Regional Comprehensive Plan
– October 31 st Progress Report

I. Introduction ...................................................................................................................... 1
II. Core Principles Describing the Consortium’s Desired Integrated System ................ 3
III. Cross-Cutting Strategies ............................................................................................... 6
V. Next Steps ..................................................................................................................... 25
Appendix A: Program Area Strategies from October 9 Cabinet Meeting .......................... 26

This framework document summarizes the key concepts for the October 31 progress report.
The purpose is to present the initial planning concepts for a regional comprehensive plan for adult education in the consortium’s service area.
The concepts presented are based on the following sources:

Participant input: The input and discussions of participants in the consortiums' planning process. Teachers, faculty, administrators and other staff met in regional meetings and small group sessions to develop the vision and strategies presented here. An online survey was designed and distributed to key administrators and completed by seven.

Promising Practices: The concepts reflect review of several projects which align adult education and post-secondary education.

Working Group Input and Synthesis: The working group has reviewed summaries of participant input and promising practices to synthesize key directions. Many of these directions were presented as emerging strategies at the October 9 th Cabinet meeting and are included in their entirety in Appendix A.

Program Area Groups: A key outcome of the planning process so far and an integral component moving forward are subregional program area groups (eastern, central and western). Program area groups (ESL and Basic Skills) have been identified for each subregion and have started meeting independently to discuss curriculum alignment and related issues. A region-wide Apprenticeship/CTE group has also been formed and is meeting to review issues related to pathways development and course-related contextualization. Working group members presented emerging strategies by Program
Area at the October 9 th Cabinet meeting and are included in their entirety in Appendix A.
Meeting
Type
Working
Group
Meeting
Date(S)
April 30,
May 22,
June 12, 26
July 8
August 28
September
11, 25
October 9,
24
NACRCAE Meetings
Meeting Purpose
Provide ongoing input, review and guidance on the AB 86 planning process and ensure robust participation from member agencies and partners.
Number of
Attendees
Varied, between 8-15
1

Meeting
Type
Members’
Cabinet
Meeting
Date(S)
June 26
October 9
NACRCAE Meetings Continued
Meeting Purpose Number of
Attendees
Provide purpose and need overview of the AB 86 planning process and secure commitment for ongoing, meaningful engagement. Present emerging strategies and solicit input and direction on next steps
12
Faculty (K12
& community college)
Community
Partners
Program
Area Group:
Basic Skills
Program
Area Group:
ESL
Program
Area Group:
AWD
May 8
June 5
August 6
Provide purpose and need overview of the AB 86 planning process and solicit faculty/instructor input on existing program activities, strengths, gaps and potential solutions.
60
Provide purpose and need overview of the AB 86 planning process and solicit partner input on existing program activities, strengths, gaps and potential solutions.
60
Focus on objectives 3 and 5, “Developing Plans to
Integrate Existing Programs and Create Seamless
Transitions to Post-Secondary Education and the
Workforce”. Participants from member agencies and partner organizations
20
September 5 Program Area Group designed for immigrants eligible for education services in citizenship, ESL, and workforce preparation classes in basic skills. Participants from member agencies and partner organizations
September 2 Planning team met to discuss the bigger picture issues of adults with disabilities and how to focus on the upcoming combined faculty/stakeholder meeting.
32
4
7 Program
Area Group:
CTE
Faculty (K12
& community college) and
Community
Partners
September 5 Ad-hoc CTE committee met to discuss how better transitions could be developed between CTE and AWD,
ESL and Basic Skills
September
18
Joint Faculty/stakeholder meeting held to discuss objectives 3 and 5 and to create preliminary strategies to achieve the objectives. Preliminary cross cutting strategies between PAG’s were named
90
2

Building an aligned system of service delivery for adults requires a shared vision and common understanding of key concepts and principals. Below are preliminary core principles and concepts for a redesigned system that have emerged during the planning process. They have informed the development of str ategies and serve as a “touchstone” for consortium members and partners working together to address complex issues.
Our students are at the core of the redesigned system. Key principles regarding students include the following:
A. Build on Student Strengths: An integrated system recognizes and integrates student strengths
— from prior employment and life experience — into the charting of their educational paths.
B. Support Diverse Student Educational Goals: The integrated system encourages longterm career awareness and engagement with learning, but provides options for those who are not immediately college-bound, including immigrants needing core life skills, reentry students, adults with disabilities and others.
C. Increase Awareness and Viability of Pathways to Post-Secondary Education: The redesigned system raises the bar by combining high expectations with high levels of support, so that more students see post-secondary education as viable, transition successfully, and efficiently complete course work needed for certifications, transfer and/or employment.
D. Expand Alignment to Diverse Careers: Infusing career options and the possibility of career growth into adult education will support expanded student success, and support the educational and career success of the children of adult education students. Career options should be diverse and include apprenticeship, entrepreneurship opportunities, and supported employment.
E. Provide Differentiated Instructional and Program Design Options: Reflecting the diverse needs of adult students, the redesigned system seeks to tailor its programming, instruction, and services to meet the learning needs of all students.
The roles of the K12-based Adult Schools and the Community Colleges need to be coordinated, and aligned to community partnerships. Key principles include:
A. Structurally Integrate Agency Functions: The two agencies, along with CBO and governmental partners, operate as ongoing strategic partners through formal agreements, joint programming, joint professional development, co-located services, and shared success metrics and data systems.
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B. Differentiate Agency Roles: The structural integration in the redesigned system allows the strengths of both systems to be fully leveraged:
 Adult Schools provide an open door to educational opportunities leading to contributions to society and economic self-sufficiency, primarily for students who have not succeeded in previous education or been out of school for a period of time, never had much formal schooling, or are unfamiliar with US customs and institutions.
Adult schools are located in the communities of greatest need and therefore can have great potential positive impact. Adult Schools provide supports for individuals who have had low engagement or success with education and use differentiated and innovative strategies to engage these students and promote learning. Adult Schools efficiently assess students, provide robust information about educational and career options, and refer students to the programs at their Adult School, another Adult
School, a Community College or other programs that will most effectively meet their needs. Students who can benefit from post-secondary education will be encouraged to continue on and be provided with the transition and other support services needed to transition and succeed.

Community Colleges provide an open door to educational opportunities leading to societal contributions and economic self-sufficiency, primarily for students who have a base of foundational skills and behavioral characteristics that prepare them for success in a college setting and at college levels.

Educational Partners provide services for students lacking literacy or having very low literacy, including students who are have low literacy in their language of origin.
Partners also provide education in jails and other correction settings.
 Public, Community and Faith-Based Organizations: CBOs and public agencies provide funding for child care, transportation, other life needs, as well as case management and social and personal support.
Adult education students have a wide variety of employment needs and desired career pathways. This is a key pathway to success, as economic studies show that postsecondary education — defined in the research as including On-the-Job training (OJT), apprenticeships, and military service occupations, as well as college and university
— is increasingly important in career success. Key principles and concepts include:
A. Support Small Business Ownership: Small business ownership and independent work is a growing and preferred choice in the economy generally, and for adult education students. The integrated future system will support students who seek skills to start their own businesses.
B. Provide Access to Apprenticeships: The integrated system includes apprenticeships as potential careers, and includes pre-apprenticeships and other bridges to connect students to these rewarding pathways.
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C. Include Options for Job Upgrades and Immediate Employment within Pathways:
Many students need to work for economic self-sufficiency. Further, labor market competitiveness requires job experience in addition to classroom learning.
D. Support Transition to Supported Employment: Some adults with developmental disabilities can achieve the greatest level of autonomy and success in careers not supported by current college pathways. The redesigned adult education system includes bridges to supported employment and other forms of meaningful service and contribution.
Educational pathways and transitions are central integrating mechanisms for the AB 86 opportunity. Key principles and concepts include:
A. Provide Effective Pathways for All AB 86 Programs: The integrated system provides pathways and transition supports for low-skill English speakers, immigrants, and adults with disabilities.
B. Ensure Multiple Points of Entry and Exit: Provide education in components that allow adults to enter and various skill levels and exit with meaningful learning gains and evidence of success. Use stackable designs to facilitate progressive attainment of skills.
C. Provide Intentional and Resourced Transition Support: The redesigned system has explicitly funded and staffed transitions.
D. Integrate Basic Skills and Post-Secondary Training: Contextualized approaches make learning college- and career-relevant.
E. Co-Locate and Blend Services: Provide dual and concurrent enrollment, and provide
Adult School and community college services at the partner agency’s location.
The research literature stresses the value of intensive programming, faculty collaboration, original materials that contextualize to regional careers, and the necessity of wraparound support services. At the same time, the adult education segment in both agencies has been historically underfunded. The core principles related to resources include:
A. Provide Support for Adoption of Best Practices: Provide funding for professional development, faculty/teacher planning, design and collaboration.
B. Braid Funding Across Programs: Provide sufficient funding and training for the administration and coordination of multiple funding streams such as private philanthropy,
WIOA, Calworks support services, etc.
Individual and institutional capacity must be expanded to create a coordinated and aligned system. Key principles and concepts include:
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A. Joint Professional Development: Professionals from multiple agencies develop a common language, understanding, and approaches to their shared mission
B. Active and Skills-Based Learning: Learning among faculty and staff is active and oriented to solving real problems; professional development builds instructional and program design competencies.
C. Employer Engagement: Employers advise on the skills required of the incoming workforce and on the needs of specific workplaces. Employers host faculty to learn through direct exposure to workplaces. Advisory boards jointly serve Adult School and
Community College programs.
D. Student Voice: Faculty and staff are guided in their program development by the systematic input of students.
E. Ongoing Capacity-Building for System Improvement: Training for ongoing collaboration and change management is an integral component of professional development.
The strategies presented below are clustered to address the following objectives:

Objective 3: Transitions and Program Integration

Objective 4: Gaps and Solutions

Objective 5: Instructional Effectiveness/Acceleration

Objective 6: Professional Development

Objective 7: Regional Coordination
Strategies developed for Objectives 3 and 5 emerged during the recent August 1- October
31 planning period and from convenings and work prior to July 31. Many of the gaps and solutions identified in the prior period during discussions about gaps, such as the lack of transition services, or the lack of wraparound services, are also directly related to the effectiveness of transitions from one segment to another or from education to work. Those strategies have therefore been integrated into the list of strategies under Objective 3:
“Transitions and Program Integration”. The remaining “gaps” were primarily those in providers (levels of service), which remain in the section on Objective 4. These draw largely on the changes in enrollment in relation to identified needs. Professional Development
(Objective 6) and Regional Coordination (Objective 7) are topics that have surfaced consistently during the planning process. The plan concepts for these topics are presented generally here and will be addressed more intentionally, and in greater depth, as the upcoming plan phase. A hallmark of the North Alameda Consortium for Adult Education is the genuine commitment to partner engagement and leveraging of resources to provide needed services
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3. Transitions and Program
Integration
A. Align and improve the initial assessment, career planning and placement process
B. Align curriculum and progress assessments between adult schools and community colleges
C. Provide adult school to college transition services
D. Create bridges to existing career pathways and create new pathways
E. Provide wraparound support services
F. Engage employers to promote career alignment and work transitions
G. Coordinate data between adult schools and community colleges
H. Expand and improve recruitment efforts
4. Gaps and Solutions
A. Expand access to quality services for underserved areas and populations
B. Sustain regional collaboration
C. Increase resources to promote access and success
D. Maintain a regional asset map
5. Instructional Effectiveness /
Acceleration
A. Explore the use of dual enrollment and co-located classes
B. Integrate and contextualize
ABE/ASE and ESL with
Career Exploration and
CTE pathways
C. Support and share instructional strategies to accelerate student success
D. Support professional learning communities of adult school and community college faculty to implement innovation practices
6. Professional
Development
A. Fund joint community college/ staff/faculty ongoing meetings to keep programs seamless and non-repetitive.
B. Provide professional learning and development opportunities focused on an array of teaching topics.
7. Regional
Coordination
A. Work with public sectors entities such as Alameda
County Office of
Education, Alameda
County WIB, and
Alameda County
Social Services, and the Regional
Center of the East
Bay to leverage resources and provide needed services
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The North Alameda Consortium for Adult Education will integrate existing programs of members and partners and create seamless transitions into postsecondary education and the workforce.
The consortium will align and connect existing and future adult education programs to postsecondary academic pathways and/or career pathways leading to employment. This section describes initial plans to align placement tools, curriculum, assessment tools and rubrics, and student performance outcomes across delivery systems to ensure that student transition paths, both between providers and into postsecondary credit programs, are understood and supported across all systems.
Program alignment and pathways will be developed using research-based effective practices, and in keeping with the core principles described in Section VII, and summarized in Table 1.
Purpose: Assist students in becoming directed toward and starting an educational and career pathway aligned to their longterm goals. Identify students’ current competencies, interests and life circumstances to define an achievable pathway. Refer students to the right mix of services.
Scope/Audience : The initial intended audience for this intake is both adult school students and community college students.
Outcomes
 Needs/Strengths Profile:
Understand students’ needs and goals o Educational skill levels with emphasis on skills related to their specific career path (diagnostic assessment) o Existing competencies o Needs (learning differences), and o Career interests

Barrier Identification:
Identify students’ life circumstances and potential barriers, and resources to address these
 Students Awareness of Career Pathway Options: Develop students’ awareness of career options and pathways
 Individual Success Plan: Develop a preliminary educational, career, and support services plan
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
Referral to Appropriate Services: Refer students to the appropriate level and combination of educational, academic enrichment and support services (adult school, community college, partner or combination):
Implementation Team and Process
There will be a team identified from adult schools, community colleges and partners (as needed) to conduct detailed strategy development and implement pilot initiatives.
Key roles and stakeholders include:

AS: ABE/ASE and ESL teachers, administrators

CC: English, Math and ESL faculty
Other key stakeholders to engage include:
 Assessment center
 Discipline faculty from adult education and community college

Counselors
 Employers
 Wraparound service providers
Potential Action Steps:

Provide information on college and career pathway options to all students seeking adult education services both at the Adult Schools and community colleges
 Identify all students’ initial educational and career goals
 Identify all students’ educational attainment, strengths and learning differences
 Identify potential barriers to students’ success and completion and the resources and services to address those barriers
 Develop shared understanding of basic expectations/goals: Students should be able to perform basic English skills (reading, writing, and communicating) regardless of what path they are taking.

Address concerns about use of Accuplacer for incoming ESL students or only use
Accuplacer when students are ready to move on to other programs…CTE or
Academic programs.
 Explore development of a universal assessment (especially for ESL from adult education to community college)
 Address key information needs: o State mandates (SSSP) o Current assessment process o Potential starting point (CAHSEE)
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Purpose: Allow students to transition directly without an assessment from an adult school class into an appropriate community college class and achieve success.
Scope/Audience : The initial intended audience for this is adult school students.
Outcomes
 Transitions: Adult school students transitioning successfully
 Persistence: Adult school students persist through their course
 Success: Adult school students achieve learning outcomes and passing grades
 Faculty/Instructor Knowledge: educators are familiar with peer agency offerings

Course Alignment: There is a connected sequence of courses, with few gaps and overlaps only where based on different student needs.
Implementation Team and Process
There will be a team identified from adult schools, community colleges and partners (as needed) to conduct detailed strategy development and implement pilot initiatives.
Key roles and stakeholders include:
 AS: ABE/ASE and ESL teachers, administrators
 CC: English, Math and ESL faculty
Other key stakeholders to engage include:
 Curriculum committee

Articulation officers
 Employers
 Other adult education partners
Potential Action Steps:
 Ensure that adult school course completions and assessments prepare students for college

Explore options for college classes or workshops to be taught at Adult Schools and vice versa
 Continue curriculum mapping by identifying program area workgroups to champion the effort. Work groups will develop shared course calendar to identify timing issues and student populations served. Work group will also explore pedagogy to identify/understand teaching modalities and content. Work group will also inventory policy issues.
 Convene curriculum committee to share information on texts, standards and requirements
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
Develop strategies to help students who have degrees, certificates and/or professional experience in the home country, but need to transition to working in the
US and develop the English they need to do that (if necessary).
 Develop common language for course descriptions that new courses can be aligned to

Ongoing review process to sustain over time
Purpose:

Assist students who are not part of a targeted career pathway to clarify their career goals and gain the knowledge and skills to transition to post-secondary education or employment.

Encourage students to explore post-secondary educational options.

Ensure that students enter college fully aware and prepared for the academic expectations at the college level and know of available support services for assistance as needed.
Scope/Audience: The intended audiences for these services are current adult school students preparing to transition to a community college.
Outcomes

Motivated, directed and confident students: Students have the information they need to motivate and direct their progress. They are confident they can move successfully from one school to another.
 Smooth transitions: Students move easily between educational segments and the workforce with necessary knowledge, skills and support to manage learning and educational/career progress
 Timely achievement of goals Students progress efficiently at an appropriate pace with minimal repetition of courses and assessments.
Implementation Team and Process
There will be a team identified from adult schools, community colleges and partners (as needed) to conduct detailed strategy development and implement pilot initiatives.
Key roles and stakeholders include:
 AS: teachers, administrators, intake specialists
 CC: counselors,
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Potential Action Steps:
 Organize and host workshops, presentations, speakers, and college tours on career options and development for adult school students
 Identify and train transition advisers who can facilitate students’ matriculation to community college after Adult School

Develop an articulated matriculation model

Develop intensive cohort and bridge programs that can move students successfully to community college pathways
 Increase services for students with learning disabilities
 Provide enhanced coordination with community services that can provide culturally sensitive or culturally appropriate assistance
Purpose: Create intensive and supported bridge programs to contextualized to existing career pathways at the colleges. Create pathways, including bridges, to areas where there is not currently a pathway but where one would support adult education student goals.
Scope/Audience: The intended audiences for these services are current adult school students
Outcomes
 Successful transition to college

Completion of career pathways
 Acquisition of on the job experience, employment and earning gains
Implementation Team and Process
There will be a team identified from adult schools, community colleges and partners (as needed) to conduct detailed strategy development and implement pilot initiatives.
Key roles and stakeholders include:

AS: teachers, administrators, intake specialists
 CC: counselors,
Other key stakeholders include:
 Employers
 WIB and Industry Experts

Student mentors, recent graduates
 Faculty: adult education and community college
 Service and faith-based organizations
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
US citizenship and immigration services
 Microfinance groups
 Small Business Development Council
Potential Action Steps:
 Convene administrators and curriculum faculty from community colleges and adult schools to develop and design career pathways relevant to the region

Develop Bridge classes to connect to pathways
Purpose: Provide the supports necessary for students to persist and achieve their educational goals
Scope/Audience : The intended audiences for these services are adult school and community college students
Outcomes
 Student Persistence: Students are supported to persist despite the personal and academic challenges they encounter
 Student Achievement: Student meets and exceed their academic and career goals with the provisions of targeted and strategic support
Implementation Team and Process
There will be a team identified from adult schools, community colleges and partners (as needed) to conduct detailed strategy development and implement pilot initiatives.
Key roles and stakeholders include:
 AS: teachers, administrators, intake specialists
 CC: counselors,
Potential Action Steps:

Identify resources student needs

Engage agencies and partner in structured information sharing about services offered, services requested and opportunities for collaboration
 Provide child care as needed
 Provide financial support

Provide personal counseling and mentoring

Fund a counselor or resource specialist position to assist students with accessing resources for which they are eligible.
 Conduct educational presentations to increase awareness of available services
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Purpose: Develop effective input and partnership from regional businesses to provide information on labor market demands, skill needs and to provide support such as internships, job placements and financial support.
Scope/Audience: The intended audience for this is employers in the county, especially those associated with pathways identified in Strategy D above.
Outcomes
Increased understanding of:

Skills needs information. The competencies needed in growing jobs.
 Internships Opportunities for students to gain work experience.
 Participation in Career Awareness Activities. Work site tours, speakers at schools, mentorships, etc.
 Job Placements. Employment for students completing their education.

Civic and Resource Support. Business leaders who will support adult education in funding initiatives and through philanthropy.
Implementation Team and Process
There will be a team identified from adult schools, community colleges and partners (as needed) to conduct detailed strategy development and implement pilot initiatives.
Key roles and stakeholders include:
 AS: teachers, administrators
 CC: CTE faculty, administrators
Potential Action Steps:

Obtain information on skills needed in stable and growing sectors to be shared with teachers/faculty and students
 Create internship and work experience opportunities to facilitate transitions to work; link students to jobs
 Leverage workforce programs and current efforts around employer services/outreach
 Market capacity of community colleges and adult schools to address employer needs on a regional basis. Develop collateral.
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Purpose: Develop a mutually shared understanding of various data platforms and identify opportunities for coordination and sharing that will enhance service and program evaluation efforts while respecting student privacy.
Scope/Audience: The intended audience for this service is the students who will be benefit from a coordinated data system. The practitioners who will utilize the coordinated data are administrators and instructors from adult schools, community colleges, social service organizations and community partners.
Outcomes
Increased understanding of:
 Student academic history Coordinated data provides an comprehensive context for counselors and educators to tailor educational planning as appropriate
 Student of needs Coordinated data providing an opportunity for counselors and educators to match students with available resources and support quickly and efficiently.
 Student progress Coordinated data allows for enhanced tracking to understand where students go once they leave an educational institution and tracks them across segments.
Implementation Team and Process
There will be a team identified from adult schools, community colleges and partners (as needed) to conduct detailed strategy development and implement pilot initiatives.
Key roles and stakeholders include:
 AS: teachers, administrators, intake specialists
 CC: counselors, faculty, administrators
Potential Action Steps:

Develop common data collection and sharing mechanism with information such as: o Schools where they come from o Demographic o Goal data o Educational plan that can be accessed across k-12 systems o Outcome management: how did they use their training o Entry/exit tracking.
 Integrate CalPASS with adult education and connect with Launch Board
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Purpose: Existing and potential students of all skill levels are provided the information they need to encourage them to continue or embark upon their educational journey and are aware of the opportunities their accomplishments will provide them.
Scope/Audience The intended audience for recruitment is existing students and community members of all skill levels
Outcomes
 Increased outreach: from community college to adult school and community at large
 Enhanced relationships between educational institutions and community partners

Increased enrollment at all schools
Implementation Team and Process
There will be a team identified from adult schools, community colleges and partners (as needed) to conduct detailed strategy development and implement pilot initiatives.
Key roles and stakeholders include:
 AS: teachers, administrators, intake specialists

CC: counselors,
Potential Action Steps:
 Increase outreach: o Social and local media o Campus visits: host events at schools o Road shows to local high schools o Participate in community events
 Develop and share student testimonials and success stories
 Develop community-wide, combined orientation on adult education options
 Involve employers in marketing the education opportunities

Emphasize local employment opportunities
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The Consortium members and partners will provide access to quality services for all who can benefit from the AB 86 programs in the region. An analysis of demographic need
(lacking HS diploma, speak English less than well) and enrollment data has revealed significant gaps in service and the following strategies are designed to address these gaps.
Purpose: Provide increased resources and access to educational opportunities for the hardest to serve
Scope/Audience: The intended audiences for these services are existing and potential adult school and community college students with a focus on the hardest to serve, including:
 Adults with disabilities
 Foster youth
 Incarcerated or recently incarcerated youth
 Veterans
This strategy is also intended to address service gaps in the region
Outcomes
Enhanced and innovative service delivery to the hardest to serve in the region
Implementation Team and Process: There will be a team identified from adult schools, community colleges and partners (as needed) to conduct detailed strategy development and implement pilot initiatives.
Key roles and stakeholders include:
 AS: teachers, administrators, intake specialists
 CC: counselors, faculty, administrators
Potential Action Steps:

Expand ABE/ASE and CTE offerings in Oakland where over 20 percent of adults 25 years and older do not have a high school diploma, there is 10.9 percent unemployment and 17.7 percent poverty rate.
 Expand classes for Immigrants/ESL and English language proficiency in areas of high need such as Oakland, where nearly 22 percent of the population speak
English “less than very well,” and Alameda, where nearly 17 percent of the population speaks English “less than very well.”
 Provide additional training and services for adults with disabilities as nearly 21 percent of the 66,042 adults in Alameda County aged 20-64 with some kind of disability are unemployed.
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Purpose: Maintain and expand ongoing regional collaboration across educational, community, social service and business partners to leverage available funding and program expertise.
Scope/Audience: The intended audiences for ongoing regional collaboration are educational institutions, community-based organizations, social service organizations, local businesses and employers.
Outcomes
 Expanded and enhanced programming: Regional collaboration fosters program growth and improvement through information sharing and targeted resource sharing
 Improved student outcomes: Students benefit from regional collaboration with improved academic outcomes and pathway advancement
Implementation Team and Process: There will be a team identified from adult schools, community colleges and partners (as needed) to conduct detailed strategy development and implement pilot initiatives.
Key roles and stakeholders include:
 AS: teachers, administrators, intake specialists
 CC: counselors, faculty, administrators
Potential Action Steps:

Develop articulation agreements between Adult Schools and community colleges

Expand transition programs (Adult Schools supporting students transitioning to community colleges)
 Hold community college classes and orientations at Adult School facilities
 Offer ESL “Bridge to College” classes at Adult Schools
 Conduct college recruiting activities at Adult Schools
Purpose: Improve student outcomes with targeted and coordinated deployment of resources
Scope/Audience: The intended audiences students and the varied educational and community-based organizations that provide services to students.
Outcomes
 Refer to the outcomes identified above in Strategy A
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Implementation Team and Process: There will be a team identified from adult schools, community colleges and partners (as needed) to conduct detailed strategy development and implement pilot initiatives.
Key roles and stakeholders include:
 AS: teachers, administrators, intake specialists

CC: counselors, faculty, administrators
Potential Action Steps:
 Continued engagement with working group to ensure sufficient and strategic allocation of resources moving forward.
Purpose: Provide a current and comprehensive inventory of regional programs, activities and facilities.
Scope/Audience: The intended audiences are students, educational administrators, teachers, faculty and community partners
Outcomes
 Accessible and usable resource: The regional asset map can be accessed in a variety of platforms (web, print, mobile). It can be easily updated to stay current an relevant

Sustained and increased regional collaboration: The asset map will directly support Objective 5, Strategy B “Sustain Regional Collaboration”
 Enhanced strategic planning: The asset map provides an accurate picture of who does what in the region assists with gap identification and guides strategic planning and investment
Implementation Team and Process: There will be a team identified from adult schools, community colleges and partners (as needed) to conduct detailed strategy development and implement pilot initiatives.
Key roles and stakeholders include:
 AS: teachers, administrators, intake specialists
 CC: counselors, faculty, administrators
Potential Action Steps:

Inventory courses and facilities to guide planning and development

Inventory community programs and assets that can be leveraged to improve student success
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The consortium will support approaches proven to accelerate a student’s progress toward his or her academic or career goals, such as contextualized basic skills and career technical education, and other joint programming strategies between adult education and career technical education.
Research has emerged in recent years identifying practices that reduce the time it takes for adult learners to progress through basic skills and career education pathways. Common strategies include compressing courses into shorter, more intensive terms (accelerated), individualized instruction based on a student’s competencies (competency-based), and putting basic skills content into the context of a student’s goals and career path
(contextualized).
Many examples of these “best practices” are already in place within and among California adult education and community college programs. These “best practices” are not new to faculty; in fact, faculty have developed them. The consortium will develop plans to make use of these strategies within their basic skills and career programs and in joint programming strategies.
Purpose: Allow students to accelerate their completion of college-level classes and gain experience in college expectations and norms.
Scope/Audience: The intended audiences for these services are adult school students.
Outcomes
 Acceleration of Student Progress: Students complete college-level courses needed for their goals while still in adult school.
 “College Knowledge”:
Student gain knowledge of the level of performance needed in a class that is accepted by the college
Implementation Team and Process
There will be a team identified from adult schools, community colleges and partners (as needed) to conduct detailed strategy development and implement pilot initiatives.
Key roles and stakeholders include:
 AS: teachers, administrators

CC: Faculty, Deans (Language Arts, Math, Counseling)
Potential Action Steps
 Support course articulation
 Inventory and determine the optimum programs for dual-enrollment
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
Describe and map out the process of dual enrollment
 Encourage increased professional communication with counselors with information about access to dual-enrollment courses (how to sign up?, waivers?)
 Identify student needs and schedules, coordinate course offerings with student schedules

Review promising practices, learning from failures

Develop a liaison role to provide coordination assistance
Purpose: Align ABE/ASE and ESL to broadly relevant career topics and concepts as well as specific pathways.
Scope/Audience: The intended audience is both adult school and community college faculty.
Outcomes

Increased Relevance, Persistence and Success for Students: Increased motivation to advance in learning based on goal relevance.

Accelerated Student Success: As opposed to “accelerated learning” this refers to faster achievement of authentic learning in line with student goals.
Implementation Team and Process
There will be a team identified from adult schools, community colleges and partners (as needed) to conduct detailed strategy development and implement pilot initiatives.
Key roles and stakeholders include:

AS: teachers, administrators
 CC: Faculty (past and present), Deans (Language Arts, Math, Counseling)
 Partners: Employers
Potential Action Steps:
See also Objective 3 above
Purpose: Support faculty/teachers to expand their existing effective classroom practices and evaluate and adapt promising instructional practices from other disciplines and institutions. Areas include:
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
Individualized and differentiated instruction
 Compressed, intensive courses
 Team teaching
 Online / flipped / hybrid teaching models
 Academic supports (supplemental instruction, cohorts, tutoring)

Supports and accommodations for students with learning differences
Scope/Audience: The intended audience is both adult school and community college faculty.
Outcomes
 Student Ownership and Contribution to their Learning: Use of strength-based models and approaches that actively engage students in learning.

Faculty/Teacher Leadership of Pedagogical Innovation: Faculty and teachers collaborate to identify
 Accelerated Student Success: As opposed to “accelerated learning” this refers to faster achievement of authentic learning in line with student goals.
 Individualized and Cohort Approaches: Based on student needs, increased use of both differentiated/individualized instruction and learning communities (cohorts).
 Diversity of Learning and Delivery Options: A blending of methods of access and learning including online, hybrid, work-based learning, project work, portfolios, etc.
Implementation Team and Process
There will be a team identified from adult schools, community colleges and partners (as needed) to conduct detailed strategy development and implement pilot initiatives.
Key roles and stakeholders include:
 AS: teachers, administrators
 CC: Faculty (past and present), Deans (Language Arts, Math, Counseling)
 Partners: Employers
Potential Action Steps:

Develop pre-apprentice and apprenticeship program
 Build on California Advancement Academies
 Develop a set of on-ramps at each college with contextualized curriculum and connection to industry

Build contextualized prebridge programs….connect to SSSP, equity, and multiple measures.
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Purpose: Provide administrators, faculty and instructors with ongoing opportunities for formal and informal professional learning, sharing and development to coordinate and align the educational system for adult learners.
Scope/Audience The intended audience is administrators, faculty and instructors from adult schools and community college as well as staff from community partner organizations that provide complimentary services
Outcomes

Expanded Individual and institutional capacity

Joint Professional Development including: o Development of a shared language o Enhanced instructional and program design competencies o Understanding of approaches to shared mission o Collaboration and change management skills

Improved student experience and outcomes
Implementation Team and Process
There will be a team identified from adult schools, community colleges and partners (as needed) to conduct detailed strategy development and implement pilot initiatives.
Key roles and stakeholders include:
 AS: teachers, administrators, intake specialists
 CC: Faculty, counselors, administrators
Potential Action Steps:
 Fund joint community college/adult education staff/faculty ongoing meetings to keep bridging seamless and non-repetitive. Provide professional learning and development opportunities focused on the following topics: o Faculty-faculty-teacher peer -to-peer professional development. Explore new ways of teaching together across all program areas. o Communication strategies/tips for communicating with immigrants, clarifying myths and assumptions. o Meeting students where they are at, developing cultural competency to communicate effectively with students o Training related to ESL students and their legal or non-legal status, laws and opportunities for them. Identify related grant opportunities.
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The consortium will identify professional development plans addressing a range of topics from practices that build “college readiness” skills to team building to enhanced cultural competency. The topic of professional development has been mentioned and discussed consistently in the context of other Objectives. During this final planning stage, this objective will be addressed in greater depth and with more specificity to expand upon the
Professional and Organizational Development principles identified on page 5. Preliminary training topics, identified in strategy 5D include:
 Fund joint community college staff/faculty ongoing meetings to keep bridging seamless and non-repetitive. Provide professional learning and development opportunities focused on the following topics: o Faculty-faculty-teacher peer-to-peer professional development. Explore new ways of teaching together across all program areas. o Communication strategies/tips for communicating with immigrants, clarifying myths and assumptions. o Developing cultural competency to communicate effectively with students o Training related to ESL students and their legal or non-legal status, laws and opportunities for them. Identify related grant opportunities.
The consortium relies heavily on the contributions of and collaborations with partner and related regional organizations. The final plan will detail how the consortium will continue to engage with partners and regional organizations to leverage available resources for enhanced service delivery to students. The plan will detail potential outreach and position efforts that will increase the resources and effectiveness of the consortium. Organizations that will be engaged in plan development in coming months may include the Alameda
County Social Services Agency, the Alameda County Workforce Investment Board, the
Regional Center of the East Bay, the Alameda County Probation Department and the
Alameda County Office of Education. The plan will also identify and include array of local and regional partners that play a crucial role in providing educational and support services for students. Many of these organizations, such as East Bay Works, Urban Strategies
Council, Youth Radio, Youth UpRising and the East Bay Refugee Forum and others have already been active plan participants.
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Immediate Next Steps
Immediate next steps include a consortium working group retreat (November 3 rd ) to address alignment and acceleration issues in depth, a regional convening (December 4 th ), Cabinet
Meetings (November 13th and December 11 th ) and monthly working group meetings.
Upcoming meetings will focus on refinement of preliminary strategies for Objectives 3, 4 and
5 and development of additional strategies for Objectives 6 and 7. In addition to region-wide meetings, program area group meetings are ongoing to identify curriculum alignment and coordination opportunities. A student survey subcommittee of the Working Group is developing a survey instrument to solicit student input.
December Report Preparation
This progress report contains elements that will be included in a complete draft report that is due on December 31 st . Upcoming activities will be designed to generate and refine content for inclusion in this report. The outline of the December report is provided below.
December 31 st Report Outline
I. Intro
II. Background (environmental scan) a. Needs b. Issues c. Context
III. Plan Content: Objectives 1-7
IV. Implementation and Ongoing Collaboration
V. Action Items/Next Steps
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At the October 9 th Cabinet Meeting, Working Group members presented emerging Program
Area specific strategies. The strategies are presented in their entirety below to represent the high depth and quality of thinking the Working Group has produced. They will be developed in greater detail over coming months and incorporated into the final regional strategies.
Adults with Disabilities
1. Transition to College classes for Adults with Disabilities (AWD) offered at each
Peralta College, and at the High School, Adult School, and in the Community.
2. Outreach AWD Counselors for transition from/to Adult Schools, Community Agencies serving AWD, and Community Colleges for an access bridge. Included in this outreach are veterans, formerly incarcerated, and undiagnosed disabilities.
3. Supported Education for transition of students with Psychological Disabilities for
Access, Retention, and Outcomes, This would involve Mental Health Case Managers from Alameda County Behavioral Health full involvement in the transition to college and follow-up.
4. Increase staffing levels of Disability Services Programs at Colleges and Adult
Schools to have staff time to implement transition, outreach, specialized support classes,
5. Sharing student individual assessments across programs (Adult Schools, K-12,
Community Agencies, and Community Colleges). Also developing experiential assessment of readiness for college, CTE programs, and the job market.
6. Incorporate holistic approaches related to character, self-esteem, problem solving, social and life skills etc. in courses like art, music, drama, as well as physical and mental health. Also maintenance and growth for contributing citizens to transition to community not for higher education.
7. Development and training of disability Peer counselors and support groups taken into the Adult Schools, K-12, community based organizations, and Community Colleges.
8. College Courses for transition to career and work skills for students with low academic skills e.g. Developmental or Intellectual Disabilities, as well as
Psychological Disabilities that affect academic abilities. This could be coupled with college Vocational Skills classes.
9. AWD assessment and follow-up accommodations and liaison services for CTE, Basic
Skills, and ESL programs.
ABE/ASE
1. Pre-Counseling and community college registration for adult education student to include peer mentoring, career assessment; interest surveys, support for financial
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aid, transitional counselor for adult education students, learning disabilities testing referral
2. Adult school staff knowledge of community college program: Professional
Development for adult education staff to familiarize with community college course offerings, entrance requirements, (immigration status), along with existing transition programs and counseling services, community college /CBO/ adult education joint professional development
3. Identify wraparound CBO network services available to adult education students, including housing
4. Frame and communicate about adult education as a platform to address other issues
– such a life skills, civic participation/engagement, social-emotional development.
Serve individuals with disabilities, etc.
5. Address need for ABE/6 th grade level and below, basic computer training
6. Enhanced Data Sharing capacity
7. Develop common Assessment for community college entrance transition
ESL
Investment in a coordinating body: Create a coordinating entity for stakeholders across
Northern Alameda County, including but not limited to adult schools, community colleges,
CBO’s and NGO’s working with immigrants, private educational institutions, and other wraparound services including non-profit immigration legal services, health services, etc.
This body would (1) determine and provide mechanisms for information sharing such as a website and listerv and tracking student data/progress across programs, (2) conduct periodic meetings (3) Plan to address gaps in programming, (3) Advocate for and participate in the creation of a mechanism to allow refugee and undocumented students to pay in-state tuition at Peralta and other community colleges so they may transition to community college,
(4) Allow for the sharing of resources from one facility to the next, (5) advocate for full-time teaching positions and (6) Provide opportunities for professional learning for instructors across programs.
Investment in facilities: Address the severe lack of sufficient points of entry for immigrant students in our community by increasing ESL class offerings at multiple safe and accessible sites throughout our community, providing instruction at times and locations which align with students’ schedules. These sites need to be equipped with security, lighting, parking, and transportation options. Additionally, quality childcare and counseling services must be provided to meet current demand.
Investment in staff: Dedicate funding to provide all teachers and counselors the opportunity of a full time, secure job at a single facility with a livable wage and benefits.
Currently, with 90% of our faculty as adjunct, programs are not sustainable. If student
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outcomes are expected, then this investment must be made. Furthermore, we must provide ongoing training for our instructors to keep them up to date with regards to teaching methods, resources, curriculum and student pathways, and provide paid opportunities for teachers to meet at regular intervals, both within their own institutions and cross-institution to understand curriculum, assess student work, share resources and best practices, and continue to ‘norm’ their understanding of levels and systems.
Investment in classes: Develop and implement a plan to address the large gaps that currently exist in programming. In addition to providing ESL instruction, we must pay particular attention to the ensuring an adequate number of ESL literacy level, Family
Literacy, Advanced Level/Bridge, and Citizenship classes to meet current demands.
Investment in transition and pathways: Provide learning opportunities that bridge transitions with a contextualized (blended) approach such as a blended ESL /Math course,
English for Childcare, a CTE survey course or apprenticeship/ internship.
An in-house counselor who coordinates with other Career Pathways offices or Workforce
Board could aid in this process. Furthermore, have more ESL classes count for transfer credit, to bolster transition time.
Apprenticeship and CTE
1. Basic/Foundational Skills Onramp Coordination between Adult Schools,
Community Colleges and Local CBO’s: Adult School can provide courses that are suited towards adult learners with multiple modalities who need differentiated learning in the classroom and may have academic and personal barriers to academic success. In addition adult school courses are affordable, may be open entry/open exit, and do not have to be offered for credit. In addition, if all k12 districts provide adult education, physical accessibility would be higher than community college campuses. o Adult Learners fulfill their English and Math prerequisite at Adult School before moving on to community college or job training at a CBO.
Adult
School ABE/ASE math and English courses fulfill ELA and/or math benchmarks prospective students need for entry in a CTE or apprenticeship program. These math and English courses are points of recruitment for aligned career pathways.
This pathway may or may not include community colleges. By providing a direct route from adult school to CTE and apprenticeship programs offered by CBO’s, students may respond quicker to industry job market demands that are emerging or changing, as CBO’s and Adult School may respond more quickly to industry needs than Community Colleges. o Community College CTE Bridge Courses/Contextualized Math and English classes would engage a broader group of students who are better able to learn
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foundational academic skills within the context of their chosen vocation. Cohort model would increase ability to case manage students and provide wrap around services to increase student success. o Computer Literacy/ Professional skill development coordination between
Adult Schools, Community College, CBO’s and Trade Unions:
Adult School sites, according to local CTE program and industry needs, provide basic job skills courses and technology courses. o Soft Skills development coordination between Adult Schools, Community
College, CBO’s and One-Stop Centers.
2. Regional CTE Coordinator and Office: Office building and brokering relationships between community colleges, K12, WIB, local industry (employees and trade unions), and CBO’s, while maintaining in depth current information of these institutions and organizations (for example knowledge of how and when to enroll, and what kind of applicant programs are looking for). a. Publicity and recruitment b. Organizes expos including all stakeholders (educational institutions,
CBO’s, trade unions, industry representatives). c. Maintains website/database that organizes and directs information of all stakeholders and adult learners in a user-friendly interface. An adult learner should be able to navigate website easily to connect to resources that are appropriate for him/her.
3. Incentivize and develop accountability for growing apprenticeship opportunities in the region through collaboration with industry especially in high growth sectors. Region has limited apprenticeship programs available through
K12 and community colleges. The limited existing programs through Peralta are housed by the college but the college does not always provide curriculum. a. Regional CTE Coordinator and Office has an active role in facilitating and building strong collaborative partnerships. b. Build apprenticeships by leveraging relationships/opportunities with industry and trade unions with existing CTE pathways. Industry is able to recruit higher quality applicants by using CTE pipeline.
4. Career Awareness and Exploration: Programmatic survey courses at the community college which allow undecided students to explore high interest career fields without entrance to a program of study . Programs target specific populations for recruitment, and may be open to high school students, adult learners at CBO’s and adult schools, and current community college students. Programs can be interdisciplinary project based learning models. These survey courses can be part of CTE bridge programs.
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5. Technology Integration at all levels of education and job training: build computer skills at all levels and focus on 20 th century skills needed for entry to the workforce. Includes investment in technology at all levels of education and job training, and professional development for teachers to integrate technology into their curriculum.
6. CTE Counselor/Transition Specialist: Counselor has in-depth knowledge of CTE programs at community colleges and CBO’s and academic offerings at the different educational institutions. Counselor advises students on their short term and long-term academic/ career goals, and ultimately guide students through a pathway are best suited to their goals and skills.
7. Test Prep Coordination between Adult Schools, Community College, Local
CBO’s and trade unions
: a. Adult School provides instructional support for entrance examinations for apprenticeship programs, b. Community colleges provide training for licensure exams.
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