Produced: Jun 18, 2025, 02:34 AM UTC - By Heather Post
Details
Assessment
Metrics: CAEP Barriers & Metrics
Consortium Level Metric Targets
In this section, Consortium Level Actuals data from DataVista for the previous three years, including areas to input data for Consortium Level Targets are shown below.
The first row shows the required metric of Number of Adults Served. The following rows show metrics previously selected in the CAEP Barriers and Metrics workflow section.
Input Consortium Level Targets as whole numbers for the upcoming three years for all of the rows of metrics shown below
The 2023-24 data in DataVista will be made available in Spring 2025 and the 2024-25 data will be made available in Spring 2026.
Metric Set | Metric Description | Consortium Level Metric Actuals | Consortium Level Metric Targets | ||||
---|---|---|---|---|---|---|---|
2022-23 | 2023-24 | 2024-25 | 2025-26 | 2026-27 | 2027-28 | ||
All | Reportable Individuals (200AE) | 9,446 | 10,218 | 12,364 | 13,600 | 14,960 | |
Student Barriers | English Language Learner (149AE) | 6,778 | 7,628 | 9,230 | 10,153 | 11,168 | |
Student Barriers | Low Literacy (155AE) | 8,298 | 9,237 | 11,177 | 12,295 | 13,525 | |
Student Barriers | Low Income (154AE) | 5,713 | 6,148 | 7,439 | 8,183 | 9,001 | |
Student Barriers | Long Term Unemployed (153AE) | 1,012 | 861 | 1,042 | 1,146 | 1,261 | |
Student Barriers | Reported Cultural Barriers (147AE) | 3,253 | 3,833 | 4,638 | 5,102 | 5,612 | |
Student Barriers | Displaced Homemaker (148AE) | 833 | 768 | 929 | 1,022 | 1,124 | |
Student Barriers | Ex-Offender (150AE) | 34 | 47 | 57 | 63 | 69 | |
Student Barriers | Foster Youth (151AE) | 68 | 104 | 126 | 139 | 153 | |
Student Barriers | Homeless (152AE) | 46 | 59 | 71 | 78 | 86 | |
Student Barriers | Migrant Farmworker (156AE) | 16 | 25 | 30 | 33 | 36 | |
Student Barriers | Seasonal Farmworker (157AE) | 17 | 23 | 28 | 31 | 34 | |
Student Barriers | Exhausting TANF within Two Years (158AE) | 12 | 13 | 16 | 18 | 20 | |
Student Barriers | Single Parent (159AE) | 559 | 632 | 765 | 842 | 926 |
Member Level Metric Targets
In this section, Member Level Actuals data from DataVista for the previous three years, including areas to input data for member level Targets for the upcoming three years are shown below.
The first row shows the required metric of Adults Served Who Became Participants. The following rows show metrics previously selected in the CAEP Barriers and Metrics workflow section.
Input Member Level Targets as whole numbers for the upcoming three years for all of the rows of metrics shown below
The 2023-24 data in DataVista will be made available in Spring 2025 and the 2024-25 data will be made available in Spring 2026.
Chaffey CCD (Reported by Chaffey)
Metric Set | Metric Description | Member Level Metric Actuals | Member Level Metric Targets | ||||
---|---|---|---|---|---|---|---|
2022-23 | 2023-24 | 2024-25 | 2025-26 | 2026-27 | 2027-28 | ||
All | Participants (202AE) | 1,252 | 1,504 | 1,820 | 2,002 | 2,202 | |
Progress | Completed Educational Functioning Level Gain (400AE) | 300 | 373 | 451 | 496 | 546 | |
Progress | Immigration Integration Milestone (411AE) | 113 | 127 | 154 | 169 | 186 | |
Success | Diploma, GED or High School Equivalency (633AE) | 12 | 30 | 36 | 40 | 44 | |
Success | Postsecondary Credential (624AE) | 125 | 74 | 90 | 99 | 109 | |
Transition | Transitioned to ASE (500AE) | 61 | 74 | 81 | 89 | ||
Transition | Transitioned to Non-Developmental Credit College Course (637AE) | 142 | 172 | 189 | 208 | ||
Transition | Transitioned to CTE (636AE) | 120 | 145 | 160 | 176 | ||
Students and Programs | Adult Secondary Education (1000) | 0 | 0 | 0 | 0 | 0 | |
Students and Programs | Adult Basic Education (1001) | 0 | 0 | 0 | |||
Students and Programs | English as a Secondary Language (1002) | 1,025 | 1,191 | 1,441 | 1,585 | 1,744 | |
Students and Programs | Career Technical Education (1003) | 241 | 343 | 415 | 457 | 503 | |
Students and Programs | Workforce Preparation (124AE) | 0 | 0 | 0 |
* Mandatory for all members
Chaffey Joint Union High (No reporting institution)
Metric Set | Metric Description | Member Level Metric Actuals | Member Level Metric Targets | ||||
---|---|---|---|---|---|---|---|
2022-23 | 2023-24 | 2024-25 | 2025-26 | 2026-27 | 2027-28 | ||
All | Participants (202AE) | 2,968 | 3,265 | 3,591 | |||
Progress | Completed Educational Functioning Level Gain (400AE) | 1,078 | 1,186 | 1,305 | |||
Progress | Immigration Integration Milestone (411AE) | 1,171 | 1,288 | 1,417 | |||
Success | Diploma, GED or High School Equivalency (633AE) | 178 | 196 | 215 | |||
Success | Postsecondary Credential (624AE) | 42 | 47 | 52 | |||
Transition | Transitioned to ASE (500AE) | 140 | 154 | 170 | |||
Transition | Transitioned to Non-Developmental Credit College Course (637AE) | 105 | 116 | 127 | |||
Transition | Transitioned to CTE (636AE) | 258 | 284 | 312 | |||
Students and Programs | Adult Secondary Education (1000) | 734 | 808 | 889 | |||
Students and Programs | Adult Basic Education (1001) | 142 | 156 | 171 | |||
Students and Programs | English as a Secondary Language (1002) | 1,861 | 2,047 | 2,252 | |||
Students and Programs | Career Technical Education (1003) | 534 | 587 | 646 | |||
Students and Programs | Workforce Preparation (124AE) | 0 | 0 | 0 |
* Mandatory for all members
Chino Valley Unified (Reported by Chino Valley Unified School District (CVUSD))
Metric Set | Metric Description | Member Level Metric Actuals | Member Level Metric Targets | ||||
---|---|---|---|---|---|---|---|
2022-23 | 2023-24 | 2024-25 | 2025-26 | 2026-27 | 2027-28 | ||
All | Participants (202AE) | 1,884 | 2,003 | 2,424 | 2,666 | 2,933 | |
Progress | Completed Educational Functioning Level Gain (400AE) | 1,019 | 1,211 | 1,465 | 1,612 | 1,773 | |
Progress | Immigration Integration Milestone (411AE) | 999 | 1,034 | 1,251 | 1,376 | 1,514 | |
Success | Diploma, GED or High School Equivalency (633AE) | 31 | 15 | 18 | 20 | 22 | |
Success | Postsecondary Credential (624AE) | 60 | 32 | 39 | 43 | 47 | |
Transition | Transitioned to ASE (500AE) | 132 | 160 | 176 | 194 | ||
Transition | Transitioned to Non-Developmental Credit College Course (637AE) | 46 | 56 | 62 | 68 | ||
Transition | Transitioned to CTE (636AE) | 78 | 94 | 103 | 113 | ||
Students and Programs | Adult Secondary Education (1000) | 312 | 232 | 281 | 309 | 340 | |
Students and Programs | Adult Basic Education (1001) | 0 | 0 | 0 | 0 | 0 | |
Students and Programs | English as a Secondary Language (1002) | 1,603 | 1,814 | 2,195 | 2,414 | 2,655 | |
Students and Programs | Career Technical Education (1003) | 35 | 0 | 30 | 40 | 50 | |
Students and Programs | Workforce Preparation (124AE) | 0 | 0 | 0 |
* Mandatory for all members
Fontana Unified (Reported by Fontana Unified School District (FUSD))
Metric Set | Metric Description | Member Level Metric Actuals | Member Level Metric Targets | ||||
---|---|---|---|---|---|---|---|
2022-23 | 2023-24 | 2024-25 | 2025-26 | 2026-27 | 2027-28 | ||
All | Participants (202AE) | 1,917 | 2,142 | 2,592 | 2,851 | 3,136 | |
Progress | Completed Educational Functioning Level Gain (400AE) | 805 | 1,031 | 1,248 | 1,373 | 1,510 | |
Progress | Immigration Integration Milestone (411AE) | 977 | 1,063 | 1,286 | 1,415 | 1,557 | |
Success | Diploma, GED or High School Equivalency (633AE) | 78 | 108 | 131 | 144 | 158 | |
Success | Postsecondary Credential (624AE) | 80 | 40 | 48 | 53 | 58 | |
Transition | Transitioned to ASE (500AE) | 218 | 264 | 290 | 319 | ||
Transition | Transitioned to Non-Developmental Credit College Course (637AE) | 143 | 173 | 190 | 209 | ||
Transition | Transitioned to CTE (636AE) | 336 | 407 | 448 | 493 | ||
Students and Programs | Adult Secondary Education (1000) | 678 | 1,022 | 1,237 | 1,361 | 1,497 | |
Students and Programs | Adult Basic Education (1001) | 222 | 446 | 540 | 594 | 653 | |
Students and Programs | English as a Secondary Language (1002) | 1,233 | 1,531 | 1,853 | 2,038 | 2,242 | |
Students and Programs | Career Technical Education (1003) | 356 | 483 | 584 | 642 | 706 | |
Students and Programs | Workforce Preparation (124AE) | 0 | 0 | 0 |
* Mandatory for all members
Upland Unified (Reported by Upland Unified School District (UUSD))
Metric Set | Metric Description | Member Level Metric Actuals | Member Level Metric Targets | ||||
---|---|---|---|---|---|---|---|
2022-23 | 2023-24 | 2024-25 | 2025-26 | 2026-27 | 2027-28 | ||
All | Participants (202AE) | 84 | 25 | 80 | 88 | 97 | |
Progress | Completed Educational Functioning Level Gain (400AE) | 24 | 26 | 29 | 32 | ||
Progress | Immigration Integration Milestone (411AE) | 0 | 0 | 0 | 0 | ||
Success | Diploma, GED or High School Equivalency (633AE) | 13 | 20 | 22 | 24 | ||
Success | Postsecondary Credential (624AE) | 0 | 0 | 0 | 0 | ||
Transition | Transitioned to ASE (500AE) | 0 | 0 | 0 | |||
Transition | Transitioned to Non-Developmental Credit College Course (637AE) | 0 | 0 | 0 | |||
Transition | Transitioned to CTE (636AE) | 0 | 0 | 0 | |||
Students and Programs | Adult Secondary Education (1000) | 14 | 25 | 30 | 33 | 36 | |
Students and Programs | Adult Basic Education (1001) | 0 | 0 | 0 | 0 | 0 | |
Students and Programs | English as a Secondary Language (1002) | 71 | 0 | 30 | 33 | 36 | |
Students and Programs | Career Technical Education (1003) | 0 | 0 | 0 | 0 | 0 | |
Students and Programs | Workforce Preparation (124AE) | 0 | 0 | 0 |
* Mandatory for all members
Member Spending Targets
The Percent of Available Funds Spent in 2022-23, 2023-24, and 2024-25, imported from NOVA, is in the first row. This is a required metric. Add 2025-26, 2026-27, and 2027-28 Targets for each member district’s Percent of Available Funds Spent.
Member | % of Available Funds Spent | Member Level Targets | ||||
---|---|---|---|---|---|---|
2022-23 | 2023-24 | 2024-25 | 2025-26 | 2026-27 | 2027-28 | |
Chaffey CCD | 100% | 100% | 11% | 80% | 80% | 80% |
Chaffey Joint Union High | 100% | 100% | 32% | 80% | 80% | 80% |
Chino Valley Unified | 100% | 100% | 8% | 80% | 80% | 80% |
Fontana Unified | 100% | 100% | 29% | 80% | 80% | 80% |
Upland Unified | 100% | 92% | 0% | 80% | 80% | 80% |
Objectives
Objective #1: Address Educational Needs
To address the diverse and evolving educational needs of adults in the West End region, WECC members will implement the following strategies to ensure equitable access, effective instruction, and strong student outcomes:
1. Expand Access to ESL and Foundational Skills Instruction
Increase ESL class offerings at accessible community sites (e.g., libraries, schools, community centers).
Integrate contextualized ESL instruction with career readiness and digital literacy.
Provide flexible scheduling options (day, evening, hybrid) to meet the needs of working adults and parents.
2. Strengthen High School Diploma and Equivalency Pathways
Expand access to credit recovery and high school equivalency programs with integrated supports.
Use data-driven counseling and case management to accelerate completion and track student progress.
Re-engage disconnected youth and returning adults through targeted outreach and transition support.
3. Increase Career and Technical Education (CTE) Opportunities
Partner with K–12 school districts and Chaffey College to expand access to short-term, co-located, and dual enrollment CTE programs.
Align CTE offerings to in-demand regional sectors, including health care, manufacturing, logistics, and business.
Build career awareness and readiness into ESL and ASE instruction to create seamless transitions to workforce and postsecondary.
4. Enhance Digital Literacy and Integrate AI Training
Embed digital literacy across all instructional programs, ensuring students can navigate online learning, workplace technology, and digital tools.
Offer targeted AI literacy and application training for students, helping them prepare for future workforce demands.
Provide access to devices and internet connectivity, along with support for students with limited digital experience.
5. Implement High-Quality Professional Development
Promote culturally and linguistically responsive andragogy to affirm student identities and increase engagement.
Deliver ongoing professional development in AI integration, trauma-informed instruction, digital teaching strategies, and adult learning theory.
Support cross-agency collaboration among WECC member institutions to share best practices and build instructional leadership.
6. Strengthen Recruitment and Retention Efforts
Launch multilingual, community-based marketing campaigns focused on high-need neighborhoods.
Partner with local employers, K–12 schools, and community organizations to recruit new adult learners.
Improve persistence through onboarding support, goal-setting, proactive follow-up, and personalized student engagement strategies.
Objective #2: Improve Integration of Services & Transitions
Utilizing Data
Providing Professional Development
Identifying Best Practices
Offering Flexible Courses and Services
Not Entered
To improve service integration and transitions, WECC members will implement a coordinated set of practices across all agencies. This includes:
Quarterly Consortium-Wide Data Reviews: Led by a dedicated Data Manager, member agencies will use shared dashboards to review key metrics—such as MSGs, postsecondary transitions, and CTE enrollments—and respond with timely program adjustments.
Professional Development Focused on Transitions and Technology: Teachers, counselors, and clerical staff will participate in ongoing PD sessions covering digital tools, student tracking systems, and effective use of AI to support case management and academic guidance.
Shared Procedures and SMART Goal Development: Members will align referral processes, onboarding procedures, and transition protocols. Consortium-wide SMART goals will be developed annually to track progress on postsecondary and employment transition priorities.
Flexible Learning and Support Models: Hybrid and HyFlex course options will be offered in ESL, ASE, and CTE programs to accommodate students with complex schedules. Virtual and in-person support services—including tutoring, CASAS prep, and college/career workshops—will be embedded in instructional schedules.
AI Tools and Transition Specialists: WECC will continue piloting the use of custom GPTs to assist with frequently asked questions and advising support. Additionally, transition specialists will be embedded at key sites to guide students from adult education into community college, training programs, and employment.
These strategies are designed to close service gaps, streamline handoffs between institutions, and ensure students have consistent, supported pathways into careers and postsecondary education.
Objective #3: Improve Effectiveness of Services
Not Entered
Not Entered
To improve the overall effectiveness of services across the consortium, WECC members will implement an integrated strategy that combines instructional quality, operational efficiency, and equitable access:
Instructional and Programmatic Improvements:
WECC is expanding and aligning student pathways, including clear entry and exit points, stackable credentials, and both credit and non-credit dual enrollment bridges to Chaffey College for ASE and ESL students.
Members will continue to develop robust GED preparation options and strengthen basic skills instruction, particularly for students who struggle with math and digital literacy.
Professional development will focus on culturally responsive teaching, AI integration, and trauma-informed instruction, with consortium-wide collaboration and shared resources.
Access and Equity Enhancements:
To close service gaps, WECC is targeting underserved populations through expanded community partnerships, including workforce boards, libraries, and housing centers.
Instructional programs will include hybrid and HyFlex options for ESL and ASE, as well as wraparound counseling and academic support services.
Students in reentry will receive targeted instruction and transition planning through collaboration with justice system partners.
Operational Strengthening:
Each member agency will engage in data-driven program evaluation, supported by the consortium Data Manager and quarterly dashboard reviews.
Exit surveys and follow-up tools will be used to track reasons for exit, inform program adjustments, and improve student outcomes.
The consortium will also focus on enhancing student recruitment and retention, rebuilding instructional capacity, and increasing visibility through multilingual marketing campaigns.
These combined strategies are designed to ensure WECC delivers high-quality, student-centered services that lead to measurable educational and career outcomes.
Activities & Outcomes
Objective #1: Address Educational Needs
Off-Site Programming
This activity will expand instructional access by launching off-site learning hubs in high-need neighborhoods identified through economic distress mapping and enrollment gap analysis. WECC member agencies will partner with feeder schools, libraries, community centers, employer campuses, and/or workforce centers to co-locate ESL, ABE, and short-term CTE programs. Sites will be equipped with digital access and support staff. The initiative addresses barriers such as lack of transportation, child care, and scheduling conflicts by embedding education where students already gather. Key deliverables include 2–4 new sites launched within the first year and the establishment of permanent, rotating off-site programming across consortium members.
Use the space provided to identify the Outcomes that the activity will accomplish in the next year (Short-Term), in one to three years (Intermediate), and in three to five years (Long-Term). The brief description of each of these three types of outcomes should include one or more outcomes that are specific, measurable, achievable, relevant, and time-bound (SMART).
Two fully operational off-site learning hubs offering ESL, ABE, and CTE classes will be launched in high-need ZIP codes by Spring 2026.
200+ new students per year will be served at off-site locations; 70% will complete 12+ hours and a pre/post-test.
At least six permanent off-site instructional locations will be maintained, with pathways in place for students to transition to postsecondary and workforce programs.
Adult Education Metrics and Student Barriers
- All: Participants (202AE)
- All: Reportable Individuals (200AE)
- Student Barriers: Displaced Homemaker (148AE)
- Student Barriers: Homeless (152AE)
- Student Barriers: Low Income (154AE)
- Student Barriers: Single Parent (159AE)
Responsible Positions, Responsible Consortium Members, and Proposed Completion Date
Responsible Position | Responsible Member | Proposed Completion Date |
---|---|---|
George Matamala | Chaffey Joint Union High | 06/30/2028 |
Heather Post | Chino Valley Unified | 06/30/2028 |
Maria Rodriguez | Chaffey CCD | 06/30/2028 |
Sean Delgado | Upland Unified | 06/30/2028 |
Cynthia Gleason | Fontana Unified | 06/30/2028 |
Emphasizing Digital Literacy Goals
This activity integrates digital literacy instruction into all CAEP-funded programs by embedding foundational computer and digital navigation skills into ESL, ABE/ASE, and CTE curricula. Instructors and support staff will be trained to deliver digital skills modules aligned with state frameworks and emerging workforce needs. A central focus will be training students in the effective and ethical use of artificial intelligence (AI) tools for job searches, writing, translation, and academic support. Workshops will also address how to evaluate AI outputs, use digital platforms securely, and engage in career exploration through AI tools. Pre- and post-assessments will be administered to measure progress.
Use the space provided to identify the Outcomes that the activity will accomplish in the next year (Short-Term), in one to three years (Intermediate), and in three to five years (Long-Term). The brief description of each of these three types of outcomes should include one or more outcomes that are specific, measurable, achievable, relevant, and time-bound (SMART).
Digital literacy assessments will be implemented in all student intakes by June 2026; instructors trained in curriculum integration and AI tool introduction.
At least 70% of programs will have embedded digital literacy and AI training; digital skills will be aligned to employer expectations.
Digital literacy and AI skill growth will be tracked; student tech readiness for academic and employment settings will show measurable gains.
Adult Education Metrics and Student Barriers
- All: Participants (202AE)
- All: Reportable Individuals (200AE)
- Student Barriers: Low Literacy (155AE)
- 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)
- Students and Programs: Workforce Preparation (124AE)
Responsible Positions, Responsible Consortium Members, and Proposed Completion Date
Responsible Position | Responsible Member | Proposed Completion Date |
---|---|---|
George Matamala | Chaffey Joint Union High | 06/30/2028 |
Heather Post | Chino Valley Unified | 06/30/2028 |
Maria Rodriguez | Chaffey CCD | 06/30/2028 |
Sean Delgado | Upland Unified | 06/30/2028 |
Cynthia Gleason | Fontana Unified | 06/30/2028 |
Improve and Expand Existing Facilities and Program
This activity addresses capacity and quality challenges by upgrading outdated classrooms, expanding lab space for CTE, and refreshing technology infrastructure across adult school sites. Member agencies will identify underutilized or aging facilities and submit site improvement proposals aligned to enrollment and program growth trends. Programs to be expanded may include ASE, ESL, IELCE, and short-term CTE—especially in logistics, construction trades, and healthcare. This activity ensures that adult learners have safe, modern, and tech-ready spaces conducive to persistence and skill-building.
Use the space provided to identify the Outcomes that the activity will accomplish in the next year (Short-Term), in one to three years (Intermediate), and in three to five years (Long-Term). The brief description of each of these three types of outcomes should include one or more outcomes that are specific, measurable, achievable, relevant, and time-bound (SMART).
Site improvement needs identified and prioritized; three facilities modernized or expanded for higher student capacity.
Three or more programs will show 10% or greater growth in enrollment after receiving facility or technology upgrades.
Improved retention and completion outcomes directly linked to enhanced learning environments; increased ADA (average daily attendance) across all sites.
Adult Education Metrics and Student Barriers
- All: Participants (202AE)
- All: Reportable Individuals (200AE)
- 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 |
---|---|---|
Heather Post | Chino Valley Unified | 06/30/2028 |
Maria Rodriguez | Chaffey CCD | 06/30/2028 |
Cynthia Gleason | Fontana Unified | 06/30/2028 |
Sean Delgado | Upland Unified | 06/30/2028 |
George Matamala | Chaffey Joint Union High | 06/30/2028 |
Objective #2: Improve Integration of Services & Transitions
Co-Located, Career-Focused Training & Education
WECC will build co-located, career-themed education and training centers at key employer or partner sites (e.g., community colleges, workforce hubs). Instruction will integrate basic skills with technical certifications and be paired with career counseling, job placement support, and digital access. These locations will align curriculum with sector-based needs (e.g., logistics, health, construction). The activity improves transitions from adult ed to career pathways by combining instructional services with employment support in one accessible site.
Use the space provided to identify the Outcomes that the activity will accomplish in the next year (Short-Term), in one to three years (Intermediate), and in three to five years (Long-Term). The brief description of each of these three types of outcomes should include one or more outcomes that are specific, measurable, achievable, relevant, and time-bound (SMART).
Two pilot co-located training hubs launched; 100 students enrolled in career-prep programs.
Partnerships with at least five employers, unions and/or training centers will be formalized, with joint pathway maps developed.
300+ students per year complete integrated education-training programs that lead to postsecondary credentialing or immediate job placement.
Adult Education Metrics and Student Barriers
- Student Barriers: Long Term Unemployed (153AE)
- Students and Programs: Workforce Preparation (124AE)
- Success: Postsecondary Credential (624AE)
- Transition: Transitioned to CTE (636AE)
Responsible Positions, Responsible Consortium Members, and Proposed Completion Date
Responsible Position | Responsible Member | Proposed Completion Date |
---|---|---|
George Matamala | Chaffey Joint Union High | 06/30/2028 |
Heather Post | Chino Valley Unified | 06/30/2028 |
Maria Rodriguez | Chaffey CCD | 06/30/2028 |
Cynthia Gleason | Fontana Unified | 06/30/2028 |
Sean Delgado | Upland Unified | 06/30/2028 |
Improving Outcomes Through Data Analysis
This activity expands WECC’s data infrastructure to improve program effectiveness and student success. Consortium members will adopt shared dashboards for reviewing key performance indicators such as enrollment, MSGs, transitions, and dual-enrollment participation. Data will be reviewed quarterly and shared at consortium-wide planning meetings. A dedicated Data Manager will be hired to support this effort. The Data Manager will coordinate with agency data clerks to ensure best practices in data collection and entry and will collaborate with administrators to use student data proactively in adjusting programs and responding to trends in persistence and achievement. Targeted PD will be offered for teachers and administrators on how to interpret and act on data. A specific sub-goal of this activity is to use data to identify and expand opportunities for dual enrollment between adult education and community college credit pathways, particularly for students in ASE programs ready for transition, and non-credit opportunities for all eligible students.
Use the space provided to identify the Outcomes that the activity will accomplish in the next year (Short-Term), in one to three years (Intermediate), and in three to five years (Long-Term). The brief description of each of these three types of outcomes should include one or more outcomes that are specific, measurable, achievable, relevant, and time-bound (SMART).
- Shared dashboards implemented
- Data Manager hired
- Data integrity protocols reviewed and standardized consortium-wide
- Baseline data on current dual-enrollment participation collected
- All member agencies engage in data-driven decision-making using quarterly reviews
- Corrective actions tied to enrollment, MSGs, and transition gaps—including dual-enrollment—documented and implemented
- Dual-enrollment participation increased through targeted outreach and collaboration with Chaffey College
- Measurable improvements in MSGs, transitions, dual-enrollment participation, and participant counts across the consortium
- Data use becomes embedded in instructional and leadership practice
Adult Education Metrics and Student Barriers
- All: Participants (202AE)
- Progress: Completed Educational Functioning Level Gain (400AE)
- 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 |
---|---|---|
George Matamala | Chaffey Joint Union High | 06/30/2028 |
Sean Delgado | Upland Unified | 06/30/2028 |
Cynthia Gleason | Fontana Unified | 06/30/2028 |
Heather Post | Chino Valley Unified | 06/30/2028 |
Maria Rodriguez | Chaffey CCD | 06/30/2028 |
Objective #3: Improve Effectiveness of Services
Expansion of Access to Support Services
This activity strengthens wraparound services through virtual and on-site access to counseling, career guidance, case management, and mental health referrals. Intake processes will include a barrier screening tool to connect students with resources. Member agencies will co-locate services with instruction where feasible and build referral networks with community partners. The activity reduces dropout risk and improves student persistence and transitions.
Use the space provided to identify the Outcomes that the activity will accomplish in the next year (Short-Term), in one to three years (Intermediate), and in three to five years (Long-Term). The brief description of each of these three types of outcomes should include one or more outcomes that are specific, measurable, achievable, relevant, and time-bound (SMART).
Barrier screening and referral processes implemented at all sites; student resource directory developed.
At least 30% of adult learners who demonstrated a need through the screening process access one or more support services during enrollment.
Student persistence increases by 25% consortium-wide; completion and transition rates show sustained gains.
Adult Education Metrics and Student Barriers
- All: Participants (202AE)
- All: Reportable Individuals (200AE)
- Student Barriers: Displaced Homemaker (148AE)
- Student Barriers: English Language Learner (149AE)
- Student Barriers: Ex-Offender (150AE)
- Student Barriers: Exhausting TANF within Two Years (158AE)
Responsible Positions, Responsible Consortium Members, and Proposed Completion Date
Responsible Position | Responsible Member | Proposed Completion Date |
---|---|---|
Heather Post | Chino Valley Unified | 06/30/2028 |
Maria Rodriguez | Chaffey CCD | 06/30/2028 |
Sean Delgado | Upland Unified | 06/30/2028 |
Cynthia Gleason | Fontana Unified | 06/30/2028 |
George Matamala | Chaffey Joint Union High | 06/30/2028 |
Marketing & Outreach
This activity focuses on increasing awareness of adult education services through a multilingual, data-informed marketing campaign targeting underserved ZIP codes and communities of color. Strategies include digital advertising, promotional materials, community events, and partnerships with trusted messengers. Outreach staff will track engagement metrics and align campaigns to new programs and off-site locations. This initiative directly addresses under-enrollment and inequities in program access.
Use the space provided to identify the Outcomes that the activity will accomplish in the next year (Short-Term), in one to three years (Intermediate), and in three to five years (Long-Term). The brief description of each of these three types of outcomes should include one or more outcomes that are specific, measurable, achievable, relevant, and time-bound (SMART).
Marketing materials created and distributed in top 10 ZIP codes with highest need.
10% year-over-year increase in enrollment from targeted neighborhoods and underrepresented populations.
Sustained increases in enrollment, MSGs, and transitions in areas that were previously underrepresented.
Adult Education Metrics and Student Barriers
- All: Participants (202AE)
- All: Reportable Individuals (200AE)
- 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: Low Income (154AE)
- Student Barriers: Low Literacy (155AE)
Responsible Positions, Responsible Consortium Members, and Proposed Completion Date
Responsible Position | Responsible Member | Proposed Completion Date |
---|---|---|
Heather Post | Chino Valley Unified | 06/30/2028 |
Maria Rodriguez | Chaffey CCD | 06/30/2028 |
Sean Delgado | Upland Unified | 06/30/2028 |
Cynthia Gleason | Fontana Unified | 06/30/2028 |
George Matamala | Chaffey Joint Union High | 06/30/2028 |
Funds Evaluation
Member Allocations and Expenditures
Member Agency | Prior Year Total Leveraged Funds | Program Reporting Status |
---|---|---|
Chaffey CCD | $1,745,746 | Certified |
Chaffey Joint Union High | $6,416,246 | Certified |
Chino Valley Unified | $3,396,713 | Certified |
Fontana Unified | $3,730,735 | Certified |
Upland Unified | $715,719 | Certified |
Totals | $16,005,159 | 5/5 Certified |
Over the next three years, CAEP funds will support WECC’s priorities in ESL, ASE, ABE, CTE, dual enrollment, and transition services. Funds will also support digital literacy, AI integration, professional development, and expanding access in underrepresented areas such as Pre-Apprenticeship. Carryover funds will be used for program expansion, technology, staffing, and infrastructure needs.
In addition to CAEP, WECC members will leverage:
WIOA II funds for ESL and ASE instruction and assessment
ELL Healthcare Pathways Grant to support a medical career training program at Fontana Adult School
Strong Workforce funds to grow CTE and postsecondary transitions
CalWORKs/TANF for wraparound services
Local district and foundation resources to support counseling, staffing, and facilities
Community partners such as libraries and workforce boards for job readiness and digital access
CAEP will remain the core funding source for adult education programming, while other funding streams will be braided to support broader implementation. This coordinated fiscal approach ensures WECC can implement the strategies in this Three-Year Plan and improve student access, persistence, and transition outcomes across the region.
Certification
Chaffey CCD - Member Representative
Maria Rodriguez - Adult Education Pathways Manager
- maria.rodriguez22@chaffey.edu
- (909) 652-8478 ext: 8478
Judy Garcia - Accountant
- judy.garcia@chaffey.edu
- (909) 652-6019
Chaffey Joint Union High - Member Representative
Dr. 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
- (909) 985-1864 ext: 21148