-academic barriers that hinder enrollment, persistence, and completion. To address this, the consortium is strengthening support services across all member sites. This includes access to academic counseling, basic needs assistance, career navigation, and digital literacy support. These services are crucial in ensuring that students, particularly those from low-income or marginalized communities, have the tools to succeed both inside and outside the classroom.
Enhancing Counseling Support
To improve student transitions and persistence, the consortium is enhancing counseling infrastructure, both virtually and in-person. Adult learners often require tailored guidance when selecting programs, applying for college or employment, or navigating support systems. VVAERC is prioritizing the availability of dedicated counselors, with a focus on providing additional staffing for English language learners and those pursuing career pathways. Counselors will also play a key role in helping students develop educational plans and connect to wraparound services.
Expanding Distance Learning
Distance learning has become essential for adult learners balancing work, family, and school. VVAERC is expanding its capacity to deliver high-quality online and hybrid instruction, particularly to reach students in geographically isolated or underserved areas. The consortium is investing in both teacher training and technology infrastructure to increase the availability and quality of remote programming. This includes asynchronous options, hybrid courses, and flexible formats that remove geographic and scheduling barriers.
Implementing a Data-Driven, Equity-Focused Support and Outreach Initiative
The consortium is launching an initiative centered on using disaggregated data to drive outreach and support strategies for disproportionately impacted groups. This includes targeted enrollment efforts, multilingual outreach campaigns, and support programming tailored to historically underserved populations, such as Black, Hispanic, and LEP learners. By focusing resources based on equity indicators and enrollment trends, the consortium aims to improve access, increase retention, and close outcome gaps across its programs.
Addressing Child-Care Barriers
Childcare remains a leading barrier to participation for many adult learners, particularly parents of young children. In response, VVAERC is exploring partnerships with local childcare providers and onsite services where feasible. The goal is to reduce attrition among students who would otherwise be forced to miss class or drop out due to childcare responsibilities. This strategy also aligns with the consortium’s commitment to equity and inclusion by supporting parenting students, especially mothers.
Developing or Improving Wraparound Services for Students and Families
To support long-term educational attainment and workforce success, the consortium is working to enhance wraparound service models. These services include career counseling, financial aid navigation, referrals to housing and mental health services, as well as connections to legal and social services. Member agencies are forming cross-sector partnerships to support a “whole student” approach, recognizing that stability in health, housing, and income has a direct impact on educational outcomes.
Non-Credit Course Expansion at K–12 and COE Partner Sites
The consortium plans to expand its non-credit course offerings, especially at K–12 districts and County Office of Education (COE) partners, to better align with student demand and regional workforce needs. These non-credit courses offer low-barrier entry points for students seeking to reengage in education, transition from ESL/ABE to career training, or prepare for job placement. Expansion efforts will also focus on co-location and shared space agreements to maximize reach and efficiency.
Equipment Needed to Offer CTE Programs
To fully address the region’s career education needs, several VVAERC members require additional equipment to launch or scale high-demand CTE programs. This includes instructional technology, lab tools, industry-specific training equipment, and facility upgrades. Investing in CTE infrastructure will enable more students to access hands-on learning aligned with industry certifications and employment outcomes. It also positions the consortium to respond directly to regional labor shortages in fields like logistics, healthcare, and public safety.
Objective #2: Improve Integration of Services & Transitions
Utilizing Data
Providing Professional Development
Identifying Best Practices
Offering Flexible Courses and Services
Not Entered
The Victor Valley Adult Education Regional Consortium (VVAERC) is actively working to improve the coordination and integration of services, ensuring smoother transitions for adult learners moving between programs and institutions, and into employment or postsecondary education. The consortium is implementing multiple interconnected strategies to establish consistent practices, leverage data, and provide students with more coherent and flexible pathways to success.
Utilizing Data to Improve Transitions
VVAERC is committed to using data as a driver for program improvement and student support. Consortium members conduct quarterly reviews of student data to assess academic progress, identify potential attrition risks, and adjust support services in real-time. These reviews allow teams to proactively address challenges and improve transition outcomes.
To enhance the usability of data across member agencies, the consortium is investing in tools and practices that provide real-time insights into student persistence, transitions to postsecondary education or the workforce, and progress toward established goals. The ability to access shared, actionable data helps align services and supports across the region, enabling more effective case management and institutional planning.
Professional Development for Integration and Transitions
Professional development is a cornerstone of VVAERC’s strategy to improve service integration. The consortium supports member participation in workshops, webinars, and conferences focused on adult education best practices, student transitions, and instructional innovation. A current emphasis is on training educators in the use of technology tools, student tracking systems, and data-informed intervention strategies to improve coordination between instruction, counseling, and career services.
Identifying and Aligning Best Practices
To ensure consistency across the region, VVAERC is working to identify and implement best practices in instructional delivery, support services, and student tracking. This includes the development of SMART goals at the site and consortium levels to ensure alignment and accountability. Members are also working to standardize practices and procedures, such as onboarding, orientation, and transition planning, to provide a more unified student experience, regardless of entry point.
Flexible Course Delivery and Support Services
Recognizing that many adult learners face challenges balancing work, family, and education, the consortium is expanding its use of hybrid and hyflex course delivery models. These flexible instructional formats give students more control over how and when they engage with their education, making it easier to persist and transition into advanced programs or employment.
In addition to flexible course formats, VVAERC members are building virtual and in-person tutoring and support centers to offer academic and technical assistance outside of standard class hours. These centers are designed to help students navigate their learning pathways and address academic gaps that may otherwise hinder their progress.
Improving Counseling and Student Tracking for Transitions
VVAERC is enhancing its student transition tracking systems by assigning dedicated staff at each member site to collect and report data consistently. These staff ensure that students who complete ESL, ABE, or HSD/HSE programs receive follow-up support as they move into CTE, college, or employment.
The consortium is also implementing common forms and tools to track transitions, such as shared intake assessments and post-completion surveys. These enable staff to track when students achieve milestones, such as job placement, postsecondary enrollment, or citizenship.
Strengthening On-Ramps into Postsecondary and Workforce Pathways
By aligning career and academic counseling, intake processes, and instructional design, the consortium is building stronger connections between adult education and postsecondary or workforce pathways. Collaboration with Victor Valley College and local workforce partners ensures that students receive timely, accurate information about their next steps and are supported in making transitions.
VVAERC is also working to scale dual enrollment opportunities and contextualized bridge courses that link ESL and ABE to credit-bearing or certificate programs. These efforts establish clear, supported pathways for adult learners to advance in their careers or pursue further education.
Collectively, these strategies reflect VVAERC’s deep commitment to removing friction points in the learner journey and ensuring that transitions are not left to chance. The consortium’s focus on data, collaboration, flexibility, and best practice alignment positions it to deliver more coherent, efficient, and equitable service to adult learners across the High Desert region.
Objective #3: Improve Effectiveness of Services
Not Entered
Not Entered
The Victor Valley Adult Education Regional Consortium (VVAERC) focuses on improving the quality, impact, and responsiveness of adult education programs by enhancing instructional practices, learner support, and operational capacity. Consortium members are implementing targeted strategies to expand access, accelerate outcomes, and ensure services are aligned with workforce needs and responsive to student barriers.
Expanding and Strengthening Professional Development
VVAERC is investing in ongoing professional development for educators, counselors, and support staff to strengthen instructional quality and service delivery. PD topics include technology integration, student tracking systems, equity-driven instruction, and workforce alignment. Members attend regional and statewide conferences and offer internal PD tailored for ESL instructors, basic skills educators, and CTE faculty.
Improving Pathways, Transitions, and Counseling
The consortium is enhancing structured pathways and career maps to help adult learners progress from foundational education through CTE and into college or employment. These efforts are supported by improved transition and counseling services, including expanded access to academic advising, case management, and career navigation. Special emphasis is placed on dual enrollment and bridge programs with Victor Valley College to create clear on-ramps to credit-bearing coursework.
Scaling Pre-Apprenticeship and Work-Based Learning
To increase real-world relevance and job placement outcomes, members are expanding pre-apprenticeship, apprenticeship, and work experience programs in partnership with regional employers. These efforts are aligned with in-demand sectors such as logistics, healthcare, construction, and public safety. Instruction is paired with soft skills development to ensure readiness for long-term employment.
Closing Gaps in Services and Wraparound Support
Recognizing that barriers such as transportation, childcare, and digital access impact student participation, the consortium is prioritizing wraparound support. Services include referrals to social services, career and college counseling, and logistical supports. The consortium is also improving ESL instruction for students facing cultural and linguistic barriers and expanding reentry services for justice-involved individuals.
Enhancing GED and Basic Skills Programs
Members are strengthening GED and basic skills instruction by aligning curricula with current standards and delivering instruction in flexible, accessible formats. These improvements help address literacy gaps and support adult learners who are returning to school after extended absences or who are balancing work and family responsibilities.
Expanding Distance Learning Capabilities
VVAERC is expanding distance learning infrastructure to meet students where they are. Members are increasing hybrid course options, integrating digital tools into instruction, and offering staff training to support online learning. These efforts enhance access for working adults, caregivers, and students in remote areas, leading to improved persistence and completion outcomes.
Operational Strategies to Improve Effectiveness
To support system-wide improvement, the consortium is implementing multiple operational strategies:
- Data and analytics: Enhanced use of student tracking, persistence, and outcome data to inform decision-making
- Exit surveys: Administered to identify attrition factors and inform program design
- Marketing and outreach: Focused campaigns to raise awareness and increase visibility among prospective students and partners
- Recruitment and retention: Community outreach, flexible scheduling, and follow-up efforts to support engagement
- Post-pandemic rebuilding: Technology upgrades, new staff onboarding, and re-launch of programs to restore capacity
The consortium is also leveraging guest speakers and industry professionals to expose learners to real-world career paths and promote student engagement. These experiences demonstrate the practical value of education and strengthen motivation and persistence.
VVAERC remains committed to interagency coordination. Members collaborate with workforce boards, community-based organizations, and colleges to share resources, develop common tools, and align services. These efforts are aimed at improving not only the effectiveness of services but also their efficiency, equity, and long-term impact, ensuring adult learners in the High Desert region can successfully transition to postsecondary education and careers.
Activities & Outcomes
Objective #1: Address Educational Needs
Improve Student Proficiency - Digital Applications
Snowline Adult School will implement a digital literacy initiative focused on improving student proficiency in at least two core digital applications from either Microsoft Office or Google Workspace (e.g., Word, Excel, PowerPoint). This activity addresses one of the most significant barriers identified in the regional needs assessment, digital literacy, and supports students in navigating educational platforms, engaging with online learning resources, and developing skills that are essential for both academic success and workforce readiness.
Implementation Plan:
- In August 2025, a digital skills rubric will be developed to assess student proficiency.
- Teacher training on the rubric and instructional approach will occur before the start of the academic year.
- From September through May, core digital applications will be integrated into instructional content across programs.
- All participating students will receive targeted instruction and ongoing support, with digital skills embedded into academic activities.
- Student progress will be assessed regularly, and a final analysis of results will occur in June 2026 to evaluate the overall impact.
Responsible Agency: Snowline Adult School will lead this activity.
Key Deliverables:
- A finalized digital proficiency rubric
- At least 40% of enrolled students demonstrating measurable improvement in applying digital tools to academic and personal tasks by June 2026
- Assessment reports and teacher observation summaries validating student gains
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).
- Rubric developed and teachers trained by August 2025
- Instruction launched in September 2025
- By June 2026, 40% of students will show improved proficiency using at least two core applications, measured by rubric-based assessments and teacher observation
- Continued integration of digital literacy across programs
- Ongoing use of data to refine instruction
- A larger percentage of students demonstrate advanced digital skills applicable across academic and real-life settings
- Digital literacy becomes a fully embedded component of Snowline’s instructional model
- At least 40% of students consistently demonstrate advanced proficiency
- Curriculum evolves with emerging tools to maintain relevance with current and future workforce technologies
Adult Education Metrics and Student Barriers
- All: Participants (202AE)
- All: Reportable Individuals (200AE)
Responsible Positions, Responsible Consortium Members, and Proposed Completion Date
Responsible Position | Responsible Member | Proposed Completion Date |
---|---|---|
Principal | Snowline Joint Unified | 06/30/2028 |
Implement Blended Learning Model
Lucerne Valley Adult School will implement a blended learning model in at least 25% of its courses by the end of the 2025–2026 school year. This instructional approach combines both in-person and online learning, offering students greater flexibility and access. The activity directly addresses barriers related to access to education, particularly for students who face challenges with work, caregiving, or transportation. It also supports diverse learning styles, increasing student engagement by allowing learners to engage with content in varied formats. The initiative reflects a regional priority to modernize instructional delivery and improve academic outcomes through personalized learning experiences.
Implementation Plan:
- Redesign selected courses to include both in-person and online components.
- Provide comprehensive training for instructors on blended learning pedagogy, technology tools, and best practices.
- Offer ongoing instructional support to faculty in developing high-quality digital materials and managing hybrid classrooms.
- Pilot redesigned courses during the 2025–2026 academic year and collect data on implementation, student engagement, and instructional effectiveness.
Responsible Agency: Lucerne Valley Adult School will lead the activity.
Key Deliverables:
- Successful implementation of a blended learning model in at least 25% of Lucerne Valley Adult School courses by June 2026.
- All instructors assigned to blended courses trained in blended learning strategies.
- Development and deployment of online instructional content to support flexible delivery.
- Pilot course performance and engagement data collected for future improvements.
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).
- All participating instructors will complete blended learning training
- At least 25% of courses will be redesigned and launched using a blended format
- Students in these courses will begin engaging with both online and in-person components
- An increasing number of courses will adopt the blended model
- Teachers will improve their capacity to deliver hybrid instruction, supported by ongoing PD
- Student engagement and satisfaction are expected to increase, along with course completion rates
- Blended learning becomes institutionalized across all suitable programs
- Instruction is more flexible, personalized, and scalable, supporting higher retention and learning outcomes
- Instructors will be proficient in adaptive technology and online course design, enhancing instructional quality across the board
Adult Education Metrics and Student Barriers
- All: Participants (202AE)
- Progress: Completed Educational Functioning Level Gain (400AE)
- Students and Programs: Adult Secondary Education (1000)
- Students and Programs: English as a Secondary Language (1002)
- Success: Diploma, GED or High School Equivalency (633AE)
- Success: Postsecondary Credential (624AE)
Responsible Positions, Responsible Consortium Members, and Proposed Completion Date
Responsible Position | Responsible Member | Proposed Completion Date |
---|---|---|
Principal | Lucerne Valley Unified | 06/30/2026 |
Increase ESL Student English Proficiency
Lucerne Valley Adult School will implement a targeted instructional initiative to increase the English language proficiency of ESL students, with the goal of advancing at least 6% of students by one proficiency level, as measured by CASAS assessments, by the end of the 2025–2026 academic year. This activity addresses a core regional barrier, language proficiency gaps, that directly impact adult learners’ ability to transition to employment, postsecondary education, and civic engagement. By strengthening ESL instruction and support, the school aims to improve engagement, persistence, and measurable learning gains.
Implementation Plan:
- ESL teachers will utilize evidence-based instructional strategies, including small-group learning and differentiated instruction.
- Students will receive individualized learning plans based on pre-assessment results and language development needs.
- Instruction will be supported by formative assessment checkpoints each quarter, allowing for instructional adjustments based on progress.
- CASAS pre- and post-tests will be used to measure proficiency level gains over the academic year.
Responsible Agency: This activity will be implemented by the Lucerne Valley Adult School.
Key Deliverables:
- A minimum of 6% of ESL students will advance by one CASAS proficiency level by June 2026.
- Development of individualized learning plans for participating students.
- Quarterly progress monitoring data used to inform instruction and intervention.
- Teachers implementing evidence-based ESL practices across all participating classrooms.
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).
- Teachers trained in evidence-based ESL strategies
- Individual learning plans developed for students
- Quarterly progress checkpoints implemented
- At least 6% of ESL students demonstrate one-level advancement in CASAS assessments
- Consistent increases in proficiency gains beyond 6%
- Retention and student engagement improve due to more personalized support
- Instructional practices refined using student data and feedback
- A majority of ESL students consistently demonstrate proficiency level gains
- ESL program integrates advanced instructional tools and data-driven planning
- Students demonstrate readiness for transitions to CTE, college, or workforce pathways
Adult Education Metrics and Student Barriers
- All: Participants (202AE)
- All: Reportable Individuals (200AE)
- Progress: Completed Educational Functioning Level Gain (400AE)
- Student Barriers: Displaced Homemaker (148AE)
- Student Barriers: English Language Learner (149AE)
- Student Barriers: Migrant Farmworker (156AE)
- Student Barriers: Reported Cultural Barriers (147AE)
- Students and Programs: English as a Secondary Language (1002)
Responsible Positions, Responsible Consortium Members, and Proposed Completion Date
Responsible Position | Responsible Member | Proposed Completion Date |
---|---|---|
Principal | Lucerne Valley Unified | 06/30/2028 |
Increase HSD/Equivalency Completions
Snowline Adult School and Victor Valley College will implement a targeted strategy to increase the number of students earning their high school diploma or passing equivalency exams (HiSET/GED) by 5% compared to the previous academic year. This initiative is crucial for helping adult learners achieve a foundational educational milestone that unlocks access to employment, postsecondary education, and economic mobility. The activity directly addresses common barriers to completion, including low motivation, time management difficulties, and academic skill gaps in reading, writing, and mathematics. By integrating personalized support and skill development, this initiative aims to improve both completion rates and overall student engagement.
Implementation Plan:
The activity will be implemented from September 2025 through June 2028 and will include the following components:
- Motivation and Goal-Setting Workshops to build confidence and develop students’ time management and persistence strategies.
- Targeted Tutoring: Two additional hours per week of focused instruction in math and writing to close academic gaps that often hinder HiSET/GED or diploma progress.
- Ongoing Practice HiSET/GED Exams to familiarize students with test content, reduce anxiety, and track progress.
- Progress Monitoring: Staff will track student attendance, satisfaction, and academic growth throughout the year. A comprehensive data review will be conducted in June 2026, with adjustments made based on participation and outcome trends.
Responsible Agency: This activity will be implemented by Snowline Adult School and Victor Valley College.
Key Deliverables:
- A 5% increase in high school diploma or HiSET/GED completions compared to the 2024–2025 school year
- Implementation of weekly tutoring sessions and monthly practice tests
- Student satisfaction and engagement data collected through surveys and feedback forms
- Documented improvements in math and writing proficiency, as evidenced by pre- and post-assessments
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).
- 5% increase in completions by June 2026
- Delivery of motivational workshops, weekly tutoring, and practice exams
- Improved student engagement, confidence, and academic skills as tracked through surveys and assessments
- Consistent year-over-year increases in diploma and equivalency completions
- Further integration of motivation and tutoring supports into standard program delivery
- Use of progress data to refine and target academic interventions
- Sustained improvements in overall graduation rates
- Stronger academic performance across ASE programs
- Institutionalization of the most effective instructional and support strategies based on longitudinal data
Adult Education Metrics and Student Barriers
- All: Participants (202AE)
- All: Reportable Individuals (200AE)
- Progress: Completed Educational Functioning Level Gain (400AE)
- Students and Programs: Adult Secondary Education (1000)
- Students and Programs: English as a Secondary Language (1002)
- Success: Diploma, GED or High School Equivalency (633AE)
Responsible Positions, Responsible Consortium Members, and Proposed Completion Date
Responsible Position | Responsible Member | Proposed Completion Date |
---|---|---|
Principal | Snowline Joint Unified | 06/30/2028 |
Program Manager | Victor Valley CCD | 06/30/2028 |
Objective #2: Improve Integration of Services & Transitions
Boost College Transitions & Dual Enrollment
This activity focuses on improving the transition process for students moving from adult education programs to for-credit community college coursework, as well as increasing the number of students participating in dual enrollment. The initiative addresses one of the most critical gaps in the adult learner journey: the transition from completing a high school diploma or equivalency to meaningful postsecondary or workforce advancement. By establishing structured pathways and comprehensive support systems, this effort aims to address persistent barriers, including low income, low literacy, and long-term unemployment. Strengthening these transitions is directly tied to increasing the number of adult learners who attain postsecondary credentials and secure employment in high-wage fields.
Implementation Plan:
The activity will be carried out in collaboration between K–12 adult schools and Victor Valley College (VVC), and includes the following actions:
- Create individualized transition plans for all HSD students.
- Improve transition plan implementation in partnership with the VVC Transition Counselor.
- Develop and distribute a consortium-wide transition roadmap outlining pathways from adult education to college and career training.
- Fully integrate the transition roadmap into adult education program structures and counseling services.
- Use student outcomes data to regularly assess and refine transition strategies to ensure effectiveness and equity.
Responsible Agencies:
- Apple Valley Adult
- Hesperia Adult
- Lucerne Valley Adult
- Snowline Adult
- Victor Valley College
- Victor Valley Adult
Key Deliverables:
- A 5% increase in transitions to college among high school diploma students across the consortium
- A 5% increase in dual-enrolled students by June 2026
- Development, publication, and distribution of a transition roadmap shared across all VVAERC member sites
- Expanded collaboration between adult schools and VVC to align services and support transition success
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).
- 5% increase in completions by June 2026
- Delivery of motivational workshops, weekly tutoring, and practice exams
- Improved student engagement, confidence, and academic skills as tracked through surveys and assessments
- Consistent year-over-year increases in diploma and equivalency completions
- Further integration of motivation and tutoring supports into standard program delivery
- Use of progress data to refine and target academic interventions
- The transition roadmap becomes a standardized component of adult education programming
- Increase in the number of students earning postsecondary credentials and accessing career training opportunities
- Continuous use of outcomes data to adapt support strategies to new workforce and student needs
Adult Education Metrics and Student Barriers
- All: Participants (202AE)
- All: Reportable Individuals (200AE)
- Progress: Completed Educational Functioning Level Gain (400AE)
- Student Barriers: Displaced Homemaker (148AE)
- Student Barriers: English Language Learner (149AE)
- Student Barriers: Ex-Offender (150AE)
- Student Barriers: Exhausting TANF within Two Years (158AE)
- Student Barriers: Foster Youth (151AE)
- Student Barriers: Homeless (152AE)
- Student Barriers: Long Term Unemployed (153AE)
- Student Barriers: Low Income (154AE)
- Student Barriers: Low Literacy (155AE)
- Student Barriers: Migrant Farmworker (156AE)
- Student Barriers: Reported Cultural Barriers (147AE)
- Student Barriers: Single Parent (159AE)
- Students and Programs: Adult Basic Education (1001)
- Students and Programs: Adult Secondary Education (1000)
- Students and Programs: Career Technical Education (1003)
- Students and Programs: English as a Secondary Language (1002)
- Success: Diploma, GED or High School Equivalency (633AE)
- Success: Postsecondary Credential (624AE)
- Transition: Transitioned to ASE (500AE)
- Transition: Transitioned to CTE (636AE)
- Transition: Transitioned to Non-Developmental Credit College Course (637AE)
Responsible Positions, Responsible Consortium Members, and Proposed Completion Date
Responsible Position | Responsible Member | Proposed Completion Date |
---|---|---|
Coordinator | Apple Valley Unified | 06/30/2028 |
Coordinator | Hesperia Unified | 06/30/2028 |
Principal | Lucerne Valley Unified | 06/30/2028 |
Principal | Snowline Joint Unified | 06/30/2028 |
Program Manager | Victor Valley CCD | 06/30/2028 |
Director | Victor Valley Union High | 06/30/2028 |
Provide Ongoing Professional Development
This activity focuses on delivering ongoing professional development (PD) for all adult education staff across the consortium. PD efforts will focus on enhancing digital literacy, implementing new curricula, leveraging educational software and platforms, and building capacity for blended and hybrid learning models. Specific areas of focus include training in Microsoft Office, Google Workspace, the TOPSpro Teacher Portal, and blended instruction strategies. These efforts are crucial for enhancing the effectiveness of services, enabling staff to better support diverse student learning needs, close equity gaps, increase engagement, and ultimately improve persistence, completion, and achievement rates. Well-trained educators are better equipped to adapt instruction based on student performance data, deliver rigorous and relevant content, and support students in applying real-world skills.
Implementation Plan: Consortium members will implement a coordinated professional development program that includes:
- Host quarterly site-based and regional PD sessions on curriculum integration, blended learning, and technology tools
- Facilitate staff participation in state-sponsored training through CALPRO, OTAN, and CAEP TAP
- Develop and deliver blended learning workshops with guidance from designated PD leads
- Provide training on digital toolkits, including Microsoft Office, Google Workspace, and other learning platforms
- Develop and implement a rubric for assessing student technology proficiency and train teachers on its use
- Support instructional staff in embedding digital skills and learning goals into course content
- Guide educators in designing and launching blended or hybrid courses tailored to their student population
Responsible Agencies:
- Apple Valley Adult
- Hesperia Adult
- Lucerne Valley Adult
- Snowline Adult
- Victor Valley College
Key Deliverables:
- Apple Valley and Hesperia: Continued improvement in staff digital literacy through local and state PDs
- Hesperia: Teachers become proficient in the TOPSpro Teacher Portal and begin setting individual student learning goals
- Lucerne Valley: All relevant instructors complete blended learning training and redesign pilot courses by June 2026
- Snowline: Develop and implement a rubric to track student progress in core applications; integrate into instruction
- All Sites: Expanded capacity to deliver flexible, tech-enabled instruction aligned with CAEP 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).
- All relevant staff trained in blended learning techniques
- Teachers trained on a newly developed rubric for digital skill assessment
- 25% of courses adopt a blended format with redesigned instruction
- Technology skills embedded into instruction, with 40% of students showing noticeable improvement
- Teachers begin using the TOPSpro Teacher Portal to track student goals and progress
- Sustained implementation of blended learning across additional courses
- Increased student engagement and persistence through flexible and personalized learning options
- Teachers apply instructional strategies aligned with student learning data
- Digital literacy instruction becomes consistent across academic and career programs
- Teachers and staff become proficient in supporting students with varied technology and learning needs
- Blended learning institutionalized as a core instructional model
- Technology skills and tools are fully embedded in all applicable courses
- Teachers continuously adapt instruction based on technology skill rubrics and student data
- Curriculum is updated regularly to integrate emerging digital tools and improve instructional responsiveness
- Improved graduation rates, EFL gains, and overall student success are linked to higher-quality instruction
Adult Education Metrics and Student Barriers
- All: Participants (202AE)
- All: Reportable Individuals (200AE)
Responsible Positions, Responsible Consortium Members, and Proposed Completion Date
Responsible Position | Responsible Member | Proposed Completion Date |
---|---|---|
Coordinator | Apple Valley Unified | 06/30/2028 |
Coordinator | Hesperia Unified | 06/30/2028 |
Principal | Lucerne Valley Unified | 06/30/2028 |
Principal | Snowline Joint Unified | 06/30/2028 |
Program Manager | Victor Valley CCD | 06/30/2028 |
Objective #3: Improve Effectiveness of Services
Increase CASAS Pre/Post-Test Pairs
The Victor Valley Adult Education Regional Consortium (VVAERC) will implement a consortium-wide initiative to increase the number and alignment of matched CASAS pre- and post-test pairs for all member agencies. The primary goal is to strengthen the effectiveness of adult education services by ensuring that assessment data accurately reflect student learning gains. Improved test alignment enables teachers to more effectively diagnose student needs, set targeted learning goals, and adjust instruction based on actual data, ultimately supporting higher achievement and completion rates. Institutionalizing these practices creates a culture of continuous improvement, robust data quality, and better instructional responsiveness.
Implementation Plan:
- Diagnostic Pre-Testing: All incoming students complete CASAS pre-tests at the start of each program cycle to determine baseline skills and set personalized learning goals.
- Instructional Alignment: Teachers align curriculum to CASAS competencies and use frequent formative assessments to address learning gaps.
- Timely Post-Testing: Staff monitor progress, administer post-tests at the appropriate intervals, and promptly retest students who miss the post-testing.
- Data Review & PLCs: Each agency holds quarterly Professional Learning Community (PLC) meetings to review data, share strategies, and address challenges, with cross-agency benchmarking occurring at consortium meetings.
- Professional Development: All staff complete at least two targeted PD sessions annually on assessment, data use, and instructional alignment.
- Continuous Improvement: Data leads review integrity reports bi-monthly, address inconsistencies, and share comparative progress consortium-wide to drive ongoing process refinement.
Responsible Agency:
- Apple Valley Adult School
- Hesperia Adult School
- Lucerne Valley Adult School
- Snowline Adult School
- Victor Valley College
Key Deliverables:
- Quarterly PLC and staff meetings at all sites to review CASAS data, monitor progress, and refine instructional strategies.
- Consistent system in place across all agencies to track students’ post-testing needs and schedule timely retesting.
- Quarterly analysis and documentation of improvements in pre- and post-test match rates, instructional outcomes, and data integrity.
- Comparative progress reports shared consortium-wide to benchmark performance and disseminate effective practices.
- Achieve site-specific improvement targets by June 2026: Lucerne Valley: 6% increase in matched pre-/post-test pairs. Snowline: 8% improvement in alignment between pre- and post-test scores. Hesperia: 5% improvement in score alignment. Apple Valley: Maintain or exceed 18% annual test match rate for ESL students.
- Improved payment point generation and more accurate instructional targeting for all participating agencies.
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).
- Increase matched CASAS pre- and post-test pairs and improve alignment by 5–8% across agencies, achieving each site’s numeric target
- Deliver targeted professional development for instructional and assessment staff to strengthen data use and test administration
- Consistently identify students needing post-testing and ensure timely retesting, using improved tracking systems
- Enhance curriculum alignment with CASAS competencies and increase the use of formative assessments to inform instruction and improve student outcomes
- Monitor and document progress through regular (quarterly) PLC meetings, consortium-wide data comparisons, and bi-monthly report reviews
- Sustain or exceed test match and alignment improvement targets (5–8%) annually at each agency
- Teachers use test results to inform and adjust instruction for greater student achievement
- Maintain and refine systems for student tracking, timely testing, and instructional alignment
- Foster ongoing cross-agency collaboration and sharing of best practices to support continuous improvement and collective problem-solving
- Institutionalize data integrity and data-informed instructional practices across all consortium agencies
- Achieve and maintain consistent, high-quality CASAS test alignment improvement targets (8% or greater) over time
- Make ongoing staff collaboration, PLC-based data review, and quarterly data use standard practice consortium-wide
- Use high-quality assessment data to drive instructional improvements, strengthen student persistence, and guide effective policy and program decisions
Adult Education Metrics and Student Barriers
- All: Participants (202AE)
- All: Reportable Individuals (200AE)
- Progress: Completed Educational Functioning Level Gain (400AE)
- Student Barriers: Displaced Homemaker (148AE)
- Student Barriers: English Language Learner (149AE)
- Student Barriers: Ex-Offender (150AE)
- Student Barriers: Exhausting TANF within Two Years (158AE)
- Student Barriers: Foster Youth (151AE)
- Student Barriers: Homeless (152AE)
- Student Barriers: Long Term Unemployed (153AE)
- Student Barriers: Low Income (154AE)
- Student Barriers: Low Literacy (155AE)
- Student Barriers: Migrant Farmworker (156AE)
- Student Barriers: Reported Cultural Barriers (147AE)
- Student Barriers: Single Parent (159AE)
- Students and Programs: Adult Basic Education (1001)
- Students and Programs: Adult Secondary Education (1000)
- Students and Programs: English as a Secondary Language (1002)
- Students and Programs: Programs for Adults With Disabilities (1004)
Responsible Positions, Responsible Consortium Members, and Proposed Completion Date
Responsible Position | Responsible Member | Proposed Completion Date |
---|---|---|
Coordinator | Apple Valley Unified | 06/30/2028 |
Coordinator | Hesperia Unified | 06/30/2028 |
Principal | Lucerne Valley Unified | 06/30/2028 |
Principal | Snowline Joint Unified | 06/30/2028 |
Program Manager | Victor Valley CCD | 06/30/2028 |
Ongoing Staff PD for Digital and Curriculum Skills
Hesperia Adult School will implement ongoing professional development (PD) for all instructional and support staff to increase their capacity to deliver high-quality instruction in a rapidly evolving digital and curricular landscape. The initiative focuses on enhancing staff digital literacy, deepening their understanding of new curriculum, and improving their ability to use technology platforms such as the TOPSpro Teacher Portal to track student progress and set individualized learning goals. This activity contributes directly to improving the effectiveness of services by equipping staff with the tools and strategies necessary to support diverse learner needs, leading to increased persistence, completion, and academic performance among adult learners.
Implementation Plan:
- Conduct quarterly professional development sessions focused on curriculum implementation, digital tools, and the TOPSpro Teacher Portal
- Encourage and support staff participation in external PD through OTAN, CALPRO, CAEP TAP, and regional training opportunities
- Facilitate peer learning and technology integration workshops to support daily instructional use of new tools
- Promote collaborative planning and reflection to help educators apply learned strategies in real-time instruction
Responsible Agency: Hesperia Adult School
Key Deliverables:
- Hesperia Adult School staff participation in state and local PDs to improve digital literacy
- All instructional staff trained on the TOPSpro Teacher Portal, enabling goal-setting with students
- Increased implementation of instructional strategies aligned with the current curriculum and technology tools
- Staff use of PD knowledge to personalize learning and address diverse student needs
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).
- Teachers become proficient with the TOPSpro Teacher Portal
- Teachers begin setting individual learning goals with students
- Improved staff understanding of the new curriculum and education software
- Measurable improvements in staff confidence and digital literacy skillsets
- Teachers routinely use learning goals and differentiated instructional strategies
- Increased student persistence and improved learning outcomes
- More consistent use of digital tools to support data-informed instruction
- Improved alignment between teaching strategies and student needs
- Ongoing improvement in student completion and graduation rates
- Development of comprehensive student learning models incorporating tutoring, workshops, and data
- Long-term data-driven strategy adaptation based on trends in engagement, attendance, and learning outcomes
- Increased staff effectiveness leads to broader system-wide academic achievement gains
Adult Education Metrics and Student Barriers
- All: Participants (202AE)
- All: Reportable Individuals (200AE)
- Success: Diploma, GED or High School Equivalency (633AE)
- Transition: Transitioned to Non-Developmental Credit College Course (637AE)
Responsible Positions, Responsible Consortium Members, and Proposed Completion Date
Responsible Position | Responsible Member | Proposed Completion Date |
---|---|---|
Coordinator | Hesperia Unified | 06/30/2028 |
Funds Evaluation
Member Allocations and Expenditures
Member Agency | Prior Year Total Leveraged Funds | Program Reporting Status |
---|---|---|
Apple Valley Unified | $1,091,004 | Certified |
Hesperia Unified | $1,890,946 | Certified |
Lucerne Valley Unified | $92,406 | Certified |
Snowline Joint Unified | $374,968 | Certified |
Victor Valley CCD | $1,145,827 | Certified |
Victor Valley Union High | $900,386 | Certified |
Totals | $5,495,537 | 6/6 Certified |
In 2023–2024, VVAERC members reported adult education expenditures in NOVA across ESL, ABE/ASE, CTE, workforce preparation, and integrated education and training. These funds, which combine CAEP base allocations, carryover, and member-level investments, support instruction, staffing, student support, and technology.
Over the next three years, CAEP and remaining carryover funds will be allocated in line with the Three-Year Plan priorities. Significant investments will be directed toward expanding instructional hours and class sections in high-need areas, enhancing dual enrollment and transition pathways with Victor Valley College, scaling wraparound supports such as counseling and transportation, and building technology infrastructure to support hybrid and distance learning. One-time carryover resources will be allocated to address equipment upgrades and curriculum development, with a focus on closing service gaps.
Beyond CAEP, consortium members will leverage additional funding sources not reported in NOVA, including WIOA Title II grants for ESL, ABE/ASE, and IELCE; Carl D. Perkins funds for CTE program development; and Strong Workforce Program dollars to expand noncredit programs, employer partnerships and work-based learning; ELL Healthcare Pathways funding for noncredit healthcare pathways programs for ESL students; and Community College general funds to support CTE, HSE and ESL noncredit programs. In-kind support from member agencies and community partners, along with collaborations with workforce boards and social services, will provide further resources for student support and job placement.
VVAERC will strategically braid these resources to maximize program reach and impact, ensuring that funds are targeted to activities and outcomes detailed in the plan. Regular fiscal review and cross-agency planning will ensure ongoing alignment of resources with the region’s most urgent needs, supporting growth in enrollment, completion, and workforce transitions.
Certification
Apple Valley Unified - Member Representative
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
Lucerne Valley Unified - Member Representative
Peter Livingston - peter_livingston@lucernevalleyusd.org
- (760) 248-6106
Olga Fisher - Assistant Superintendent Business
- olga_fisher@lucernevalleyusd.org
- (760) 248-6108
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
Daniel Walden - daniel.walden@vvc.edu
Victor Valley Union High - Member Representative
Dr. Lorraine Collins - Director
- lcollins@vvuhsd.org
- (760) 955-3201 ext: 10272
Carl Coles - Superintendent
- ccoles@vvuhsd.org
- (760) 955-3201 ext: 10202