PERALTA CTE
FLEX DAY EVENT
August 19, 2015
District Board Room
Agenda
All meeting materials on the web
http://web.peralta.edu/pbi/educational-committee/ctecommittee/documents/
CTE Program Review
CTE Program Review Handbook
Linda Sanford, Peralta Accreditation Team
Louis Quindlen, Peralta Accreditation Team
CTE Program Review – LMI Resources
From the CA Employment Development Department:
http://www.labormarketinfo.edd.ca.gov/Publications/REAReports/Alameda-ContraCosta-Solano-REAP2015.pdf
From our local Center of Excellence at CCSF:
http://www.coeccc.net/bay_area.asp
State and regional resources to connect
with…
Doing What Matters & Deputy Sector Navigators
Bay Area Community College Consortium (BACCC)
SB1070 North East Career Pathway Consortium
East Bay Career Pathway Consortium
Northern Alameda County Adult Education Consortium
BOG Task Force on Workforce, Job
Creation and a Strong Economy
Debra Jones, Dean
Career Education Practices Unit
Chancellor's Office, California Community Colleges
1102 Q Street
Sacramento, California 95811
Phone: (916) 322-6972
Email: djones@cccco.edu
Peralta Workforce Development &
Grants Admin Team
Karen Engel
Director, Economic & Workforce Development
Carmen Fairley
Coordinator, Grants & Special Programs
Rebecca Lacocque
Director, East Bay Career Pathways Consortium
Lilian Pires
CCPT District Accounting Technician and ETPL/WIOA
Administrator
Career Pathways
Pathway Action Teams – Next Steps
Articulation Tools – CATEMA
Dual Enrollment – MOU passed PCCD and OUSD Boards!
Improved Placement Initiative – pilot
All CTE Grants - Overview
http://web.peralta.edu/pbi/educational-committee/ctecommittee/documents/
Adult Education
Call for Proposals - DRAFT
This is not a minor issue
• 63,682 adults age 18-64 have less than a H.S. degree
(13% of total)
• 46% of this group speak English “not well” or not at all
• 80% of this group are unemployed or earn less than
$25K/year
Next Steps
• Create CTE pathway design teams (comprised of CC &
Adult School faculty and admin)
• Focus on 4-5 pathways (Career Advancement Academies and
•
•
•
•
similar “bridge” programs like Merritt’s Bridge to Healthcare
Careers program
Cohort-based
Contextualized math and English (and ESL)
Integrate GED completion
Align assessments, enrollment,
& student supports
Next Steps
• Create an English Language Learner Design Team
• Improve the availability and alignment of ESL classes
• Contextualization
• Address facilities and access issues
Next Steps
• Create a Consortium System “Design Team”
• Dual enrollment
• Student data sharing
• Shared assessments and placement
• Facilities
• Hire a Consortium Coordinator
• Staff and facilitate the work of the Design Teams
CTE Committee
Co-Chair Dr. Leslie Blackie
Membership
Priorities
Communication (http://web.peralta.edu/pbi/)
CTE Committee Priorities –
identified Spring 2014
• Rebuild our capacity to help CTE students get jobs. While this issue came up after each attendee had
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already listed their top 3 priorities, everyone agreed afterwards that this is a top priority. If job placement
is done effectively, it will solve a number of other issues related to outreach, enrollment and resources.
This is, of course, closely linked with the Data priority in that we need to build systems for collecting and
tracking the placement and employment outcome data (tied to the Student Outcome Surveys).
Improve budget transparency and management. Faculty would like greater access to their budgets and
better information about cut-offs, deadlines, and how they can use their funds.
Improve human resource processes for CTE. Faculty and Deans would like to focus on improving
contracting and hiring for CTE grant-funded and related programs and activities.
Improve procurement/purchasing processes for CTE. These processes are confusing and cumbersome
and Deans and Faculty are spending too much time inefficiently to purchase equipment and other related
materials for CTE. How can we improve these processes?
Data. Committee would like to work with Institutional Research to understand how data tracking and
requests are currently being handled, discuss what improvements have been or can be made – especially
with respect to corresponding data collection and reporting and the necessary reporting colleges need to
do to report SLO’s for grants and other funding streams.
Access to information. The Committee would like to see greater access to information about grants, grant
deadlines, grant reporting requirements. KE will follow up in putting this information on the District’s CTE
website as a password protected function.
CTE Marketing
• Marketing Strategy is on CTE Committee website
• College Webmasters:
BCC
COA
Laney College
Merritt College
Theresa Rumjahn
Shane Williams
Antoine Mehouelley
Patricia Rom
PLEASE FILL OUT AN
EVALUATION FORM
Thank you!
AB 86: ADULT EDUCATION
Presentation to the DEC
April 17, 2015
by:
Karen Engel, Director of Economic & Workforce Development
Cleavon Smith, BCC English faculty, Co-Chair of the AB 86 Basic Skills
Area Group for Adult Education
Why?
2008-9
• K-12 Districts given permission to
“flex” Adult Education funding
• OUSD “flexes” 90% of their funds
to serving kids
• 23,000 adults served/year reduced
to 2,300/year by 2014
Why?
2012 LAO Report found:
• Responsibility for Adult Education
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has been unclear for decades
Overly broad mission
Lack of clear delineations
between pre-collegiate and
collegiate work
Inconsistent state policies
Lack of coordination among
providers (duplication of services)
Limited student data resulting in
insufficient accountability
Response
• 2013 Governor Brown:
• Eliminate Adult Schools and give it all to the colleges
• Create regional consortia and fund regional plans
• 2014 Peralta forms a Consortium with:
• Albany USD
• Berkeley USD
• Emery USD
• Alameda USD
• Oakland USD
• Piedmont USD
• Year of planning resulting in a regional plan completed and
submitted to the state on March 2, 2015
2015 Legislative Report findings
• Insufficient availability of adult education programs;
• Need for innovation in adult education programs;
• Inadequate academic, social, and financial support for
students
• Inconsistency across the K-12 and community college
districts regarding assessments for placement;
• Lack of a common accountability approach for monitoring
student progress;
• Limited regional coordination.
State Response
• $500M in Governor’s proposed budget
• “Maintenance of Effort” for K-12 Adult Schools
• Seed funds for the regional consortia (Peralta region expecting
$1M-$1.5M to begin implementing our plan)
• AB 173 requires CDE and CCCCO to align:
• Registration and course fees
• Assessments
• Teacher minimum qualifications
• Creating common student identifiers so a comprehensive
accountability system can be implemented
Peralta Regional Plan Goals:
• Expand course offerings to meet unmet needs,
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particularly in Oakland
Ensure comprehensive, coordinated assessments and
placement services
Build industry pathways, “entrepreneurship” pathways,
and other aligned course series with multiple onramps
Contextualize instruction and infusing coursework with
strong civic engagement components
Provide the transition services needed to help students
progress along their paths and across segments, together
with other services to support their success.
What does this mean for the Peralta
Colleges?
• Enrollment
• Quality and quantity of incoming students improved
• SSSP
• Assessment, orientation, ed. planning in collaboration with Adult
Schools: greater numbers, better student outcomes
• Basic Skills
• Focus on our strengths in terms of pre-collegiate/collegiate
offerings
• Career Pathways
• Build on CPT and CAA work to build CTE pathways
• Address equipment and facility concerns (potentially)
• English-Language Learners
• Address the critical absence of low-level ESL offerings
This is not a minor issue
• 63,682 adults age 18-64 have less than a H.S. degree
(13% of total)
• 46% of this group speak English “not well” or not at all
• 80% of this group are unemployed or earn less than
$25K/year
Next Steps
• Create CTE pathway design teams (comprised of CC &
Adult School faculty and admin)
• Focus on 4-5 pathways (Career Advancement Academies and
•
•
•
•
similar “bridge” programs like Merritt’s Bridge to Healthcare
Careers program
Cohort-based
Contextualized math and English (and ESL)
Integrate GED completion
Align assessments, enrollment,
& student supports
Next Steps
• Create an English Language Learner Design Team
• Improve the availability and alignment of ESL classes
• Contextualization
• Address facilities and access issues
Next Steps
• Create a Consortium System “Design Team”
• Dual enrollment
• Student data sharing
• Shared assessments and placement
• Facilities
• Hire a Consortium Coordinator
• Staff and facilitate the work of the Design Teams