CAEP
Annual Plan

Produced: Aug 15, 2025, 04:11 PM UTC - By Sean Delgado

08 West End Corridor/Chaffey Regional AE Consortium
CONSORTIUM APPROVED

2025-26

Plans & Goals

Executive Summary

The West End Corridor Consortium (WECC)—Chaffey Adult School, Chino Valley Adult School, Fontana Adult School, Upland Adult School, and Chaffey College—enters 2025–26 executing the 2025–28 Three-Year Plan. Effectiveness analyses from the plan show strong alignment between services and regional need: ESL forms roughly two-thirds of instruction; ASE/ABE addresses diploma gaps; and CTE targets priority sectors (including healthcare, logistics, construction/welding, business/office technology, education, culinary, digital media, and translator/interpreter training). Building on 2024–25, WECC will:

  1. Continue and/or expand off-site and co-located career pathways,
  2. Scale short-term CTE and IET, 
  3. Deepen digital literacy across programs, 
  4. Strengthen transitions with counseling/transition specialists, and 
  5. Increase targeted marketing/outreach. 

Constraints remain in instructor hiring, facility capacity, and public awareness. Planned activities and funds directly mitigate these issues while sustaining enrollment growth, measurable skill gains (MSG), and facilitating transitions to postsecondary education and employment.

Plans & Goals

How (if at all) do the consortium’s previous program year goals differ from the current year’s goals?

Goals have changed or new goals have emerged for the upcoming year

Why have the consortium’s goals changed for the upcoming year?

The consortium’s goals for 2025–26 have been updated to align with the newly adopted 2025–28 Three-Year Plan, which incorporates findings from a comprehensive regional needs assessment and labor market analysis. While the 2024–25 Annual Plan successfully advanced priorities such as co-located program expansion, targeted marketing, and ESL/ASE growth, the new plan identifies additional priorities that require expanded focus. These include embedding digital literacy across all programs, increasing off-site and community-based access points, launching new short-term CTE and IET pathways in priority sectors, and addressing gaps in services for Adults with Disabilities, pre-apprenticeship opportunities, and parent education. The shift reflects the consortium’s transition from tactical execution of previous priorities to a broader, capacity-building approach that strengthens integration, equity, and student transitions to both postsecondary education and living-wage employment.

How much progress did the consortium make towards its previous program year goals?

A good deal of progress - most goals were met

The consortium made a good deal of progress toward 2024–25 Annual Plan goals, with most targets met or exceeded. Enrollment grew in ESL, ASE, and CTE, supported by expanded co-located Chaffey College offerings in high-demand areas such as healthcare, welding, HVAC, construction, and conversational English. Digital literacy integration advanced significantly, with career-contextualized ESL and VESL offerings embedded across multiple sites and modalities, including hybrid options to increase access.

Collaboration between members was strengthened through regular Executive Committee meetings, resulting in improved data sharing, consistent post-testing practices, and better transition tracking. Outreach campaigns—leveraging social media, student ambassadors, and targeted community events—expanded awareness and drew new participants from underserved neighborhoods.

Success stories include the launch of new CTE facilities and equipment in welding and healthcare that quickly filled to capacity, the addition of dual enrollment sections that transitioned adult school students directly into college-level coursework, and measurable skill gain rates that exceeded state targets for multiple program areas.

What barriers did the consortium face in making progress towards its previous program year goals?

While the consortium met most of its annual goals, several barriers affected the pace and scale of implementation:

  • Instructor shortages – Recruiting credentialed instructors, particularly in high-demand CTE sectors (e.g., healthcare, welding, construction) and ESL, remained challenging. Staffing limits tied to part-time employment caps in K–12 adult education further constrained capacity.

  • Facility constraints – Space limitations in certain member sites restricted the ability to expand program sections or add new offerings, particularly in equipment-intensive fields such as welding and healthcare.

  • Equipment and infrastructure needs – High startup costs and procurement timelines for CTE equipment delayed the full implementation of some planned expansions.

  • Awareness and outreach gaps – A lack of awareness of adult education opportunities persisted among some target populations and potential employers.

  • Student access barriers – Transportation, childcare, and scheduling conflicts—particularly for working adults—limited persistence for some learners.

These challenges informed the 2025–26 Annual Plan’s emphasis on shared staffing models, facility upgrades, targeted marketing, and expanded wraparound services to improve access, persistence, and completion.

What are the goals for the consortium for the current program year?

The consortium’s 2025–26 goals are directly aligned with the six strategic priorities in the 2025–28 Three-Year Plan: expanding off-site programming, enhancing marketing and outreach, leveraging data-driven instruction, embedding digital literacy, increasing co-located career training, and strengthening student support services. These translate into operational objectives that include adding and expanding programs in ESL, ASE, CTE, and IET; developing new pathways in priority sectors (healthcare, logistics, construction/welding, business/office technology, education, culinary, digital media, and translator/interpreter training) and diversifying modalities to better serve working adults, parents, and other underserved groups.

To support these expansions, WECC will increase staffing (data analyst, instructional, counseling, and transition specialists), invest in professional development (equity-focused, contextualized instruction, digital/AI skills), and upgrade facilities and equipment for high-demand CTE programs. Goals also include strengthening employer partnerships, increasing transitions to postsecondary and workforce, implementing best practices across member agencies, and rigorously tracking program efficacy using LaunchBoard, DataVista, and local metrics.

How will the consortium measure progress towards the goals set for the current program year?

Progress toward 2025–26 goals will be measured using both quantitative and qualitative methods to ensure alignment with the 2025–28 Three-Year Plan priorities. The consortium will conduct quarterly Executive Committee progress review meetings to analyze DataVista, TOPSpro, and LaunchBoard data. Metrics will include student enrollment, retention, and measurable skill gains (MSGs) through CASAS pre- and post-testing, as well as course completion, graduation rates, and credential attainment.

We will also track the number and type of courses offered, disaggregating by program area and modality to assess expansion and responsiveness to demand. Participant surveys, employer and partner feedback, and self-studies will provide qualitative insights on program effectiveness, barriers, and student satisfaction. Support service usage—including counseling, transition specialists, testing support, and device lending—will be monitored to evaluate impact on persistence and outcomes. Program assessments will be used to ensure continuous improvement, with findings informing mid-year adjustments and future-year planning.

Assessment

Regional Needs Assessment

Please identify the categories of needs in your region.

Please identify resources used to identify these gaps.

Effectiveness will be measured through growth in enrollment and persistence in target populations (LEP, low literacy, no diploma, unemployed), measurable skill gain rates, and credential attainment (HSD/HSE, postsecondary, and industry-recognized). Transition rates to ASE, CTE, and postsecondary credit programs will be tracked via DataVista and LaunchBoard. Employment outcomes will be monitored where available through WIOA II Employment & Earnings survey data and employer feedback. Service usage metrics—such as participation in digital literacy training, support service access (transportation, childcare, counseling), and enrollment in off-site or accelerated models—will also be collected. Annual comparison to baseline metrics from the Three-Year Plan needs assessment will indicate progress.

The WECC region serves a diverse and growing adult population with significant educational and economic needs, as identified through the 2025–28 Three-Year Plan’s comprehensive needs assessment conducted with BW Research. Key gaps include high rates of adults without a diploma or equivalent, limited English proficiency, low literacy, and insufficient digital skills. Economic inequities, housing and transportation costs, and childcare barriers affect persistence, while certain CTE fields face shortages of both qualified instructors and facility capacity.

Data were collected through multiple channels: consortium-wide student and staff surveys, partner and employer interviews, U.S. Census and LMI data, DataVista/TOPSPro reports, and regional workforce plans. These data informed the prioritization of services such as expanding off-site and accelerated models, integrating digital literacy across programs, developing contextualized ESL/CTE pathways, and increasing support services.

Needs are being met through expanded ESL, ASE, and CTE offerings; targeted outreach to underrepresented communities; facility and equipment investments for high-demand programs; shared staffing models; exploration of hiring a part-time data manager to strengthen collection and analysis of transition data; and enhanced wraparound supports. Progress will be monitored quarterly to ensure responsiveness to shifting regional needs and labor market demands.

Activities & Outcomes

Objective #1: Address Educational Needs

Off-Site Programming

THREE-YEAR PLAN 2025-28

In the first year of the 2025–28 Three-Year Plan, this activity will focus on launching 1–2 new off-site learning hubs in high-need neighborhoods identified through economic distress mapping and enrollment gap analysis. WECC member agencies will prioritize locations with strong community partnerships, such as feeder schools, libraries, community centers, and workforce partner sites, to co-locate ESL, ABE, ASE, and short-term CTE programs.

Sites will be equipped with essential technology and digital access supports (e.g., Wi-Fi, devices, navigation assistance). The Year 1 goal is to address immediate barriers such as transportation, childcare, and scheduling by placing programs in locations where students already gather.

Key deliverables for 2025–26 include:

  • Launching 1–2 new off-site sites (dependent on budget and/or enrollment) by the end of the program year.

  • Establishing program schedules and support staffing at these sites.

  • Offering at least one ESL and one CTE or ASE course at each new location.

  • Building initial enrollment pipelines through targeted outreach and existing partner networks.

  • Developing a rotation plan for additional off-site programming to be implemented in subsequent years.

This first-year focus will lay the foundation for further expansion in years two and three, while also beginning to meet the enrollment and accessibility targets identified in the Three-Year Plan.

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 High06/30/2026
Heather PostChino Valley Unified06/30/2026
Maria RodriguezChaffey CCD06/30/2026
Sean DelgadoUpland Unified06/30/2026
Cynthia GleasonFontana Unified06/30/2026

Emphasizing Digital Literacy Goals

THREE-YEAR PLAN 2025-28

Foundational digital literacy skills are already embedded across all WECC member sites; however, Year 1 will focus on expanding into more advanced and specialized skills, particularly in artificial intelligence (AI) and other higher-level digital competencies that directly support employment readiness. This will include integrating advanced modules into ESL, ABE/ASE, and select CTE programs at two to three pilot member sites, with a limited number of faculty and support staff receiving targeted training to deliver this content.

Students in pilot programs will participate in workshops covering AI tools for job searches, writing assistance, translation, and career exploration, along with secure and ethical use of online platforms and evaluation of AI-generated information. These skills will help students adapt to evolving workplace demands and improve their competitiveness in the job market.

Key Deliverables for 2025–26:

  • Train at least 10 instructors and support staff in delivering advanced digital and AI skills content.

  • Implement enhanced digital literacy modules in at least three pilot programs (one ESL, one ASE/ABE, one CTE).

  • Provide two to three AI-focused workshops for participating students.

  • Administer pre- and post-assessments to measure skill gains and refine content for broader rollout in Years 2 and 3.

This phased approach will build on the consortium’s existing foundation, enabling members to offer higher-level digital skills training that aligns with employer expectations and supports students’ long-term career success.

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 High06/30/2026
Heather PostChino Valley Unified06/30/2026
Maria RodriguezChaffey CCD06/30/2026
Sean DelgadoUpland Unified06/30/2026
Cynthia GleasonFontana Unified06/30/2026

Improve and Expand Existing Facilities and Program

THREE-YEAR PLAN 2025-28

In Year 1, WECC will address immediate capacity and quality needs by initiating targeted facility and program improvements at high-priority sites, budget permitting. Member agencies will identify one or two locations each with the most urgent needs—such as outdated classrooms, limited lab space for CTE, or insufficient technology infrastructure—and complete small-scale upgrades that can be implemented within the program year.

Upgrades will focus on creating safe, modern, and tech-ready learning spaces to support ASE, ESL, IELCE, and short-term CTE programs, with priority given to high-demand sectors including logistics, construction trades, and healthcare.

Key Deliverables for 2025–26:

  • Each member agency will complete at least one facility or lab upgrade aligned with program growth trends.

  • Refresh technology infrastructure in at least two CTE labs consortium-wide.

  • Reconfigure underutilized spaces at a minimum of two sites to add instructional capacity.

  • Document all improvements with before/after reporting to share with the consortium and inform Years 2–3 expansion planning.

This first-year scope will address the most urgent site needs while building momentum and capacity for larger-scale facility improvements in Years 2 and 3.

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 Unified06/30/2026
Maria RodriguezChaffey CCD06/30/2026
Cynthia GleasonFontana Unified06/30/2026
Sean DelgadoUpland Unified06/30/2026
George MatamalaChaffey Joint Union High06/30/2026

Objective #2: Improve Integration of Services & Transitions

Co-Located, Career-Focused Training & Education

THREE-YEAR PLAN 2025-28

In Year 1, WECC will strengthen existing co-located career-focused training programs and launch one to two new co-located offerings at member adult schools or partner sites (e.g., Chaffey College campuses, workforce hubs). The focus will be on sectors with immediate employer demand, such as healthcare, logistics, or construction.

Instruction in these programs will integrate basic skills, contextualized ESL (where applicable), and technical certification preparation. Career counseling, job placement support, and access to digital navigation resources will be embedded to improve transitions from adult education to employment or further training.

Key Deliverables for 2025–26:

  • Maintain and increase enrollment in existing co-located programs.

  • Launch at least one new co-located CTE course in a priority sector.

  • Provide career counseling and job placement assistance to all students in participating programs.

  • Track student transitions to postsecondary education or employment, with initial outcome data collected by year’s end.

This first-year scope will focus on optimizing and expanding high-demand offerings while piloting new sector-based opportunities that can be scaled in Years 2 and 3.

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 High06/30/2026
Heather PostChino Valley Unified06/30/2026
Maria RodriguezChaffey CCD06/30/2026
Cynthia GleasonFontana Unified06/30/2026
Sean DelgadoUpland Unified06/30/2026

Improving Outcomes Through Data Analysis

THREE-YEAR PLAN 2025-28

In Year 1, WECC will begin expanding its data infrastructure by hiring a part-time Data Manager to establish foundational systems for consistent, accurate data collection and reporting. The Data Manager will work with designated data clerks at each member agency to standardize entry protocols for key metrics such as enrollment, MSGs, and transitions.

A pilot version of a shared data dashboard will be developed and tested with two member agencies to track real-time performance indicators. Consortium members will review preliminary dashboard reports quarterly at Executive Committee meetings to identify early trends in persistence, achievement, and program participation.

Key Deliverables for 2025–26:

  • Hire a part-time Data Manager and onboard them by late fall 2025.

  • Develop and deploy a dashboard pilot with at least two member agencies.

  • Conduct two data-focused professional development sessions for administrators and instructors on interpreting and acting on student data.

  • Use Year 1 data to identify at least one opportunity for expanded dual enrollment or noncredit-to-credit transition to implement in Year 2.

This initial phase will establish the core processes and tools necessary for implementing the consortium-wide dashboard and enabling deeper, data-driven decision-making in subsequent years.

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 High06/30/2026
Sean DelgadoUpland Unified06/30/2026
Cynthia GleasonFontana Unified06/30/2026
Heather PostChino Valley Unified06/30/2026
Maria RodriguezChaffey CCD06/30/2026

Objective #3: Improve Effectiveness of Services

Expansion of Access to Support Services

THREE-YEAR PLAN 2025-28

In Year 1, WECC will focus on designing and piloting a standardized barrier screening tool to identify and address student needs that may impact persistence and completion. The screening tool will be co-developed by consortium members in collaboration with counselors, transition specialists, and community partners, ensuring it captures key factors such as transportation, childcare, housing, food insecurity, mental health, and access to technology.

The development process will include selecting the delivery format (digital, paper-based, or hybrid), establishing referral protocols, and training staff at two to three pilot sites on how to administer the tool and connect students to resources. Early implementation at pilot sites will allow for refinement before a full consortium rollout in Year 2.

Key Deliverables for 2025–26:

  • Develop a consortium-wide barrier screening tool with input from all member agencies.

  • Create a standardized referral protocol for connecting students to wraparound services.

  • Train staff at 2–3 pilot sites on administering the tool and making referrals.

  • Conduct a pilot test with at least 50 students and gather feedback to refine the tool.

By focusing on development and initial testing in Year 1, the consortium will ensure a consistent, effective, and sustainable approach to connecting students with the supports they need to succeed.

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 Unified06/30/2026
Maria RodriguezChaffey CCD06/30/2026
Sean DelgadoUpland Unified06/30/2026
Cynthia GleasonFontana Unified06/30/2026
George MatamalaChaffey Joint Union High06/30/2026

Marketing & Outreach

THREE-YEAR PLAN 2025-28

In Year 1, WECC will prioritize identifying and securing a partnership with an experienced web presence marketing firm to strengthen the consortium’s digital outreach and visibility. The consortium will conduct a vendor selection process in fall 2025, evaluating firms based on their experience with multilingual campaigns, community engagement, and measurable enrollment growth for educational or workforce programs.

Once selected, the marketing partner will collaborate with WECC leadership and member agencies to design a comprehensive digital outreach plan, including website optimization, search engine marketing, and targeted social media campaigns. The goal will be to have all creative materials, content, and campaign infrastructure completed for a January 2026 launch aligned with the Spring 2026 enrollment period for high-demand programs such as ESL, ASE/HSE, and short-term CTE.

Key Deliverables for 2025–26:

  • Develop and issue an RFP or equivalent procurement process for a web presence marketing firm.

  • Select a marketing partner by November 2025.

  • Co-create a digital marketing plan with the selected firm by mid-December 2025.

  • Complete campaign assets (graphics, copy, web enhancements) and launch initial online outreach by January 2026.

By focusing on building this partnership and preparing for a targeted January launch, the consortium will set the stage for sustained, high-quality marketing efforts in Years 2 and 3 that drive measurable increases in awareness and enrollment.

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 Unified06/30/2026
Maria RodriguezChaffey CCD06/30/2026
Sean DelgadoUpland Unified06/30/2026
Cynthia GleasonFontana Unified06/30/2026
George MatamalaChaffey Joint Union High06/30/2026

Fiscal Management

Alignment & Carryover

The planned allocation of funds for 2025–26 aligns directly with the six strategic priorities outlined in the 2025–28 Three-Year Plan: (1) expanding off-site programming, (2) increasing marketing and outreach, (3) using data to improve outcomes, (4) enhancing digital literacy, (5) expanding co-located career training, and (6) strengthening support services. Allocations will fund program expansions in ESL, ASE, and short-term CTE; targeted marketing campaigns to priority ZIP codes; the development of advanced digital literacy and AI modules; facility and technology upgrades in high-demand program areas; and increased access to wraparound services. Each expenditure will directly support at least one of the CAEP objectives—addressing educational needs, improving integration of services and transitions, and improving effectiveness of services—while building capacity for Years 2 and 3 of the plan.

The consortium is committed to maintaining carryover levels under 20% per Education Code §84914. Carryover funds will be strategically allocated to high-impact activities that support the three CAEP objectives while ensuring timely expenditure. A particular priority will be placed on using consortium-wide carryover to provide additional funding to member agencies experiencing enrollment growth or program expansion that exceeds their annual CAEP allocation. This targeted approach will allow those agencies to sustain momentum, meet increased student demand, and expand capacity in areas such as ESL, ASE/HSE, short-term CTE, and wraparound services, while ensuring equity in resource distribution across the consortium. Carryover investments will be tied to specific deliverables and measurable outcomes to ensure accountability and alignment with the 2025–28 Three-Year Plan.

Usage

How does the consortium plan to use allocated funds in the upcoming year?

Funds will be used to:

  • Launch and operate 1–2 new off-site hubs in high-need neighborhoods.

  • Expand co-located Chaffey College programs in healthcare, logistics, and construction trades.

  • Develop and pilot advanced digital literacy and AI modules at three member sites.

  • Upgrade technology and facilities for high-demand CTE programs.

  • Implement a January 2026 targeted digital marketing campaign via a newly contracted web presence marketing partner.

  • Pilot the barrier screening tool and referral protocol at select sites.

  • Develop and test a shared data dashboard to improve consortium-wide performance tracking.

  • Provide professional development in equity-centered, contextualized instruction and digital skills integration.

  • Strengthen and expand wraparound services to address barriers such as childcare, transportation, and mental health needs.

Consortium Objectives & Activities Overview

Objectives & Activities

= consortium has included this activity in an Annual Plan from the 2025-28 Three-Year Plan
= consortium has NOT selected this activity in an Annual Plan from the 2025-28 Three-Year Plan
ActivityOriginIncluded in Annual Plan
Objective #1: Address Educational Needs
Emphasizing Digital Literacy Goals
THREE-YEAR PLAN 2025-28
Improve and Expand Existing Facilities and Program
THREE-YEAR PLAN 2025-28
Off-Site Programming
THREE-YEAR PLAN 2025-28
Objective #2: Improve Integration of Services & Transitions
Co-Located, Career-Focused Training & Education
THREE-YEAR PLAN 2025-28
Improving Outcomes Through Data Analysis
THREE-YEAR PLAN 2025-28
Objective #3: Improve Effectiveness of Services
Expansion of Access to Support Services
THREE-YEAR PLAN 2025-28
Marketing & Outreach
THREE-YEAR PLAN 2025-28

Certification

Chaffey CCD - Member Representative

Approved by Maria Rodriguez

08/15/2025 08:55 AM PDT

Chaffey Joint Union High - Member Representative

Approved by Dr. George Matamala

08/14/2025 07:44 PM PDT

Chino Valley Unified - Member Representative

Approved by Heather Post

08/14/2025 08:02 PM PDT

Fontana Unified - Member Representative

Approved by Cynthia Gleason

08/15/2025 08:55 AM PDT

Upland Unified - Member Representative

Approved by Sean Delgado

08/15/2025 09:11 AM PDT