CAEP
Three-Year Plan

Produced: Jun 19, 2025, 01:07 AM UTC - By Ryan Holman

Details

Consortium Information

In this section, information about the consortium, its primary and fiscal contacts, and CAEP funds received is auto-populated in NOVA.

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Consortium Name:
66 Victor Valley Adult Education Regional Consortium
Address:
18422 Bear Valley Rd. | Victor Valley, CA | 92395
Website:
http://www.vvc.edu/academic_programs/hal/ab86-adult-ed-regional-consortia/
Funding Channel 2025-26:
Fiscal Agent
CAEP Funds 2025-26:
$2,768,777
CAEP Funds 2024-25:
$2,703,093
CAEP Funds 2023-24:
$2,674,474

Consortium Contacts

Auto-populated

ResponsibilityNameEmailTitlePhone
Primary Contactmartha.mendez@vvc.eduDirector, VVAERC(760) 245-4271 ext: 2685
Fiscal Contactamy.espinoza@vvc.eduAccounting Technician(760) 245-4271 ext: 2898
Primary Contactjhayes@sagesandiego.com

Members

Auto-populated

Member AgencyMember TypeContactPhone
Apple Valley UnifiedUnified School DistrictTrenae Nelson Apple Valley Unified School District(760) 247-8001 ext: 20012
Hesperia UnifiedUnified School DistrictDavid Olney(760) 244-4411
Snowline Joint UnifiedUnified School DistrictRyan Holman(760) 868-5817
Victor Valley CCDDistrictDaniel Walden
Victor Valley Union HighHigh School DistrictDr. Lorraine Collins(760) 955-3201 ext: 10272
Lucerne Valley UnifiedUnified School DistrictPeter Livingston(760) 248-6106

Executive Summary

The Victor Valley Adult Education Regional Consortium (VVAERC) includes Apple Valley Unified School District, Hesperia Unified School District, Snowline Joint Unified School District, Victor Valley Union High School District, Lucerne Valley Unified School District, and Victor Valley Community College District. Planning for the 2025–2028 CAEP Three-Year Plan was guided by an inclusive, data-informed process led by consortium staff, faculty, administrators, and community partners. Participants engaged through planning meetings, internal self-assessments, surveys, regional stakeholder input, and performance data reviews.

Needs Assessment Summary

The VVAERC region faces multiple, overlapping needs that impact educational attainment, job access, and equity. Nearly 30% of adults lack a high school diploma, and 11% speak English “less than well,” with even higher rates among foreign-born residents. The region also suffers from elevated unemployment, low labor force participation, and limited access to short-term workforce programs. Significant gaps exist in transition pathways, wraparound services, and service integration. Barriers such as digital illiteracy, lack of childcare and transportation, and minimal employer partnerships further compound the challenge. Based on this analysis, the consortium identified six top needs:

  1. Expand CTE, IET/IELCE, and short-term workforce programs.
  2. Improve ESL and ABE-to-college or career transitions.
  3. Strengthen wraparound supports to address persistent barriers.
  4. Enhance regional employer partnerships for job-connected training.
  5. Expand access to technology, hybrid learning, and flexible schedules.
  6. Build institutional capacity through investments in staffing, professional development, and infrastructure.

Plan Objectives and Strategies

To meet the region’s needs, VVAERC has organized its efforts under the three CAEP objectives:

Objective 1 – Address Educational Needs. Strategies include:

  • Expanding ESL and ABE instruction
  • Scaling short-term CTE and GED programs
  • Piloting blended learning models to increase flexibility
  • Supporting digital literacy through embedded instruction and assessment
  • Improving student onboarding and career pathway visibility

Objective 2 – Improve Integration of Services & Transitions. Strategies include:

  • Developing a regional transition roadmap and individualized student plans
  • Strengthening dual enrollment and bridge programs with Victor Valley College
  • Enhancing counseling and academic advising services
  • Improving coordination between member agencies and external partners
  • Increasing data sharing and student follow-up to monitor transitions

Objective 3 – Improve Effectiveness of Services. Strategies include:

  • Launching targeted professional development on digital tools and curriculum alignment
  • Implementing pre-/post-testing alignment across agencies to improve instructional accuracy
  • Expanding work-based learning, guest speaker integration, and job readiness instruction
  • Conducting quarterly data reviews and exit surveys to improve program design
  • Enhancing marketing and messaging to improve outreach and enrollment
  • Rebuilding post-COVID program infrastructure and staffing capacity

Expected Outcomes

In the short term (12 months), VVAERC anticipates improved alignment of instruction, increased dual enrollment, expanded CTE offerings, and greater staff proficiency in digital tools. Over the intermediate term (1–3 years), consortium members will scale blended and distance learning, improve persistence and completion rates, and institutionalize cross-agency strategies. By Year 5, VVAERC expects sustained gains in student achievement, postsecondary transitions, and employment outcomes, supported by data-driven systems and equity-focused service models.

Through this comprehensive, collaborative, and metrics-driven approach, VVAERC is positioning itself to deliver high-impact, equity-focused adult education that addresses the region’s most urgent needs. The consortium’s commitment to continuous improvement, cross-agency alignment, and expanding workforce partnerships will drive real progress in student outcomes, postsecondary and career transitions, and community prosperity. By leveraging available resources and remaining adaptable to evolving challenges, VVAERC aims to build a more skilled, resilient, and inclusive High Desert region over the next three years.

Assessment

The Victor Valley Adult Education Regional Consortium (VVAERC) approached the planning process for its 2025–2028 CAEP Three-Year Plan with a rigorous and inclusive needs assessment. The consortium prioritized transparency, member engagement, and data-informed decision-making to ensure the resulting plan addresses the region’s complex educational and workforce challenges. This pre-planning assessment lays the groundwork for strategic planning by examining key demographic, labor market, and institutional trends while elevating stakeholder voices from across the region.

See the full analysis in the Victor Valley Needs Assessment for CAEP Three-Year Plan.

Purpose of the Assessment

This assessment serves as the foundation for setting priorities and allocating resources for adult education across the High Desert region. By identifying gaps in service delivery, program alignment, and student access, the assessment ensures that the three-year plan is responsive to both the community's current needs and the region’s emerging economic demands. The goal is to increase educational attainment, strengthen transitions to employment and postsecondary education, and eliminate systemic barriers to equity and success.

Methodology and Data Sources

The consortium utilized a four-pronged approach:

  1. Quantitative Data Analysis – Using the U.S. Census, CAEP Fact Sheets, Centers of Excellence Labor Market Reports, and the Data Vista platform, VVAERC examined the adult population’s educational attainment, workforce participation, English proficiency, and economic indicators.
  2. Review of Member Plans and Performance Data – Consortium member sites submitted internal plans. They participated in self-assessments, which were reviewed alongside CIP and Strong Workforce data to identify institutional priorities and capacity constraints.
  3. Stakeholder Engagement – Surveys were conducted among students, staff, and employers. In addition, feedback was solicited from community-based organizations, industry partners, and consortium leadership.
  4. Synthesis and Integration – All data sources were triangulated to identify key regional trends and service gaps, combining hard evidence with the lived experiences of educators and learners in the field.

Key Assessment Themes

The assessment revealed five interrelated areas of focus for strategic planning:

  • Workforce & Program Alignment – There is strong labor market demand in healthcare, transportation, logistics, and public services. Yet, training programs for many high-wage, high-opportunity occupations are missing or underdeveloped. The consortium must expand IET/IELCE programs and create pathways aligned with employer-identified skills and certifications.
  • Student Access & Transitions – Despite strong ESL and ABE enrollment, only a fraction of students transition to CTE or credit-bearing programs. Students reported a need for more evening, online, and hybrid classes, along with clearer guidance on career and educational pathways.
  • Equity, Outreach & Support Services – Transportation barriers, lack of technology, and insufficient wraparound supports disproportionately affect low-income and rural students. Disparities are also evident in transition rates for Hispanic, Asian, and Black learners.
  • Employer Engagement & Job Connections – Employers are seeking stronger pipelines into local training programs. Currently, VVAERC lacks consistent employer partnerships and work-based learning opportunities that lead to job placement or apprenticeship.
  • Institutional Capacity & Follow-Up – There is no formal tracking system for students who stop attending. Staff report technology deficits, limited support personnel, and the need for professional development in digital instruction and AI tools.

Demographic Realities Driving Need

With over 299,000 adults in the region, nearly 30% have not completed high school, and over 11% speak English less than well. The labor force participation rate is low, and unemployment remains higher than the regional average. These indicators underscore the critical importance of expanding ESL, ABE, and workforce programs to support economic mobility. Special attention must be paid to middle-aged adults, Hispanic learners, and foreign-born residents who face disproportionate barriers to advancement.

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

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

To ensure an accurate, inclusive understanding of the adult education landscape across the Victor Valley region, VVAERC implemented a multi-layered, collaborative data collection strategy. The consortium prioritized both quantitative rigor and community voice to assess the needs of the adults it serves.

Data Sources Used

VVAERC drew from a wide range of data sources to triangulate regional needs:

  • Demographic and Economic Data:  U.S. Census Bureau (ACS), CAEP Fact Sheets, San Bernardino County SAIPE, Labor Market Information from the Centers of Excellence, and Data Vista platform for CAEP-specific metrics
  • Program and Performance Data: CAEP Continuous Improvement Plan (CIP) reports, Strong Workforce Program (SWP) data, and member-level enrollment, transition, and persistence figures
  • Stakeholder Input: Consortium-wide student survey (2024–2025), disaggregated by language, staff survey capturing professional development needs, technology gaps, and resource shortages, employer and community partner feedback through structured interviews and surveys, and member self-assessments to evaluate site capacity and regional coordination

This comprehensive approach allowed VVAERC to examine not only service levels but also access, equity, and alignment with economic opportunities.

Barriers Encountered

Data collection was not without its challenges. Some of the most significant obstacles included:

  • Data Gaps on Non-Completers: Many members lacked formal processes to track why students drop out or fail to persist, thereby limiting the consortium’s ability to develop targeted re-engagement strategies.
  • Inconsistent Definitions Across Programs: Not all members used the same definitions or benchmarks for program success, transitions, or career readiness, which required additional work to standardize metrics during analysis.
  • Technology Access and Language Barriers: While online surveys were effective for many, outreach to students with lower literacy or limited English proficiency required translation, phone follow-up, and in-person data collection support from staff.
  • Limited Staffing for Data Analysis: Some member institutions lack dedicated data personnel, requiring the consortium to provide technical assistance and coordination to ensure accurate reporting.

Successes and Lessons Learned

Despite these barriers, the consortium achieved several successes in its data collection process:

  • Strong Response Rates from Students and Staff: The student survey produced rich, disaggregated data across English and Spanish-speaking populations, revealing key differences in preferences and barriers. Staff participation highlighted systemic resource needs and support gaps.
  • Elevated Employer and Community Voice: Community and business partner feedback identified urgent needs in soft skills, job readiness, and sector-specific training, aligning well with LMI findings and reinforcing program development priorities.
  • Integrated Regional View: By combining LMI with lived experience, collected through surveys, self-assessments, and partner feedback, the consortium was able to identify not only what is needed but also why certain gaps persist and who is most impacted.
  • Improved Member Engagement: The data collection process itself strengthened relationships across member sites and encouraged deeper collaboration, particularly around shared challenges such as low transitions and limited IET participation.

This process has positioned VVAERC to move into strategic planning with a clear, evidence-backed picture of where resources, reforms, and partnerships are most urgently needed.

Regional Alignment and Priorities

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

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

Partner Organization NamePartner Organization Type
America's Job Center of CaliforniaWorkforce Development Board
Goodwill IndustriesOther
Hispanic Chamber of CommerceOther
Victor Valley Chamber of CommerceOther
United Way/Connect IECommunity Organization
Inland Empire Health Plan (IEHP)Industry
St. Mary's HospitalIndustry
Carpenter’s Union 909Other
Cal RegionalOther
CA Department of RehabilitationCommunity Organization
Mountain Desert Career Pathways JPAOther
What relevant education and workforce plans that guide services in the region were used to develop this Three-Year Plan?

What are the top priorities in relation to regional alignment?

Expanding IET/IELCE programs to integrate ESL, ABE, and workforce training pathways

The Victor Valley Adult Education Regional Consortium (VVAERC) has aligned its adult education programs and workforce services with several regional education and economic development plans to support the creation of career pathways and meet sector-based labor market demands. The following plans guided this alignment:

  • WIOA Title II Continuous Improvement Plans (CIPs) - These plans focus on improving transitions from basic skills to career pathways, expanding digital literacy, strengthening student persistence, and aligning basic education programs with workforce preparation. CIPs also promote the expansion of Integrated Education and Training (IET) models and call for better data tracking of transitions and outcomes.
  • California Strong Workforce Program (SWP) Local and K-12 Plans - These plans focus on developing and expanding career technical education (CTE) programs that align with regional labor market needs, fostering industry collaboration, offering dual enrollment opportunities, and promoting employer engagement to enhance job placement outcomes for adult learners.
  • WASC Accreditation Self-Studies - These institutional self-reviews highlight goals related to improving instructional quality, expanding access to digital learning tools, strengthening support services such as counseling and tutoring, and promoting alignment with college and career readiness standards.

Collectively, these plans reinforce a regional strategy focused on strengthening student transitions, growing high-demand career pathways, integrating workforce preparation across basic skills and ESL programs, and building institutional capacity to support student success.

Current Alignment with CAEP Services

VVAERC CAEP-supported services strongly reflect the goals and strategies outlined in these partner plans:

  • Adult schools and the community college are collaborating on career pathway development, especially in healthcare and logistics.
  • CTE and ESL programs are being enhanced to incorporate workforce readiness, soft skills, and digital competencies.
  • IET/IELCE programs are expanding to blend ESL, ABE, and job training, consistent with Title II priorities.
  • Career counseling, tutoring, and wraparound supports are being scaled, in alignment with WASC and CIP goals for persistence and transition.

Identified Gaps in Alignment

Despite growing coordination, several gaps remain:

  • The limited use of WIOA Title I Local/Regional Plans in strategic adult education planning means that opportunities for co-enrollment, referrals, and resource sharing with workforce boards are underdeveloped.
  • The CLNA and Perkins Plans were not directly integrated, missing an opportunity to further align with CTE program investments and employer advisory feedback.
  • Formal, ongoing curriculum alignment and dual enrollment articulation between adult schools and Victor Valley College is still limited and often informal.
  • Employer partnerships remain inconsistent across the region, limiting work-based learning and job placement opportunities that are core to both CAEP and SWP priorities.

To close these gaps, VVAERC plans to improve collaboration with workforce boards, expand cross-agency planning efforts, and institutionalize alignment mechanisms between CAEP, WIOA Title I/II, SWP, and community college CTE efforts.

The Victor Valley region faces deeply rooted educational and workforce challenges that directly impact the economic mobility and quality of life for its adult population. Drawing from demographic analysis, labor market trends, consortium data, and stakeholder input, VVAERC identified multiple indicators of significant and persistent educational needs among adults in the region.

These findings are outlined in the Victor Valley Needs Assessment for CAEP Three-Year Plan.

Key Data Points Reflecting Educational Needs

1. High Rates of Low Educational Attainment (Pages 19–21)

  • Nearly 30% of the adult population lacks a high school diploma.
  • This figure rises to nearly 40% among foreign-born residents, with many needing both basic education and English language acquisition.

2. Large Limited English Proficient (LEP) Population (Pages 19–20)

  • 11% of the total population and 29% of foreign-born residents speak English “less than well.”
  • 61.5% of LEP individuals also lack a high school diploma, signaling a need for integrated ESL and basic skills education.

3. Low Transition and Completion Rates (Page 11)

  • Only 7% of adult education students transition to CTE, and 5% to non-developmental credit college courses.
  • Transition rates are especially low for Hispanic and Asian students, revealing equity gaps in academic and career advancement.

4. Workforce Misalignment (Pages 7–8)

  • High-quality occupations, such as first-line supervisors, inspectors, carpenters, and logistics coordinators, with wages over $25 per hour, remain underserved by training programs. Only 10% of adult ed students are enrolled in CTE, and less than 10% participate in workforce readiness programs.

5. High Unemployment and Low Labor Participation (Pages 19–23)

  • Regional unemployment sits at 9%, above the state average.
  • Only 34% of adults are employed, with 57% not in the labor force. Youth and middle-aged adults (20–34) experience the highest unemployment rates.

6. High Demand for ESL and ABE (Page 11)

  • ESL accounts for 40% of enrollment, but demand exceeds capacity.
  • 2,621 students are in ABE, but with limited structured pathways, few transition to HSD, HSE, or workforce programs.

7. Digital and Economic Barriers (Pages 14–16)

  • Transportation, childcare, access to technology, and financial hardship continue to be the leading barriers to persistence and completion.
  • Many adult learners rely on mobile phones for internet access; while 90% have home internet, access to devices remains uneven.

Implications for Service Prioritization and Resource Allocation

These data points clearly indicate that VVAERC must intensify its focus on equity, access, and workforce alignment. The implications are as follows:

  • Expand Foundational Skills Programming: The need for high school diploma or equivalency programs and contextualized Adult Basic Education (ABE) is urgent. Adults without a diploma face limited job prospects, and this group represents a substantial portion of the population.
  • Scale ESL Pathways and IET Models: With a high concentration of LEP adults and limited English-speaking skills among a large percentage of students, expanding ESL, Vocational ESL (VESL), and Integrated Education and Training (IET/IELCE) programs is critical. These programs must be linked directly to high-demand, entry-level career sectors.
  • Bridge to Postsecondary and Workforce: Low transitions to CTE and credit college courses necessitate stronger onboarding, advising, and guided pathways that help students move beyond ESL/ABE into career training, college, or employment. More dual enrollment, contextualized instruction, and academic counseling are needed.
  • Develop Training for Unserved Occupations: There is a strategic opportunity to create programs in well-paying fields that are currently not covered, such as logistics, construction supervision, inspection, and administrative leadership, especially given employer demand and low barriers to entry.
  • Strengthen Student Support Infrastructure: Flexible scheduling (including evening, hybrid, and asynchronous options), transportation aid, technology access, childcare support, and increased counselor availability must be expanded to retain adult learners who have competing life responsibilities.
  • Target Disproportionately Impacted Groups: Resources must be directed toward Hispanic, Asian, and Black adult learners who face lower transition rates and higher barriers. Culturally responsive outreach and specialized support services will be necessary to close these gaps in equity.
  • Invest in Employer Partnerships and Work-Based Learning: To reduce unemployment and underemployment, VVAERC must increase collaboration with employers to offer internships, apprenticeships, and on-the-job training. Employers also reported that entry-level workers need to develop better soft skills, a deeper understanding of compliance, and enhanced technical capabilities.

In short, the region’s educational needs are compounded by economic disparity, geographic spread, and limited institutional capacity. VVAERC’s planning must prioritize building clear, supported pipelines from ESL and ABE to employment and postsecondary success, while addressing the practical and systemic barriers that prevent adults from completing their goals.

Please identify the categories of needs of your region.

The Victor Valley Adult Education Regional Consortium (VVAERC) serves a geographically vast, economically strained, and demographically diverse region in California’s High Desert. The needs of adults in this area are shaped by a combination of rural isolation, limited access to services, low educational attainment, and persistent workforce barriers, making their challenges urgent and unique.

Demographic and Geographic Realities

Nearly 30% of adults lack a high school diploma, and over 11% are classified as having limited English proficiency. Among the foreign-born population, the rate of Limited English Proficiency (LEP) jumps to 29%, with 61.5% of LEP adults also lacking a high school diploma.

The population is predominantly Hispanic (48%), with high concentrations of multilingual learners and working-age adults. Cultural, language, and economic barriers intersect to limit access to education and training.

The region’s rural geography exacerbates challenges related to transportation, childcare, and access to technology, particularly in Lucerne Valley and other outlying areas where public services are scarce.

Unique Educational and Workforce Challenges

Only 7% of adult learners transition to CTE programs, and 5% transition to credit-bearing college courses, which is significantly below the state averages. This indicates a serious need for improved career pathway alignment, transitional counseling, and program design that supports advancement.

There is strong demand for ESL and ABE services, yet these services often fall short of meeting this need, especially when combined with career training.

The region has acute workforce shortages, particularly in healthcare, logistics, transportation, and construction. Despite these opportunities, VVAERC lacks training programs for many high-wage, high-demand occupations, such as logistics coordinators, supervisors, and building inspectors.

Employers and workforce partners frequently identify soft skill deficits, including communication, reliability, and digital literacy.

Barriers to Access and Completion

Adult learners in Victor Valley face multiple barriers to persistence, including a lack of access to reliable transportation, affordable childcare, evening or online classes, and career navigation services.

Access to technology, especially laptops, hotspots, and a functional internet, is inconsistent across the region. Staff also report a need for digital tools and basic instructional technology in the classroom.

Financial pressures and the need for immediate job outcomes often conflict with long-term educational planning, driving the need for short-duration CTE and integrated IET/IELCE programs that can lead to employment more quickly.

These conditions are unique not only because of the region's rural, spread-out nature but also because VVAERC must simultaneously address foundational literacy and digital skills while building pathways into modern, high-wage industries. The result is a dual challenge of equity and alignment: serving those furthest from opportunity while also responding to the needs of a changing economy.

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

Limited employer partnerships for job placement and internships

The Victor Valley region faces a distinct combination of rural infrastructure limitations, economic inequities, and systemic capacity issues that directly impact the effectiveness and expansion of adult education services. These challenges are unique due to the region’s geographic isolation, high-need population, and the imbalance between educational services and labor market opportunities.

Geographic and Infrastructure Constraints

VVAERC serves a large and geographically dispersed region, including deeply rural areas like Lucerne Valley and pockets of dense urbanization in Victorville and Hesperia. Many communities lack consistent access to public transportation, broadband internet, and modern educational facilities. This makes both in-person and online program delivery difficult for many adult learners, especially those without access to a private vehicle or home internet. Even where facilities exist, staff report limitations in classroom space and outdated technology.

Staffing, Capacity, and Burnout

Adult education programs in the region operate with limited instructional and support staff, many of whom juggle multiple roles. Evening and weekend offerings, which students consistently request, are hard to sustain due to a shortage of qualified instructors and staff burnout. Recruiting and retaining credentialed teachers, especially in high-demand career and technical education (CTE) areas, remains a persistent challenge. This also limits the consortium’s ability to grow programs or respond quickly to emerging workforce needs.

Digital Divide and Technology Barriers

Despite most students having some form of internet access, access to functioning laptops or Chromebooks remains inconsistent, particularly for English as a Second Language (ESL), Adult Basic Education (ABE), and low-income learners. Staff also lack access to modern instructional technology and report the need for upgraded hardware, software, and classroom tools. These limitations create a digital divide that affects not only online learning but also students’ ability to develop workforce-ready digital skills.

Limited Employer Engagement and Work-Based Learning

While the region has significant labor market opportunities in healthcare, logistics, and public safety, employer partnerships remain fragmented and inconsistent. There is no standardized system for offering internships, apprenticeships, or job placements across consortium members. This limits the impact of CTE and IET programs, preventing adult learners from gaining real-world experience aligned with their education.

Diverse and High-Need Student Population

The population served by VVAERC includes a high percentage of English language learners, adults without a high school diploma, and individuals who are not currently part of the labor force. These students require more intensive support, including academic counseling, tutoring, technology training, childcare, and transportation assistance, which many sites are unable to provide consistently. This diversity requires flexible and personalized programming that stretches both staff and resources.

Program Capacity and Student Demand

Across ESL, ABE, and short-term CTE programs, student demand often outpaces program capacity. While not always resulting in formal waiting lists, staff report needing to turn away or delay enrollment for qualified applicants due to lack of space, instructors, or resources. This limits the region’s ability to scale successful programs or pilot new offerings in response to emerging workforce trends.

These challenges are compounded by broader regional issues, such as high unemployment, poverty, and housing insecurity, that disproportionately affect the adult learner population. VVAERC must continue to find innovative, cross-sector strategies to overcome these barriers and deliver meaningful educational and economic outcomes to the communities it serves.

Which populations are currently being served by your programs?

Single Parents, Caregivers, and Adults Reentering the Workforce

Contributions by Entities*

NameRoleThree-Year Plan Contribution
Martha Mendez Administrator Designed proposed strategies
Adele McClain Principal Designed proposed strategies
James Hayes Adult Education Consultant Coordinated Three-Year Plan Development
Claudia Escobar Classified staff Participated in planning meetings
Sharon Peterson Classified staff Provided data
Michelle Moore Teacher employed by local educational agencies Participated in planning meetings
Rebecca Monjaraz Consortium Transition Counselor Participated in planning meetings
Bianca Morales Classified staff Participated in planning meetings
Ben Skinner Principal Designed proposed strategies
Chad Brooks Principal Designed proposed strategies
Lorraine Collins Principal Participated in planning meetings
Rebekka Tarango Classified staff Participated in planning meetings
Susan McKeand Classified staff Designed proposed strategies
ChyLunn Delceppo Counselor Participated in planning meetings

Regional Service Providers

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

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

339

340

0

25

0

32

0

0

23

759
*Hesperia UnifiedMember Representative

380

402

0

0

0

152

0

0

0

934
*Lucerne Valley UnifiedMember Representative

45

44

0

0

0

25

0

0

0

114
*Snowline Joint UnifiedMember Representative

34

92

0

0

0

95

0

38

0

259
*Victor Valley CCDMember Representative

21

27

0

0

0

237

0

416

128

829
*Victor Valley Union HighMember Representative

38

328

0

0

0

373

0

0

0

739
Total Participants 857 1233 0 25 0 914 0 454 151 3634
* Consortium Member required to input number of Participants

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

No Service Providers for this consortium.

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

The Victor Valley Adult Education Regional Consortium (VVAERC) currently serves and plans to expand offerings in the following priority industries: Business, Construction, Education, Environmental Technology, Healthcare, Logistics, Technology, and Transportation. These sectors align with regional labor market demand, support upward mobility for adult learners, and reflect areas of strong employer engagement and growth potential in the High Desert region.

Business

Consortium members offer career readiness, digital literacy, and Microsoft Office certification programs that serve as pipelines into office administration, customer service, finance, and entry-level management. Employers report a need for workers with both foundational computer skills and strong communication abilities. Opportunities exist to further integrate business pathways with entrepreneurship training, bookkeeping, and remote work readiness.

Construction

Construction remains a high-growth sector in the region, fueled by housing and infrastructure projects. VVAERC members currently support this industry through programs in construction basics, OSHA safety training, and pre-apprenticeship initiatives. A key challenge is recruiting and retaining students through hands-on, physically demanding training while balancing life responsibilities. Expansion plans include aligning with union and non-union training providers and integrating construction math and blueprint reading into core instruction.

Education

Several member agencies support career pathways into education, particularly in early childhood education and paraeducator roles. There is growing demand for bilingual instructional assistants, substitute teachers, and support staff across regional school districts. Opportunities exist to expand dual enrollment partnerships with Victor Valley College to offer stackable certificates and strengthen transition supports for adult learners seeking careers in public education.

Environmental Technology

Although in early stages, VVAERC plans to develop short-term training linked to environmental safety, water systems operations, and energy efficiency retrofitting. As the Inland Empire region increasingly adopts sustainability initiatives and green infrastructure, these programs represent future-oriented pathways with solid wage potential. Challenges include raising awareness among adult learners and identifying industry partners for externship placements.

Healthcare

Healthcare remains a dominant sector, offering both entry-level and advanced employment opportunities. The consortium offers programs in medical assisting, nursing pathways, and preparation for the Certified Nursing Assistant (CNA) certification. Employer feedback emphasizes the need for soft skills, digital competency, and work ethic in clinical settings. Ongoing priorities include expanding ESL-integrated healthcare training and increasing collaboration with local clinics and long-term care providers to offer hands-on experience.

Logistics

Logistics and warehousing are major regional employers due to Victor Valley’s proximity to major transport corridors. The consortium is developing curriculum for forklift certification, warehouse operations, inventory control, and logistics software. Rapid automation and turnover are significant challenges; however, upskilling incumbent workers and integrating contextualized English as a Second Language (ESL) for logistics offer promising solutions. Strong employer partnerships will be crucial to supporting both placements and career advancement.

Technology

VVAERC serves this sector through foundational IT literacy, Google Workspace, and Microsoft Office training, with plans to expand into CompTIA certifications and cybersecurity awareness in the future. The digital divide remains a significant challenge, particularly among older adults and English as a Second Language (ESL) learners. However, technology skills are now essential across all industries, making this a cross-sector investment. Increasing instructor capacity and infrastructure for hybrid learning will be crucial for expansion.

Transportation

Transportation programs are in development, with plans to support entry-level training for commercial driver licensing (CDL), vehicle maintenance, and transit operations. The demand for licensed drivers and diesel technicians remains high, but barriers include the cost of training and licensure. The consortium is exploring partnerships to subsidize training and offer bridge programs that include literacy, workplace math, and safety instruction.

VVAERC’s approach to industry alignment is rooted in regional labor market intelligence, employer engagement, and the principle of equitable access. Each industry pathway is being developed with attention to ESL integration, basic skills instruction, digital literacy, and support services to ensure that all learners can access, persist in, and succeed in high-demand careers.

The Victor Valley Adult Education Regional Consortium (VVAERC) currently offers adult education and workforce services across multiple sites, primarily through Apple Valley Adult Education, Lucerne Valley Adult Education, Snowline Adult Education, and Victor Valley College. Over 9,400 students were served across consortium members in the most recent reporting year, with thousands of hours of instruction provided annually in ESL, ABE, ASE, and workforce preparation.

  • Instruction is offered in-person, hybrid, and online, but flexibility is limited due to staff shortages and facility constraints.
  • Evening and weekend classes are available, but not widely offered, due to limited staffing and low infrastructure capacity.
  • Instructional hours vary by site, with the most significant volumes seen in ESL and ABE. However, gaps remain in short-term CTE and Integrated Education and Training (IET) offerings.

Current Types of Services (Seven CAEP Program Areas)

VVAERC members currently offer programming in the following CAEP-approved areas:

  1. Adult Basic Education (ABE) – Serving over 2,600 students with instruction focused on foundational math and literacy skills.
  2. Adult Secondary Education (ASE) – Including High School Diploma and High School Equivalency programs.
  3. English as a Second Language (ESL) – The most extensive program, serving approximately 3,743 students (40% of the total).
  4. Career Technical Education (CTE) – Limited to about 10% of the student population, with offerings in healthcare and trades at selected sites.
  5. Workforce Preparation – Underdeveloped; only 918 students (9.7%) participated in job readiness or employment-skills programming.
  6. Adults with Disabilities – Services offered in partnership with community agencies, but not consistently across all sites.
  7. Pre-Apprenticeship – Not widely implemented; some early-stage efforts are underway but have not yet been scaled regionally.

Additionally, IET and IELCE programs are in place at some sites; however, participation levels are unclear, and the offerings are not yet fully integrated or scaled.

Evaluation of Gaps and Alignment with Identified Needs

While VVAERC provides services across all seven CAEP program areas, the current levels and types of services fall short of meeting the full scale and complexity of regional needs outlined in Section 2: Assessment (Victor Valley Needs Assessment for CAEP Three-Year Plan). Major findings include:

  • Low Transition Rates and Program Integration: Only 7% of students transition to CTE and 5% to credit college programs. ABE and ESL students lack structured, supported pathways to move into high-wage, high-demand careers. IET/IELCE models remain underutilized.
  • Limited CTE and Workforce Services: Although labor market data shows strong demand for short-term training in logistics, healthcare, construction, and public safety, current CTE offerings are narrow in scope, and many high-wage occupations lack associated training programs.
  • Insufficient Workforce Preparation: Less than 10% of students participate in workforce skills development, and employer feedback reveals gaps in soft skills, digital literacy, and job readiness. This disconnect hinders employability, especially among ESL and ABE students.
  • Equity Gaps in Access and Services: Disproportionately impacted groups, including Hispanic, Black, LEP, and rural learners, face persistent barriers due to a lack of childcare, transportation, and flexible scheduling. Existing services do not fully address these access needs.
  • Capacity and Infrastructure Limitations: Staffing shortages, facility constraints, and outdated instructional technology limit the consortium’s ability to expand program hours or offer more flexible modalities (e.g., evening and hybrid classes).

Summary

VVAERC offers a broad range of educational services across all CAEP program areas, but program intensity, integration, and accessibility vary widely across sites. To close service gaps and meet the needs identified in the assessment, the consortium must:

  • Expand short-term CTE and IET/IELCE programs.
  • Strengthen transitions from ESL/ABE to career and postsecondary pathways.
  • Scale up support services that remove barriers to persistence and completion.
  • Improve access in rural areas and for underserved populations by coordinating flexible delivery and resources.

These adjustments are essential to align consortium services with workforce needs and ensure equitable success for adult learners.

Metrics: CAEP Barriers & Metrics

Goals & Metrics

Metrics

Adult Ed Metrics

  • Displaced Homemaker (148AE)
  • English Language Learner (149AE)
  • Ex-Offender (150AE)
  • Exhausting TANF within Two Years (158AE)
  • Foster Youth (151AE)
  • Homeless (152AE)
  • Long Term Unemployed (153AE)
  • Low Income (154AE)
  • Low Literacy (155AE)
  • Migrant Farmworker (156AE)
  • Reported Cultural Barriers (147AE)
  • Single Parent (159AE)

Metrics

Adult Ed Metrics

  • Adult Basic Education (1001)
  • Adult Secondary Education (1000)
  • Career Technical Education (1003)
  • English as a Secondary Language (1002)
  • Programs for Adults With Disabilities (1004)

Metrics

Adult Ed Metrics

  • Completed Educational Functioning Level Gain (400AE)

Metrics

Adult Ed Metrics

  • Transitioned to ASE (500AE)
  • Transitioned to CTE (636AE)
  • Transitioned to Non-Developmental Credit College Course (637AE)

Metrics

Adult Ed Metrics

  • Diploma, GED or High School Equivalency (633AE)
  • Postsecondary Credential (624AE)

Consortium Level Metric Targets

In this section, Consortium Level Actuals data from DataVista for the previous three years, including areas to input data for Consortium Level Targets are shown below.

The first row shows the required metric of Number of Adults Served. The following rows show metrics previously selected in the CAEP Barriers and Metrics workflow section.

Input Consortium Level Targets as whole numbers for the upcoming three years for all of the rows of metrics shown below

The 2023-24 data in DataVista will be made available in Spring 2025 and the 2024-25 data will be made available in Spring 2026.

Metric SetMetric DescriptionConsortium Level Metric Actuals Consortium Level Metric Targets
2022-23 2023-24 2024-25 2025-26 2026-27 2027-28
AllReportable Individuals (200AE) 4,192 5,027

5,050

5,060

5,090

Student BarriersEnglish Language Learner (149AE) 1,569 1,803

1,850

1,860

1,870

Student BarriersLow Literacy (155AE) 3,165 3,660

3,700

3,750

3,800

Student BarriersLow Income (154AE) 2,300 2,800

2,850

2,900

2,950

Student BarriersLong Term Unemployed (153AE) 279 308

310

315

320

Student BarriersReported Cultural Barriers (147AE) 859 913

920

930

940

Student BarriersDisplaced Homemaker (148AE) 85 126

130

135

140

Student BarriersEx-Offender (150AE) 49 60

65

70

80

Student BarriersFoster Youth (151AE) 57 86

90

95

100

Student BarriersHomeless (152AE) 78 70

80

85

90

Student BarriersMigrant Farmworker (156AE) 13 12

15

17

20

Student BarriersExhausting TANF within Two Years (158AE) 32 24

25

30

35

Student BarriersSingle 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 SetMetric DescriptionMember Level Metric Actuals Member Level Metric Targets
2022-23 2023-24 2024-25 2025-26 2026-27 2027-28
AllParticipants (202AE) 476 367

490

499

508

ProgressCompleted Educational Functioning Level Gain (400AE) 170 203

200

210

220

SuccessDiploma, GED or High School Equivalency (633AE) 114 122

127

130

133

SuccessPostsecondary Credential (624AE) 51 66

67

77

87

TransitionTransitioned to ASE (500AE) 189

191

196

201

TransitionTransitioned to Non-Developmental Credit College Course (637AE) 36

43

46

48

TransitionTransitioned to CTE (636AE) 97

105

110

115

Students and ProgramsAdult Secondary Education (1000) 419 304

319

324

329

Students and ProgramsAdult Basic Education (1001) 470 361

366

371

376

Students and ProgramsEnglish as a Secondary Language (1002) 13 24

40

42

44

Students and ProgramsCareer Technical Education (1003) 90 55

45

47

49

Students and ProgramsPrograms for Adults With Disabilities (1004)

0

0

0

* Mandatory for all members


Hesperia Unified (Reported by Hesperia Adult School)

Metric SetMetric DescriptionMember Level Metric Actuals Member Level Metric Targets
2022-23 2023-24 2024-25 2025-26 2026-27 2027-28
AllParticipants (202AE) 592 815

653

667

680

ProgressCompleted Educational Functioning Level Gain (400AE) 335 480

342

349

356

SuccessDiploma, GED or High School Equivalency (633AE) 160 220

200

204

209

SuccessPostsecondary Credential (624AE) 121 86

0

0

0

TransitionTransitioned to ASE (500AE) 200

0

0

0

TransitionTransitioned to Non-Developmental Credit College Course (637AE) 53

0

0

0

TransitionTransitioned to CTE (636AE) 57

0

0

0

Students and ProgramsAdult Secondary Education (1000) 479 597

484

494

504

Students and ProgramsAdult Basic Education (1001) 395 607

428

433

442

Students and ProgramsEnglish as a Secondary Language (1002) 126 188

110

116

121

Students and ProgramsCareer Technical Education (1003) 10 62

96

98

100

Students and ProgramsPrograms for Adults With Disabilities (1004) 0 0

0

0

0

* Mandatory for all members


Lucerne Valley Unified (Reported by Lucerne Valley Adult School)

Metric SetMetric DescriptionMember Level Metric Actuals Member Level Metric Targets
2022-23 2023-24 2024-25 2025-26 2026-27 2027-28
AllParticipants (202AE) 67 83

74

79

84

ProgressCompleted Educational Functioning Level Gain (400AE) 29 29

33

38

43

SuccessDiploma, GED or High School Equivalency (633AE) 12 27

58

63

68

SuccessPostsecondary Credential (624AE) 20 11

7

12

17

TransitionTransitioned to ASE (500AE) 12

0

0

0

TransitionTransitioned to Non-Developmental Credit College Course (637AE)

0

0

0

TransitionTransitioned to CTE (636AE) 10

0

0

0

Students and ProgramsAdult Secondary Education (1000) 49 62

58

63

68

Students and ProgramsAdult Basic Education (1001) 21 61

0

0

0

Students and ProgramsEnglish as a Secondary Language (1002) 26 21

21

26

313

Students and ProgramsCareer Technical Education (1003) 0 0

0

0

0

Students and ProgramsPrograms for Adults With Disabilities (1004) 0 0

0

0

0

* Mandatory for all members


Snowline Joint Unified (Reported by Snowline Joint USD)

Metric SetMetric DescriptionMember Level Metric Actuals Member Level Metric Targets
2022-23 2023-24 2024-25 2025-26 2026-27 2027-28
AllParticipants (202AE) 329 346

74

79

84

ProgressCompleted Educational Functioning Level Gain (400AE) 87 119

33

38

43

SuccessDiploma, GED or High School Equivalency (633AE) 61 80

58

63

68

SuccessPostsecondary Credential (624AE) 91 59

7

12

17

TransitionTransitioned to ASE (500AE) 15

0

0

0

TransitionTransitioned to Non-Developmental Credit College Course (637AE) 18

0

0

0

TransitionTransitioned to CTE (636AE) 79

0

0

0

Students and ProgramsAdult Secondary Education (1000) 146 177

58

63

68

Students and ProgramsAdult Basic Education (1001) 27 47

0

0

0

Students and ProgramsEnglish as a Secondary Language (1002) 143 147

21

26

31

Students and ProgramsCareer Technical Education (1003) 97 67

0

0

0

Students and ProgramsPrograms for Adults With Disabilities (1004) 0 0

0

0

0

* Mandatory for all members


Victor Valley CCD (Reported by Victor Valley)

Metric SetMetric DescriptionMember Level Metric Actuals Member Level Metric Targets
2022-23 2023-24 2024-25 2025-26 2026-27 2027-28
AllParticipants (202AE) 1,154 1,930

2,000

2,050

2,100

ProgressCompleted Educational Functioning Level Gain (400AE) 135 209

210

215

220

SuccessDiploma, GED or High School Equivalency (633AE) 51 87

90

95

100

SuccessPostsecondary Credential (624AE) 380 323

325

330

335

TransitionTransitioned to ASE (500AE) 40

0

0

0

TransitionTransitioned to Non-Developmental Credit College Course (637AE) 56

0

0

0

TransitionTransitioned to CTE (636AE) 68

0

0

0

Students and ProgramsAdult Secondary Education (1000) 56 134

135

145

155

Students and ProgramsAdult Basic Education (1001) 27 72

80

90

100

Students and ProgramsEnglish as a Secondary Language (1002) 441 595

600

610

620

Students and ProgramsCareer Technical Education (1003) 683 1,273

1,300

1,310

1,320

Students and ProgramsPrograms 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 SetMetric DescriptionMember Level Metric Actuals Member Level Metric Targets
2022-23 2023-24 2024-25 2025-26 2026-27 2027-28
AllParticipants (202AE) 504 581

600

610

620

ProgressCompleted Educational Functioning Level Gain (400AE) 39 30

110

110

110

SuccessDiploma, GED or High School Equivalency (633AE) 100 168

190

195

200

SuccessPostsecondary Credential (624AE) 15

0

0

0

TransitionTransitioned to ASE (500AE) 50

0

0

0

TransitionTransitioned to Non-Developmental Credit College Course (637AE) 36

0

0

0

TransitionTransitioned to CTE (636AE) 33

0

0

0

Students and ProgramsAdult Secondary Education (1000) 440 539

590

595

600

Students and ProgramsAdult Basic Education (1001) 44 34

70

70

70

Students and ProgramsEnglish as a Secondary Language (1002) 86 78

135

135

135

Students and ProgramsCareer Technical Education (1003) 17 22

18

18

18

Students and ProgramsPrograms 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.

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

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

  2. Providing Professional Development

  3. Identifying Best Practices

  4. Offering Flexible Courses and Services

Not Entered

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

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

Not Entered

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

Not Entered

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
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).

  • 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 PositionResponsible MemberProposed Completion Date
PrincipalSnowline Joint Unified06/30/2028

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.
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 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 PositionResponsible MemberProposed Completion Date
PrincipalLucerne Valley Unified06/30/2026

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.
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).

  • 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 PositionResponsible MemberProposed Completion Date
PrincipalLucerne Valley Unified06/30/2028

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
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).

  • 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 PositionResponsible MemberProposed Completion Date
PrincipalSnowline Joint Unified06/30/2028
Program ManagerVictor Valley CCD06/30/2028

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
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).

  • 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 PositionResponsible MemberProposed Completion Date
CoordinatorApple Valley Unified06/30/2028
CoordinatorHesperia Unified06/30/2028
PrincipalLucerne Valley Unified06/30/2028
PrincipalSnowline Joint Unified06/30/2028
Program ManagerVictor Valley CCD06/30/2028
DirectorVictor Valley Union High06/30/2028

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
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 PositionResponsible MemberProposed Completion Date
CoordinatorApple Valley Unified06/30/2028
CoordinatorHesperia Unified06/30/2028
PrincipalLucerne Valley Unified06/30/2028
PrincipalSnowline Joint Unified06/30/2028
Program ManagerVictor Valley CCD06/30/2028

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.
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).

  • 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 PositionResponsible MemberProposed Completion Date
CoordinatorApple Valley Unified06/30/2028
CoordinatorHesperia Unified06/30/2028
PrincipalLucerne Valley Unified06/30/2028
PrincipalSnowline Joint Unified06/30/2028
Program ManagerVictor Valley CCD06/30/2028

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
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).

  • 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 PositionResponsible MemberProposed Completion Date
CoordinatorHesperia Unified06/30/2028

Funds Evaluation

Member Allocations and Expenditures

Member AgencyPrior Year Total Leveraged FundsProgram Reporting Status
Apple Valley Unified $1,091,004Certified
Hesperia Unified $1,890,946Certified
Lucerne Valley Unified $92,406Certified
Snowline Joint Unified $374,968Certified
Victor Valley CCD $1,145,827Certified
Victor Valley Union High $900,386Certified
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

Approved by Patrick Schlosser

06/18/2025 04:51 PM PDT

Hesperia Unified - Member Representative

Approved by David Olney

06/15/2025 08:22 AM PDT

Lucerne Valley Unified - Member Representative

Approved by Peter Livingston

06/13/2025 02:25 PM PDT

Snowline Joint Unified - Member Representative

Approved by Ryan Holman

06/18/2025 06:07 PM PDT

Victor Valley CCD - Member Representative

Approved by Daniel Walden

06/13/2025 02:16 PM PDT

Victor Valley Union High - Member Representative

Approved by Dr. Lorraine Collins

06/16/2025 03:20 PM PDT