Produced: Aug 15, 2024, 08:14 PM UTC - By Sean Delgado
2024-25
Plans & Goals
- Executive Summary
West End Corridor Consortium (WECC) members used the 2022-25 Three-Year Plan as the basis for all decisions made in the past year. The objectives in the Plan remain relevant and applicable to the current planning year. The group has reviewed the 2023-2024 Annual Plan and given input on accomplishments, challenges, needs, and goals for the 2024-2025 Annual Plan.
Accomplishments include:
- A 9% increase in unduplicated adult school enrollment consortium-wide over the previous year following a 20% increase the prior year.
- The percentage of WIOA students with pre-/post-tests is greater than 74% consortium–wide.
- The number of unduplicated WIOA students with EFL gains increased by 44% over 2022-23.
- Digital literacy skills are firmly embedded in all programs' registration processes and curricula.
- Enrollment in the Chaffey College Dual Enrollment program is strong and continues to grow with a transition from enrollment procedures handled at the program level to student self-enrollment in 23-24.
- Chaffey College Dual Enrollment added free textbook support for all dual enrollment students.
- Increased resources continue to support career planning and transitions. Chaffey College has continued to expand and improve its adult counseling resources resulting in better continuity of services to students and support for navigating their registration process.
- Regular collaboration with public workforce agencies (EDD, AJCC) continues and has resulted in closer relationships that benefit students.
- Co-located Chaffey College programs have increased, including conversational English classes and CTE offerings.
- Technology and infrastructure have been updated at the majority of member institutions.
- New or upgraded facilities for CTE programs including HVAC, CNA, welding, construction trades, and culinary entrepreneurship provided additional opportunities for students.
- Allocation planning has reflected the regional mindset of the members, with adjustments and one-time funds awarded to members who demonstrate need.
- Ongoing work with the Data Group and Student Acceleration & Transition Team improved communication and collaboration among member clerical staff.
- Continued attention to addressing student barriers to success by offering services, when possible, and making referrals to existing public and private agencies.
- Ongoing program data evaluation to address needs such as flexible scheduling, varied modalities, acceleration, and integration of instruction and training.
- Emphasis on ongoing professional development for teaching, counseling, and classified staff Improved.
- Continued collaboration with state agencies.
Challenges and Future Goals
Enrollment continued to grow in 23-24 in all major program areas except for CTE which experienced a small decline of roughly one percent. There was strong growth in the ABE/ASE category–21%–indicating a renewed student interest in completing a high school diploma or equivalency. Chaffey College continues to support its Dual Enrollment program to increase the percentage of students who experience success–currently around 50%. The college is also working on providing additional registration support. Finding qualified staff–especially teachers–and the different K-12 districts’ limitations on how many hours an adult school employee can work per week are ongoing challenges. WECC data indicates that post-testing students grew dramatically–almost 36%–but remains at around 74% leaving room for improvement. All WIOA members are working on collecting SSNʼs and/or making phone calls to improve the results of the Employment & Earnings survey per state goals.
WECC members have been increasingly effective in balancing between online and in-person course offerings. They strive to provide accountability and maintain high standards while preparing students to enter the job market or transition to post-secondary programs as quickly as possible. With the Inland Empire rebounding economically slightly faster than the rest of the state, it is a challenge to keep up with the evolving job market in the region.
Goals remain essentially the same as in the 23-24 plan, as these goals encompass most programs and members.
Vision
WECC members work with the end in mind: To improve outcomes through programs and services that will enable increasing numbers of individuals in the region to acquire basic skills and literacy, seek jobs, advance in their careers, and ultimately achieve a higher standard of living.
Allocation Planning
Funds are allocated to support the goals of the 3-Year Plan. The Executive Committee regularly reviews consortium and regional data to make informed fiscal decisions. Outcomes are evaluated and strategies may be modified to meet the expected results described in the Plan. Efforts will continue to be made to provide all members with sufficient funding to meet the needs of their communities. Adjustments to funding are considered to address emerging needs, gaps, and redundancies.
- Regional Planning Overview
All WECC members support the WECC 2022-25 Three-Year Plan objectives and strategies. The plan was written so that most goals mirror or complement those adopted by members in WASC, CIP (WIOA II), and other local plans. Progress toward meeting Plan goals has been analyzed and strategies have been prioritized in the Annual Plan. WECC members considered regional demographics, labor market projections, and student and staff input via formal and informal surveys. Overall goals have remained largely unchanged over the years, but specific details and strategies for achieving these goals may have changed. The Inland Empire is an area of California that is rapidly growing and shifting demographically. The latest (June 2023) San Bernardino County WBD update names the Inland Empire as the country's third fastest-growing metropolitan area job market in the past decade. The County recovered from COVID pandemic job losses faster than any other county in Southern California. The population is projected to grow at a rate double that of the rest of the state in the next 25 years. Labor markets, and consequently, the educational and training needs of the population, have clearly shifted. The top five employment sectors are government, health care, transportation/warehousing, retail, and hospitality. The WECC members intend to understand these changes and respond to them appropriately.
In addressing the Three-Year Plan goals, each member must:
- Understand the goals and how they relate to their particular institution and community
- Prioritize the goals according to their needs in their Budget & Work Plan
- Create realistic targets to monitor progress and success
- Decide on effective strategies given their resources and ability to leverage
- Have systems in place to determine if programs are successful and goals have been met
WECC Executive Committee meetings are held at least eight times throughout the program year. Members examine data, discuss progress, and share challenges during these meetings. Other groups that support the Executive Committee also meet throughout the year. These include the Data Group and the Student Acceleration & Transition Team. Both groups support the Executive Committee in implementing the Three-Year Plan through their input regarding data matters and recommendations for ensuring student success and increasing transitions. These group meetings also result in improved communication and foster collaborative relationships consortium-wide.
Meeting Regional Needs
Regional Need #1
- Gaps in Service / Regional Needs
CTE Programs: Gaps in CTE programs will persist as labor market needs in the region shift. WECC will continue diversifying its CTE offerings and strengthening programs that remain viable and successful. Offering co-located Chaffey College CTE classes at WECC adult schools will remain WECC priority. This will allow students to access college pathways and certificate programs more efficiently.
- How do you know? What resources did you use to identify these gaps?
WECC leadership regularly reviews available employment data provided by San Bernardino County. Members also communicate with local industry partners and employers. Students are asked to identify educational and career goals upon enrollment and are given the tools and assistance to develop a "road map" to meet their goals. Student surveys are conducted every year to identify student needs and interests. Adult school members participate in ongoing WIOA I/II MOU collaboration and, through this process, receive up-to-date regional labor market information. The COE (Centers of Excellence) maintains a database of regional career training providers and employers. Chaffey College participates in public and private initiatives that work to offer effective, in-demand CTE programs. The college is now focusing more than ever on workforce preparation, with adult education falling under a newly created division: Workforce Innovations and Entrepreneurial Development.
- How will you measure effectiveness / progress towards meeting this need?
CTE is discussed regularly in WECC meetings, so members are constantly updated on what others are doing. Often the projects are joint or related, such as a co-located Chaffey College class, or an adult school class that articulates with a college pathway or complements a similar program at another adult school. Per legislation, all new CTE classes must be based on regional needs determined by labor market study and approved by the Consortium. In this way, duplication is avoided and support is given to members who wish to implement a pilot program with the potential for expansion. WECC monitors enrollment in CTE programs and considers demand and waiting lists (if any.) Completion and other indicators of success, such as skills benchmarks or intermediate certificates, are examined. Student feedback regarding the quality of the programs and future employment outcomes is also considered.
Regional Need #2
- Gaps in Service / Regional Needs
Community Awareness: Regional demographic data indicate that there are still many individuals in the region in need of English language improvement, basic literacy or math skills, secondary credentials, or career skills. The WECC Executive Committee continues to observe a state-wide lack of public adult education awareness. The group has attempted to address this in the region through print and broadcast marketing campaigns. The agreement is that continued efforts are needed in this area, specifically through online and social media platforms both for individual members and consortium-wide. Word of mouth continues to be identified as the most powerful marketing tool, so WECC will continue to focus on reaching out to targeted populations and neighborhoods.
- How do you know? What resources did you use to identify these gaps?
The most recent census data shows more potential students in the region than those served by WECC members. Also, due to the robust job market in the area, including jobs that do not require specialized training or even a high school diploma, potential students are working rather than returning to school. Most students indicate that they found out about their adult school through word of mouth. Student goals and barriers are collected upon enrollment, and these are analyzed to tailor programs and services that would make enrollment possible for more students, including those already working. Students are surveyed and asked to evaluate the registration and intake processes so they may be streamlined in the future. Students are also asked to identify which support services would facilitate their educational/career journey.
- How will you measure effectiveness / progress towards meeting this need?
The Data Group and WECC Executive Committee analyze student enrollment data twice a year. Targets were set in the Three-Year Plan and the goal for 2023-24 has been exceeded. WECC members will continue to monitor enrollment, persistence, and outcomes, and share successful methods of attracting potential students in their communities with one another. Targeted outreach efforts may be evaluated by surveying students or asking them on intake how they found out about their adult school.
Regional Need #3
- Gaps in Service / Regional Needs
Integrated/Accelerated/Pathway/Dual Enrollment Programs: Many potential students in the region are already working or must stay home to care for children or other family members. These individuals could benefit from a wide variety of schedules and modalities to minimize the amount of time needed to reach their goals. The WECC Executive Committee realizes the need for integrated education and training programs and short-term certificate programs that lead to immediate employment. As mentioned above, the regional job market is strong now, yet people need skills and certifications that will allow them to advance in their careers if they do not already make a healthy living wage.
- How do you know? What resources did you use to identify these gaps?
All members ask students to identify educational and career goals upon enrollment and work with students to map out how they will reach their ultimate goal(s). The Consortium finances resources such as Career Cruising for members who wish to take advantage of it. Additionally, career planning is built into the Burlington English platform, which is also financed by the Consortium.
Members are creating pathways and cohort models for students interested in particular careers, such as construction or health care, and are supporting these students along the way. Students have been surveyed and interviewed to determine career interests and barriers to success. LMI projections and the COE database indicate which regional job sectors are likely to grow and lead to a living wage, and which training programs are already available in the area.
- How will you measure effectiveness / progress towards meeting this need?
CTE and IET programs can be measured in terms of student completions, certificates earned, and if possible, future employment. CTE programs that are sequential can provide benchmarks to gauge student progress. Chaffey College closely tracks dual enrollment numbers and conducts an ongoing data match project that identifies adult student transitions to the college. The project also tracks the success of these students as they progress through the college. Adult school students provide feedback on programs. The feedback is then used to modify, expand, or eliminate the program. Members have relationships with local employers and receive their feedback regarding the quality of training the students have received.
Regional Need #4
- Gaps in Service / Regional Needs
Literacy, Basic Skills, and Secondary Credentials: Regional demographic information has always shown that a significant number of individuals in the region do not have a high school diploma or equivalency, or need to improve their English language skills. Consortium ESL, ABE, HSD and HSE programs have not been at capacity for several years. Members are committed to ensuring that all have the necessary funds and support to offer these core programs to their communities. They realize that programs must be flexible, with the possibility of integration and acceleration, and include appropriate student support services. EL Civics and IELCE programs at the adult schools serve to enhance the integration of English learners into their communities and American society in general. They also provide an introduction to possible future career interests.
- How do you know? What resources did you use to identify these gaps?
Although there has been growth in the past year, ABE and ASE enrollment is still not at pre-COVID levels. Members suspect these students have entered the job market rather than returning to school. According to the 2020 census, data indicate that 100,000 residents (18+ years of age) in the Chaffey College attendance area lack a high school diploma or equivalent, and about as many live at or below the poverty line. There is clearly a need for strong support for basic skills and literacy programs. The ongoing county employment boom is providing job opportunities for residents with low academic and English skills that were previously unavailable, so members must continue to consider the needs of working students.
- How will you measure effectiveness / progress towards meeting this need?
Success in ABE, ASE, and ESL programs can be evaluated via CASAS pre- and post-testing, the number of transitions to a higher level or program, and diplomas or HSE certificates earned. Enrollment, persistence, and progress can be monitored. For WIOA II grantees, (all four adult schools,) grant awards are directly based on these outcomes. member agencies regularly conduct local student, CAEP, and WIOA II Employment & Earnings Surveys. Staff feedback via PLCs and WASC self-studies is used in the qualitative evaluation of these programs.
Address Educational Needs
2024-25 Strategies
Continue to expand co-located Chaffey College classes on adult school campuses
Activity that Applies to this Strategy
Co-located career-focused training and education
Metrics that Apply to this Activity/Strategy
- All: Adults who Became Participants (AE 202 - Overall)
- All: Number of Adults Served (AE 200 - Overall)
The number of students taking advantage of the Chaffey College Dual Enrollment program has continued to increase. Organizational restructuring at the college aligns more closely with CAEP goals and has provided enhanced opportunities for adult students; specifically, enabling adults to access thriving-wage careers in the shortest possible time. Chaffey College and WECC adult schools are collaborating more than ever to offer co-located classes on the adult school campuses. In addition to HVAC and EMT, Chino Valley will soon make use of a new construction facility. Fontana Adult School was recently awarded the ELL Healthcare Pathways Grant and has greatly expanded and enhanced its medical offerings and facilities. Both of these projects have led to increased co-located college class opportunities. Upland Adult School launched welding and ESL instruction in conjunction with Chaffey College and will continue to expand its ESL and CTE programs. Chaffey Adult School added a co-located, dual-enrollment Conversational English class in 23-24 and will add two more sections in 24-25. Online dual enrollment opportunities are available to all students eligible for SB554.
This strategy aligns with the CAEP State Priorities: Equity, Learner Transition, and Program Development.
Expand conversational English, VESL, integrated programs, and literacy skills across the curriculum
Activity that Applies to this Strategy
Expand ESL/Literacy programming
Metrics that Apply to this Activity/Strategy
- All: Adults who Became Participants (AE 202 - Overall)
- Student Barriers: Low Literacy (AE 311 - Overall)
Exposing students to career interests early on is vital, especially in English language programs. Burlington English, a Consortium-funded ESL platform, continues integrating career-specific vocabulary into the ESL curriculum. Increased ESL offerings and modalities, including VESL and conversational English classes, have been implemented at Chaffey College and adult school co-located classes in response to student feedback. Online synchronous and asynchronous ESL classes have been expanded. These offerings enable students to transition faster and more successfully to academic–high school diploma, GED prep, college ESL, and college English–and CTE programs. The increased focus on literacy across programs prepares individuals to be successful in the workplace, as effective oral and written expression in English are key skills in all professions.
Improve Integration of Services & Transitions
2024-25 Strategies
Support career/transition planning by identifying student goals and developing individualized plans
Activity that Applies to this Strategy
Intensify career/transition planning
Metrics that Apply to this Activity/Strategy
- All: Adults who Became Participants (AE 202 - Overall)
- All: Number of Adults Served (AE 200 - Overall)
Student goals are collected upon enrollment as required of WIOA II adult schools. The Consortium finances the software platform Career Cruising and encourages its use across all programs. Chaffey College has increased the number of counselors and guidance personnel assigned to the adult schools. Teachers are trained in SMART goals use and recognition of student learning /skills benchmarks. Integrated programs allow students to progress faster and gain earlier exposure to their career interests. WECC will continue to support members working to develop career pathways and roadmaps, undertake pilot projects, implement cohort models, and expand career/transition resources at their institutions. The Consortium also supports the ongoing data match project conducted by Chaffey College to track the number of adult school students who enroll in the college.
This strategy aligns with the CAEP State Priority: Learner Transition, Program Development, Program Evaluation
Improve communication and knowledge-sharing regarding programs and resources at each member agency
Activity that Applies to this Strategy
Improved member communication/coordination
Metrics that Apply to this Activity/Strategy
- All: Adults who Became Participants (AE 202 - Overall)
- All: Number of Adults Served (AE 200 - Overall)
Along with external communication and marketing, the WECC Executive Committee has always realized the need to improve internal communication regarding member programs, services, challenges, and best practices. Staff need to be cross-trained on what is available within the Consortium and resources and services from outside public and private agencies available to students. Additionally, communication within school districts remains an area for growth, and many parents of K-12 students who could benefit from local programs do not receive timely, targeted information. Better communication is being achieved through regular meetings of the Data Group and the Student Acceleration & Transition Team. Other strategies and resources include shared professional development, an enhanced WECC website, campus visits, and school and consortium newsletters. Career pathways in the Consortium have been listed to better coordinate them with one another and the college. More students will complete programs faster with more cohesive and unified pathways in place.
This strategy aligns with the CAEP State Priorities: Learner Transition, Program Development, Program Evaluation
Improve Effectiveness of Services
2024-25 Strategies
Increase access and success through effective programming and a streamlined intake process
Activity that Applies to this Strategy
Programming to ensure access and success
Metrics that Apply to this Activity/Strategy
- All: Adults who Became Participants (AE 202 - Overall)
- All: Number of Adults Served (AE 200 - Overall)
- Student Barriers: Low Literacy (AE 311 - Overall)
WECC members continue to recruit and retain students with access and equity in mind. They have streamlined enrollment by simplifying application forms and providing online registration. They use demographic and consortium data and student input to design and evaluate programs. There are many options available to individuals who need the flexibility of open entry/open exit programs; online, hybrid, or in-person classes, and dual enrollment, integrated, or accelerated programs. Chaffey College has been expanding and improving its ESL program to accommodate student needs and minimize barriers. CTE programs are similarly shifting toward short-term, certificate-based options with the potential for upskilling and advancement within the profession.
This strategy aligns with the CAEP State Priorities: Equity, Program Development, Learner Transition, Technology & Distance Learning
Facilitate student transitions through the use of data, improved communication, and SB554
Activity that Applies to this Strategy
Pursue "Student Transition/Acceleration" group
Metrics that Apply to this Activity/Strategy
- All: Adults who Became Participants (AE 202 - Overall)
- All: Number of Adults Served (AE 200 - Overall)
WECC provides resources and support to ensure students make good progress and pursue transitions to postsecondary education, career training, and the workforce. Personnel assigned to work with students in this capacity must communicate with one another and be aware of opportunities both within and outside the Consortium. These individuals can provide much insight into why students are or are not making progress and can aid in designing programs that would result in better outcomes. WECC member reps welcome increased collaboration between adult school staff and Chaffey College counselors. The college continues to provide expanded staff and services devoted to transitions through specialized counselors who work closely with a given adult school. There is increased attention to cross-training counselors to facilitate improved communication with adult schools and ensure a case-management approach to serving students. The WECC Student Acceleration & Transition Team, composed of adult school and college counselors, and other key staff, has met several times in the past year and future regular meetings are planned.
This strategy aligns with the CAEP State Priorities: Leadership, Learner Transition, Program Evaluation
Fiscal Management
- A narrative justifying how the planned allocations are consistent with the annual adult education plan which is based on your CAEP 3-year plan.
The WECC Executive Committee takes a practical, transparent, outcomes-based approach to fiscal planning. Member institutions develop budgets and work plans based on the Three-Year Plan through the more focused lens of the Annual Plan. The group considers the following factors when making fiscal decisions:
- The educational and workforce needs of the region as a whole
- Local community characteristics and changing demographics with attention to equity issues
- Increasing enrollment and improving student persistence and outcomes
- Emphasis on core programs to promote English literacy, basic skills, and secondary credentials
- Continuing need to address and strengthen digital literacy skills
- Investment in high-demand CTE programs
- Support for programming that promotes immigrant integration
- Program planning with consideration of student barriers
- Program planning that includes input from staff and students Identification of student aptitudes and career interests early on
- Providing integrated and complementary programs that accelerate student progress
- Providing pathways, certificates, and “stackable” credentials
- Supporting the dual enrollment (Chaffey College) program
- Allocation of resources that will positively impact student transitions to postsecondary education and the workforce
- Ensuring that student support resources are in place and strengthening the referral system
- Ensuring facilities are properly updated, inviting, and conducive to learning
- Leveraging resources for collective impact
- Working with public and private local and regional partners
- Thoughtful and effective use of data
- Support for relevant and focused PD for staff
- An approach to incorporating remaining carry-over funds from prior year(s) into strategies planned for 2024-25.
Most member carryover levels remain higher than normal. This is due to lower overall enrollment that has not yet totally rebounded from the COVID pandemic and potential students taking advantage of the booming job market in the Inland Empire. In addition, most members received increased funding from districts (state and federal sources) in the past year. The need to expend these funds within a limited period took precedence over spending CAEP funds. Additionally, some members struggled to find staff to fill vacant positions; this affected expansion plans and pilot projects. Several members planning new CTE programs found that the preparation of the facilities took longer than expected. As a result, the funds were not spent in the 23-24 program year. The group regularly discusses proposed projects and approves large capital outlay expenses in an ongoing, transparent manner. Members also analyze their particular student barriers and consider ways to spend funds that will directly impact student success, such as providing childcare or educational hardware and software.
Certification
Chaffey CCD - Member Representative
Laura Alvarado - Director, Workforce Development
- lauram.alvarado@chaffey.edu
- (909) 652-6497
Chaffey Joint Union High - Member Representative
George Matamala - Principal
- george.matamala@cjuhsd.net
- (909) 391-5365 ext: 6092800
Chino Valley Unified - Member Representative
Heather Post - Principal of Boys Republic and Chino Valley Adult School
- heather_post@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
Sean Delgado - Program Specialist
- sean_delgado@upland.k12.ca.us