Produced: Aug 15, 2025, 04:11 PM UTC - By Sean Delgado
2025-26
Plans & Goals
Assessment
Activities & Outcomes
Objective #1: Address Educational Needs
Off-Site Programming
Emphasizing Digital Literacy Goals
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 Position | Responsible Member | Proposed Completion Date |
---|---|---|
George Matamala | Chaffey Joint Union High | 06/30/2026 |
Heather Post | Chino Valley Unified | 06/30/2026 |
Maria Rodriguez | Chaffey CCD | 06/30/2026 |
Sean Delgado | Upland Unified | 06/30/2026 |
Cynthia Gleason | Fontana Unified | 06/30/2026 |
Improve and Expand Existing Facilities and Program
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 Position | Responsible Member | Proposed Completion Date |
---|---|---|
Heather Post | Chino Valley Unified | 06/30/2026 |
Maria Rodriguez | Chaffey CCD | 06/30/2026 |
Cynthia Gleason | Fontana Unified | 06/30/2026 |
Sean Delgado | Upland Unified | 06/30/2026 |
George Matamala | Chaffey Joint Union High | 06/30/2026 |
Objective #2: Improve Integration of Services & Transitions
Co-Located, Career-Focused Training & Education
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 Position | Responsible Member | Proposed Completion Date |
---|---|---|
George Matamala | Chaffey Joint Union High | 06/30/2026 |
Heather Post | Chino Valley Unified | 06/30/2026 |
Maria Rodriguez | Chaffey CCD | 06/30/2026 |
Cynthia Gleason | Fontana Unified | 06/30/2026 |
Sean Delgado | Upland Unified | 06/30/2026 |
Improving Outcomes Through Data Analysis
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 Position | Responsible Member | Proposed Completion Date |
---|---|---|
George Matamala | Chaffey Joint Union High | 06/30/2026 |
Sean Delgado | Upland Unified | 06/30/2026 |
Cynthia Gleason | Fontana Unified | 06/30/2026 |
Heather Post | Chino Valley Unified | 06/30/2026 |
Maria Rodriguez | Chaffey CCD | 06/30/2026 |
Objective #3: Improve Effectiveness of Services
Expansion of Access to Support Services
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 Position | Responsible Member | Proposed Completion Date |
---|---|---|
Heather Post | Chino Valley Unified | 06/30/2026 |
Maria Rodriguez | Chaffey CCD | 06/30/2026 |
Sean Delgado | Upland Unified | 06/30/2026 |
Cynthia Gleason | Fontana Unified | 06/30/2026 |
George Matamala | Chaffey Joint Union High | 06/30/2026 |
Marketing & Outreach
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 Position | Responsible Member | Proposed Completion Date |
---|---|---|
Heather Post | Chino Valley Unified | 06/30/2026 |
Maria Rodriguez | Chaffey CCD | 06/30/2026 |
Sean Delgado | Upland Unified | 06/30/2026 |
Cynthia Gleason | Fontana Unified | 06/30/2026 |
George Matamala | Chaffey Joint Union High | 06/30/2026 |
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
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
Activity | Origin | Included 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
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
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