CAEP
Three-Year Plan

Produced: Jun 18, 2025, 02:34 AM UTC - By Heather Post

Details

Consortium Information

In this section, information about the consortium, its primary and fiscal contacts, and CAEP funds received is auto-populated in NOVA.

As this information is auto-populated from your consortium's landing page in NOVA, make sure the information there is up-to-date, especially the Primary and Fiscal Contacts. This will ensure the correct information is auto-populated properly into the three-year plan.

Consortium Name:
08 West End Corridor/Chaffey Regional AE Consortium
Address:
Chaffey Adult School | Ontario, CA | 91764
Website:
www.westendcorridor.org
Funding Channel 2025-26:
Fiscal Agent
CAEP Funds 2025-26:
$0
CAEP Funds 2024-25:
$0
CAEP Funds 2023-24:
$0

Consortium Contacts

Auto-populated

ResponsibilityNameEmailTitlePhone
Primary Contactgeorge.matamala@cjuhsd.netPrincipal(909) 391-5365 ext: 6092800
Primary Contactdana.galloway@cjuhsd.netProgram Coordinator(909) 391-5365
Fiscal Contacttammie.vaught@cjuhsd.netChf Fscl Svcs Officr(909) 988-8511
Fiscal Contactkim.tyner@cjuhsd.netFiscal Analyst(909) 988-8511 ext: 2695

Members

Auto-populated

Member AgencyMember TypeContactPhone
Chaffey CCDDistrictMaria Rodriguez(909) 652-8478 ext: 8478
Chaffey Joint Union HighHigh School DistrictDr. George Matamala(909) 391-5365 ext: 6092800
Chino Valley UnifiedUnified School DistrictHeather Post(909) 627-9613
Fontana UnifiedUnified School DistrictCynthia Gleason(909) 357-5490
Upland UnifiedUnified School DistrictSean Delgado(909) 985-1864 ext: 21148
Baldy View ROPRegional Occupation Center/Program (ROC/P)Dana Galloway(909) 391-5365

Executive Summary

The West End Corridor Consortium (WECC) counts Chaffey Adult School, Chino Valley Adult School, Fontana Adult School, Upland Adult School, and Chaffey College as member schools. WECC works collaboratively to serve communities on the west end of the Inland Empire. Beginning in the spring of 2024 through the spring of 2025, the consortium undertook a robust planning process to develop the 2025–2028 Three-Year Plan. This process included stakeholder engagement, labor market data analysis, student surveys, and a thorough review of existing services.

Key regional needs include flexible scheduling, childcare and transportation access, digital literacy, and awareness of career pathways. The region also faces significant educational attainment gaps and underemployment. Consortium goals focus on increasing access through off-site programming, improving outcomes via data-driven instruction, expanding digital literacy, promoting co-located career training, increasing support services, and implementing marketing/outreach campaigns while ensuring existing facilities are well-maintained, welcoming, and conducive to learning.

WECC will target metrics such as increasing ESL, ASE, and CTE participation, measurable skill gains, and transitions to postsecondary education and employment. Funds will be used to expand capacity, improve outreach, build partnerships, and support staff development.

Assessment

At the end of the 2023–2024 program year and continuing throughout 2024–2025, the West End Corridor Consortium (WECC) undertook a comprehensive regional assessment process to inform the development of its 2025–2028 CAEP Three-Year Plan. This effort was anchored by a formal partnership with BW Research, a firm specializing in labor market analysis and strategic planning for education-workforce alignment. The consortium's goal was to identify current and emerging educational needs, evaluate the alignment of its services with regional labor market demands, and assess the accessibility and effectiveness of programs across member agencies.

The assessment included multiple, overlapping components:

  1. Economic and Workforce Analysis: BW Research analyzed regional labor market data for San Bernardino County and the WECC service area, highlighting five priority industry clusters: Logistics, Healthcare, Finance/Banking/Insurance, Building & Design, and Education/Knowledge Creation. Additionally, BW Research conducted economic distress mapping—based on unemployment, income, insurance coverage, rent burden, and labor force participation—to indicate the areas of greatest need. This geographic analysis helped prioritize areas for off-site program expansion and targeted outreach.

  2. Student and Stakeholder Input: WECC distributed a multilingual student interest and barrier survey between November and December 2024, gathering 1,051 responses with a margin of error of ±2.84%. In parallel, BW Research conducted 13 structured interviews with key stakeholders, including regional employers, faculty, and workforce partners.

  3. Education and Training Inventory and Gap Analysis: A full inventory of WECC educational offerings was compared against the region’s priority sectors and demographic needs. The gap analysis highlighted underdeveloped areas and found that regional CTE programs are not yet scaled to meet the needs of more than 220,000 potential adult learners who have a high school diploma or some college credit but no degree.

  4. Consortium-Wide Coordination: Member agencies reviewed and discussed BW Research findings and the previous Three-Year Plan collaboratively at regularly scheduled consortium meetings and through shared planning documents. The consortium aligned on six strategic areas of focus—off-site programming, marketing/outreach, data-driven instruction, digital literacy, co-located training, and support services—which now anchor the goals and objectives of this Three-Year Plan.

In sum, WECC's planning process combined quantitative and qualitative research, regional labor market data, direct community feedback, and multi-agency collaboration to assess current needs and future opportunities. The result is a deeply informed strategy that positions adult education as a flexible, accessible, and career-relevant solution for the region’s diverse adult learners.

What type of representatives make up your assessment planning board members?

Which of the following data sources were referenced and contributed to the consortium's understanding of needs, current levels and types of services, and gaps?

To develop the 2025–2028 WECC Three-Year Plan, the consortium conducted a comprehensive needs assessment using both internal performance data and external labor market analysis. A key component was our partnership with BW Research, whose independent regional study provided actionable insights into high-demand industries, workforce gaps, and the educational needs of adult learners in the Inland Empire. Their findings directly informed the Plan’s focus on Integrated Education and Training (IET), digital literacy, and sector-aligned programming.

Additional data sources included:

  • TOPSpro Enterprise (CASAS) reports such as NRS Tables, DIR, and MSG data to assess persistence and learning gains.

  • ASAP SIS and local intake tools for tracking enrollment patterns, barriers, and transition readiness.

  • Student and staff surveys, focus groups, and partner feedback from AJCCs, WIOA I providers, and local employers.

  • DataVista for tracking enrollment, participation, and learning gains, and identifying trends.

Barriers included inconsistent intake practices, a relatively low number of survey respondents out of CTE classes, and limited staffing for analysis—particularly among smaller members.

Successes include stronger data integrity, improved MSG outcomes, and clearer alignment between program offerings and regional economic needs. This integrated approach has ensured that the WECC Three-Year Plan is grounded in both community voice and labor market demand.

Regional Alignment and Priorities

Provide the names and types of the regional partner organizations that your consortium works with to ensure programs offered align with regional needs. *

Click Add Partner Organization, search for the organization’s name, and select it. If the organization is not listed, click Create a new one in the modal, enter the Partner Organization Name, and select the Partner Organization Type.

Partner Organization NamePartner Organization Type
AJCCWorkforce Development Board
MITA Masonry Industry Training AssociationIndustry
Upland LibraryOther
Ontario LibraryOther
San Bernardino County Workforce DevelopmentWorkforce Development Board
San Bernardino County Superintendent of SchoolsBusiness
What relevant education and workforce plans that guide services in the region were used to develop this Three-Year Plan?

What are the top priorities in relation to regional alignment?

  1. WIOA Title II Continuous Improvement Plans (CIP)
    1. Partners Involved: All WECC adult schools
    2. Summary: Supports co-enrollment and addresses barriers to employment.
    3. CAEP Alignment: WECC adult schools connect students to WIOA services and embed workforce readiness and sector-based training aligned with WDB priorities. Short-term CTE and IET models align with regional employer demand.
    4. Gaps: Limited co-enrollment tracking; inconsistent referral systems; AJCC-adult school data systems remain siloed.

  2. Inland Empire/Desert Regional Strong Workforce Plan (2020–2024)
    1. Partners Involved: Inland Empire Desert Regional Consortium (IEDRC), Chaffey College, K–12 districts, adult schools, and employers.
    2. Summary: Emphasizes scaling career pathways, work-based learning, and dual enrollment in priority sectors (advanced transportation, health, ICT, manufacturing).
    3. CAEP Alignment: WECC offers co-located CTE (e.g., Welding, CNA), develops transition pipelines to Chaffey College, and uses sector alignment for curriculum. Adult ed supports reentry and underserved populations through short-term credentialing.
    4. Gaps: Limited adult school access to SWP funds; few articulated pathways from noncredit to credit; employer engagement needs consistency.
  3. K–14 Regional Pathways Joint Planning Framework (2023)
    1. Partners Involved: WECC adult schools, Chaffey College, IEDRC, and regional LEAs.
    2. Summary: Calls for joint planning to strengthen K–12/adult ed to college pathways, expand dual enrollment, and build postsecondary transitions for all learners
    3. CAEP Alignment: WECC transition specialists coordinate with Chaffey College for enrollment support; adult ed aligns ABE/ASE programs to postsecondary transitions. Career exploration and digital literacy instruction prepare students for college pathways.
    4. Gaps: Need for more formalized articulation agreements; limited dual enrollment opportunities for adult learners.

The WECC region continues to demonstrate significant educational needs across multiple populations. Key data points from BW Research and consortium analysis include:

  • Key Indicators of Educational Need:
    • Low Educational Attainment: 1 in 4 adults age 25+ in the region lack a high school diploma (approximately 55,000 adults).
    • Limited English Proficiency (LEP): Over 82,000 adults in the region speak English "less than very well," with Spanish and Asian languages most prevalent.
    • Labor Market Participation Barriers: Roughly 45% of adults without a diploma are not in the labor force, indicating overlapping economic and educational needs.
    • Digital Skill Gaps: Census and field data show large portions of adult learners lack basic digital skills necessary for modern workplaces and education.
    • Poverty and Economic Insecurity: 18% of adults live below the poverty line, with higher rates among communities with limited English proficiency.
    • Disconnected Youth (18–24): The region reports higher-than-average percentages of youth not in school and not working, particularly among Latino and Black populations.
  • Implications for Consortium Priorities and Resource Allocation:
    • These data points directly inform WECC’s program design and resource prioritization for 2025–2028:
    • High School Diploma & Equivalency Services remain a core priority. WECC allocates significant resources to ASE instruction, with additional supports for returning adults seeking postsecondary transitions.
    • ESL Expansion is prioritized to address the region’s high LEP rates. Services are offered at community hubs (e.g., libraries, churches), and contextualized ESL instruction is integrated into CTE and workforce prep.
    • Digital Literacy Instruction has been expanded through off-site programming and embedded instruction. A dedicated activity area in the new plan targets effective AI use, device access, and student digital navigation support.
    • CTE and Career Transition Support are focused on learners with no diploma and no employment, especially disconnected youth. Career pathway programs (e.g., Welding, Health Careers) are co-located with adult schools or offered via partner sites like Baldy View ROP.
    • Support Services (e.g., transition specialists, counseling, CASAS testing support) are increasingly co-funded to help underserved students meet persistence and MSG benchmarks.

In response to these needs, WECC is also investing in data infrastructure, including hiring a Data Manager to support the use of CASAS and LaunchBoard data for needs analysis and service planning.

Please identify the categories of needs of your region.

The WECC region is home to a densely populated and highly diverse adult population, including large numbers of immigrants, working-age adults with interrupted educational histories, and underserved youth. Unlike more rural consortia, WECC's challenges are often shaped by urban inequities: high housing costs, transportation barriers even within city limits, limited access to affordable childcare, and growing digital divides despite widespread broadband coverage.

What sets WECC apart is the significant co-location of educational and workforce services, allowing for integrated, community-responsive programming. Yet this requires strong cross-agency collaboration, sustained professional development, and strategic data use to close gaps in access, achievement, and transition.

In addition, the post-pandemic landscape has shifted adult education participation patterns. Many returning adults are now juggling gig work or multiple jobs, which makes flexible scheduling and hybrid instruction essential. Addressing these realities has become central to WECC’s 2025–2028 plan.

What challenges does your region face that impact the programs you have previously or are currently offering?

The WECC region, located in Southern California’s Inland Empire, faces a unique intersection of economic, workforce, and infrastructure challenges that directly affect the delivery and expansion of adult education programs:

  • Facility Access & Regional Infrastructure: Rapid growth in certain service areas has outpaced available classroom space, particularly in high-demand programs like ESL and CTE. Some off-site locations (e.g., libraries, churches) lack the infrastructure (computer labs, Wi-Fi, accessibility) to fully support adult learners, especially those needing digital literacy instruction.

  • Cost of Living & Economic Inequity: While not considered a traditionally high-cost area compared to coastal California, the WECC region has seen sharp increases in housing and transportation costs, disproportionately affecting working adults and those with limited English proficiency. This economic pressure makes it more difficult for students to persist in programs without flexible options and robust support services.

  • Labor Market & Staffing Issues: Teacher shortages, particularly in CTE and bilingual ESL, have limited the ability to expand programs. In addition, part-time status for adult education teachers—a staffing requirement for most of the WECC K-12 districts—continues to challenge retention efforts. The need for staff with both instructional and industry credentials (e.g., healthcare, welding) is particularly acute.

  • Digital Divide & Internet Access: Although broadband coverage is widespread, reliable internet access at home remains inconsistent, especially among low-income households. Many students also lack digital literacy skills or devices, which impacts both hybrid learning and job-seeking efforts.

  • Program Capacity & Student Demand: In certain programs—especially pharmacy tech, welding, and ESL—demand exceeds current capacity. Waiting lists and limited credentialed instructors constrain growth, even when student interest is high and job placement rates are strong.

  • Diverse Needs Across Communities: The WECC service area spans a variety of communities—from urban centers to semi-rural pockets—each with distinct demographic and economic needs. A “one-size-fits-all” approach does not work, requiring tailored programming, flexible delivery models, and community partnerships that can adapt to local conditions.

In response, WECC has prioritized shared staffing models, off-site programming, digital navigation support, and expanded partnerships to overcome these challenges, but systemic issues continue to shape program design and scalability.

Which populations are currently being served by your programs?

Contributions by Entities*

NameRoleThree-Year Plan Contribution
Dr. Sean Delgado Principal Designed proposed strategies
Heather Post Principal Designed proposed strategies
Cynthia Gleason Principal Designed proposed strategies
Maria Rodriguez Community college faculty Designed proposed strategies
Dr. George Matamala Principal Designed proposed strategies
BW Research Consultant Provided data
Dr. Kern Oduro Administrator Participated in planning meetings
Yolanda Ortiz EDD Participated in planning meetings
Dr. Sean Delgado Principal Participated in planning meetings
Cynthia Gleason Principal Participated in planning meetings
Heather Post Principal Participated in planning meetings
Dr. George Matamala Principal Participated in planning meetings
Dr. George Matamala Principal Provided data
Heather Post Principal Provided data
Cynthia Gleason Principal Provided data
Dr. Sean Delgado Principal Provided data

Regional Service Providers

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

Provider NameProvider TypeNumber of Participants in Program AreaTotal Participants
ABEASEAWDCSSCTEESLPre-ApprenticeshipShort Term CTEWorkforce Reentry
*Chaffey CCDMember Representative

0

0

24

0

343

1,191

0

0

0

1558
*Chaffey Joint Union HighMember Representative

169

740

0

38

458

1,586

0

0

0

2991
*Chino Valley UnifiedMember Representative

0

232

0

0

0

1,814

0

0

0

2046
*Fontana UnifiedMember Representative

446

1,022

0

0

483

1,531

0

0

0

3482
*Upland UnifiedMember Representative

0

25

0

0

0

0

0

0

0

25
Total Participants 615 2019 24 38 1284 6122 0 0 0 10102
* Consortium Member required to input number of Participants

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

No Service Providers for this consortium.

What industries do you currently serve/plan to serve in the future?

The West End Corridor Consortium (WECC) serves a diverse set of industries that align with regional labor market demand and adult learner needs. Programming is designed to reflect both current employer needs and future workforce trends, with strong emphasis on stackable credentials, contextualized ESL/CTE instruction, and co-location with workforce partners.

Key Industries Served and Opportunities:

  • Healthcare—WECC offers programs in pharmacy tech, medical assisting, and patient care. Healthcare continues to be a high-demand, high-growth field in the Inland Empire. Opportunities include expanding certification pathways and integrating LEP-friendly, contextualized instruction for immigrants.

  • Construction & Welding—Welding is a strong CTE focus area, co-located on feeder high school campuses. These programs align with the region’s construction boom but are challenged by facility space, instructor recruitment, and equipment needs.

  • Business, Retail, & Hospitality—Short-term business office technology, retail customer service, and hospitality training programs support adult learners transitioning from ESL or basic skills into employment. These sectors offer low barriers to entry, making them ideal for bridge programming, but may lack long-term wage growth unless paired with upskilling.

  • Transportation & Logistics—With major logistics hubs located in and around the WECC region, this sector provides a significant opportunity for adult learners. Programs include forklift certification, warehouse operations, and supply chain basics, but students often require concurrent digital literacy and soft skills instruction to be job-ready.

  • Technology—While still emerging, the consortium is expanding digital and AI-focused training pathways, especially as part of digital literacy and IET offerings. Opportunities include integrating AI navigation, Google Workspace, and entry-level IT support training into existing curricula.

  • Education—Paraprofessional pathways and early childhood education tracks support both regional workforce needs and family engagement strategies. These programs are often pursued by adult learners with children in local schools and are strengthened by dual-generation support models.

Industry-Specific Challenges:

  • Credentialed Instructor Shortage: Especially in healthcare, welding, and logistics.

  • Infrastructure Limits: Equipment-intensive programs face facility constraints and high startup costs.

  • Language and Literacy Barriers: Many adults need contextualized ESL support to succeed in CTE programs.

  • Credential Alignment: Navigating state and industry-recognized credentials can be complex and requires ongoing partnership with workforce boards and community colleges.

In the 2023–2024 program year, the West End Corridor Consortium (WECC) provided a total of 567,527 instructional hours across all seven CAEP program areas. These hours reflect the consortium’s capacity and priorities in addressing adult learner needs throughout the region.

Current Levels of Instruction – Instructional Hours and Percentage of Total Hours by Program Area

  • English Language Learner (ESL/ELL): 376,579 hours (66%)
  • Adult Secondary Education (ASE): 107,940 hours (19%)
  • Adult Basic Education (ABE): 28,887 hours (5%)
  • Career and Technical Education (CTE): 36,262 hours (6%)
  • Workforce Preparation: 11,944 hours (2%)
  • Adults Training for Child K–12 Success (Parent Ed): 3,729 hours (<1%)
  • Adults with Disabilities (AWD): 1,361 hours (<1%)
  • Pre-Apprenticeship: 825 hours (<1%)
  • Total: 567,527 hours

Types of Services Offered – All Seven CAEP Program Areas Present

WECC currently offers all seven CAEP program areas:

  1. ESL/ELL – Offered at all major member sites, making up two-thirds of total instruction

  2. ASE/ABE – Robust diploma, equivalency, and foundational literacy instruction

  3. CTE – Short-term training aligned to high-growth sectors

  4. Workforce Prep – Embedded in ESL and CTE, but also offered as stand-alone

  5. Adults Supporting K–12 Success – Limited offerings, but present

  6. AWD – Very limited instructional footprint; only 1,361 hours consortium-wide

  7. Pre-Apprenticeship – Only 825 hours recorded; limited to one member agency

Evaluation of Alignment with Regional Needs (Section 2)

Strengths:

  • The high ESL instructional volume (66%) is well aligned with the region’s large LEP and immigrant populations (52% of students are in ESL; 55% report Spanish as their native language).

  • ASE and ABE programming (24%) directly addresses the 40% of students without a high school diploma.

  • CTE instruction (36,000+ hours) supports upskilling in priority sectors such as health care, logistics, and manufacturing.

Gaps:

  • AWD, Parent Education, and Pre-Apprenticeship programs have minimal instructional hours, despite consortium recognition of the need to expand access to:

    • Adults with intellectual/developmental disabilities

    • Parents supporting K–12 student learning

    • On-ramps to skilled trades and union careers

  • Workforce Preparation is underutilized relative to the need for digital literacy, job readiness, and career exploration.

Conclusion

WECC’s current instructional service levels are largely aligned with regional educational needs, particularly in ESL, ASE, and CTE. However, underdeveloped areas like AWD, Pre-Apprenticeship, and Parent Education represent strategic opportunities for growth in the 2025–2028 plan. Consortium members will need to continue diversifying offerings, expanding access, and strengthening transitions to employment and postsecondary pathways.

Metrics: CAEP Barriers & Metrics

Goals & Metrics

Metrics

Adult Ed Metrics

  • Displaced Homemaker (148AE)
  • English Language Learner (149AE)
  • Ex-Offender (150AE)
  • Exhausting TANF within Two Years (158AE)
  • Foster Youth (151AE)
  • Homeless (152AE)
  • Long Term Unemployed (153AE)
  • Low Income (154AE)
  • Low Literacy (155AE)
  • Migrant Farmworker (156AE)
  • Reported Cultural Barriers (147AE)
  • Seasonal Farmworker (157AE)
  • Single Parent (159AE)

Metrics

Adult Ed Metrics

  • Adult Basic Education (1001)
  • Adult Secondary Education (1000)
  • Career Technical Education (1003)
  • English as a Secondary Language (1002)
  • Workforce Preparation (124AE)

Metrics

Adult Ed Metrics

  • Completed Educational Functioning Level Gain (400AE)
  • Immigration Integration Milestone (411AE)

Metrics

Adult Ed Metrics

  • Transitioned to ASE (500AE)
  • Transitioned to CTE (636AE)
  • Transitioned to Non-Developmental Credit College Course (637AE)

Metrics

Adult Ed Metrics

  • Diploma, GED or High School Equivalency (633AE)
  • Postsecondary Credential (624AE)

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 SetMetric DescriptionConsortium Level Metric Actuals Consortium Level Metric Targets
2022-23 2023-24 2024-25 2025-26 2026-27 2027-28
AllReportable Individuals (200AE) 9,446 10,218

12,364

13,600

14,960

Student BarriersEnglish Language Learner (149AE) 6,778 7,628

9,230

10,153

11,168

Student BarriersLow Literacy (155AE) 8,298 9,237

11,177

12,295

13,525

Student BarriersLow Income (154AE) 5,713 6,148

7,439

8,183

9,001

Student BarriersLong Term Unemployed (153AE) 1,012 861

1,042

1,146

1,261

Student BarriersReported Cultural Barriers (147AE) 3,253 3,833

4,638

5,102

5,612

Student BarriersDisplaced Homemaker (148AE) 833 768

929

1,022

1,124

Student BarriersEx-Offender (150AE) 34 47

57

63

69

Student BarriersFoster Youth (151AE) 68 104

126

139

153

Student BarriersHomeless (152AE) 46 59

71

78

86

Student BarriersMigrant Farmworker (156AE) 16 25

30

33

36

Student BarriersSeasonal Farmworker (157AE) 17 23

28

31

34

Student BarriersExhausting TANF within Two Years (158AE) 12 13

16

18

20

Student BarriersSingle 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 SetMetric DescriptionMember Level Metric Actuals Member Level Metric Targets
2022-23 2023-24 2024-25 2025-26 2026-27 2027-28
AllParticipants (202AE) 1,252 1,504

1,820

2,002

2,202

ProgressCompleted Educational Functioning Level Gain (400AE) 300 373

451

496

546

ProgressImmigration Integration Milestone (411AE) 113 127

154

169

186

SuccessDiploma, GED or High School Equivalency (633AE) 12 30

36

40

44

SuccessPostsecondary Credential (624AE) 125 74

90

99

109

TransitionTransitioned to ASE (500AE) 61

74

81

89

TransitionTransitioned to Non-Developmental Credit College Course (637AE) 142

172

189

208

TransitionTransitioned to CTE (636AE) 120

145

160

176

Students and ProgramsAdult Secondary Education (1000) 0 0

0

0

0

Students and ProgramsAdult Basic Education (1001)

0

0

0

Students and ProgramsEnglish as a Secondary Language (1002) 1,025 1,191

1,441

1,585

1,744

Students and ProgramsCareer Technical Education (1003) 241 343

415

457

503

Students and ProgramsWorkforce Preparation (124AE)

0

0

0

* Mandatory for all members


Chaffey Joint Union High (No reporting institution)

Metric SetMetric DescriptionMember Level Metric Actuals Member Level Metric Targets
2022-23 2023-24 2024-25 2025-26 2026-27 2027-28
AllParticipants (202AE)

2,968

3,265

3,591

ProgressCompleted Educational Functioning Level Gain (400AE)

1,078

1,186

1,305

ProgressImmigration Integration Milestone (411AE)

1,171

1,288

1,417

SuccessDiploma, GED or High School Equivalency (633AE)

178

196

215

SuccessPostsecondary Credential (624AE)

42

47

52

TransitionTransitioned to ASE (500AE)

140

154

170

TransitionTransitioned to Non-Developmental Credit College Course (637AE)

105

116

127

TransitionTransitioned to CTE (636AE)

258

284

312

Students and ProgramsAdult Secondary Education (1000)

734

808

889

Students and ProgramsAdult Basic Education (1001)

142

156

171

Students and ProgramsEnglish as a Secondary Language (1002)

1,861

2,047

2,252

Students and ProgramsCareer Technical Education (1003)

534

587

646

Students and ProgramsWorkforce Preparation (124AE)

0

0

0

* Mandatory for all members


Chino Valley Unified (Reported by Chino Valley Unified School District (CVUSD))

Metric SetMetric DescriptionMember Level Metric Actuals Member Level Metric Targets
2022-23 2023-24 2024-25 2025-26 2026-27 2027-28
AllParticipants (202AE) 1,884 2,003

2,424

2,666

2,933

ProgressCompleted Educational Functioning Level Gain (400AE) 1,019 1,211

1,465

1,612

1,773

ProgressImmigration Integration Milestone (411AE) 999 1,034

1,251

1,376

1,514

SuccessDiploma, GED or High School Equivalency (633AE) 31 15

18

20

22

SuccessPostsecondary Credential (624AE) 60 32

39

43

47

TransitionTransitioned to ASE (500AE) 132

160

176

194

TransitionTransitioned to Non-Developmental Credit College Course (637AE) 46

56

62

68

TransitionTransitioned to CTE (636AE) 78

94

103

113

Students and ProgramsAdult Secondary Education (1000) 312 232

281

309

340

Students and ProgramsAdult Basic Education (1001) 0 0

0

0

0

Students and ProgramsEnglish as a Secondary Language (1002) 1,603 1,814

2,195

2,414

2,655

Students and ProgramsCareer Technical Education (1003) 35 0

30

40

50

Students and ProgramsWorkforce Preparation (124AE)

0

0

0

* Mandatory for all members


Fontana Unified (Reported by Fontana Unified School District (FUSD))

Metric SetMetric DescriptionMember Level Metric Actuals Member Level Metric Targets
2022-23 2023-24 2024-25 2025-26 2026-27 2027-28
AllParticipants (202AE) 1,917 2,142

2,592

2,851

3,136

ProgressCompleted Educational Functioning Level Gain (400AE) 805 1,031

1,248

1,373

1,510

ProgressImmigration Integration Milestone (411AE) 977 1,063

1,286

1,415

1,557

SuccessDiploma, GED or High School Equivalency (633AE) 78 108

131

144

158

SuccessPostsecondary Credential (624AE) 80 40

48

53

58

TransitionTransitioned to ASE (500AE) 218

264

290

319

TransitionTransitioned to Non-Developmental Credit College Course (637AE) 143

173

190

209

TransitionTransitioned to CTE (636AE) 336

407

448

493

Students and ProgramsAdult Secondary Education (1000) 678 1,022

1,237

1,361

1,497

Students and ProgramsAdult Basic Education (1001) 222 446

540

594

653

Students and ProgramsEnglish as a Secondary Language (1002) 1,233 1,531

1,853

2,038

2,242

Students and ProgramsCareer Technical Education (1003) 356 483

584

642

706

Students and ProgramsWorkforce Preparation (124AE)

0

0

0

* Mandatory for all members


Upland Unified (Reported by Upland Unified School District (UUSD))

Metric SetMetric DescriptionMember Level Metric Actuals Member Level Metric Targets
2022-23 2023-24 2024-25 2025-26 2026-27 2027-28
AllParticipants (202AE) 84 25

80

88

97

ProgressCompleted Educational Functioning Level Gain (400AE) 24

26

29

32

ProgressImmigration Integration Milestone (411AE) 0

0

0

0

SuccessDiploma, GED or High School Equivalency (633AE) 13

20

22

24

SuccessPostsecondary Credential (624AE) 0

0

0

0

TransitionTransitioned to ASE (500AE)

0

0

0

TransitionTransitioned to Non-Developmental Credit College Course (637AE)

0

0

0

TransitionTransitioned to CTE (636AE)

0

0

0

Students and ProgramsAdult Secondary Education (1000) 14 25

30

33

36

Students and ProgramsAdult Basic Education (1001) 0 0

0

0

0

Students and ProgramsEnglish as a Secondary Language (1002) 71 0

30

33

36

Students and ProgramsCareer Technical Education (1003) 0 0

0

0

0

Students and ProgramsWorkforce 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.

Enter each of the Percent of Available Funds Spent as percentages for each year
Member% of Available Funds SpentMember Level Targets
2022-232023-242024-252025-262026-272027-28
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

Select the strategies that your consortium is using to improve 1) integration of services and 2) transitions to post-secondary education and the workforce
  1. Utilizing Data

  2. Providing Professional Development

  3. Identifying Best Practices

  4. 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

Select the programmatic strategies that your consortium is using to improve effectiveness of services:

Not Entered

Select the operational strategies that your consortium is using to improve effectiveness of services:

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.

Outcomes

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 PositionResponsible MemberProposed Completion Date
George MatamalaChaffey Joint Union High06/30/2028
Heather PostChino Valley Unified06/30/2028
Maria RodriguezChaffey CCD06/30/2028
Sean DelgadoUpland Unified06/30/2028
Cynthia GleasonFontana Unified06/30/2028

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.

Outcomes

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 PositionResponsible MemberProposed Completion Date
George MatamalaChaffey Joint Union High06/30/2028
Heather PostChino Valley Unified06/30/2028
Maria RodriguezChaffey CCD06/30/2028
Sean DelgadoUpland Unified06/30/2028
Cynthia GleasonFontana Unified06/30/2028

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.

Outcomes

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 PositionResponsible MemberProposed Completion Date
Heather PostChino Valley Unified06/30/2028
Maria RodriguezChaffey CCD06/30/2028
Cynthia GleasonFontana Unified06/30/2028
Sean DelgadoUpland Unified06/30/2028
George MatamalaChaffey Joint Union High06/30/2028

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.

Outcomes

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 PositionResponsible MemberProposed Completion Date
George MatamalaChaffey Joint Union High06/30/2028
Heather PostChino Valley Unified06/30/2028
Maria RodriguezChaffey CCD06/30/2028
Cynthia GleasonFontana Unified06/30/2028
Sean DelgadoUpland Unified06/30/2028

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.

Outcomes

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 PositionResponsible MemberProposed Completion Date
George MatamalaChaffey Joint Union High06/30/2028
Sean DelgadoUpland Unified06/30/2028
Cynthia GleasonFontana Unified06/30/2028
Heather PostChino Valley Unified06/30/2028
Maria RodriguezChaffey CCD06/30/2028

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.

Outcomes

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 PositionResponsible MemberProposed Completion Date
Heather PostChino Valley Unified06/30/2028
Maria RodriguezChaffey CCD06/30/2028
Sean DelgadoUpland Unified06/30/2028
Cynthia GleasonFontana Unified06/30/2028
George MatamalaChaffey Joint Union High06/30/2028

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.

Outcomes

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 PositionResponsible MemberProposed Completion Date
Heather PostChino Valley Unified06/30/2028
Maria RodriguezChaffey CCD06/30/2028
Sean DelgadoUpland Unified06/30/2028
Cynthia GleasonFontana Unified06/30/2028
George MatamalaChaffey Joint Union High06/30/2028

Funds Evaluation

Member Allocations and Expenditures

Member AgencyPrior Year Total Leveraged FundsProgram Reporting Status
Chaffey CCD $1,745,746Certified
Chaffey Joint Union High $6,416,246Certified
Chino Valley Unified $3,396,713Certified
Fontana Unified $3,730,735Certified
Upland Unified $715,719Certified
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

Approved by Maria Rodriguez

06/17/2025 12:41 PM PDT

Chaffey Joint Union High - Member Representative

Approved by Dr. George Matamala

06/16/2025 10:37 PM PDT

Chino Valley Unified - Member Representative

Approved by Heather Post

06/17/2025 07:34 PM PDT

Fontana Unified - Member Representative

Approved by Cynthia Gleason

06/17/2025 12:45 AM PDT

Upland Unified - Member Representative

Approved by Sean Delgado

06/17/2025 08:13 AM PDT