Produced: Aug 16, 2025, 12:01 AM UTC - By Lorraine Collins
2025-26
Plans & Goals
Assessment
Activities & Outcomes
Objective #1: Address Educational Needs
Increase HSD/Equivalency Completions
Improve Student Proficiency - Digital Applications
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 Position | Responsible Member | Proposed Completion Date |
---|---|---|
Principal | Snowline Joint Unified | 06/30/2028 |
Coordinator | Hesperia Unified | 06/30/2028 |
Implement Blended Learning Model
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 Position | Responsible Member | Proposed Completion Date |
---|---|---|
Principal | Lucerne Valley Unified | 06/30/2026 |
Coordinator | Hesperia Unified | 06/30/2028 |
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.
Adult Education Metrics and Student Barriers
- All: Participants (202AE)
- All: Reportable Individuals (200AE)
- Progress: Completed Educational Functioning Level Gain (400AE)
- Student Barriers: Displaced Homemaker (148AE)
- Student Barriers: English Language Learner (149AE)
- Student Barriers: Migrant Farmworker (156AE)
- Student Barriers: Reported Cultural Barriers (147AE)
- Students and Programs: English as a Secondary Language (1002)
Responsible Positions, Responsible Consortium Members, and Proposed Completion Date
Responsible Position | Responsible Member | Proposed Completion Date |
---|---|---|
Principal | Lucerne Valley Unified | 06/30/2028 |
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 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 Position | Responsible Member | Proposed Completion Date |
---|---|---|
Coordinator | Apple Valley Unified | 06/30/2028 |
Coordinator | Hesperia Unified | 06/30/2028 |
Principal | Lucerne Valley Unified | 06/30/2028 |
Principal | Snowline Joint Unified | 06/30/2028 |
Program Manager | Victor Valley CCD | 06/30/2028 |
Director | Victor Valley Union High | 06/30/2028 |
Provide Ongoing Professional Development
This activity focuses on delivering ongoing professional development (PD) for all adult education staff across the consortium. PD efforts will focus on enhancing digital literacy, implementing new curricula, leveraging educational software and platforms, and building capacity for blended and hybrid learning models. Specific areas of focus include training in Microsoft Office, Google Workspace, the TOPSpro Teacher Portal, and blended instruction strategies. These efforts are crucial for enhancing the effectiveness of services, enabling staff to better support diverse student learning needs, close equity gaps, increase engagement, and ultimately improve persistence, completion, and achievement rates. Well-trained educators are better equipped to adapt instruction based on student performance data, deliver rigorous and relevant content, and support students in applying real-world skills.
Implementation Plan: Consortium members will implement a coordinated professional development program that includes:
- Host quarterly site-based and regional PD sessions on curriculum integration, blended learning, and technology tools
- Facilitate staff participation in state-sponsored training through CALPRO, OTAN, and CAEP TAP
- Develop and deliver blended learning workshops with guidance from designated PD leads
- Provide training on digital toolkits, including Microsoft Office, Google Workspace, and other learning platforms
- Develop and implement a rubric for assessing student technology proficiency and train teachers on its use
- Support instructional staff in embedding digital skills and learning goals into course content
- Guide educators in designing and launching blended or hybrid courses tailored to their student population
Responsible Agencies:
- Apple Valley Adult
- Hesperia Adult
- Lucerne Valley Adult
- Snowline Adult
- Victor Valley 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 Position | Responsible Member | Proposed Completion Date |
---|---|---|
Coordinator | Apple Valley Unified | 06/30/2028 |
Coordinator | Hesperia Unified | 06/30/2028 |
Principal | Lucerne Valley Unified | 06/30/2028 |
Principal | Snowline Joint Unified | 06/30/2028 |
Program Manager | Victor Valley CCD | 06/30/2028 |
Director | Victor Valley Union High | 06/30/2028 |
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 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 Position | Responsible Member | Proposed Completion Date |
---|---|---|
Coordinator | Apple Valley Unified | 06/30/2028 |
Coordinator | Hesperia Unified | 06/30/2028 |
Principal | Lucerne Valley Unified | 06/30/2028 |
Principal | Snowline Joint Unified | 06/30/2028 |
Program Manager | Victor Valley CCD | 06/30/2028 |
Director | Victor Valley Union High | 06/30/2028 |
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
Adult Education Metrics and Student Barriers
- All: Participants (202AE)
- All: Reportable Individuals (200AE)
- Success: Diploma, GED or High School Equivalency (633AE)
- Transition: Transitioned to Non-Developmental Credit College Course (637AE)
Responsible Positions, Responsible Consortium Members, and Proposed Completion Date
Responsible Position | Responsible Member | Proposed Completion Date |
---|---|---|
Coordinator | Hesperia Unified | 06/30/2028 |
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
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
Activity | Origin | Included 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
Trenae Nelson - trenae_nelson@avusd.org
- (760) 247-8001 ext: 20012
Patrick Schlosser - Assistant Superintendent
- pat_schlosser@avusd.org
- (760) 247-8001 ext: 20502
Hesperia Unified - Member Representative
Ben Skinner - Coordinator of Adult Education and Community Engagement
- ben.skinner@hesperiausd.org
- (760) 244-1771 ext: 5111
Lucerne Valley Unified - Member Representative
Peter Livingston - peter_livingston@lucernevalleyusd.org
- (760) 248-6106
Olga Fisher - Assistant Superintendent Business
- olga_fisher@lucernevalleyusd.org
- (760) 248-6108
Aaron Jones - Director
- aaron_jones@lucernevalleyusd.org
Snowline Joint Unified - Member Representative
Ryan Holman - ryan_holman@snowlineschools.com
- (760) 868-5817
Chad Brooks - Principal
- chad_brooks@snowlineschools.com
- (760) 868-5400 ext: 22010
Victor Valley CCD - Member Representative
Daniel Walden - daniel.walden@vvc.edu
Victor Valley Union High - Member Representative
Lorraine Collins - Director
- lcollins@vvuhsd.org
- (760) 955-3201 ext: 10272
Carl Coles - Superintendent
- ccoles@vvuhsd.org
- (760) 955-3201 ext: 10202