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Status: Certified

California Adult Education Program Produced: 05/26/2022 02:16 PM PDT Carl Hampton

08 West End Corridor/Chaffey Regional AE Consortium: Certified

Details

Consortium Information

Consortium Name:
08 West End Corridor/Chaffey Regional AE Consortium
Consortium Short Name:
08 West End Corridor
Address:
Chaffey Adult School | Ontario, CA | 91764
Website:
www.westendcorridor.org
Funding Channel 2022-23:
Fiscal Agent
CAEP Funds 2022-23:
$8,066,866
CAEP Funds 2021-22:
$7,658,660
CAEP Funds 2020-21:
$7,360,555

Consortium Contacts

ResponsibilityNameEmailTitlePhone
Primary Contacttodd_haag@cjuhsd.netPrincipal(909) 391-5365 ext: 2800
Primary Contactdana.galloway@cjuhsd.netProgram Coordinator(909) 391-5365
Fiscal Contacttammie.vaught@cjuhsd.netChf Fscl Svcs Officr(909) 988-8511

Member Agencies

Member AgencyMember TypeContactPhone
Chaffey CCDDistrictDr. Matthew Morin(909) 952-6103
Chaffey Joint Union HighHigh School DistrictChaffey Adult School Todd Haag(909) 391-5365 ext: 2800
Chino Valley UnifiedUnified School DistrictCarl Hampton(909) 627-9613
Fontana UnifiedUnified School DistrictCynthia Gleason(909) 357-5490
Upland UnifiedUnified School DistrictAndrew Stager(909) 702-7344
Baldy View ROPRegional Occupation Center/Program (ROC/P)Dana Galloway(909) 391-5365

Executive Summary

The overall objective of the West End Corridor Consortium (WECC) is to provide as many individuals as possible with the education and training that will get them on a path to self-sufficiency and ultimately, prosperity.  WECC serves the western edge of San Bernardino County, a portion of the Inland Empire that includes the largely suburban communities of Ontario, Montclair, Upland, Chino, Rancho Cucamonga, and Fontana.  The WECC consists of four K-12 adult schools:  Chaffey Adult (CAS,) Chino Valley Adult (CVAS,) Fontana Adult (FAS,) and Upland Adult (UAS,) and Chaffey College.  The college is based in Rancho Cucamonga, with satellite campuses in Fontana and Chino.  The Inland Empire is a growing economy, based primarily on manufacturing, logistics/transportation/warehousing, hospitality, retail, health care, administrative, and service occupations.  Due to a relatively rapid economic recovery in the region compared to other parts of the state, and increasing population growth, the construction sector has gained significant importance within the past year.

In the Assessment, the WECC identified the primary needs of adults in the region as basic skills, secondary credentials, English language and literacy improvement, and career training. This is based on the data indicating large numbers of individuals without a high school diploma or equivalent, who need to improve English language and literacy skills, or who are unemployed or have low skill/low wage jobs.  A living wage in the area is now estimated at $16.75/hour.  The cost of living in the Inland Empire, including home prices, continues to rise. With plentiful job openings, the WECC realizes the need to offer programs that are accessible to working individuals, as well as incorporating adequate support systems, creating pathways, and facilitating transitions.

Metric Targets are based on the overall goal of serving at least as many students by 2024-25 as pre-pandemic (2019-20.)  Strategies to accomplish this include improved marketing/outreach efforts, program planning based on data, expansion efforts and filling identified gaps, and leveraging resources.  Approximately 90% of students enrolled in WECC institutions are identified as Low Literacy; currently, the LaunchBoard definition includes all students enrolled in ABE, ASE or ESL programs.  Both improved English literacy and digital literacy are themes that will be found throughout this Plan.

Objectives are tied in with the AB 104 priority areas.  Educational Needs will be meet by identifying and addressing Gaps in Service and Leveraging Resources more effectively.  This includes continuing efforts to improve the level of collaboration with WIOA I workforce partners in the region.  Integration of Services & Transitions will be improved by re-examining and modifying or intensifying current strategies for facilitating Seamless Transitions and Acceleration of student progress.  To improve Effectiveness of Services, the Consortium will increase efforts to provide staff access to relevant and focused networking and Shared Professional Development opportunities.

Finally, the fiscal philosophy of the WECC executive committee is to allocate funds using a regional perspective.  When a member has demonstrated need, funds have been allocated to the extent possible.  Innovation is encouraged through the funding of pilot projects and activities or resources that will benefit all members.  As in the past, future funding decisions will be based on the objectives described in the 3-Year Plan.



Assessment

The West End Corridor Consortium undertook a variety of activities over the course of the 2021-22 program year in preparation for the creation of the 3-Year Plan.  The research organization WestEd was contracted to assist primarily with both internal and external data gathering and analysis.

CAEP Consortium Program Self-Assessment Survey.  Results were compared to the survey conducted for the 2019 3-Year Plan.  Areas of growth, strength, and need were identified, discussed, and prioritized.

Regular planning meetings.  The Plan has been an agenda item on all WECC Executive Committee meetings this year.  Members were provided with the template and guidance document early in the process.

WestEd collaboration.  WestEd was contracted to collaborate on the WECC Plan early in the program year.  They conducted student surveys, and staff and student focus groups, in addition to compiling and analyzing consortium and regional data.  WestEd representatives attended most WECC executive meetings and conducted three separate planning sessions with member representatives.

Review of WIOA II CIP plans.  These were gathered and examined to see how they could relate to and influence the 3-Year Plan. CIP goals were directly incorporated into the Plan where appropriate. 

WECC Data Group.  The group met regularly throughout the year to examine consortium-wide enrollment and outcome data.  Efforts of this group were helpful in analyzing data to determine Plan metrics and targets.

Data sources include the following:

  • LMI (Labor Market Intelligence) reports to identify the largest and fastest growing sectors in the regional economy.
  • US Census data to determine regional education and training needs, and to pinpoint who and where potential students are.
  • COE (Centers of Excellence) to locate educational opportunities and pathways for students into and through the community college system and beyond.  
  • CAEP Fact Sheets as a “one stop” source of regional demographic and labor market data.
  • San Bernardino County WDB Meetings & Newsletter for ongoing updates on the evolving labor market situation in the county.  
  • LaunchBoard for data on transitions to post-secondary programs for AE students.
  • TOPSpro Enterprise and CASAS tools such as the Data Portal for data on characteristics, progress, and success of AE students.  

WECC Member Institutions collaborate with other public and private entities with the goal of improved coordination of regional services.  A description of this collaboration follows:

WIOA II.  The four adult schools produce a Continuous Improvement Plan (CIP) each year (see below in Part 4) and participate in the county WIOA I/II MOU with the San Bernardino County Workforce Development Board.  They maintain communication, cross-train staff, and attend meetings.  There are current efforts to share personnel and to develop an online, user-friendly referral system.  Member institutions are pursuing inclusion in the EDD ETPL (Eligible Training Provider List.)

Chaffey College Adult Education Partnership program. Chaffey College initiated the legislation that resulted in SB 554 and has dedicated resources to ensure the success of the Dual Enrollment Program.  The college created a position to support the work of the consortium in the areas of dual enrollment, co-located classes, and transitions to post-secondary.  The Assistant Director of Adult Education Pathways works at the programmatic level to create and monitor college enrollment opportunities for adult school students.  Currently, co-located programs include CNA at FAS, and HVAC, EMT, and a construction trades program planned at CVAS. 

Other college initiatives. The REACH Collaborative is focused on the systems, structures, and supports of non-degree credentials leading to associate degrees at community colleges to improve credential attainment and economic mobility for adult learners.  Chaffey College is concentrating on the non-credit CNA certificate offered in conjunction with FAS. The Strong Workforce Program (SWP) benefits adult education students by linking skills and learning to microcredentials within career training pathways and employability skill information, as well as employment opportunities. 

Local libraries.  WECC has maintained communication with the library literacy coordinators through periodic meetings with the Program Coordinator.  The group has identified some gaps in literacy services that can be filled by the libraries (and vice versa) as well as some new areas of collaboration, such as co-location of adult school or college classes at the libraries.

CAEP Consortia.  WECC collaborates with other consortia in regional meetings and the Program Coordinator meets periodically with other San Bernardino County consortium directors. The directors regularly consult one another on county issues or CAEP reporting requirements.  Meetings have been held with the WBD and COE (see below) in order to encourage a more regional, collaborative, and analytical approach to planning.

State leadership organizations.  WECC members collaborate with CAEP, CDE, CALPRO, CASAS, OTAN and professional associations such as CCAE, CAEAA, ACSA, COABE. Consortium members collaborate with these organizations through attendance at and hosting regional meetings and webinars, participation in professional development events and institutes, presenting at conferences, and providing data or other input.

COE Centers of Excellence.  The Program Coordinator participated in a regional meeting with other CAEP directors on how to improve the GIS map by including adult schools, in addition to high schools and colleges, in the career pathways system provided by the map.  COE continues to work with the SBCSS (below) to improve the database by providing the most up-to-date information for users.

San Bernardino County Superintendent of Schools.  Cindy Prentice, ROP/CTE Program Manager, has attended WECC executive committee meetings for several years.  She provides valuable input on county initiatives such as the COE project and resources that her office can provide to support the WECC Plan.  

Local member or district initiatives.  FAS forms part of the Adult Education Perkins consortium  and collaborates with the SBC-ROP office (see above.)  CAS is included in the TCELL (Technology-Career-Employment-Life-Learning Skills) project as part of a district-wide CJUHSD initiative.

Recent 2020 census data indicate that in the WECC region, approximately 108,000 individuals over 18 do not have a HS diploma or its equivalent; 78,000 have limited English skills; and 116,000 are living near or below the poverty level.

Serving about 10,000 students per year, the Consortium member institutions are not reaching a large percentage of those who need services in the region.  Roughly under 5% of individuals who need a HS diploma or equivalent; who need to improve their English skills; or who need training to get a job or a better job, are enrolling in WECC schools.  There are many reasons for this that are not within WECC’s control, but the Consortium has identified potential areas of improvement described in this Plan. 

Data used to determine regional needs include:

  • Indicators of need (census) vs. individuals actually served by the consortium
  • Employment data in the region and labor market projections
  • WIOA II/CAEP Employment & Earnings survey
  • TOPSpro reports on demographics of the student population
  • TOPSpro reports on progress and outcomes:  CAEP Summary (outcomes) and DIR
  • Student surveys; student and staff focus group data (quantitative and qualitative data)
  • Local agency data on program effectiveness; student feedback re: likes, dislikes, needs
  • Career Cruising is used locally to identify career interests and aptitudes early on; the platform is “portable” for the student and is financed by the Consortium

WECC will prioritize programming that improves access and success for underserved populations and working adults.  It will support increased outreach efforts and strategies to provide better access to student support services.  There will be a continued emphasis on basic skills, secondary credentials, English language and literacy improvement, and digital literacy. Members will explore opportunities and leverage resources to offer expanded CTE programs based on regional labor market needs.  The college Dual Enrollment program, career/educational planning, and transitions will remain areas of priority.  WECC will support and facilitate professional development opportunities that improve the effectiveness of teachers and other staff across program areas.



Dr. Matthew Morin, Chaffey College (Co-Chair) 

Todd Haag, Chaffey Joint Union HSD (Co-Chair and Fiscal Manager)  (CAS)

Cynthia Gleason, Fontana Unified School District (FAS)

Carl Hampton, Chino Valley Unified School District (CVAS)

Dr. Andrew Stager, Upland Unified School District (UAS)

All members contributed to: Consortium Program Self-Assessment Survey; facilitation of student surveys, faculty focus groups, and student focus groups; input regarding the Plan at regular executive committee meetings; collaboration with WestEd in providing program data; participation in planning meetings as a group; and participation in individual meetings with the Program Coordinator.  WIOA II members (all adult schools) provided documents such as CIP (Continuous Improvement Plan) and IELCE plans.

Other contributors include:

Dana Galloway, Program Coordinator:  Ms. Galloway attended numerous CAEP, CDE, CASAS and WestEd webinars regarding the new 3-Year Plan template, data analysis, and goal setting.  She met periodically with the other San Bernardino County CAEP consortia directors in order to enhance regional coordination through understanding trends and initiatives related to CAEP objectives.  She has worked with the Data Group and on her own to compile and interpret consortium data that has been incorporated into the Plan targets.  She has met regularly with the WestEd team to facilitate surveys and meetings, and to gather the information and data needed to complete the Plan.

Laura Alvarado, Asst. Director of Adult Education at Chaffey College:  Ms. Alvarado attends WECC executive committee meetings and has participated in the same activities as the member representatives above.  She also works closely with the Program Coordinator to provide and interpret data pertaining to transitions and the college dual enrollment program. 

WestEd:  WestEd was contracted to work with the Consortium on the 3-Year Plan, primarily in the areas of quantitative and qualitative data gathering and interpretation of regional demographic and labor market data sources.  

WECC Data Group:  The Data Group met quarterly this year to discuss concerns related to improved data collection, accuracy and interpretation.  One of its ongoing objectives is to support the member representatives by providing clear, actionable data to aid in the completion of the 3-Year Plan. 


Regional Service Providers

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

Provider NameProvider TypeNumber of Participants in Program AreaTotal Participants
ABEASEESLEl CivicsAWDK12 SuccessShort Term CTEWorkforce ReentryPre-Apprenticeship
*Chaffey CCDMember Representative

0

0

197

0

132

0

225

0

0

*Chaffey Joint Union HighMember Representative

218

1,204

1,590

917

8

25

411

5

43

*Chino Valley UnifiedMember Representative

40

208

1,583

960

0

0

49

49

0

*Fontana UnifiedMember Representative

308

697

1,403

614

0

0

166

218

0

*Upland UnifiedMember Representative

0

15

116

0

0

0

0

0

0

Total Participants 566 2124 4889 2491 140 25 851 272 43 11401
* Member Agency required to input number of Participants

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

Provider NameProvider TypeProgram Area Where Services Are Provided
ABEASEESLEl CivicsAWDK12 SuccessShort Term CTEWorkforce ReentryPre-Apprenticeship
Baldy View ROP Other

San Joaquin Valley College Industry

UTI Industry

American Career College Other

Career Institute Business

Platt College Other

San Bernardino County Library Other

Upland Library Other

Ontario Library Other

Rancho Cucamonga Library Other

San Bernardino County Workforce Development Workforce Development Board

Goodwill Southern California Community Organization

The Salvation Army Community Organization

MITA Masonry Industry Training Association Industry

CA Department of Rehabilitation Community Organization

Deseret Industries Community Organization

Carpenters Local 909 Industry

Chaffey College InTech Center Other

West Valley America's Job Center of California Workforce Development Board

InterpreterEd.com Business

Per the table provided, there are some private for-profit educational providers in the WECC region, mostly in the area of CTE.  Some of these offer limited HSE preparation, especially if the certification offered requires it, (notably, healthcare certificates.)  Some non-profit community organizations offer very limited job training or workforce re-entry services.  The public libraries offer one-on-one literacy and HSE preparation, and sometimes ESL classes if they have a grant.  The county WIOA I workforce system offers job training through the Career Institute and other providers on the ETPL (Eligible Training Provider List.)  

All WECC adult schools are WIOA II grantees.  CAS, FAS and CVAS all have large, strong ESL programs, including citizenship preparation.  UAS recently became a WIOA II agency and is rebuilding its ESL/citizenship program.  CAS and FAS both offer IELCE programs.  As a result of pre-pandemic articulation meetings with WECC adult schools, Chaffey College recently converted many of its ESL offerings to non-credit, and the online format has seen growth in enrollment this year.

ABE/ASE:  There are dedicated ABE programs at CAS and FAS; at CVAS and UAS these students are using the same online program as ASE although tutoring is available.  CAS offers a large HSD/HSE program with a variety of schedules and modalities; other schools use a predominately online format and students are encouraged to meet with teachers in person.

K-12 School Success and AWD are offered at CAS only.  These are small but popular programs.  AWD is also offered at Chaffey College through Deseret Industries.

There are fairly large and varied CTE programs at CAS and FAS that change depending on demand.  Chaffey College has partnered with the adult schools to offer the following:  CNA at FAS, HVAC and EMT at CVAS.  A new facility is under construction at CVAS where the college will offer a construction trades program beginning in 2023. Chaffey College and UAS are currently discussing future collaboration in the area of CTE.  

Pre-apprenticeship is offered in conjunction with the Masonry Industry Training Association (MITA) at CAS.  Pre-apprenticeship opportunities are also planned for the construction trades program through Chaffey College on the CVAS campus.

Chaffey College works with WECC adult schools to offer a large variety of classes under the Dual Enrollment program (SB 554) with additional supports for AE students.


Metrics: CAEP Barriers & Metrics

Metrics

Adult Ed Metrics

  • Low Literacy (AE 311 - Overall)

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 BarriersLow 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

MemberPercent of 2019-20 Available Funds SpentPercent of 2020-21 Available Funds SpentPercent of 2021-22 Available Funds Spent2022-23 Target2023-24 Target2024-25 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

06/20/2025

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

06/20/2025

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

06/20/2025

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

06/20/2025

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

06/20/2025

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

06/20/2025

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

06/20/2025

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

06/20/2025

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

06/20/2025

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

06/20/2025

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

06/20/2025

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 AgencyPrior Year Total Leveraged FundsProgram Reporting Status
Baldy View ROP (Optional)$0Draft
Chaffey CCD $859,760Certified
Chaffey Joint Union High $4,680,387Certified
Chino Valley Unified $1,947,645Certified
Fontana Unified $2,856,159Certified
Upland Unified $465,695Certified
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

Approved by Dr. Matthew Morin

05/25/2022 04:55 PM PDT

Chaffey Joint Union High - Member Representative

Approved by Chaffey Adult School Todd Haag

05/26/2022 01:59 PM PDT

Chino Valley Unified - Member Representative

Approved by Carl Hampton

05/26/2022 02:16 PM PDT

Fontana Unified - Member Representative

Approved by Cynthia Gleason

05/25/2022 04:00 PM PDT

Upland Unified - Member Representative

Approved by Andrew Stager

05/25/2022 04:55 PM PDT