Hoopa Area Regional Focus Workgroups
CR Klamath-Trinity Instructional Site, Hoopa, CA
August 20, 2014, 12 Noon
Classroom 3
Combined Workgroups: Adult Basic Elementary and Adult Basic Skills, Adult Learners
with Disabilities, ESL and Immigrant Education, Short Term CTE, and Apprenticeships.
Attendees: Julia Peterson, Jolene Gates, Jon Ray, David Tripp, Debra Pizzuto (phone),
Melissa Ruiz, Manuel Sanchez, Tahsanchat Cooper, Jesse James, Kerry Venegas,
Pateisha Ferris
Actions: Next Meeting???
1. Send out the list of Noncredit Categories.
2. Send out the list of currently offered Noncredit Classes.
3. Julia will have someone contact Manuel (TANF) about Parenting curriculum for
the jails.
4. Investigate the possibility of offering short-term Childcare certificates through
CR’s Early Childhood Education faculty.
Data Collection and Reporting Deadlines:
Due August 27: Spreadsheet and Narrative
Due October 3: Second set of data
Brief Introduction and Lunch
Julia Peterson, AB86 Program Manager, opened the meeting with a brief explanation of
the Workgroup structure and purpose. Those attending decided by consensus to
continue to combine Workgroups 1, 2, and 3 into a single meeting in order to better
manage time and resources.
AB86 Recap and History
The AB86 focus is on Adult Basic Education, Adult Secondary Education, classes for
people with disabilities (DSPS), English as a Second Language (ESL) and immigrant
education, Short-term Career Technical Education (CTE), and Apprenticeships. The
regional planning consortium grant is simply asking: 1) What’s here today? 2) What
used to be here? and 3) If we had what we want, what would be here to help adults
increase their skills and knowledge so that they could get a job, or a better job? What is
the gap?
Structure of the AB86 Committees
1. Executive Advisory Committee: consists of consortium members, partners, and key
stakeholders, establishes and tasks Workgroups, and meets monthly to process
regional Workgroup reports and report quarterly to Sacramento.
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2. Workgroups meet locally to determine the resources, gaps, and future needs of local
communities, and report back to the Executive Advisory Committee.
Regional Focus
1. Identify existing adult services and gaps
2. Explore strategies for addressing gaps
3. Identify facilities where services can be offered
4. Establish referral processes for each of the areas outlined above
5. Report findings back to the Executive Advisory Committee
Discussion
There is a perception that Tribal representation would be very helpful on the Executive
Advisory Committee, but the terms of the grant cannot be changed this year. We are
hopeful that there will be another year of planning, at which time we may have the
opportunity to enlarge the current focus on corrections, K-12, and community colleges,
and expand the Executive Advisory Committee to include a wider variety of regional
stakeholders.
Status of MOUs for Stipends
Money is available for stipends to cover travel and data collection expenses. The
Advisory Committee is still working on a schedule to disburse the funds, based on
participation. The stipends will be paid at the end of the grant. Some participating
entities have declined the stipends, and those funds will be redistributed to other
participants.
Explanation of Noncredit Classes and New GED/HSE Certification
Current Noncredit Categories
1. English as a Second Language (ESL)
2. Immigrant Education
3. Elementary and Secondary Basic Skills
4. Health and Safety
5. Substantial Disabilities
6. Parenting
7. Home Economics
8. Courses for Older Adults
9. Short-term Vocational
10. Workforce Preparation
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Current Adult Education Programs in the Hoopa Region
1. The Tribal Employment Rights Office (TERO) provides vocational training for
Hoopa tribal members.
2. TANF classes and tuition subsidies are available only to Tribal TANF
participants.
3. Non-Tribal, non-TANF adult education needs are not currently being met in the
region.
Discussion: Needs and Issues for the Hoopa Regional Community
1. There is an overall need to avoid duplication of services between local Members,
Partners, and Stakeholders.
2. Reduced class size requirements and enrollment subsidies will increase the
availability of offerings. Keeping classes open to completion builds stability and
increases community confidence. TANF can fund empty seats to keep classes
open. Short term, WIA funds may be available to the Tribes to provide class
attendance incentives. TANF also offers financial incentives for graduation and
completion of certificates. Attendance and participation can be tied to benefits.
Other solutions include the possibility of overlaying Credit and Noncredit classes,
and combining classes by related subject area (Reading and Writing, for
example) in order to increase enrollment.
3. Adult Language Learning: Hoopa, Yurok, and Karuk Language instruction for
adults should be a priority in this community. 30 people have requested Native
language classes, which should probably be offered as Credit. Currently, all NonEnglish language instruction at CR is coordinated by Kristy Carlsen, Spanish
faculty. Getting the College to agree to offering Credit classes is the first step,
then finding a qualified instructor.
4. There is a great need for ABE/ABS, which has dwindled due to budget cuts.
5. As in other regions, basic computer literacy, such as Getting Started with
Computers (which prepared students to take the computer-based GED exam),
can contribute to further education and support entry-level employability.
6. There is an overall need for education that “goes somewhere,” leading to better
jobs, further education, and quality career opportunities.
7. Since many local people are self-employed, there is a need for Entrepreneurship
and Micro-Enterprise education, as well as Budgeting and Financial
Management. These are all curricula we could write for Noncredit adult
education.
8. Many in the community are in need of Life Skills classes, such as Parenting,
Basic Finances, and Workforce Preparation. Two fundamental barriers to offering
these classes have been lack of availability (either from low enrollment or lack of
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qualified instructors), and attendance barriers (such as lack of child or adult inhome care providers, or lack of reliable transportation). Early Childhood
Education and CNA training programs could address the shortage of qualified inhome caregivers, and free more adult learners to pursue further education. Area
1 Agency on Aging currently provides training workshops for in-home care, but
they are offered infrequently, and require travel outside the area. We will
investigate the possibility of offering short-term Childcare certificates through
CR’s Early Childhood Education faculty.
9. TANF will conduct a survey to determine the need for local CNA classes.
10. The cost of public transportation is another barrier to adult education in the
Hoopa area, and many residents have to find a ride to Willow Creek in order to
access the bus system. Public transit subsidies and gas vouchers would increase
access to education for many local adult learners.
11. Another difficulty has been recruitment for and marketing of local CR classes. We
don’t seem to be reaching our target populations.
12. CR can develop a curriculum to prepare candidates for the County NCLB
Paraprofessional Certification Exam, leading to entry-level employment as a
Classroom Teacher’s Aide. The test consists of high school level reading, writing,
and math, but a Noncredit CTE preparation class could include an introduction to
lesson plans, classroom organization, and appropriate interaction with students.
With further development, this pathway could lead to the Certificate in Faculty
Preparation program through Humboldt State University
(http://www.humboldt.edu/facultyprep/).
13. Curriculum needs related to Agriculture include Organic Farming, Basic
Agriculture, Landscaping, and Drought and Native Plant Landscaping.
14. Food Handling, Basic Hospitality, and Basic Culinary Skills are all potential
short-term CTE needs, which could be met with stackable certifications.
15. Tribal Management training, and programs to prepare for “Tribally driven”
enterprises, such as casinos, represent career specializations specific to the
Hoopa region. Casino turnover is high, creating a demand for entry-level
employees, and casino certification classes meet all of the requirements for
short-term CTE. Hospitality, Food and Beverage Service, and Retail Sales
certificates could be easily incorporated into a comprehensive Casino Staff
credential.
16. Addiction Studies, with peer mentoring is another local need.
17. Adult education programs for offenders re-entering society could be coordinated
with existing Humboldt County Jail classes, as well as providing support for those
returning from state prisons.
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Discussion of Career Pathways and Stackable Certifications
In order to serve students who are committed to staying in the area, there is a need for
career pathways specific to the Hoopa region, which can lead to full and sustainable
employment. 80% of local employment is based on natural resources. Certificates and
degrees need to be designed to meet the specific employment needs of the community.
The ONABEN (Our Native American Business Network) model can provide ideas for
products, services and networking opportunities to local Native entrepreneurs and the
organizations that serve and support them. In addition to overall Entrepreneur
education, what specific skills need to be developed for self-sufficiency in the local arts
and other micro-enterprises? Helping adult learners develop these specific skills,
through Noncredit classes and stackable certification programs, could provide pathways
into CR’s Business degree programs.
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