CAEP Three-Year Plan: 2022-23 08 West End Corridor/Chaffey Regional AE Consortium
Status: Certified
California Adult Education Program
08 West End Corridor/Chaffey Regional AE Consortium: Certified
Details
Assessment
Metrics: CAEP Barriers & Metrics
Consortium Level Metric Targets
* Mandatory for all consortia
Metric Set | Metric | 2019-20 Actuals | 2020-21 Actuals | 2021-22 Actuals | 2022-23 Target | 2023-24 Target | 2024-25 Target |
---|---|---|---|---|---|---|---|
All | *Number of Adults Served (AE 200 - Overall) | 9,689 | 6,124 | 8,096 | 8,905 | 9,795 | |
Student Barriers | Low Literacy (AE 311 - Overall) | 8,658 | 5,638 | 7,286 | 8,014 | 8,815 |
Member Level Metric Targets
* Mandatory for all members
Chaffey CCD (Reported by Chaffey District)
Metric Set | Metric | 2019-20 Actuals | 2020-21 Actuals | 2021-22 Actuals | 2022-23 Target | 2023-24 Target | 2024-25 Target |
---|---|---|---|---|---|---|---|
All | *Adults who Became Participants (AE 202 - Overall) | 597 | 586 | 703 | 773 | 850 |
Chaffey Joint Union High (Reported by Chaffey JUHSD - Chaffey Adult School)
Metric Set | Metric | 2019-20 Actuals | 2020-21 Actuals | 2021-22 Actuals | 2022-23 Target | 2023-24 Target | 2024-25 Target |
---|---|---|---|---|---|---|---|
All | *Adults who Became Participants (AE 202 - Overall) | 2,745 | 1,528 | 2,300 | 2,500 | 2,800 |
Chino Valley Unified (Reported by Chino Valley Unified School District (CVUSD))
Metric Set | Metric | 2019-20 Actuals | 2020-21 Actuals | 2021-22 Actuals | 2022-23 Target | 2023-24 Target | 2024-25 Target |
---|---|---|---|---|---|---|---|
All | *Adults who Became Participants (AE 202 - Overall) | 1,769 | 941 | 1,400 | 1,600 | 1,800 |
Fontana Unified (Reported by Fontana Unified School District (FUSD))
Metric Set | Metric | 2019-20 Actuals | 2020-21 Actuals | 2021-22 Actuals | 2022-23 Target | 2023-24 Target | 2024-25 Target |
---|---|---|---|---|---|---|---|
All | *Adults who Became Participants (AE 202 - Overall) | 2,004 | 1,157 | 1,569 | 2,011 | 2,500 |
Upland Unified (Reported by Upland Unified School District (UUSD))
Metric Set | Metric | 2019-20 Actuals | 2020-21 Actuals | 2021-22 Actuals | 2022-23 Target | 2023-24 Target | 2024-25 Target |
---|---|---|---|---|---|---|---|
All | *Adults who Became Participants (AE 202 - Overall) | 131 | 88 | 100 | 150 | 200 |
Member Spending Targets
Member | Percent of 2019-20 Available Funds Spent | Percent of 2020-21 Available Funds Spent | Percent of 2021-22 Available Funds Spent | 2022-23 Target | 2023-24 Target | 2024-25 Target |
---|---|---|---|---|---|---|
Chaffey CCD | 100% | 13% | 0% | 60% | 60% | 60% |
Chaffey Joint Union High | 100% | 53% | 0% | 60% | 60% | 60% |
Chino Valley Unified | 100% | 19% | 0% | 60% | 60% | 60% |
Fontana Unified | 100% | 62% | 0% | 60% | 60% | 60% |
Upland Unified | 100% | 67% | 0% | 60% | 60% | 60% |
Objectives
Address Educational Needs
The WECC will continue to work together to identify and develop approaches to address regional gaps in service and leverage resources across member agencies and partners.
Gaps in Service Activities to address gaps in service include the following, in addition to those identified in Activities & Outcomes:
- Facilitate Data Team and conduct quarterly reviews of DIRs
- Conduct quarterly reviews of fiscal reporting data from NOVA
- Continue to provide and expand services in all allowable CAEP programs as needs dictate and resources are available
- Continue to hold regular board meetings to discuss emergent issues, evaluate progress and performance, and share best and promising practices
- Participate in Regional WIOA/ACSA Adult Education leadership meetings and other on-going collaboration efforts
- Continue to provide online/hybrid learning options
Leveraging Resources In addition to items identified in Activities & Outcomes, WECC agencies will pursue the following activities designed to better leverage resources available across the region, including those provided by partner agencies:
- Continue to provide SB554 dual-enrollment opportunities
- Expand opportunities for internship/apprenticeship programs
- Closer connection with regional workforce partners (AJCC)
- Continue to hold regular board meetings to discuss emergent issues, evaluate progress and performance, and share best and promising practices
Improve Integration of Services & Transitions
The WECC collaborates across member agencies and partners to facilitate and accelerate student progress toward academic and professional goals.
Seamless Transitions In addition to those identified in Activities & Outcomes, activities to facilitate and expedite transition into postsecondary or the workforce include the following:
- Facilitate Data Team and conduct quarterly reviews of DIRs
- Continue to conduct data match between AE and CC, tracking progress and success of students transitioning from AE into CC
- Provide wrap-around supports and referrals
- Offer bilingual counseling services as appropriate/feasible
Student Acceleration
- Provide IET & IELCE programming
- Continue to support SB554 dual enrollment
Improve Effectiveness of Services
The WECC strives to improve student outcomes through informed examination of data, relevant professional development opportunities, and internal and external collaboration.
Shared Professional Development In addition to those activities identified in Activities & Outcomes, the WECC will conduct the following:
- Facilitate Data Team and conduct quarterly reviews of DIRs
- Conduct quarterly reviews of fiscal reporting data from NOVA
- Continue to hold regular board meetings to discuss emergent issues, evaluate progress and performance, and share best and promising practices
- Participate in Regional WIOA/ACSA Adult Education leadership meetings and other ongoing collaboration efforts
- Participate in CAEP events
- Participate in annual CASAS training institute
Activities & Outcomes
Establish or expand off-site programming
Objective that Applies to this Activity
Address Educational Needs
Explore community locations where HSD/HSE, ESL and CTE classes could be held, in addition to what is already offered by WECC members
Student have increased access to learning opportunities; students enroll in satellite classes
More students complete secondary credentials, ESL levels, or CTE skills and certificates
Students gain greater social and economic mobility
Proposed Completion Date
Adult Ed Metrics and Student Barriers
- All: Adults who Became Participants (AE 202 - Overall)
- All: Number of Adults Served (AE 200 - Overall)
Responsible person(s)
Name |
---|
Improve marketing/outreach
Objective that Applies to this Activity
Address Educational Needs
Intensify recruitment efforts region-wide
Prospective students are more knowledgeable of AE programs region-wide
Increases in the number of students enrolling in CAEP programs, including those from underserved communities; student populations are more diverse; more students from underserved communities develop life/workforce skills and earn GED's, diiplomas, or industry-valued certificates
Students have greater social and economic mobility; pipelines into CAEP programs are established in communities previously underserved
Proposed Completion Date
Adult Ed Metrics and Student Barriers
- All: Adults who Became Participants (AE 202 - Overall)
- All: Number of Adults Served (AE 200 - Overall)
Responsible person(s)
Name |
---|
Expand ESL/Literacy programming
Objective that Applies to this Activity
Address Educational Needs
Expand and implement conversational English, VESL/Integrated ESL, and literacy-building skills across programs
ABE/ASE/ESL students participate in ELL & Literacy activities; students become more fluent in written and spoken English
More students successfully transition from ESL to ASE/College ESL/College English
Students are better prepared to succeed in college and the workforce
Proposed Completion Date
Adult Ed Metrics and Student Barriers
- All: Adults who Became Participants (AE 202 - Overall)
- Student Barriers: Low Literacy (AE 311 - Overall)
Responsible person(s)
Name |
---|
Emphasize digital literacy skills
Objective that Applies to this Activity
Address Educational Needs
Provide embedded or stand-alone training in digital literacy, particularly among ESL populations
Students participate in orientations, workshops, or IELCE with embedded DL; students become more knowledgeable of how to utilize technology for school and work
Increases in the number of students with improved digital literacy skills
Students are equipped to use technology to advance their personal and professional goals
Proposed Completion Date
Adult Ed Metrics and Student Barriers
- All: Adults who Became Participants (AE 202 - Overall)
- Student Barriers: Low Literacy (AE 311 - Overall)
Responsible person(s)
Name |
---|
Co-located career-focused training and education
Objective that Applies to this Activity
Address Educational Needs
Continue to expand co-located Chaffey College classes on adult school campuses
Increased access to in-demand career training and upskilling opportunities; students enroll in CTE and pre-apprenticeship programs
Increases in the number of students receiving career training; increases in the number of students transitioning into postsecondary, pre-apprenticeship, or apprenticeships; more students complete training programs and earn credentials
Students enter the workforce with demonstrable skills and industry-valued certifications
Proposed Completion Date
Adult Ed Metrics and Student Barriers
- All: Adults who Became Participants (AE 202 - Overall)
- All: Number of Adults Served (AE 200 - Overall)
Responsible person(s)
Name |
---|
Improve access to support services
Objective that Applies to this Activity
Improve Integration of Services & Transitions
Increased presence of AJCC resources and referral processes to local and regional support services
Increased awareness of regional supports and providers; students / prospective students use services
Increases in referrals, enrollments, transitions, retention, and success
Students face fewer barriers to academic and professional goals; education and training pathways are more cohesive and unified
Proposed Completion Date
Adult Ed Metrics and Student Barriers
- All: Adults who Became Participants (AE 202 - Overall)
- All: Number of Adults Served (AE 200 - Overall)
Responsible person(s)
Name |
---|
Improved member communication/coordination
Objective that Applies to this Activity
Improve Integration of Services & Transitions
Improve communication and knowledge-sharing consoritum-wide regarding programs and resources at each agency
Faculty/staff are moreknowledgeable of programs within WECC and regionally; students are referred to schools and services according to student need/interest
Increases in referrals, enrollment and transitions between agencies
Education and training pathways are more cohesive and unified; students complete programs faster
Proposed Completion Date
Adult Ed Metrics and Student Barriers
- All: Adults who Became Participants (AE 202 - Overall)
- All: Number of Adults Served (AE 200 - Overall)
Responsible person(s)
Name |
---|
Intensify career/transition planning
Objective that Applies to this Activity
Improve Integration of Services & Transitions
Support career and transition planning for all students, including process for developing individualized career/education plans; collect student goals and incorporate goal-setting into the curriculum
Students are exposed to career training opportunities available; career/transition/education plans are developed for all students regardless of program area
Increased transitions from ABE/ASE/ESL into CTE, post-secondary, and workforce
Students make more informed decisions about their future plans; students finish faster and are better prepared for the workplace
Proposed Completion Date
Adult Ed Metrics and Student Barriers
- All: Adults who Became Participants (AE 202 - Overall)
- All: Number of Adults Served (AE 200 - Overall)
Responsible person(s)
Name |
---|
Support professional development opportunities
Objective that Applies to this Activity
Improve Effectiveness of Services
Continue to support and expand consortium-related professional development activities, including by program area
Faculty/staff participate in PD events; faculty/staff are more knowledgeable of programs and services region-wide, develop relationships across agencies
Increased coordination and collaboration among faculty/ staff; staff/faculty are more engaged and apply lessons relevant to their spheres of influence
Faculty/staff are more effective and reflect best practices region-wide
Proposed Completion Date
Adult Ed Metrics and Student Barriers
- All: Adults who Became Participants (AE 202 - Overall)
- All: Number of Adults Served (AE 200 - Overall)
- Student Barriers: Low Literacy (AE 311 - Overall)
Responsible person(s)
Name |
---|
Programming to ensure access and success
Objective that Applies to this Activity
Improve Effectiveness of Services
Engagement and outreach designed to ensure students feel welcome and can succeed, including strategies to increase access and equity; efforts to streamline registration, application and onboarding processes
Students have greater access to enrollment opportunities
More students are able to enroll and benefit from AE programs; increases in the number of students enrolled and succeeding in ESL/IELCE programs
Increased access and equity of outcomes
Proposed Completion Date
Adult Ed Metrics and Student Barriers
- All: Adults who Became Participants (AE 202 - Overall)
- All: Number of Adults Served (AE 200 - Overall)
- Student Barriers: Low Literacy (AE 311 - Overall)
Responsible person(s)
Name |
---|
Pursue "Student Transition/Acceleration" group
Objective that Applies to this Activity
Improve Effectiveness of Services
Continue to maintain and grow student transitions to postsecondary by leveraging SB 554 AE dual enrollment; hold regular meetings of the "Student Transition and Acceleration" group composed of counselors and other staff who work directly with students in this area
Faculty/staff are more aware of programs and ways to accelerate student transtions;
Staff / faculty design and implement strategies to facilitate transitions; more students participate in dual enrollment opportunities and transition into postsecondary or the workforce more quickly
Students achieve their personal and professional goals in less time
Proposed Completion Date
Adult Ed Metrics and Student Barriers
- All: Adults who Became Participants (AE 202 - Overall)
- All: Number of Adults Served (AE 200 - Overall)
Responsible person(s)
Name |
---|
Funds Evaluation
Member Allocations and Expenditures
Member Agency | Prior Year Total Leveraged Funds | Program Reporting Status |
---|---|---|
Baldy View ROP (Optional) | $0 | Draft |
Chaffey CCD | $859,760 | Certified |
Chaffey Joint Union High | $4,680,387 | Certified |
Chino Valley Unified | $1,947,645 | Certified |
Fontana Unified | $2,856,159 | Certified |
Upland Unified | $465,695 | Certified |
Totals | $10,809,646 | 5/6 Certified |
Funds will be allocated according to the 3-Year Plan and subsequent Annual Plans under the provisions of the law and guidance from CAEP. Members in good standing will receive at least as much funding as they did the previous year barring any overall reduction in state funding or the inability of the member to provide services as specified in Ca. EC 84914.
Other sources of funding include WIOA II grants at the adult schools, CALWORKS, Perkins, in-kind resources, fees, donations, LCAP, PPE support for COVID, and additional federal funds for COVID remediation. Local needs will be taken into account, such as labor market projections and changing demographic data. Efforts will continue to be made to ensure that all regions and populations are served, with attention to those that are underserved and underrepresented.
Basic literacy, ASE and ESL programs will continue to be funded with high priority. Blended, integrated, accelerated, and pathway programs are in increasing demand. The current job market is providing jobs to individuals who may otherwise have made the choice to return to school. Members must offer programs that are accessible to working students. This may require an investment in technology for schools and students, and additional facilities, staff or training.
CTE is an area of continuing evolution for the Consortium. There are opportunities for growth and collaboration available at all the adult schools. Chaffey College works closely with the adult schools to offer co-located classes in response to labor market needs. WECC leadership supports the allocation of funds that will result in increased employment training opportunities for students in the region.
The consortium-wide fund serves as a useful tool to finance projects that benefit all members. This fund will continue to receive its own allocation under CJUHSD as the fiscal agent. Projects and resources that have been funded in the past include the Program Coordinator, professional development, assistance with data and planning (WestEd,) career assessment software, student data software, and outreach/marketing campaigns. This fund also allows the group the flexibility to finance pilot projects proposed by members that fall within Plan goals.
Certification
Chaffey CCD - Member Representative
Dr. Matthew Morin - Director of Adult Educaction and High School Partnerships
- matthew.morin@chaffey.edu
- (909) 952-6103
Chaffey Joint Union High - Member Representative
Chaffey Adult School Todd Haag - Principal
- todd_haag@cjuhsd.net
- (909) 391-5365 ext: 2800
Chino Valley Unified - Member Representative
Carl Hampton - carl_hampton@chino.k12.ca.us
- (909) 627-9613
Fontana Unified - Member Representative
Cynthia Gleason - Principal, Adult Education
- cynthia.gleason@fusd.net
- (909) 357-5490
Upland Unified - Member Representative
Andrew Stager - Coordinator of Adult Ed and CTE
- andrew_stager@upland.k12.ca.us
- (909) 702-7344