Chabot Las Positas Ab86 10-31-14 Regional Comprehensive Plan

Mid-Alameda County AB 86 Consortium
Chabot-Las Positas Community College District

Regional Comprehensive Plan
ctober !"
st
Progress Report
#able o$ Contents
I. Introduction....................................................................................... 1
II. Updated Enrollment Data....................................................................2
III. Core Principles Describing the Consortiums Desired Integrated System...8
IV. Strategies...................................................................................... 12
V. Next Steps...................................................................................... 32
VI. e!ie" and Update Strategies..........................................................33
VII. #ables $ % &................................................................................... 34
%& %ntroduction
In 'ul'illment o' the re(uirements 'or the )ctober $* progress report+ this document presents
,ey planning concepts 'or a regional comprehensi!e plan 'or adult education in the
consortiums ser!ice area and the strategies identi'ied by consortium members and partners
to date.
#he concepts presented are based on the 'ollo"ing sources-
Participant input' #he input and discussions o' participants in the consortiums planning
process. #eachers+ 'aculty+ administrators and other sta'' met in regional+ subregional
.Eden /rea and #ri%Valley0 and small group sessions to de!elop the !ision and strategies
presented here. #he 1id%/lameda County Consortium also distributed an online sur!ey
that "as completed by *23 teachers+ 'aculty+ administrators and classi'ied sta''. #he
sur!ey results+ detailed in the 4uly $* report+ !alidated and supported the 'indings 'rom
the large and small group meetings.
Promising Practices' #he concepts re'lect re!ie" o' se!eral pro5ects 6 both local and
national 6 "hich align adult education and post%secondary education.
(teering Committee %nput and (ynthesis' #he steering committee has re!ie"ed
summaries o' participant input and promising practices to synthesi7e ,ey directions.
MACC Meetings
Meeting
Type
Meeting
Date(S)
Meeting Purpose Number of
Attenees
Steering
!ommittee
Apri" 22
May 14
#une 1$
#u"y %
September
1&
'(tober 2&
Pro)ie ongoing input* re)ie+ an guian(e on t,e
A- 8. p"anning pro(ess an ensure robust
parti(ipation from member agen(ies an partners.
/arie*
bet+een
1&02&
1egiona"
2or3s,ops
in("uing 40
12 5
(ommunity
(o""ege
instru(tors
5
aministrat
ors
Apri" 2%
September
24
'(tober 8
Pro)ie purpose an nee o)er)ie+ of t,e A- 8.
p"anning pro(ess an so"i(it fa(u"ty6instru(tor input
on e7isting program a(ti)ities* strengt,s* gaps an
potentia" so"utions.
2or3s,ops feature intera(ti)e e7er(ises esigne
to ientify 3ey issues an potentia" strategies
re"ate to !'8 ob9e(ti)es 3*4 an :.
A)erage
attenan(e
; .&
Stuent
<o(us
=roup
(>e" in
8en Area
an Tri0
/a""ey)
May 2% Stuent fo(us groups +ere esigne to obtain input
on stuents? goa"s* e7perien(es* an
re(ommenations for an impro)e au"t eu(ation
system.
Appro7imat
e"y 1&
attenees
at ea(,
session
1
8en Area
Subregiona
" 2or3s,op
May .
#une 3
Subregiona" +or3s,ops pro)ie opportunities for
in0ept, is(ussion of "o(a" issues* enro""ment ata*
,istory of (o""aboration* gaps an potentia"
so"utions.
A)erage
attenan(e
; 2&
Tri0/a""ey
Subregiona
" 2or3s,op
May $
#une 4
Subregiona" +or3s,ops pro)ie opportunities for
in0ept, is(ussion of "o(a" issues* enro""ment ata*
,istory of (o""aboration* gaps an potentia"
so"utions.
A)erage
attenan(e
; 2&
2
%%& )pdated *nrollment Data
/s part o' the 4uly $*
st
report+ tables o' enrollment data .Narrati!e #able 20 "ere prepared
and presented. #he 'ollo"ing tables ha!e been updated to include con'irmed enrollment
data 'rom 83*$%*9+ by program area+ "ith calculated changes 'rom 833:%3; to 83*$%*9.
UPDATED Narrative Table 5. NACC Unduplicated Enrollments by Program Area for
iscal !ears !s "#$"%& '($')& and ')$'* +as of '".((.("'*,
Program '- Elementary . /econdary 0asic /1ills
<@ &80&% <@12013 <@13014
A !,ange
&80&%613014
!astro /a""ey 1$$ :%4 1&3. 48:A
Dub"in $2 $8 .: $'"2
>ay+ar %4& ..1 32$ $352
Bi)ermore 3:1 2&3 1:1 $542
P"easanton :: & & $'""2
San Beanro 814 11:% %&: 11A
San BorenCo :4. %8 %$ $#(2
Total Adult /c5ool 2%:: 2$%3 2:81 $')2

!,abot !o""ege
!reit -asi( S3i""s 3238 2%1. 284% $'(2
Bas Positas !o""ege
!reit -asi( S3i""s 213& 22&: 22&$ 4A
Total Community College :3.8 :121 :&:. $32

Credit subtotal :3.8 :121 :&:. $32
Noncredit /ubtotal 2%:: 2$%3 2:81 $')2
6rand Total 8323 $%14 $.3$ $#2
3
Program (- Classes for 7mmigrants +E/8& Citi9ens5ip,
<@ &80&% <@12013 <@13014
A !,ange
&80&%613014
!astro /a""ey :&4 421 :42 8A
Dub"in 281 432 4:& .&A
>ay+ar 83%2 2&:: 1%1: $442
Bi)ermore 84& 4&4 3&& $3*2
P"easanton .&: & & $'""2
San Beanro 1218 13%8 1222 &A
San BorenCo 1:4: 41$ 42% $4(2
Total Adult /c5ool 1338: :12$ 48:8 $3*2

!,abot !o""ege
!reit 8SB $$& .$3 ..3 $'*2
Bas Positas !o""ege
!reit 8SB 4%& 43. 4&% $'42
Total Community College 12.& 11&% 1&$2 $'52

Credit subtotal 12.& 11&% 1&$2 $'52
Noncredit /ubtotal 1338: :12$ 48:8 $3*2
6rand Total 14.4: .23. :%3& $3"2
Program )- Adults :;Disabilities
<@ &80&% <@12013 <@13014
A !,ange
&80&%613014
!astro /a""ey 1:4 1&4 141 $)(2
Dub"in & & &
>ay+ar 4&2 & & $'""2
Bi)ermore & & &
P"easanton .3 & & $'""2
San Beanro & & &
San BorenCo 1&2 & & $'""2
Total Adult /c5ool $21 1&4 141 $#"2

!,abot !o""ege
!reit $2: :%8 :&: $)"2
Bas Positas !o""ege
!reit 1:2 8% 14$ $)2
Total Community
College
8$$ .8$ .:2 $(32

Credit subtotal 8$$ .8$ .:2 $(32
Noncredit /ubtotal $21 1&4 141 $#"2
6rand Total 1:%8 $%1 $%3 $5"2
Program *- /5ort$Term CTE
4
<@ &80&% <@12013 <@13014
A !,ange
&80&%613014
!astro /a""ey 1:1. 13&: .42 $5#2
Dub"in 4 1: & $'""2
>ay+ar 2%3& 3&1 1.1 $%52
Bi)ermore 11%8 12% :: $%52
P"easanton 3&1 & & $'""2
San Beanro ..8 41. 412 $)#2
San BorenCo 431 & & $'""2
Total Adult /c5ool $&48 21.. 12$& $#(2

!,abot !o""ege
Non(reit & & &
8n,an(e Non(reit & & &
Bas Positas !o""ege
Non(reit & & &
8n,an(e Non(reit & & &
Total Community College & & &

Total $&48 21.. 12$& $#(2
Program 5- Apprentices5ips
<@ &80&% <@12013 <@13014
A !,ange
&80&%613014
!astro /a""ey $1 1&2 %4 32A
Dub"in & & &
>ay+ar 2$18 1483 832 $3%2
Bi)ermore & & &
P"easanton & & &
San Beanro 14%% 13%: 1213 $'%2
San BorenCo & & &
Total Adult /c5ool 4288 2%8& 213% $5"2

!,abot !o""ege %%: :8& .48 $)52
Bas Positas !o""ege & & &
Total Community College %%: :8& .48 $)52

Total :283 3:.& 2$8$ $*42
#he most salient 'inding to be discerned 'rom the data is the decrease in enrollments
bet"een 833:%3; and 83*$%*9 in se!eral o' the schools. Classes 'or Immigrants+ including
ES< experienced a &3= drop in enrollment+ going 'rom nearly *2+333 enrollments in 833:%
3; to 5ust under &+333 in 83*$%*9. Programs 'or />D decreased by 23=. Enrollments in
Elementary and Secondary ?asic S,ills courses decreased by :=. #hese radical decreases
in program enrollment+ due to se!ere 'unding cuts are restricting the ability to meet the
needs o' adult learners.
:
AB*+A(*+Basic (,ills and educational attainment& In @ay"ard+ "here nearly 83
percent o' adults 82 years and older do not ha!e a high school diploma+ /?EA/SEA
?asic S,ills enrollments "ent 'rom a high o' ;93 in 833:%3; to only $8B in 83*$%*9+ a
decrease o' &2 percent. In San <oren7o "here nearly 88 percent o' adults lac, a high
school diploma+ /?EA/SEA ?asic S,ills enrollments "ent 'rom 29& in 833:%3; to only
;B in 83*$%*9+ a decrease o' :8 percent. Chabot College enrollments also
decreased during the period+ by *8 percent. /t the same time+ Castro Valley
enrollments increased signi'icantly and San <eandro increased slightly but the net
result "as a *$= decrease in ser!ices at the adult schools and *$= decrease in
noncredit college ?asic S,ills enrollment.
Classes $or %mmigrants+*(L and *nglish language pro$iciency& In @ay"ard+
"here 8: percent o' the population spea,s English Cless than !ery "ellD+ enrollments
in Classes 'or ImmigrantsAES< "ent 'rom :+$;8 in 833:%3; to *+;*2 in 83*$%*9+ a
loss o' BB percent. In San <oren7o+ "here nearly 88 percent o' the population
spea,s English Cless than !ery "ellD+ enrollments "ent 'rom *+292 in 833:%3; to 98;
in 83*$%*9+ a loss o' B8 percent. In both <i!ermore and Pleasanton+ classes 'or
immigrants "ere cut by &9 and *33 percent respecti!ely+ e!en though nearly *3= o'
the population spea,s English Cless than !ery "ellD. /t the same time+ <as Positas
College+ the college located nearest to <i!ermore and Pleasanton+ also cut Classes
'or Immigrants by *9=. /ll told+ noncredit ES< enrollments decreased 'rom *$+$:2
enrollments in 833:%3; to 9+:2: in 83*$%*9. >ith immigrants .together "ith adults
"ith disabilities0 among the least mobile o' the populations+ and pro5ected continued
gro"th in immigration+ the net decrease in Classes 'or Immigrants is o' concern.
C#* and unemployment& C#E can be implemented at !arious le!els and 'or
!arying purposes and according to the </)+ there is a lac, o' clarity about the
di''erences bet"een noncredit and credit C#E. C#E pro!ides s,ills+ exposes students
to a !ariety o' career options+ and pro!ides a thematic context to 'acilitate mastery o'
academic s,ills. In adult education+ some students are ready to gain mar,etable
s,ills+ "hile others need exposure to options and a context 'or learning English and
other basic s,ills.
#hroughout the 1id%/lameda region+ short%term+ noncredit C#E has been cut by :8=
since 833:%3;. >hile unemployment and po!erty in the region are at their highest in
@ay"ard+ at *$.$ percent unemployment and *8.* percent po!erty+ @ay"ard has
experienced a ;3 percent cut in short%term C#E programs+ 'rom 8+;$3 enrollments in
833:%3; to $3* enrollments in 83*8%*$+ and only *&* enrollments in 83*$%*9.
Similarly+ in San <oren7o+ "hich has an unemployment rate o' ** percent and a
po!erty rate o' *3.& percent+ short%term C#E "as eliminated altogether. ?ased on
guidance 'rom the /?:& >or,group+ college credit C#E programs "ere excluded
'rom the abo!e tables+ but are robust in both colleges. @o"e!er+ many students lac,
the basic s,ills to succeed in these credit%bearing community college programsE they
need contextuali7ed programs 6 C#E combined "ith ES< and ?asic S,ills. ?ut i'
.
contextuali7ation o' ES< and ?asic S,ills to career themes and path"ays is to be
implemented+ as recommended by local consortium members as "ell as by
researchers throughout the country+ either some 'orm o' C#E "ill ha!e to be
reinstated by adult schools or close collaboration and dual enrollment "ith
community college C#E programs "ill be re(uired.
Classes $or adults -ith disabilities .A/D0 and accommodation needs. Despite
the 'act that o!er &&+333 adults in /lameda County ha!e some ,ind o' disability+
speci'ic classes or support ser!ices designed 'or />D populations ha!e been nearly
eliminated in the adult schools and cut se!erely in the colleges. /s mandated by la"+
ser!ices to support />D in pursuit o' education still exist+ but "ith smaller budgets
than in the past "hich ma,e it nearly impossible to ser!e the range o'
accommodation and support ser!ice needs o' this !ulnerable population
Apprenticeship programs address the need $or s,ills in the trades& #he adult
schools that ser!e as the local educational agency .<E/0 'or apprenticeship
programs+ recei!ing elated and Supplementary Instruction .SI0 'unds by
partnering "ith speci'ic apprenticeship program sponsors are Pleasanton Uni'ied+
San <eandro+ @ay"ard and Castro Valley.. Chabot College is the <E/ 'or six
apprenticeship programs+ all o' "hich recei!e 'or%credit instruction through the
college. #here is a need 'or more SI 'unds to reco!er the 28= cuts that the colleges
recei!ed se!en years ago that "ere ne!er reinstated. /lso+ as the economy reco!ers+
the need 'or s,illed "or,ers is increasing+ but SI 'unds remain stagnant+ and
there'ore apprenticeship programs are unable to meet the needs.
Castro Valley and San <eandro /dult School continue to Cpic, up the slac,DE ho"e!er+ net
enrollments are still do"n in all program areas+ particularly in classes 'or immigrantsAES<+
and classes 'or />D 6 "hich ser!e the county"ide populations "ith the greatest demand
and the transportation barriers. Castro Valley has seen lo"er mobility rate o' ES< students
to Castro Valley compared to the mobility rates 'or /?EA/SEA?asic S,ills and C#E students.
?oth o' these districts ha!e demonstrated commitment to adult education+ ser!ing students
'rom the entire region+ and should continue to be 'unded at a minimum at the same le!el as
they ha!e recently been+ to sustain their extensi!ely%de!eloped programs. E(ually
important+ many adult students+ not only immigrants and adults "ith disabilities+ ha!e limited
access to transportation. Further+ "hile many students 'rom @ay"ard+ San <oren7o+ and
)a,land .in the Northern /lameda region0 ha!e 'ound their "ay to either Castro Valley or
San <eandro+ no data exist on the toll that this has exacted in transportation costs+ child
care expenses+ and lost "ages. Elimination and reduction in adult schools ha!e created
additional barriers 'or many students "ho cannot access adult schools located outside o'
their neighborhood. /ccess is a 'undamental principle o' adult education+ suggesting the
importance o' examining the 'ull cost o' program cuts and school closures to indi!iduals+ the
region+ and the state.
$
/?EA/SEA ?asic S,ills and ES< programs are under pressure to "or, "ith C#E to not only
prepare students to achie!e basic literacy and numeracy+ but also to ensure that they
de!elop Ccollege and career readinessD s,ills to progress to the next le!el o' education.
#eaching and learning consistent "ith the ne" Common Core%aligned adult education
standards+ is an opportunity to rein'orce critical thin,ing and other 8*
st
century s,ills+ in
demand by employers. Students "ill need inter%system programs o' study that are smoothly
,nit together to reduce barriers to s,ills ac(uisition and transition to college. #eachers+
counselors+ and 'aculty "ill be ,ey to applying inno!ati!e instruction and student supports+
"hich accelerates student learning and increases success at progressi!e le!els o'
education. Gi!en that many adult education students start at relati!ely lo" le!els and 'ace
many barriers to success+ helping students achie!e college and career readiness re(uires
concerted e''orts and in!estments. Inno!ati!e teaching practices+ robust support systems+
and systematic transition mechanisms are re(uired to help students o!ercome barriers and
succeed.
8
%%%& Core Principles Describing the Consortium1s Desired
%ntegrated (ystem
?uilding an aligned system o' ser!ice deli!ery 'or adults re(uires a shared !ision and
common understanding o' ,ey concepts and principles. ?elo" are preliminary core
principles and concepts 'or a redesigned system that ha!e emerged during the planning
process. #hey ha!e in'ormed the de!elopment o' strategies and ser!e as a CtouchstoneD 'or
consortium members and partners "or,ing together to address complex issues.
"& (upport $or Diverse (tudents
)ur students are at the core o' the redesigned system. Hey principles regarding students
include the 'ollo"ing-
A& Build on (tudent (trengths' /n integrated system recogni7es and integrates student
strengths 6 'rom prior employment and li'e experience 6 into the charting o' their
educational paths.
B& (upport Diverse (tudent *ducational 2oals' #he integrated system encourages long%
term career a"areness and engagement "ith learning+ but pro!ides options 'or those
"ho are not immediately college%bound+ including immigrants needing core li'e s,ills+ re%
entry students+ adults "ith disabilities and others.
C& %ncrease A-areness and 3iability o$ Path-ays to Post-(econdary *ducation' #he
redesigned system raises the bar by combining high expectations "ith high le!els o'
support+ so that more students see post%secondary education as !iable+ transition
success'ully+ and e''iciently complete course "or, needed 'or certi'ications+ trans'er
andAor employment.
D& *4pand Alignment to Diverse Careers' In'using career options and the possibility o'
career gro"th into adult education "ill support expanded student success and support
the educational and career success o' the children o' adult education students. Career
options should be di!erse and include apprenticeship+ entrepreneurship opportunities+
and supported employment.
*& Provide Di$$erentiated %nstructional and Program Design ptions- e'lecting the
di!erse needs o' adult students+ the redesigned system see,s to tailor its programming+
instruction+ and ser!ices to meet the learning needs o' all students.
5& Coordinated and %ntegrated Agency Roles
#he roles o' the adult schools and the community colleges need to be coordinated and
aligned to community partnerships. Hey principles include-
A& (tructurally %ntegrate Agency 6unctions' #he t"o agencies+ along "ith community%
based organi7ations .C?)s0 and go!ernmental partners+ operate as ongoing strategic
partners through 'ormal agreements+ 5oint programming+ 5oint pro'essional de!elopment+
co%located ser!ices+ and shared success metrics and data systems.
%
B& Di$$erentiate Agency Roles' #he structural integration in the redesigned system allo"s
the strengths o' both systems to be 'ully le!eraged-
Adult (chools pro!ide an open door to educational opportunities leading to
contributions to society and economic sel'%su''iciency+ primarily 'or students "ho
ha!e not succeeded in pre!ious education or been out o' school 'or a period o' time+
ne!er had much 'ormal schooling+ or are un'amiliar "ith US customs and institutions.
/dult schools are located in the communities o' greatest need and there'ore can
ha!e great potential positi!e impact. /dult schools pro!ide support 'or indi!iduals
"ho ha!e had lo" engagement or limited success "ith education and use
di''erentiated and inno!ati!e strategies to engage these students and promote
learning. /dult schools e''iciently assess students+ pro!ide robust in'ormation about
educational and career options+ and re'er students to the programs a!ailable at their
adult school+ another adult school+ a community college or other programs that "ill
most e''ecti!ely meet their needs. Students "ho can bene'it 'rom post%secondary
education "ill be encouraged to continue on and be pro!ided "ith the transition and
other support ser!ices needed to mo!e 'or"ard and succeed.
Community Colleges pro!ide an open door to educational opportunities leading to
societal contributions and economic sel'%su''iciency+ primarily 'or students "ho ha!e
a base o' 'oundational s,ills and beha!ioral characteristics that prepare them 'or
success in a college setting and at college le!els.
*ducational Partners pro!ide ser!ices 'or students lac,ing literacy or ha!ing !ery
lo" literacy+ including students "ho are ha!e lo" literacy in their language o' origin.
Partners also pro!ide education in 5ails and other correctional settings.
Public7 Community and 6aith-Based rgani8ations' C?)s and public agencies
pro!ide 'unding 'or child care+ transportation+ other li'e needs+ as "ell as case
management and social and personal support.
!& Access to Diverse *mployment and Career Paths
/dult education students ha!e a "ide !ariety o' employment needs and desired career
path"ays. #his is a ,ey conduit to success+ as economic studies sho" that postsecondary
education 6 de'ined in the research as including on%the%5ob training .)4#0+ apprenticeships+
and military ser!ice occupations+ as "ell as college and uni!ersity 6 is increasingly
important in career success. Hey principles and concepts include-
A& (upport (mall Business -nership' Small business o"nership and independent "or,
is a gro"ing and pre'erred choice in the economy generally+ and 'or adult education
students. #he integrated 'uture system "ill support students "ho see, s,ills to start their
o"n businesses.
B& Provide Access to Apprenticeships' #he integrated system includes apprenticeships
as potential careers+ and includes pre%apprenticeships and other bridges to connect
students to these re"arding path"ays.
1&
C& %nclude ptions $or 9ob )pgrades and %mmediate *mployment -ithin Path-ays'
1any students need to "or, 'or economic sel'%su''iciency. Further+ labor mar,et
competiti!eness re(uires 5ob experience in addition to classroom learning.
D& (upport #ransition to (upported *mployment' Some adults "ith de!elopmental
disabilities can achie!e the greatest le!el o' autonomy and success in careers not
supported by current college path"ays. #he redesigned adult education system includes
bridges to supported employment and other 'orms o' meaning'ul ser!ice and
contribution.
:& *$$ective *ducational Path-ays and #ransition (upport
Educational path"ays and transitions are central integrating mechanisms 'or the /? :&
opportunity. Hey principles and concepts include-
/. Provide *$$ective Path-ays $or All AB 86 Programs' #he integrated system pro!ides
path"ays and transition supports 'or lo"%s,ill English%spea,ers+ immigrants+ and adults
"ith disabilities.
?. *nsure Multiple Points o$ *ntry and *4it' Pro!ide education in components that allo"
adults to enter at !arious s,ill le!els and exit "ith meaning'ul learning gains and
e!idence o' success. Use stac,able designs to 'acilitate progressi!e attainment o' s,ills.
C. Provide %ntentional and Resourced #ransition (upport' #he redesigned system has
explicitly 'unded and sta''ed transitional support.
D. %ntegrate Basic (,ills and Post-(econdary #raining' Contextuali7ed approaches
ma,e learning college% and career%rele!ant.
E. Co-Locate and Blend (ervices' Pro!ide dual and concurrent enrollment+ and pro!ide
adult school and community college ser!ices at the partner agencys location.
;& Ade<uate and Leveraged Resources
#he research literature stresses the !alue o' intensi!e programming+ 'aculty collaboration+
original materials that contextuali7e to regional careers+ and the necessity o' "raparound
support ser!ices. /t the same time+ the adult education segment in both systems ha!e been
historically under'unded. #he core principles related to resources include-
/. Provide (upport $or Adoption o$ Best Practices' Pro!ide 'unding 'or pro'essional
de!elopment+ 'acultyAteacher planning+ design and collaboration.
?. Braid 6unding Across Programs' Pro!ide su''icient 'unding and training 'or the
administration and coordination o' multiple 'unding streams such as pri!ate philanthropy+
>I)/+ Cal>or,s support ser!ices+ etc.
11
6& Pro$essional and rgani8ational Development
Indi!idual and institutional capacity must be expanded to create a coordinated and aligned
system. Hey principles and concepts include-
A& 9oint Pro$essional Development' Pro'essionals 'rom multiple educational agencies
de!elop a common language+ understanding+ and approaches to their shared mission.
B& Active and (,ills-Based Learning' <earning among 'aculty and sta'' is acti!e and
oriented to sol!ing real problemsE pro'essional de!elopment builds instructional and
program design competencies.
C& *mployer *ngagement' Employers ad!ise on the s,ills re(uired o' the incoming
"or,'orce and on the needs o' speci'ic "or,places. Employers host 'aculty to learn
through direct exposure to "or,places. /d!isory boards 5ointly ser!e adult school and
community college programs.
D& (tudent 3oice' Faculty and sta'' are guided in their program de!elopment by the
systematic input o' students.
*& ngoing Capacity-Building $or (ystem %mprovement' #raining 'or ongoing
collaboration and change management is an integral component o' pro'essional
de!elopment.
12
%3& (trategies
#he strategies presented belo" are clustered to address the 'ollo"ing ob5ecti!es-
)b5ecti!e $- #ransitions and Program Integration
)b5ecti!e 9- Gaps and Solutions
)b5ecti!e 2- Instructional E''ecti!enessA/cceleration
)b5ecti!e &- Pro'essional De!elopment
)b5ecti!e B- egional Coordination
Strategies de!eloped 'or )b5ecti!es $ and 2 emerged during the recent /ugust *% )ctober
$* planning period and 'rom con!enings and "or, prior to 4uly $*. 1any o' the gaps and
solutions identi'ied in the prior period during discussions about gaps+ such as the lac, o'
transition ser!ices+ or the lac, o' "raparound ser!ices+ are also directly related to the
e''ecti!eness o' transitions 'rom one segment to another or 'rom education to "or,. #hose
strategies ha!e there'ore been integrated into the list o' strategies under )b5ecti!e $-
C#ransitions and Program IntegrationD. #he remaining CgapsD "ere primarily those in
pro!iders .le!els o' ser!ice0+ "hich remain in the section on )b5ecti!e 9. #hese dra" largely
on the changes in enrollment in relation to identi'ied needs. Pro'essional De!elopment
.)b5ecti!e &0 and egional Coordination .)b5ecti!e B0 are topics that ha!e sur'aced
consistently during the planning process. #he plan concepts 'or these topics are presented
generally here and "ill be addressed more intentionally+ and in greater depth+ in the
upcoming plan phase.
13
Preliminary /trategies by <b=ective
<b=ective )- Transitions
and Program 7ntegration
<b=ective *- 6aps and
/olutions
<b=ective 5-
7nstructional
E>ectiveness ;
Acceleration
<b=ective 3-
Professional
Development
<b=ective 4-
?egional
Coordination
14
A. Align and improve t5e
initial assessment&
career planning and
placement process
-. Align curriculum and
progress assessments
bet:een adult sc5ools
and community colleges
!. Provide adult sc5ool to
college transition
services
D. Create bridges to
e@isting career
pat5:ays& develop ne:
pat5:ays and maintain
and develop ne:
apprentices5ip
programs
8. Provide :raparound
support services
<. Engage employers to
promote career
alignment and :or1
transitions
=. Coordinate data s5aring
bet:een adult sc5ools
>. E@pand and improve
recruitment e>ort
A. E@pand access to
Auality services for
underserved areas and
populations
-. /ustain regional
collaboration
!. Maintain a regional
asset map
A. E@plore t5e use of dual
enrollment& co$located
classes and articulation
agreements
-. 7ntegrate and
conte@tuali9e A0E;A/E
and E/8 :it5 career
e@ploration& CTE
pat5:ays and
apprentices5ip
programs
!. /upport and s5are
instructional strategies
to accelerate student
success
D. /upport professional
learning communities of
adult sc5ool and
community college
faculty to implement
innovation practices
A. und =oint
CC;AE
sta>;faculty
ongoing
meetings to
1eep programs
seamless and
non$repetitive
-. Provide
professional
learning and
development
opportunities
on ne: :ays
of teac5ing
across all
program
areas.
A. Bor1 :it5
public
sectors
entities
suc5 as
Alameda
County
<Cce of
Education&
Alameda
County B70&
and
Alameda
County
/ocial
/ervices&
and t5e
?egional
Center of
t5e East 0ay
to leverage
resources
and provide
needed
services
1:
b=ective !' #ransitions and Program %ntegration
#he 1id%/lameda /lameda County Consortium "ill integrate existing programs o' members
and partners and create seamless transitions into postsecondary education and the
"or,'orce.
#he consortium "ill align and connect existing and 'uture adult education programs to
postsecondary academic path"ays andAor career path"ays leading to employment. #his
section describes initial plans to align placement tools+ curriculum+ assessment tools and
rubrics+ and student per'ormance outcomes across deli!ery systems to ensure that student
transition paths+ both bet"een pro!iders and into postsecondary credit programs+ are
understood and supported across all systems.
Program alignment and path"ays "ill be de!eloped using research%based e''ecti!e
practices+ and in ,eeping "ith the core principles described in Section VII+ and summari7ed
in #able *.
A& Align and improve the initial assessment7 career planning7 and
placement process
Purpose' /ssist students in starting an educational and career path"ay aligned to their
long%term goals. Identi'y students current competencies+ interests and li'e circumstances to
de'ine an achie!able path"ay. e'er students to the right mix o' ser!ices.
(cope+Audience- #he initial intended audience 'or this inta,e is both adult school students
and community college students.
utcomes
>eeds+(trengths Pro$ile' Understand students needs and goals
o Educational s,ill le!els "ith emphasis on s,ills related to their speci'ic career
path .diagnostic assessment0
o Existing competencies
o Needs .learning di''erences and needs 'or support ser!ices0+ and
o Career interests
Barrier %denti$ication' Identi'y students li'e circumstances and potential barriers+
and resources to address these
(tudents A-areness o$ Career Path-ay ptions' De!elop students a"areness o'
career options and path"ays
%ndividual (uccess Plan' De!elop a preliminary educational+ career+ and support
ser!ices plan
1.
Re$erral to Appropriate (ervices' e'er students to the appropriate le!el and
combination o' educational+ academic enrichment and support ser!ices ./S+ CC+
partner or combination0
%mplementation #eam and Process
#here "ill be a team identi'ied 'rom /S+ CC and partners .as needed0 to conduct detailed
strategy de!elopment and implement pilot initiati!es Hey sta,eholders 'or both systems
include teachers+ administrators+ counselors+ employers and "raparound ser!ice pro!iders.
Potential Action (teps
Pro!ide in'ormation on college and career path"ay options to all students see,ing
adult education ser!ices both at the adult schools and community colleges.
Identi'y all students initial educational and career goals.
Identi'y all students educational attainment+ strengths and learning di''erences.
Identi'y potential barriers to students success and completion and the resources and
ser!ices a!ailable to address those barriers.
De!elop shared understanding o' basic expectationsAgoalsE students should be able
to per'orm basic English s,ills .reading+ "riting+ and communicating0 regardless o'
"hat path they are ta,ing.
/ddress concerns about use o' /ccuplacer 'or incoming ES< students or only use
/ccuplacer "hen students are ready to mo!e on to other programs+ such as C#E or
academic programs.
Explore de!elopment o' a uni!ersal assessment .especially 'or ES< 'rom adult
schools to CC0.
Clari'y potential to use C/S/S assessments at the community college le!el.
Consider and de!elop strategic enrollment policies related to open access !ersus
managed enrollment and alignment o' course o''erings bet"een adult schools and
community colleges.
Pro!ide adult education classes at the community college 'or e''ecti!e and e''icient
placement. .I' state la" re(uires an alternati!e to a class onsite 'or lo"er le!el
learners+ this "ould help resol!e putting lo"er le!el students in classes they cant
handle0.
/ssign students to counselors at 'irst program entry to 'acilitate smooth progress
through programs and 'rom one system to another.
/llo" adult schools to pro!ide pre%re(uisite courses to community college courses.
Fund a coordinator position to ensure continuity o' ser!ice across segments. #his
position could 'unction "ithin a )ne%Stop Center that "ould pro!ide seamless and
'ully integrated cross re'errals.
1$
Fund counselors at the adult schools .DSPS model0 that pro!ide learning disability
assessments+ career assessments+ and de!elopment o' indi!idual success plans that
include learning accommodationsAneeds+ barrier reductions+ resource attainment+
basic s,ill needs+ academic support+ and path"ay plans.
Sur!ey existing processes to identi'y "hat "or,s and "hat needs to be impro!ed or
changed.
Encourage career planning and career assessment in H%*8 and adult education 'or
students "ith disabilities. Utili7e Career Exploration+ interest in!entories+ personality
assessments+ s,ill assessments and align "ith ones used at the CCs. .Plans are in
place 'or state"ide common assessments by 83*& amongst all CCs.0
/dapt and create an assessment tool 'or students "ith intellectual and learning
disabilities .consider >or,HeysAHey#rainI0 to assess readiness 'or 5ob training and
"or, s,ills.
/ddress ,ey in'ormation needs-
o State mandates .SSSP0
o Current assessment process
o Potential starting point .C/@SEE0
B& Align curriculum and progress assessments bet-een adult schools
Purpose' /llo" students to transition directly 'rom an adult school class into an appropriate
community college class "ithout a 'ormali7ed community college assessment.
(cope+Audience- #he initial intended audience 'or this is adult school students.
utcomes
#ransitions' adult school students transitioning success'ully
Persistence' adult school students persist through their course
(uccess' adult school students achie!e learning outcomes and passing grades
6aculty+%nstructor ?no-ledge' educators are 'amiliar "ith peer agency o''erings
Course Alignment' #here is a connected se(uence o' courses+ "ithout gaps and
o!erlaps only "here based on di''erent student needs.
#here "ill be a team identi'ied 'rom adult schools+ community colleges and partners .as
needed0 to conduct detailed strategy de!elopment and implement pilot initiati!es.
Hey roles and sta,eholders include-
18
/S- /?EA/SE and ES< teachers+ administrators
CC- English+ math and ES< 'aculty
)ther ,ey sta,eholders to engage include-
a. Curriculum committee
b. /rticulation o''icers
c. Employers
d. )ther adult education partners
Ensure that adult school course completions and assessments prepare students 'or
college.
Explore options 'or college classes or "or,shops to be taught at adult schools and
!ice !ersa.
Continue curriculum mapping by identi'ying program area "or,groups to champion
the e''ort. >or, groups "ill de!elop shared course calendar to identi'y timing issues
and student populations ser!ed. >or,group "ill also explore teaching approaches to
identi'yAunderstand di''erences in teaching modalities and content across systems
and course le!els. >or,group "ill also in!entory policy issues.
C& Provide adult school-to-college transition services
Purpose
/ssist students to clari'y their career goals and gain the ,no"ledge and s,ills to
transition to post%secondary education or employment.
Encourage students to explore post%secondary educational options.
Ensure that students enter college 'ully a"are and prepared 'or the academic
expectations at the college le!el and ,no" o' a!ailable support ser!ices 'or
assistance as needed.
Support students "ith college applications+ registration and 'inancial aid.
(cope+Audience' #he intended audiences 'or these ser!ices are current adult school
students preparing to transition to a community college.
utcomes
Motivated7 directed and con$ident students' Students ha!e the in'ormation they
need to become moti!ated and direct their o"n progress. (mooth transitions'
Students mo!e easily bet"een educational segments and the "or,'orce "ith
1%
necessary ,no"ledge+ academic and study s,ills and support to manage learning
and educationalAcareer progress.
#imely achievement o$ goals' Students progress e''iciently at an appropriate pace
"ith minimal repetition o' courses and assessments.
strategy de!elopment and implement pilot initiati!es.
/S- teachers+ administrators+ transition specialists and student support ad!isors
CC- counselors
Conduct in!entory o' current ser!ices.
Pro!ide college transition readiness "or,shop.
Pro!ide assistance "ith community college "ebsite na!igation.
?uild on existing success'ul Chabot College models .college readiness courses0.
Pro!ide parent education and support.
)rgani7e and host "or,shops+ presentations+ spea,ers+ and college tours on career
options and de!elopment 'or adult school students.
#rain transition ad!isers "ho can 'acilitate students transition to community college.
Sta'' transition centers at both institutions including outreach and bridge personnel
De!elop intensi!e cohort and bridge programs.
Increase ser!ices 'or students "ith learning disabilities.
Pro!ide enhanced coordination "ith community ser!ices that can pro!ide culturally
sensiti!e or culturally appropriate assistance.
D& Create bridges to e4isting career path-ays and create ne- path-ays
Purpose' Create intensi!e and supported bridge programs contextuali7ed to existing
career path"ays at the colleges.
(cope+Audience' #he intended audiences 'or these ser!ices are current adult school
students
utcomes
Success'ul transition to college
2&
Completion o' career path"ays
/c(uisition o' on the 5ob experience+ employment and earning gains
/S- teachers+ administrators+ inta,e specialists
CC- counselors+ administrators
)ther ,ey sta,eholders include-
a. Employers
b. >I? and industry experts
c. Student mentors+ recent graduates
d. Ser!ice and 'aith%based organi7ations
e. US citi7enship and immigration ser!ices
Support and de!elop apprenticeship and pre%apprenticeship programs.
De!elop bridge classes contextuali7ed to college and career path"ays 'or in%demand
'ields including- @ealthcare+ In'ormation and Communication #echnology+
1anu'acturing+ Engineering+ ?iotechnology+ #ransportation and <ogistics+ Public
Ser!ice and <a".
<e!erage other local grants. Identi'y ,ey s,ills needed 'or path"ays and build related
curriculum. ?uild on best practices+ data+ models and research.
egionally coordinate the pro!ision o' C#E programs to a!oid duplication.
Explore the idea o' C#E @ubs at each adult school aligned "ith the regions labor
mar,et demand.
)''er college and career readiness courses+ speci'ic to students "ith disabilities+ to
include Hey#rain+ counseling+ college applications+ F/FS/ apps+ pro5ects.
Con!ene ad hoc committee to brainstorm 5ob de!elopment strategies and adaptable
training options "ithin /S and CCs 'or adults "ith intellectual disabilities+ incenti!es
'or employers+ to identi'y "hats already a!ailable+ !iability+ ad!isory committees o'
large employers to assist.
C#E trainings % bac,"ard plan training needs 'rom ad!isory committeeAemployer
hiring promises
21
*& Provide -raparound support services
Purpose' Pro!ide the supports necessary 'or students to persist and achie!e their
educational goals
(cope+Audience- #he intended audiences 'or these ser!ices are adult school and
community college students
utcomes
(tudent Persistence' Students are encouraged to persist despite the personal and
academic challenges they encounter
(tudent Achievement' Students meet and exceed their academic and career goals
"ith targeted support
CC- counselors and administrators
Identi'y resources to meet student needs.
Engage agencies and partner in structured in'ormation sharing about ser!ices
o''ered+ ser!ices re(uested and opportunities 'or collaboration.
Pro!ide coordinated transportation "ith in'ormation on timing and locations o' pic,up.
Participate in /lameda C#E community ad!isory boards to ad!ocate and stay
in'ormed.
De!elop memorandums o' understanding .1)Us0 "ith partners.
Pro!ide child care.
Pro!ide counseling and mentoring.
Fund a counselor and resource specialist. Conduct educational presentations to
increase a"areness o' a!ailable ser!ices.
6& *ngage employers to promote career alignment and -or, transitions
Purpose' Solicit input 'rom regional businesses to pro!ide in'ormation employer demands
and s,ill needs and to pro!ide support such as internships+ mentoring+ and 5ob placements.
22
(cope+Audience- #he intended audience 'or this is employers in the county+ especially
those associated "ith path"ays identi'ied in Strategy D abo!e.
utcomes
Increased understanding o'-
(,ill needs in$ormation
%nternships
Participation in Career A-areness Activities
9ob Placements
Civic and Resource (upport
/S- teachers+ administrators
CC- C#E 'aculty+ administrators
)btain in'ormation on s,ills needed in stable and gro"ing sectors to be shared "ith
teachersA'aculty and students.
Create internship and "or, experience opportunities to 'acilitate transitions to "or,E
lin, students to 5obs.
<e!erage "or,'orce programs and current e''orts around employer
ser!icesAoutreach.
Engage chambers o' commerce.
Engage employers in 5oint ad!isory committee together "ith >I? % promoteAcreate
5obs 'or indi!iduals "ith intellectual disabilities .ID0E consider incenti!es and
supportsA5ob coach 'unding+ among other options.
2& Coordinate data bet-een adult schools and community colleges
Purpose' De!elop a mutually shared data system and identi'y opportunities 'or
coordination and sharing that "ill enhance ser!ice and program e!aluation e''orts "hile
respecting student pri!acy.
(cope+Audience- #he intended audience 'or this ser!ice is the students "ho "ill be bene'it
'rom a coordinated data system and the schools+ "ho "ill trac, student progress+
23
achie!ement and better e!aluation program e''ecti!eness. #he data "ill be used by
administrators and instructors 'rom adult schools+ community colleges+ social ser!ice
organi7ations and community partners.
utcomes
Increased understanding o'-
(tudent academic history' Coordinated data pro!ides a comprehensi!e context 'or
counselors and educators to tailor educational planning as appropriate.
(tudent o$ needs' Coordinated data pro!ides an opportunity 'or counselors and
educators to match students "ith a!ailable resources and support+ (uic,ly and
e''iciently.
(tudent progress' Coordinated data allo"s 'or enhanced trac,ing to understand
"here students go once they lea!e an educational institution and allo"s 'or
e!aluation o' programAser!ice e''ecti!eness.
CC- counselors+ 'aculty+ administrators
Potential Action (teps'
Implement common data collection and sharing mechanism "ith in'ormation such as-
a. Demographic data
b. Goal data
c. /ssessment o' student learning needs and e''ecti!e accommodations
d. Preparedness 'or college%le!el course"or, .English+ math0
e. <e!el o' ES< achie!ed
'. EntryAexit trac,ing
Integrate adult education into Cal%P/SS and the <aunchboard
@& *4pand and %mprove Recruitment *$$orts
Purpose' Existing and potential students o' all s,ill le!els are pro!ided the in'ormation they
need+ to
encourage them to continue or embar, upon their educational 5ourney and are a"are o' the
opportunities their accomplishments "ill pro!ide them.
24
(cope+Audience' #he intended audience 'or recruitment is existing students and
community members o' all s,ill le!els
utcomes
%ncreased outreach 'rom community college to adult school and the community%at%
large
*nhanced relationships bet"een educational institutions and community partners
%ncreased enrollment at all schools and transitions 'rom /S to CC
CC- counselors+ administrators
Increase outreach-
o Social and local media
o Campus !isits- host e!ents at schools
o oad sho"s to local high schools
o Participate in community e!ents
o /ssign CC outreach sta'' to /S
Share student testimonials and success stories
De!elop community%"ide+ combined orientation on adult education options
In!ol!e employers in mar,eting the education opportunities
b=ective :' 2aps and (olutions
#he Consortium members and partners "ill pro!ide access to (uality ser!ices 'or all "ho
can bene'it 'rom the /? :& programs in the region. /n analysis o' demographic need
.lac,ing @S diploma+ spea, English less than "ell0 and enrollment data has re!ealed
signi'icant gaps in ser!ice and the 'ollo"ing strategies are designed to address these gaps+
speci'ically-
/?EA/SEA?asic S,ills courses in areas "ith lo" educational attainment.
2:
Classes 'or ImmigrantsAES< and in areas "ith lo" English language pro'iciency.
C#E o''erings in areas "ith high unemployment.
Classes 'or adults "ith disabilities ./>D0 and accommodation needs.

A& *4pand access to services $or underserved areas and populations
Purpose' Pro!ide increased resources and access to educational opportunities 'or
underser!ed areas "ithin the region "ith additional 'ocus on the hardest to ser!e.
(cope+Audience' #he intended audiences 'or these ser!ices are existing and potential
adult school and community college students "ith a 'ocus on the hardest to ser!e+ including-
/dults "ith disabilities
@omeless
Foster youth
Pre!iously incarcerated youth and adults
Pregnant teens and teen parents
Veterans
Immigrant children "ith limited English understanding and capability
#his strategy is also intended to address ser!ice gaps in the region.
utcomes
Enhanced and inno!ati!e ser!ice deli!ery to the region.
%mplementation #eam and Process' #here "ill be a team identi'ied 'rom /S+ CC and
partners .as needed0 to conduct detailed strategy de!elopment and implement pilot
initiati!es.
Enhance partnerships to pro!ide ser!ices and programs at community 'acilities
Continue 'unding+ at the same le!el+ those districts "ho ha!e demonstrated
commitment to adult education+ ser!ing students 'rom the entire region and ha!e
sustained extensi!ely de!eloped programs
/?EA/SEA?asic S,ills- Increase o''erings in-
2.
o @ay"ard or neighboring adult schools+ "here nearly 83 percent o' adults 82
years and older do not ha!e a high school diploma. #here are 88+$9& .88= o'
population0 adults o!er 82 years old lac,ing a high school diploma.
o San <oren7o or neighboring adult schools "here nearly 88 percent o' adults
lac, a high school diploma
ImmigrantsAES<- Increase o''ering to support English language pro'iciency+
particularly in-
o @ay"ard+ "here 8: percent o' the population spea,s English Cless than !ery
"ellD+ and enrollments ha!e 'allen o!er BB percent due to program cuts.
o San <oren7o+ "here nearly 88 percent o' the population spea,s English Cless
than !ery "ellD+ and enrollments ha!e 'allen o!er B8percent due to program
cuts.
C#E- Increase o''erings+ particularly in-
o @ay"ard+ "ith *$.$ percent unemployment and *8.* percent po!erty. @ay"ard
has experienced a ;2 percent cut in short%term C#E programs. #here are
o!er 8&+333 adults o!er the age o' 82 "ith no high school+ high school diploma
or some college "ho are not in the labor 'orce J 8& percent o' the population
aged 82 and o!er.
o San <oren7o+ "ith ** percent unemployment and a po!erty rate o' *3.&
percent+ short%term C#E "as eliminated altogether.
/dults "ith Disabilities ./>D0- estore classes to meet the needs o' adults "ith
de!elopmental disabilities in the region. )!er &&+333 adults in /lameda County ha!e
documented disabilities. Castro Valley /dult School is currently the only pro!ider.
Explore additional strategies including-
o Greater mo!ement to"ards integration o' adults "ith intellectual disabilities
into regular CC and /S C#E Certi'icate programs -ith supports A possibly
$rom Regional CenterB
o Fee%based classes in CC possibly able to pro!ide adaptions to C#E
certi'icates and other 'lexible classes. Potential pay 'or classes by CE? 'or
indi!idual clients.
/pprenticeships- estore 'unding to pre%budget crisis le!els and increase to meet
demands.
B& (ustain regional collaboration
Purpose' 1aintain and expand ongoing regional collaboration across educational+
community+ social ser!ice and business partners to le!erage a!ailable 'unding and program
expertise.
2$
(cope+Audience' #he intended audiences 'or ongoing regional collaboration are
educational institutions+ community%based organi7ations+ social ser!ice organi7ations+ local
businesses.
utcomes
*4panded and enhanced programming' egional collaboration 'osters program
gro"th and impro!ement through in'ormation sharing and targeted resource sharing
%mproved student outcomes' Students bene'it 'rom regional collaboration resulting
in impro!ed academic outcomes and path"ay ad!ancement
initiati!es.
/S- teachers+ administrators+ transition specialists
Fund a 'ulltime regional consortium administrator to pro!ide o!ersight and leadership
o' ongoing regional planning and implementation.
Fund program area chairs at both the CC and /S 'or each o' the 'i!e designated
program areas.
C& Develop and maintain a regional asset map
Purpose' Pro!ide a current and comprehensi!e in!entory o' regional programs+ acti!ities
and 'acilities.
(cope+Audience' #he intended audience is students+ educational administrators+ teachers+
'aculty and community partners
utcomes
Accessible and usable resource' #he regional asset map can be accessed in a
!ariety o' plat'orms ."eb+ print+ mobile0. It can be easily updated to stay current and
rele!ant.
(ustained and increased regional collaboration' #he asset map "ill directly
support )b5ecti!e 9+ Strategy ? CSustain egional CollaborationD.
*nhanced strategic planning' #he asset map pro!ides an accurate picture o' "ho
does "hat in the region+ assists "ith gap identi'ication+ guides strategic planning and
in!estment+ and a!oid duplication o' programs and ser!ices.
28
initiati!es.
In!entory courses and 'acilities to guide planning and de!elopment.
In!entory community programs and assets that can be le!eraged to impro!e student
success.
b=ective ;' %nstructional *$$ectiveness + Acceleration
#he consortium "ill support approaches pro!en to accelerate a students progress to"ard
his or her academic or career goals+ such as contextuali7ed basic s,ills and career technical
education+ and other 5oint programming strategies bet"een adult education and career
technical education.
esearch has emerged in recent years identi'ying practices that reduce the time it ta,es 'or
adult learners to progress through basic s,ills and career education path"ays. Common
strategies include compressing courses into shorter+ more intensi!e terms .accelerated0+
indi!iduali7ed instruction based on a students competencies .competency%based0+ and
putting basic s,ills content into the context o' a students goals and career path
.contextuali7ed0.
1any examples o' these Cbest practicesD are already in place "ithin and among Cali'ornia
adult education and community college programs. #hese Cbest practicesD are not ne" to
'acultyE in 'act+ 'aculty ha!e de!eloped them. #he consortium "ill de!elop plans to ma,e use
o' these strategies "ithin their basic s,ills and career programs and in 5oint programming
strategies.
A& *4plore dual enrollment7 articulated and co-located classes
Purpose' /llo" students to accelerate their completion o' adult school and college%le!el
classes and experience in college expectations and culture.
(cope+Audience' #he intended audiences 'or these ser!ices are adult school students.
utcomes
2%
Acceleration o$ (tudent Progress' Students complete college%le!el courses
needed 'or their goals "hile still in adult school
CCollege ?no-ledgeD' Students gain ,no"ledge o' the le!el o' per'ormance needed
in classes that are accepted by the colleges.
CC- Faculty+ deans .language arts+ math+ counseling0
In!entory and determine the optimum programs 'or dual%enrollment
Expand course articulation agreements
Describe and map out the process o' dual enrollment
Communicate in'ormation regarding dual%enrollment processes .ho" to sign up+
"ai!ers+ etc.0
Identi'y student needs and schedules
e!ie" promising practices
De!elop a liaison role to pro!ide coordination assistance
B& %ntegrate and conte4tuali8e AB*+A(* and *(L -ith career e4ploration7
C#* Path-ays and apprenticeships
Purpose' /lign /?EA/SEA?asic S,ills and ES< to broadly rele!ant career topics and
concepts as "ell as speci'ic path"ays.
(cope+Audience' #he intended audience is both adult school and community college
'aculty.
utcomes
%ncreased Relevance7 Persistence and (uccess $or (tudents' Increase
moti!ation in 'aculty and curriculum designers to maximi7e use o' contextuali7ed
learning.
3&
CC- 'aculty + deans
Partners- Employers
Explore and de!elop C#E @ubs at adult schools "here speci'ic career%contextuali7ed ES<
and /?EA/SE are o''ered.
C& (upport instructional strategies to accelerate student success
Purpose' Support 'acultyAteachers to expand their existing e''ecti!e classroom practices
and e!aluate and adapt promising instructional practices 'rom other disciplines and
institutions. /reas include-
Indi!iduali7ed and di''erentiated instruction
Compressed+ intensi!e courses
#eam teaching
)nline A 'lipped A hybrid teaching models
/cademic supports .supplemental instruction+ cohorts+ tutoring0
Supports and accommodations 'or students "ith learning di''erences
(cope+Audience' #he intended audience is both adult school and community college
'aculty.
utcomes
(tudent -nership and Contribution to their Learning' Use o' strength%based
models and approaches that acti!ely engage students in learning.
FacultyA#eacher <eadership o' Pedagogical Inno!ation- Faculty and teachers
collaborate to identi'y
Accelerated (tudent (uccess
%ndividuali8ed and Cohort Approaches' ?ased on student needs+ increased use o'
both di''erentiatedAindi!iduali7ed instruction and learning communities .cohorts0.
Diversity o$ Learning and Delivery ptions' / blending o' methods o' access and
learning including online+ hybrid+ "or,%based learning+ pro5ect "or,+ port'olios+ etc.
31
CC- 'aculty+ deans
Partners- Employers
Pro!ide pro'essional de!elopment in promising practices.
?uild on cohort model and establish cohort bridge groups .Castro Valley has ?ridge
to College and Careers 6 last le!el o' ES<0.
Support independent study 'or students "ho can mo!e more (uic,ly on their o"n.
#each ES< community college classes at adult schools and !ice !ersa.
Ensure all students ha!e basic computer literacy s,ills.
D& (upport pro$essional learning communities o$ adult school and
community college
Purpose' Pro!ide administrators+ teachers "ith ongoing opportunities 'or 'ormal and
in'ormal pro'essional learning+ sharing and de!elopment to coordinate and align the
educational system 'or adult learners.
(cope+Audience' #he intended audience is administrators+ 'aculty and instructors 'rom
adult schools and community college
utcomes
Expanded indi!idual and institutional capacity
4oint pro'essional de!elopment including-
a. De!elopment o' a shared language
b. Enhanced instructional and program design competencies
c. Understanding o' approaches to shared mission
Impro!ed student experience and outcomes
32
CC- Faculty+ counselors+ administrators
Hey regional employers
)ther partners "ho either deli!er educational ser!ices or pro!ide support ser!ices
Fund 5oint CCA/S sta''A'aculty training to encourage seamless bridging 'or students.
Pro!ide pro'essional learning and de!elopment opportunities 'ocused on the
'ollo"ing topics-
a. Peer%to%peer pro'essional de!elopment. Explore ne" "ays o' teaching
together across all program areas.
b. Engage employers to pro!ide systematic input regarding s,ills needed in
the "or,place.
b=ective 6' Pro$essional Development
#he consortium "ill identi'y pro'essional de!elopment plans addressing a range o' topics
'rom practices that build Ccollege readinessD s,ills to team building to enhanced cultural
competency. #he topic o' pro'essional de!elopment has been mentioned and discussed
consistently in the context o' other )b5ecti!es. During this 'inal planning stage+ this ob5ecti!e
"ill be addressed in greater depth and "ith more speci'icity to expand upon the
Pro'essional and )rgani7ational De!elopment principles identi'ied on page 2. Preliminary
training topics+ identi'ied in strategy 2D include-
Fund 5oint CCA/E sta''A'aculty ongoing meetings to ,eep bridging seamless and non%
repetiti!e.
Conduct ongoing pro'essional de!elopment on ne" "ays o' teaching across all
program areas+ 'ocused on the 'ollo"ing topics-
o Faculty%'aculty%teacher peer %to%peer pro'essional de!elopment. Explore ne"
"ays o' teaching together across all program areas.
o Communication strategiesAtips 'or communicating "ith immigrants+ clari'ying
myths and assumptions.
o 1eeting students "here they areE de!eloping cultural competency to
communicate e''ecti!ely "ith students
o #raining related to ES< students and their legal or non%legal status+ la"s and
opportunities 'or them. Identi'y related grant opportunities.
33
b=ective E' Regional Collaboration
#he consortium relies hea!ily on the contributions o' and collaborations "ith partner and
related regional organi7ations. #he 'inal plan "ill detail ho" the consortium "ill continue to
engage "ith partners and regional organi7ations to le!erage a!ailable resources 'or
enhanced ser!ice deli!ery to students. #he plan "ill detail potential outreach and position
e''orts that "ill increase the resources and e''ecti!eness o' the consortium. )rgani7ations
that "ill be engaged in plan de!elopment in coming months include County Social Ser!ices+
the /lameda County >or,'orce In!estment ?oard+ the egional Center o' the East ?ay and
the /lameda County )''ice o' Education.
34
3& >e4t (teps
%mmediate >e4t (teps
Immediate next steps include t"o regional con!enings .No!ember 2
th
and December $
rd
0 an
executi!es session .No!ember *B
th
0 and monthly steering committee meetings. Upcoming
regional meetings "ill 'ocus on re'inement o' preliminary strategies 'or )b5ecti!es $+ 9 and 2
and de!elopment o' additional strategies and reporting out 'or )b5ecti!es & and B. In
addition to region%"ide meetings+ program area group meetings "ill identi'y curriculum
alignment and coordination opportunities.
December Report Preparation
#his progress report contains elements that "ill be included in a complete dra't report that is
due on December $*
st
. Upcoming acti!ities "ill be designed to generate and re'ine content
'or inclusion in this report. #he outline o' the December report is pro!ided belo".
December !"
st
Report utline
I. Introduction
II. ?ac,ground .en!ironmental scan0
a. Needs
b. Issues
c. Context
III. Plan Content .and Completed #ables0- )b5ecti!es *%B
IV. Implementation and )ngoing Collaboration
V. /ction ItemsANext Steps
3:
3%& Revie- and )pdate (trategies
Strategies "ill be re'ined and 'inali7ed 'or the December report. #o 'acilitate se(uencing o' acti!ities
.as in a logic model0+ costing+ and de!elopment o' measures and timelines+ strategies may be
placed into the 'ollo"ing categories-
*. Program Development Activities J 'or example+ de!elop articulation agreement .)b5ecti!e
$0 or de!elop ES< course contextuali7ed to particular industry sectors .)b5ecti!e 20E these
are strategies that in!ol!e teacherA'aculty meetings+ con!ening o' the <eadership #eam+ or
con!ening o' ad hoc committees
8. >e-+3alue Added (ervices J .to be included i' the consortium has already identi'ied the
need to commit resources0 'or example+ as appropriate+ transition liaisons .)b5ecti!e $0 or
ne" C#E instructors to co%teach "ith an ES< teacher 'or any contextuali7ed courses using a
team%teaching model .)b5ecti!e 20
$. Reinstated programs to $ill gaps .)b5ecti!e 90
9. Consortium Development Activities .currently under )b5ecti!e 9 but could be placed under
)b5ecti!e &+ Pro'essional De!elopment+ or )b5ecti!e B+ <e!eraging o' Partner esources0
2. Pro$essional Development Activities 'ocused on content and teaching approaches
.)b5ecti!e &0
&. *4isting programs to be maintained under Cmaintenance o' capacityD .currently described
under )b5ecti!e 90
3.
3%%& #ables ! - 6
3$
Table ).'- 7mplementation /trategies to Create Pat5:ays& /ystems Alignment& and Articulation among
Consortium Participants
Transition to
be Addressed
/trategy;Approac5
to be Employed
?esource
s
Needed
Estima
te of
t5e
Cost
?esponsible
Parties
+speciDc
Adult
/c5ools or
Community
Colleges,
Met5ods
of
Assessm
ent
Timelin
e
Transitions among
an bet+een
eu(ationa" an
support ser)i(e
pro)iers
A.Align and improve
t5e initial
assessment& career
planning and
placement process
!on)ene
(onsortium
members an
re"ate partners to
+or3 on program
development
a(ti)ities t,at may
in("ue;
87p"ore
e)e"opment of a
uni)ersa"
assessment
(espe(ia""y for 8SB
from au"t s(,oo"s
to !!).
!onsier an
e)e"op strategi(
enro""ment
po"i(ies re"ate to
open a((ess
)ersus manage
AS;
(ounse"ors*
tea(,ers an
aministrator
s
!!;
(ounse"ors6a
)ising staD*
8'PS* DSPS*
8ng"is,* Mat,
an 8SB
fa(u"ty*
!ommon
Assessment
Enitiati)e
team
members
T-D MA!!
Steering
!ommittee
T-D T-D
38
enro""ment an
a"ignment of
(ourse oDerings
bet+een au"t
s(,oo"s an
(ommunity
(o""eges.
Aapt an (reate
an assessment
too" for stuents
+it, inte""e(tua"
an "earning
isabi"ities
((onsier
2or34eys6
4eyTrain) to
assess reainess
for 9ob training
an +or3 s3i""s.
Ne:;Ealue Added
/ervices
!onsier a""o+ing
au"t s(,oo"s to
pro)ie pre0
reFuisite (ourses to
(ommunity (o""ege
(ourses* eit,er on
t,e (ommunity
(o""ege (ampuses
or at t,e au"t
3%
s(,oo"s.
<un (ounse"ors
at au"t s(,oo"s.
Assign stuents to
(ounse"ors at Grst
program entry to
fa(i"itate smoot,
progress t,roug,
programs an from
one system to
anot,er* pro)ie
"earning isabi"ity
assessments*
(areer
assessments* an
e)e"opment of
ini)iua" su((ess
p"ans. A"ign
assessments in
bot, systems.
8n(ourage (areer
p"anning an (areer
assessment for
stuents +it,
e)e"opmenta"
isabi"ities. Hti"iCe
!areer 87p"oration*
interest in)entories*
persona"ity
assessments* s3i""
assessments an
a"ign +it, ones
4&
use at t,e !!s.
<un Transition
!oorinator
positions to ensure
(ontinuity of ser)i(e
a(ross segments.
Consortium;Professio
nal Development
Activities
De)e"op
information on
(o""ege an (areer
pat,+ay options to
pro)ie to a""
stuents see3ing
au"t eu(ation
ser)i(es bot, at t,e
au"t s(,oo"s an
(ommunity
(o""eges.
Determine ,o+ to
ientify a"" stuents?
initia" eu(ationa"
an (areer goa"s
an "earning
strengt,s an
e)e"op a stuent
su((ess p"an to be
use a(ross bot,
41
systems.
Eentify potentia"
barriers to stuents?
su((ess an
(omp"etion an t,e
resour(es an
ser)i(es a)ai"ab"e
to aress t,ose
barriers.
Aress (on(erns
about use of* an
timing of
A((up"a(er for
in(oming 8SB
stuents.
!onsier 3ey
information points;
State manates
(SSSP)* !urrent
assessment
pro(ess* Potentia"
starting point
(!A>S88)
42
Au"t S(,oo" I
!ommunity
!o""ege Transitions
0.Align curriculum
and progress
assessments
bet:een Adult
/c5ools and
community
colleges
Program
Development
87p"ore options for
oDering au"t s(,oo"
(ourses at (ommunity
(o""ege an )i(e )ersa
an re"ate po"i(y
issues.
8nsure t,at au"t
s(,oo" (ourse
(omp"etions an
assessments
prepare stuents
for (o""ege.
Consortium;Profes
sional
Development
Activities
!ontinue
(urri(u"um mapping
by ientifying
program area
+or3groups to
(,ampion t,e
AS; A-86AS8
an 8SB
tea(,ers*
aministrator
s
!!; 8ng"is,*
Mat, an 8SB
fa(u"ty
T-D MA!! Steering
!ommittee
T-D T-D
43
eDort. 2or3 groups
+i"" e)e"op s,are
(ourse (a"enar to
ientify timing
issues an stuent
popu"ations ser)e.
2or3group +i"" a"so
e7p"ore tea(,ing
approa(,es to
ientify6unerstan
iDeren(es in
tea(,ing moa"ities
an (ontent a(ross
systems an (ourse
"e)e"s. 2or3group
+i"" a"so in)entory
po"i(y issues.
Au"t S(,oo" I
!ommunity
!o""ege Transitions
Pro)ie Au"t
S(,oo" to (o""ege
transition ser)i(es.
Program
Development
1egu"ar"y
(on)ene (onsortium
members an
re"ate partners to
e7p"ore issues an
e)e"op pi"ots an
strategies to
support smoot,
au"t s(,oo"0to0
AS; tea(,ers*
aministrator
s* inta3e
spe(ia"ists
!!;
(ounse"ors*
Partners;
Apprenti(es,i
p programs
T-D MA!! Steering
!ommittee
T-D T-D
44
(o""ege transitions.
De)e"op intensi)e
(o,ort an brige
programs.
Ne+6/a"ue Ae
Ser)i(es.
Pro)ie funing to
support transition
outrea(, an
informationa"
programming.
StaD transition
(enters at bot,
institutions
in("uing outrea(,
an brige
personne"
'rganiCe an ,ost
+or3s,ops*
presentations*
spea3ers* an
(o""ege tours on
(areer options an
e)e"opment for
au"t s(,oo"
stuents.
Pro)ie (o""ege
transition reainess
+or3s,ops in("uing
4:
assistan(e
na)igating (o""ege
+ebsites.
Pro)ie parent
eu(ation an
support.
!onsortium6Professi
ona" De)e"opment
A(ti)ities
!onu(t in)entory
of (urrent ser)i(es.
-ui" on e7isting
su((essfu" !,abot
!o""ege moe"s
((o""ege reainess
(ourses).
Pro)ie en,an(e
(oorination +it,
(ommunity ser)i(es
t,at (an pro)ie
(u"tura""y sensiti)e
or (u"tura""y
appropriate
assistan(e.
Train transition
a)isers +,o (an
fa(i"itate stuents?
transition to
(ommunity (o""ege.
4.
Transitions among
an bet+een
eu(ationa" an
support ser)i(e
pro)iers
Transitions to t,e
+or3for(e
C.Create bridges to
e@isting career
pat5:ays and
create ne:
pat5:ays
Program
Development
Support an
e)e"op
apprenti(es,ip an
pre0apprenti(es,ip
programs.
De)e"op brige
("asses
(onte7tua"iCe to
(o""ege an (areer
pat,+ays for in0
eman Ge"s
in("uing;
>ea"t,(are*
Enformation an
!ommuni(ation
Te(,no"ogy*
Manufa(turing*
8ngineering*
-iote(,no"ogy*
Transportation an
Bogisti(s* Pub"i(
Ser)i(e an Ba+.
'Der (o""ege an
(areer reainess
AS; tea(,ers*
aministrator
s* (ounse"ors
!!;
(ounse"ors*
!T8 fa(u"ty
an eans
Partners;
2E-*
emp"oyers*
inustry
asso(iations*
apprenti(es,i
ps* pub"i(
agen(ies*
!-'s
T-D MA!! Steering
!ommittee
T-D T-D
4$
(ourses* spe(iG( to
stuents +it,
isabi"ities* to
in("ue 4eyTrain*
(ounse"ing* (o""ege
app"i(ations* <A<SA
apps* pro9e(ts.
Ne:;Ealue Added
/ervices
87p"ore t,e iea
of !T8 >ubs at ea(,
au"t s(,oo" a"igne
+it, t,e region?s
"abor mar3et
eman.
Consortium;Profes
sional
Development
Activities
Be)erage ot,er
"o(a" grants.
Eentify 3ey s3i""s
neee for
pat,+ays an bui"
re"ate (urri(u"um.
-ui" on best
pra(ti(es* ata*
moe"s an
resear(,.
1egiona""y
48
(oorinate t,e
pro)ision of !T8
programs to a)oi
up"i(ation.
!on)ene a ,o(
(ommittee to
brainstorm 9ob
e)e"opment
strategies an
aaptab"e training
options +it,in AS
an !!?s for au"ts
+it, inte""e(tua"
isabi"ities*
in(enti)es for
emp"oyers* to
ientify +,at?s
a"reay a)ai"ab"e*
)iabi"ity* a)isory
(ommittees of "arge
emp"oyers to assist.
!T8 trainings 0
ba(3+ar p"an
training nees from
a)isory
(ommittee6emp"oye
r ,iring promises
4%
Transitions among
an bet+een
eu(ationa" an
support ser)i(e
pro)iers
Transitions to t,e
+or3for(e
D.Provide
:raparound
support
services
1egu"ar"y
(on)ene (onsortium
members an
re"ate partners to
e7p"ore issues an
e)e"op pi"ots an
strategies to (reate
pro)ie en,an(e
+raparoun support
ser)i(es.
Program
Development
De)e"op
memoranums of
unerstaning
(M'Hs) +it,
partners.
Ne:;Ealue Added
/ervices
<un (ounse"ors
an6or resour(e
spe(ia"ists. !onu(t
eu(ationa"
presentations to
in(rease a+areness
of a)ai"ab"e
AS; tea(,ers*
aministrator
s* inta3e
spe(ia"ists
!!;
(ounse"ors*
is(ip"ine
fa(u"ty*
Partners;
!-'s* pub"i(
agen(ies an
fait,0base
organiCations
.
T-D MA!!
Steering
!ommittee
T-D T-D
:&
ser)i(es.
Eentify an
e)e"op M'Hs +it,
partners to
forma"iCe e7isting
arrangements an
(ommit to ongoing
partners,ip.
Consortium;Profes
sional
Development
Activities
Eentify resour(es
to meet stuent
nees.
8ngage agen(ies
an partner in
stru(ture
information s,aring
about ser)i(es
oDere* ser)i(es
reFueste an
opportunities for
(o""aboration.
Pro)ie
(oorinate
transportation +it,
information on
timing an "o(ations
of pi(3up.
:1
Parti(ipate in
A"amea !T8
(ommunity a)isory
boars to a)o(ate
an stay informe.
Pro)ie (,i" (are.
Pro)ie
(ounse"ing an
mentoring.
Transitions
among an
bet+een
eu(ationa"
an support
ser)i(e
pro)iers
Transitions to
t,e +or3for(e
E. Engage employers
to promote career
alignment and
:or1 transitions
1egu"ar"y
(on)ene (onsortium
members an
re"ate emp"oyment
partners to e7p"ore
issues an e)e"op
pi"ots an strategies
to promote (areer
a"ignment an +or3
transition
strategies.
Program
Development
!reate interns,ip
an +or3
e7perien(e
opportunities to
AS; tea(,ers*
aministrator
s
!!; !T8
fa(u"ty*
aministrator
s
!ounty So(ia"
Ser)i(es*
!ommunity
Partners,ip
for <ami"ies*
>ea Start*
!a"2'14S*
2E-* !A
>uman
De)e"opment
T-D MA!! Steering
!ommittee
T-D T-D
:2
fa(i"itate transitions
to +or3J "in3
stuents to 9obs.
Consortium;Profes
sional
Development
Activities
'btain
information on s3i""s
neee in stab"e
an gro+ing se(tors
to be s,are +it,
tea(,ers6fa(u"ty
an stuents.
Be)erage
+or3for(e programs
an (urrent eDorts
aroun emp"oyer
ser)i(es6outrea(,.
8ngage (,ambers
of (ommer(e.
8ngage
emp"oyers in 9oint
a)isory (ommittee
toget,er +it, 2E-
to promote6(reate
9obs for ini)iua"s
+it, inte""e(tua"
isabi"ities (ED) an
:3
fun 9ob
e)e"opment6(oa(,
funing
Au"t S(,oo" I
!ommunity
!o""ege Transitions
. Coordinate data
s5aring bet:een
Adult /c5ools and
Colleges
1egu"ar"y (on)ene
(onsortium members
to e7p"ore issues an
e)e"op pi"ots an
strategies to
(oorinate ata
bet+een au"t s(,oo"s
an (ommunity
(o""eges.
Ne:;Ealue Added
/ervices
Emp"ement
(ommon ata
(o""e(tion an
s,aring me(,anism
+it, information
su(, as
emograp,i( ata*
=oa" ata*
Assessment of
stuent "earning
nees* an eDe(ti)e
AS; tea(,ers*
aministrator
s* inta3e
spe(ia"ists
!!;
(ounse"ors*
fa(u"ty*
aministrator
s* resear(,
an p"anning
staD* MES
staD
Partners; !a"0
PASS
T-D MA!! Steering
!ommittee
T-D T-D
:4
a((ommoations*
Prepareness for
(o""ege0"e)e"
(ourse+or3
(8ng"is,* mat,)*
Be)e" of 8SB
a(,ie)e* an
8ntry6e7it tra(3ing
Entegrate au"t
eu(ation into !a"0
PASS an t,e
Baun(,boar
Transitions among
an bet+een
eu(ationa" an
support ser)i(e
pro)iers
6. E@pand and improve
recruitment e>orts
Ne:;Ealue Added
/ervices
De)e"op
(ommunity0+ie*
(ombine
orientation on au"t
eu(ation options
En(rease
outrea(,;
oSo(ia" an "o(a"
meia
o!ampus )isits; ,ost
e)ents at s(,oo"s
o1oa s,o+s to
"o(a" ,ig, s(,oo"s
AS; tea(,ers*
aministrator
s* inta3e
spe(ia"ists
!!;
(ounse"ors*
outrea(,
staD* fa(u"ty
Partners;
!-'?s* pub"i(
agen(ies an
fait,0base
an ot,er
(ommunity
groups
T-D MA!! Steering
!ommittee
T-D T-D
::
oParti(ipate in
(ommunity e)ents
oAssign !! outrea(,
staD to AS
Consortium;Profes
sional
Development
Activities
En)o")e emp"oyers
in mar3eting t,e
eu(ation
opportunities
S,are stuent
testimonia"s an
su((ess stories
Table *.' 7mplementation /trategies to Address 7dentiDed 6aps
Description of
t5e 6ap
/trategies to
Address t5e
6ap
?esources
Needed
Estimate of
t5e Cost
?esponsible
Parties
+speciDc Adult
/c5ools or
Community
Colleges,
Met5ods of
Assessment
Timeline
Bo+ "e)e" of
ser)i(es in ,ig,
nee
(ommunities of
>ay+ar an
San BorenCoJ
e"imination of
D. E@pand
access to
Auality
services for
underserve
d areas and
populations
<uning an
staD time for
>ay+ar* San
BorenCo an
P"easanton
Au"t S(,oo"s
MA!! Steering
!ommittee
T-D T-D
:.
programs +,ere
nee +i"" gro+.
Bimite regiona"
(oorination for
au"t eu(ation
8. /ustain
regional
collaboratio
n
Beaers,ip an
staD time
MA!! Steering
!ommittee
T-D T-D
=ap in
3no+"ege of
regiona" assets
<. Develop
and
maintain a
regional
asset map
StaD time of
members an
partners
MA!! Steering
!ommittee
T-D T-D
Table 5.' Bor1plan for 7mplementing approac5es proven to accelerate studentsF progress to:ard t5eir
academic or career goals
Description
of t5e
Approac5
Tas1s and Activities
Needed to 7mplement
t5e Approac5
?esources
Needed
Estimate
of t5e
Cost
?esponsibl
e Parties
+speciDc
Adult
/c5ools or
Communit
y Colleges,
Met5ods of
Assessment
Timeline
-. E@plore
t5e use
of dual
enrollme
nt& co$
located
classes
and
articulati
on
agreeme
nts
Program Development
87pan (ourse
arti(u"ation agreements
Des(ribe an map out
t,e pro(ess of ua"
enro""ment
Ne:;Ealue Added
/ervices
De)e"op a "iaison ro"e
to pro)ie (oorination
assistan(e
AS; tea(,ers*
aministrators
!!; <a(u"ty*
Deans
(Banguage Arts*
Mat,*
!ounse"ing)
Partners;
8mp"oyers
T-D MA!!
Steering
!ommittee
T-D T-D
:$
Consortium;Profession
al Development
Activities
En)entory an
etermine t,e optimum
programs for ua"0
enro""ment
!ommuni(ate
information regaring
ua"0enro""ment
pro(esses (,o+ to sign
up* +ai)ers* et(.)
Eentify stuent nees
an s(,eu"es
1e)ie+ promising
pra(ti(es
!. 7ntegrate
and
conte@tu
ali9e
A0E;A/E
and E/8
:it5
career
e@plorati
on& CTE
pat5:ay
s and
apprenti
ces5ip
program
s
Program Development
87p"ore an e)e"op
!T8 >ubs at au"t
s(,oo"s +,ere spe(iG(
(areer0(onte7tua"iCe
8SB an A-86AS8 are
oDere.
AS; tea(,ers*
aministrators
!!; <a(u"ty*
Deans
(Banguage Arts*
Mat,*
!ounse"ing)
Partners;
8mp"oyers
T-D MA!!
Steering
!ommittee
T-D T-D
D. /upport Program Development AS; tea(,ers* T-D MA!! T-D T-D
:8
and
s5are
instructi
onal
strategie
s to
accelerat
e
student
success
Tea(, 8SB (ommunity
(o""ege ("asses at au"t
s(,oo"s an )i(e )ersa
-ui" on (o,ort moe"
an estab"is, (o,ort
brige groups (!astro
/a""ey ,as -rige to
!o""ege an !areers K
"ast "e)e" of 8SB).
Support inepenent
stuy for stuents +,o
(an mo)e more Fui(3"y
on t,eir o+n.
8nsure a"" stuents
,a)e basi( (omputer
"itera(y s3i""s.
al Development
Activities
Pro)ie professiona"
e)e"opment in
promising pra(ti(es.
aministrators
!!; <a(u"ty*
Deans
(Banguage Arts*
Mat,*
!ounse"ing)
Partners;
8mp"oyers
Steering
!ommittee
8. /upport
professio
nal
learning
communi
ties of
adult
sc5ool
and
communi
ty
college
faculty
al Development
Activities
<un 9oint !!6AS
staD6fa(u"ty training to
en(ourage seam"ess
briging for stuents.
Pro)ie professiona"
"earning an e)e"opment
opportunities fo(use on
t,e fo""o+ing topi(s;
a. Pro)ie peer0to0peer
AS; tea(,ers*
aministrators*
inta3e
spe(ia"ists
!!; <a(u"ty*
(ounse"ors*
aministrators
T-D MA!!
Steering
!ommittee
T-D T-D
:%
to
impleme
nt
innovatio
n
practices
professiona"
e)e"opment. 87p"ore
ne+ +ays of tea(,ing
toget,er a(ross a""
program areas.
b. 8ngage emp"oyers to
pro)ie systemati(
input regaring s3i""s
neee in t,e
+or3p"a(e.
T,e tab"e be"o+ MA!! +i"" ientify (urrent* eDe(ti)e professiona" e)e"opment strategies (arrie out by (onsortium
members t,at (ou" be aapte for (onsortium0+ie use.
A. Table 3.' Current Professional Development
Topi( Professiona" De)e"opment Strategy
Program Area(s)
Aresse
8stimate !ost
to Emp"ement
!onsortium0
2ie
T-D T-D T-D T-D
T-D T-D T-D T-D
T,e tab"e be"o+ +i"" aress topi(s t,e (onsortium (onsiers priorities for collaborative professiona" e)e"opment.
En("ue* at a minimum* topi(s to ,e"p a(,ie)e integration among (onsortium members an impro)ement of stuent
out(omes.
Table 3.( Collaborative Professional Development Plan
Topic
Collaborative Professional Development /trategy
+Activities& Participants& Delivery Mode&
reAuency,
Program Area+s,
Addressed
Estimated Cost
to 7mplement
Consortium$
Bide
.&
Strategies
re"ate to
ob9e(ti)es 3* 4
an :
<un 9oint !!6A8 staD6fa(u"ty ongoing meetings to 3eep
programs seam"ess an non0repetiti)e.
A"" T-D
Strategies
re"ate to
ob9e(ti)es 3* 4
an :
Pro)ie professiona" "earning an e)e"opment opportunities
on ne+ +ays of tea(,ing a(ross program areas.
A"" T-D
Table 4.' 8everage of E@isting ?egional /tructures from Partners
+e@pand table as necessary,
Partner 7nstitution
/upporting ?egional
Consortium
Program area
to be
addressed
+'$5,
Tas1s;Activities Needed to 7mplement
/upport of t5e Program
Member
Counterpart+s
, G
Partner
ContributionGG
Timeline
T-D A"" !o""aborate +it, regiona" (o""aborati)e
"eaers,ip eDorts
T-D T-D T-D
T-D A"" Be)erage resour(es T-D T-D T-D
L Eni(ate t,e (onsortium member(s) +,o +i"" be t,e users of t,e (ontribution.
LL Partner !ontributions may be in t,e form of (as,* in03in (i.e.* fa(i"ities* staD time* et(.)* or a (ombination of bot,. P"ease note;
mat(,ing (ontributions are not reFuire for a (onsortium?s partners or members. T,e purpose of t,is tab"e is to ientify t,e
(ontributions t,at partners may ma3e to t,e eDorts of a (onsortium to+ar (oorinating t,e Au"t 8u(ation programs to be oDere
by t,e (onsortium.
.1

Chabot Las Positas Ab86 10-31-14 Regional Comprehensive Plan

Caricato da

Informazioni sul documento

Titolo originale

Copyright

Formati disponibili

Condividi questo documento

Condividi o incorpora il documento

Opzioni di condivisione

Hai trovato utile questo documento?

Questo contenuto è inappropriato?

Copyright:

Formati disponibili

Chabot Las Positas Ab86 10-31-14 Regional Comprehensive Plan

Caricato da

Copyright:

Formati disponibili

Mid-Alameda County AB 86 Consortium

Chabot-Las Positas Community College District

Potrebbero piacerti anche