CAEP
Annual Plan

Produced: Aug 16, 2025, 12:01 AM UTC - By Lorraine Collins

66 Victor Valley Adult Education Regional Consortium
CONSORTIUM APPROVED

2025-26

Plans & Goals

Executive Summary

During 2024–2025, the Victor Valley Adult Education Regional Consortium (VVAERC) made substantial strides in closing educational and workforce gaps across the High Desert region. The consortium expanded digital literacy and technology access, particularly benefiting rural learners. Implementation of blended and online courses overcame geographic barriers, supporting working adults and parents. Enhanced transition supports increased high school diploma and GED completions, advanced ESL gains, and facilitated more successful transitions to Victor Valley College and regional job training. Stronger employer partnerships led to the development of industry-aligned curricula and more work-based learning opportunities. Broadened support services, such as counseling and tutoring, became standard at all member sites.

As part of the annual planning process, VVAERC conducted a targeted analysis of regional employer needs. This analysis was guided by data from the Inland Empire Regional Workforce Development Plan for Program Years 2025–28, focusing on the top ten occupations with the highest annual demand across four priority sectors: healthcare, manufacturing, public administration, and transportation and logistics. These sector-specific workforce needs directly inform the consortium’s program development and resource allocation, ensuring that VVAERC’s offerings are closely aligned with the real hiring demands and growth opportunities identified by regional employers.

For 2025–2026, VVAERC’s vision is to accelerate progress with a sharp focus on equity, workforce alignment, and measurable outcomes for adult learners. The consortium will launch and expand short-term career training and Integrated Education and Training (IET) models in high-demand sectors such as healthcare, logistics, construction, and technology. Additional investments will support flexible scheduling, more hybrid and evening courses, and targeted outreach to underserved and disproportionately impacted communities. Increased hiring of instructors, counselors, and support staff will enhance instructional quality and wraparound services, including digital literacy and childcare.

Planned allocations for the current year are tightly aligned with the 2025–2028 Three-Year Plan. Funding priorities include:

  • Expansion of short-term CTE, IET, and IELCE programs
  • Increased staff professional development, especially in digital tools and blended learning
  • Modernization of classroom and lab equipment
  • Strengthened employer partnerships for internships, apprenticeships, and direct job placement
  • Enhanced transition supports and case management
  • Improved outreach and marketing to drive enrollment
  • Targeted support for rural students and those facing significant barriers

Every investment supports the consortium’s three core objectives: addressing regional educational needs, improving integration of services and transitions, and increasing the effectiveness of adult education services. All decisions are driven by regional labor market data, direct employer feedback, student input, and analysis of enrollment and outcome trends. VVAERC’s approach is practical, collaborative, and results-driven, ensuring efficient use of public funds for concrete progress.

Plans & Goals

How (if at all) do the consortium’s previous program year goals differ from the current year’s goals?

Goals have changed or new goals have emerged for the upcoming year

Why have the consortium’s goals changed for the upcoming year?

The 2025–2026 goals build on last year’s priorities. At the same time, previous efforts emphasized digital literacy, blended learning, and basic skills attainment; the new plan prioritizes building and scaling short-term career pathways, deepening employer engagement, and closing persistent access and equity gaps identified through data and stakeholder input. Key ongoing goals such as increasing diploma and GED completions, transitions to college, and workforce placements will be addressed with enhanced strategies and more robust resources. There is a broader rollout of IET and targeted investments in support services, outreach, and flexible scheduling.

Regional Factors Influencing New Goals

Consortium goals have changed and expanded in response to:

  • Additional regional needs identified through updated labor market analysis, employer feedback, and student/community assessment
  • New partnerships with local employers, workforce agencies, and community organizations that support more industry-aligned programming and work-based learning
  • New priorities such as expanding short-term CTE and IET programs, modernizing instructional equipment, and strengthening wraparound services for the region’s most vulnerable learners

These changes reflect a more profound commitment to equity and economic mobility. Needs assessments and direct input from employers and students highlighted the urgency of faster, more flexible pathways to living-wage jobs. Persistent gaps for rural, low-income, and English learner populations drove new investments in outreach, technology, and support services. Employer partnerships are allowing curriculum and work-based learning to match industry standards, while IET expansion is shifting programming toward integrated, employment-focused approaches.

The result is a more responsive, data-driven set of goals that positions the consortium to deliver greater value for students and the region.

How much progress did the consortium make towards its previous program year goals?

A good deal of progress - most goals were met

Progress Toward Previous Year’s Goals

A good deal of progress was made during the 2024–25 program year, with most goals achieved or exceeded across the consortium.

Further Context on Progress and Accomplishments:

  • Blended and Online Learning: VVAERC launched new blended and online class formats at multiple sites. At Lucerne Valley Adult School, at least 25% of courses were redesigned with hybrid options, giving working adults, parents, and rural learners greater flexibility. Student and instructor feedback indicated improved access and satisfaction.
  • Credential Attainment: There was a notable increase in high school diploma and GED completions, with several member sites reporting a 5% increase compared to the previous year. This was achieved through the addition of targeted tutoring, motivational workshops, and regular practice testing.
  • ESL Proficiency Gains: ESL programming was strengthened through the use of evidence-based instructional strategies and individualized learning plans. Lucerne Valley Adult School exceeded its target, with over 6% of ESL students advancing at least one level on CASAS assessments.
  • Transitions to Postsecondary and Workforce: The development and implementation of a regional transition roadmap, in partnership with Victor Valley College, resulted in higher rates of adult learners transitioning from high school diploma or equivalency programs to college courses and workforce training. Early outcome data show increased enrollment in dual enrollment and CTE pathways.
  • Employer and Community Engagement: The consortium expanded partnerships with regional employers and community-based organizations, supporting more work-based learning, job placement opportunities, and relevant curriculum development.
  • Support Services and Equity: Investments in technology access, tutoring, counseling, and wraparound support reached more students in rural and underserved communities, reducing barriers to participation and persistence.

Success Story Highlight

One member school, Snowline Adult School, piloted a digital literacy rubric and embedded digital skills instruction across programs. As a result, students not only improved their technology proficiency but also demonstrated higher rates of course completion and persistence in both academic and career training programs. This model is now being considered for broader adoption across the consortium.

Overall, VVAERC’s progress in the past year has laid a strong foundation for expanding career pathways, deepening employer engagement, and further improving transitions to postsecondary education and living-wage employment. The achievements and lessons learned from 2024–25 are directly shaping the consortium’s strategies for the current program year.

What barriers did the consortium face in making progress towards its previous program year goals?

Despite solid progress in the previous program year, several persistent barriers limited the pace and scale of VVAERC’s efforts:

  • Lack of Financial Resources: Funding was not sufficient to fully scale all planned CTE, digital literacy, and wraparound support initiatives. Some equipment upgrades and new program launches had to be delayed or implemented on a smaller scale due to budget constraints.
  • Lack of Human Resources: Recruitment and retention of qualified instructors, counselors, and support staff continued to be a major challenge, especially in high-demand areas such as ESL, digital literacy, and specialized CTE programs. Staffing shortages led to heavier workloads for existing employees and limited the ability to expand evening, online, and hybrid offerings.
  • Lack of Time: The combination of new program rollouts, staff training, and ongoing service delivery created significant time pressures for both leadership and frontline staff. Competing demands often forced sites to prioritize urgent needs over longer-term planning or innovation.

Other contributing factors included ongoing transportation and technology access barriers for students in rural areas, as well as delays in the adoption of new curricula or instructional technology. These challenges, while significant, have provided valuable lessons that are directly informing VVAERC’s strategies and resource allocation for the current program year. The consortium is actively seeking additional funding, hiring, and partnership opportunities to address these limitations and accelerate progress toward its three-year goals.

What are the goals for the consortium for the current program year?

The Victor Valley Adult Education Regional Consortium (VVAERC) set its goals for 2025–26 based on a comprehensive review of regional labor market trends, persistent educational gaps, and direct feedback from students, employers, and stakeholders. The current goals are not aspirational. They are direct responses to the concrete barriers facing adult learners in the High Desert region.

Expanding and diversifying program offerings is a central focus. Local labor market data and employer input show strong demand for trained workers in healthcare, logistics, construction, and technology. The consortium will roll out new short-term training, expand existing pathways, and integrate more industry-specific certifications. These efforts are tightly linked to employer needs and are designed to result in real employment outcomes, not just seat time or course completions.

Student and staff support will be significantly strengthened. Increased hiring of teachers, aides, and counselors will address shortages and support higher student retention. Targeted tutoring, academic counseling, and wraparound services, including digital literacy support and access to technology, are planned to close the equity gaps faced by rural and disproportionately impacted learners.

Addressing gaps in service and aligning offerings with regional needs are not theoretical exercises. The consortium uses ongoing data analysis, including enrollment, persistence, and transition rates, as well as regular input from employers and workforce partners to quickly identify areas where students are being left behind or where programs are falling short. When gaps are identified, resources and attention are redirected accordingly.

Collecting and reviewing data is not just a compliance function. It is the engine of continuous improvement for VVAERC. Staff and leadership will use TOPSPro, MIS, and local indicators to measure progress toward every goal, adjust strategies in real time, and share best practices across member sites.

Developing career pathways and industry-based programs requires close collaboration with local businesses. The consortium is committed to involving employers in curriculum development, creating work-based learning opportunities, and tracking workforce outcomes so that every program leads to a real job or advanced education.

Diversifying program modalities is essential in a region as geographically spread out and diverse as the High Desert. VVAERC is expanding hybrid, online, and evening classes to make it possible for working adults, parents, and those in rural communities to participate. Flexible scheduling and remote access are built into every new initiative.

Best practices and instructional improvement will be advanced through ongoing professional development in digital literacy, blended learning, and data-driven instruction. The consortium understands that teacher quality and instructional relevance are non-negotiable when it comes to student success.

Integration of services and improved transitions are top priorities. The consortium is building structured pathways and case management systems that help students move seamlessly from basic skills to college, job training, and employment. This includes stronger counseling, individualized transition planning, and new supports for tracking student progress.

Awareness, outreach, and employer collaboration are also major focus areas. The consortium recognizes that many potential students and employers are still unaware of available programs. Marketing efforts will be scaled up, and staff will build more active partnerships with local businesses to increase both enrollment and job placement.

Finally, every goal, whether it involves enrollment, professional development, transitions, or workforce-specific offerings, comes with a plan for measuring and reporting progress. VVAERC is committed to transparent monitoring and public accountability. Goals are not set and forgotten; they are tracked and refined throughout the year to ensure that real results are delivered for the region’s adult learners.

These priorities are not just derived from data. They reflect the daily reality of adult education in the Victor Valley. The consortium’s goals for the year are practical, measurable, and entirely rooted in the needs and opportunities confirmed through its Three-Year Plan process.

How will the consortium measure progress towards the goals set for the current program year?

Workforce placements, industry certifications, and transitions to college or employment

Measuring Progress

VVAERC will use a rigorous, multi-faceted approach to measure progress toward each of its stated goals for the program year. This approach is designed to ensure that all key aspects of performance, including access, quality, equity, and outcomes, are tracked, analyzed, and used to drive continuous improvement.

Key measurement strategies include:

  • Progress Review Meetings: Regularly scheduled meetings at both the consortium and member levels to review enrollment, completion, and transition data. These meetings provide a forum to discuss challenges, share best practices, and adjust strategies as needed.
  • Course Completion and Graduation Rates: Tracking the number and percentage of students who complete courses, earn diplomas, GEDs, and industry-recognized credentials. This data is disaggregated by program, site, and population subgroup to monitor equity and impact.
  • Partner and Participant Feedback: Gathering input from employers, community partners, and program participants through surveys, interviews, and advisory councils. Feedback is used to ensure that programs are relevant and responsive to community and workforce needs.
  • Number of Courses Offered: Monitoring expansion and diversification of course offerings, including new programs, modalities, and locations to ensure alignment with regional needs.
  • Participant Surveys and Interviews: Conducting regular surveys and focus groups with students to assess satisfaction, perceived value, barriers, and unmet needs. This qualitative data is used alongside quantitative metrics to give a fuller picture of progress.
  • Program and Self-Assessment: Implementing program assessments and self-studies to evaluate instructional quality, curriculum alignment, and the effectiveness of support services. Findings are used to drive targeted improvements.
  • Student Assessment Scores: Using pre- and post-tests, especially CASAS and other standardized assessments, to measure educational functioning level gains and learning progress in ESL, ABE, and CTE programs.
  • Enrollment and Retention Tracking: Closely monitoring student enrollment and retention numbers to identify trends, flag areas needing additional support, and measure the impact of new outreach or support initiatives.
  • Usage of Support Services: Tracking the uptake and impact of wraparound services such as counseling, tutoring, transportation assistance, and technology support to ensure that investments in student support are reaching those who need them.
  • Workforce and Postsecondary Outcomes: Collecting data on transitions to employment, workforce placement rates, industry certifications earned, and transitions to postsecondary education or advanced training. These indicators are central to measuring the real-world impact of the consortium’s efforts. 

Continuous Improvement:

All measurement activities are built into an ongoing cycle of data review, discussion, and adjustment. Results are shared at consortium meetings, and strategies are refined throughout the year based on the data and stakeholder input.

By using a comprehensive set of quantitative and qualitative indicators, VVAERC can ensure that progress is not only measured, but acted on, to achieve the greatest possible benefit for the region’s adult learners and local workforce.

Assessment

Regional Needs Assessment

Please identify the categories of needs in your region.

Please identify resources used to identify these gaps.

Measuring Effectiveness and Progress

Effectiveness and progress toward meeting identified needs will be measured through a mix of quantitative indicators and ongoing qualitative review. The consortium will use the following methods and local indicators:

  • Enrollment, Persistence, and Completion Data: Regular review of student enrollment, retention, and program completion rates, disaggregated by program and population.
  • Student Learning Gains: Monitoring of Educational Functioning Level (EFL) gains, particularly in ESL, ABE, and ASE programs using CASAS pre- and post-tests.
  • High School Diploma/GED and Postsecondary Transitions: Tracking the number and percentage of students earning diplomas, high school equivalencies, and transitioning to postsecondary education or training.
  • Workforce and CTE Outcomes: Reporting on CTE/IET/IELCE course completions, industry certifications earned, and documented job placements.
  • Digital Literacy and Technology Access: Collecting data on student and staff access to devices and internet, as well as measured improvements in digital literacy through locally developed rubrics and instructional assessments.
  • Employer and Partner Feedback: Soliciting regular input from employers and regional partners regarding workforce readiness, alignment of training, and placement outcomes.
  • Wraparound Services Uptake: Monitoring the number of students accessing transportation, childcare, counseling, and other support services.
  • Student, Staff, and Stakeholder Surveys: Gathering feedback to assess satisfaction, perceived value, and barriers still present.
  • Quarterly Consortium Progress Reviews: Using data from TOPSPro, MIS, and local records to assess ongoing progress and make real-time adjustments.
  • PLC and Data Team Meetings: Ensuring continuous review of local indicators, sharing best practices, and addressing gaps as they emerge.

The consortium is committed to transparent, data-driven progress monitoring, with a focus on identifying and closing equity gaps in all measurable areas.

Further Context on Need Gaps and Data Collection Process

The process for identifying and addressing regional need gaps is rooted in collaboration and continuous feedback from all corners of the High Desert community. VVAERC’s service area includes a wide range of adult learners, from working-age adults seeking new job skills to English language learners and students balancing education with family responsibilities. Many reside in rural or hard-to-reach areas, and a significant number face compounded barriers related to transportation, childcare, technology access, and employment instability.

Data collection is ongoing, combining annual formal needs assessments with regular surveys, focus groups, employer outreach, and close monitoring of local and state data. Input is intentionally gathered from disproportionately impacted populations, ensuring their needs and barriers inform program design and resource allocation.

Addressing these needs requires more than one-off interventions. The consortium’s approach is to embed solutions across all member agencies. For example, digital literacy initiatives are integrated into ABE, ESL, and CTE programs rather than being offered as isolated workshops. Flexible scheduling, hybrid courses, and expanded support services are standard practice rather than pilot projects. New investments in technology and instructional equipment are prioritized for rural programs and sites with the largest gaps.

Unique regional factors, such as the High Desert’s geographic spread and high proportion of working adults, make accessibility, flexibility, and strong employer connections absolutely essential rather than optional. As a result, all planned activities for the coming year are tightly aligned to these realities, and the data collection process is designed to surface and address emerging needs quickly. Continuous improvement is not just an aspiration; it is operationalized through data review cycles, stakeholder feedback loops, and regular consortium meetings.

Activities & Outcomes

Objective #1: Address Educational Needs

Increase HSD/Equivalency Completions

THREE-YEAR PLAN 2025-28

Members 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, Hesperia 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

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
CoordinatorHesperia Unified06/30/2028

Improve Student Proficiency - Digital Applications

THREE-YEAR PLAN 2025-28

Members 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: Members 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

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
CoordinatorHesperia Unified06/30/2028

Implement Blended Learning Model

THREE-YEAR PLAN 2025-28

Members 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.


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.

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
CoordinatorHesperia Unified06/30/2028

Increase ESL Student English Proficiency

THREE-YEAR PLAN 2025-28

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.

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

Objective #2: Improve Integration of Services & Transitions

Boost College Transitions & Dual Enrollment

THREE-YEAR PLAN 2025-28

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 Adult
  • Victor Valley College

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

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

THREE-YEAR PLAN 2025-28

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 Adult School
  • Victor Valley College

Key Deliverables:

  • Apple Valley and Hesperia: Continued improvement in staff digital literacy through local and state PDs
  • Hesperia and Victor Valley Adult School: 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
  • Victor Valley Adult School: Continued improvement and implementation of required digital literacy course for diploma.
  • All Sites: Expanded capacity to deliver flexible, tech-enabled instruction aligned with CAEP outcomes

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
DirectorVictor Valley Union High06/30/2028

Objective #3: Improve Effectiveness of Services

Increase CASAS Pre/Post-Test Pairs

THREE-YEAR PLAN 2025-28

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 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. Victor Valley Adult School: Exceed 22% annual matched pre-/post-test pairs
  • Improved payment point generation and more accurate instructional targeting for all participating agencies.

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
DirectorVictor Valley Union High06/30/2028

Ongoing Staff PD for Digital and Curriculum Skills

THREE-YEAR PLAN 2025-28

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

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

Fiscal Management

Alignment & Carryover

VVAERC’s planned allocations for 2025–26 are fully aligned with the priorities and strategies outlined in the 2025–2028 Three-Year Plan. The consortium’s funding decisions are driven by a hard look at the region’s most urgent needs: low educational attainment, limited English proficiency, digital and geographic divides, and workforce misalignment. Every dollar in this year’s budget is earmarked for activities with measurable impact, expanding short-term CTE and IET/IELCE programs, scaling up blended and distance learning, integrating digital literacy across curriculum, and increasing access to support services that actually move students toward diplomas, jobs, and college transitions.

Investments are directed where they will produce the highest return. New and expanded programs in healthcare, logistics, technology, and construction respond directly to identified gaps in the labor market. The ramp-up of dual enrollment, career counseling, and transition supports is tied to the Three-Year Plan’s explicit goal of boosting postsecondary and workforce outcomes. Professional development, technology upgrades, and targeted hiring are funded to increase both instructional quality and capacity, addressing the persistent staffing shortages and skills gaps identified in the needs assessment. The use of funds is not about business as usual; it’s about shifting resources toward what the data says will actually drive student success and economic mobility across the High Desert region.

VVAERC takes a proactive, compliance-driven approach to managing carryover, ensuring alignment with Education Code §84914. Consortium policy is clear: keep annual member carryover below 20% and have a concrete, board-approved plan for every dollar that remains unspent. In rare cases where prior-year funds are carried over, they are immediately allocated to one-time, high-impact activities identified in the Three-Year Plan.

For 2025–26, carryover funds will be deployed to accelerate implementation of the Three-Year Plan’s top priorities:

  • Launching or expanding short-term CTE and IET/IELCE programs, with upfront costs for equipment, curriculum, and staff onboarding
  • Addressing technology deficits (hardware, software, hotspots) for both students and teachers, especially in rural and underserved communities
  • Piloting new outreach and marketing efforts to boost enrollment and awareness, especially in populations identified as most underserved
  • Temporary staffing or consultancy support for critical data, transition, or case management functions until permanent solutions are in place

These expenditures are monitored and reported at the consortium and member level, with quarterly reviews to ensure no funds sit idle and everything moves the needle on one or more of CAEP’s three legislative objectives. If a member is unable to effectively utilize carryover funds, they are subject to reallocation, and technical assistance is provided to prevent repeat underutilization.

Usage

How does the consortium plan to use allocated funds in the upcoming year?

For the 2025–26 program year, VVAERC will use CAEP allocations and allowable carryover to:

  • Fund new and existing adult education programs aligned with regional labor market needs
  • Hire and retain staff and instructors (including targeted positions for digital literacy, blended learning, counseling, and transition navigation)
  • Expand professional development focused on blended/hybrid instruction, digital tools, and data-driven practices
  • Purchase equipment, software, and instructional materials to support new and expanded programs in CTE, IET/IELCE, ESL, and ABE
  • Upgrade technology infrastructure (devices, internet access, instructional platforms) for students and staff, with a focus on closing the digital divide
  • Provide new and enhanced wraparound support services, such as transportation assistance, childcare, counseling, tutoring, and technology access
  • Strengthen marketing and outreach to increase enrollment, especially among the region’s hardest-to-reach adults
  • Support program innovation and capacity building, including one-time pilots and scalable initiatives aligned with the Three-Year Plan
  • Maintain and improve facilities as needed to safely and effectively deliver in-person and hybrid instruction

These investments are not scattershot; they are directly tied to the regional priorities outlined in the consortium’s Three-Year Plan and are tracked against measurable outcomes. The focus is on sustainable improvement, continuous monitoring, and rapid adjustment as needs and circumstances evolve.

Fiscal Strategy: Direct Investment, Demonstrable Outcomes: VVAERC’s fiscal approach is disciplined, transparent, and unapologetically focused on results. Allocations and carryover are used to aggressively target gaps in attainment, transitions, and workforce alignment, and nothing sits idle or gets lost in the bureaucratic shuffle. The plan is grounded in local data, driven by student need, and aligned at every step with the priorities of the Three-Year Plan. If it doesn’t move the region forward, it doesn’t get funded.

Consortium Objectives & Activities Overview

Objectives & Activities

= consortium has included this activity in an Annual Plan from the 2025-28 Three-Year Plan
= consortium has NOT selected this activity in an Annual Plan from the 2025-28 Three-Year Plan
ActivityOriginIncluded in Annual Plan
Objective #1: Address Educational Needs
Implement Blended Learning Model
THREE-YEAR PLAN 2025-28
Improve Student Proficiency - Digital Applications
THREE-YEAR PLAN 2025-28
Increase ESL Student English Proficiency
THREE-YEAR PLAN 2025-28
Increase HSD/Equivalency Completions
THREE-YEAR PLAN 2025-28
Objective #2: Improve Integration of Services & Transitions
Boost College Transitions & Dual Enrollment
THREE-YEAR PLAN 2025-28
Provide Ongoing Professional Development
THREE-YEAR PLAN 2025-28
Objective #3: Improve Effectiveness of Services
Increase CASAS Pre/Post-Test Pairs
THREE-YEAR PLAN 2025-28
Ongoing Staff PD for Digital and Curriculum Skills
THREE-YEAR PLAN 2025-28

Certification

Apple Valley Unified - Member Representative

Approved by Trenae Nelson Apple Valley Unified School District

08/15/2025 04:50 PM PDT

Hesperia Unified - Member Representative

Approved by Ben Skinner

08/14/2025 11:44 AM PDT

Lucerne Valley Unified - Member Representative

Approved by Aaron Jones

08/14/2025 12:01 PM PDT

Snowline Joint Unified - Member Representative

Approved by Chad Brooks

08/14/2025 11:43 AM PDT

Victor Valley CCD - Member Representative

Approved by Daniel Walden

08/14/2025 09:34 PM PDT

Victor Valley Union High - Member Representative

Approved by Dr. Lorraine Collins

08/15/2025 05:00 PM PDT