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How A Transformed Adult Education System Can Achieve Shared Prosperity and Promote Economic Development in
Our Region
AB 86 and the South Bay Consortium
• Governor Brown charged community colleges and adult schools with enhancing regional collaboration to better serve the educational needs of adult learners. • AB86 Legislation allocated $25 million for developing regional
plans in 18 months (January 2014 through June 2015). www.ab86.cccco.edu • AB86 VISION - Create an integrated adult learner system that
increases transition to college and enhances employability based on individual student goals.
AB 86 and the South Bay Consortium
• The South Bay Consortium for Adult Education is a collaboration between educational institutions in order to develop regional plans that expand and improve the delivery of adult education. • Members include:
• Campbell Adult and Community Education• East Side Union Adult Education• Milpitas Adult Education• West Valley-Mission Community College District• San Jose-Evergreen Community College District• Santa Clara Adult Education• Silicon Valley Adult Education
7
South Bay Consortium for Adult Education
Districts Commit to Transformational Effort
SBCAE Regional Plan is Transformational to the Region –
• Cost of living demands a higher living wage • 1 working adult with 2 school age children need to make about
$34.00 per hour for self-sufficiency - 30% of the families who work full-time earn less
7
Income inequality
…has widened between the highest and lowest income racial and ethnic groups
Educational inequality
…is one of the largest drivers of income inequality, and the reward for a college degree is getting higher.
Unemployment higher than both the national rate (6.1%) and the countywide rate (6.4%)
as high as 10.5% in the East Side of San Jose.
Immigration • 36.4% of Santa Clara County residents foreign born• 50.8% speak a language other than English in the home.
SBCAE Regional Plan is Transformational to the Adult Learner
• Increased access (no wrong door)• Enhanced student agency via Individual Plans• Clarity of options and informed choices• Multiple pathways leading to employability and/or college
• No redundancy in coursework• Articulated courses/pathways across agencies
• Clear and resourced transitions• Regional Resources• More supportive services • Financial aid element
• 1,862,041 Santa Clara County population - third largest region in California • More affluent but having greater (and increasing) socio-economic
disparity than the rest of California• 223,619 adults with less than HS diploma or equivalency• 357,924 residents speaking English less than well• 450,000 adults with learning, developmental and other forms of
disabilities• 69,767 currently unemployed (Nov 2014)• 376,549 underemployed adults in need of career assistance• 4,500 – 4,800 Elmwood Correctional and Main Jail inmates • 180,000 undocumented immigrants
Our Region
Course Cuts Due to Budget Decline
ABE/ASE Enrollments
ESL Enrollments
AWD Enrollments
CTE Enrollments
2,500 7,500 12,500 17,500 22,500 27,500 32,500ABE/ASE Enrollments ESL Enrollments AWD Enrollments CTE Enrollments
FY08/09 31,098 30,939 1,857 8,581
FY13/14 22,305 18,320 446 3,503
31,098
30,939
1,857
8,581
22,305
18,320
446
3,503
Enrollment Decline
1. and reverse the dramatic declines in programs and services2. programs/ services to meet expanding regional needs 3. Provide between adult schools, community
colleges and career technical programs4. Identify and that currently exist in the delivery system5. student progress in meeting academic and career goals6. Deliver effective to faculty and staff7. the network of regional resources
South Bay Consortium for Adult Education Goals
seamless transitionsScale up
fill the gapsAccelerate
professional developmentLeverage
Objectives of a new delivery system• Develop systems that are responsive to student needs and foster student agency• Facilitate students’ individual plans that map accessible pathways across the educational
systems• Ensure that Adult Schools, Community Colleges and community partners use common
assessments, placements and curriculum alignment• Support faculty in using effective best practices (e.g., contextualized basic skills courses,
CTE preparation courses)• Build clearly defined and structured pathway transitions and provide effective and
sustainable transition supports• Provide wrap-around support services to all students to help address academic and
personal barriers including accessing community-based resources• Collaborate with community and business partners to leverage resources across the region
Inclusive Planning Process• Formation of the Consortium with a Steering Committee and a Project Management Plan• Engagement with key stakeholders:
• Academic Senate and Bargaining Unit Leaders (The Leadership Group)• Five program area work groups, i.e. ABE-ASE, ESL, AWD, CTE and Apprenticeships (The Work Groups)• Key partner organizations and institutions i.e. Immigrant Services, Social Services, Corrections,
Libraries, CBOs… (The Partner Advisory Group)• Workforce Investment Boards• Industry Advisory Groups (CTE)• ALLIES• Adult learner focus groups• CEOs and Boards of Directors of member institutions
• Surveys, key informant interviews, focus groups, retreats, meetings, partner brainstorming sessions, etc. and lots of working sessions
The “No Wrong Door” Approach Means…• Adult learners can begin educational process no matter which Consortium
services they access first• Adult learners are welcomed, their goals and needs understood and used to
personalize service• Common system is used to identify student’s level of academic functioning
and comfort zone• Interactions are culturally sensitive and respectful, and the individual will be
supported in discovering their optimal setting• Access is through multiple on-ramps, and a universal, well-coordinated
assessment process will be used to determine what skill acquisition is needed to meet the adult learner’s personal, educational and career goals
Wrap-around
Individual Plans
Transition Supports
Counseling
Cross Agency Systems
Academic Achievement Transfer
Advanced PathwaysFoundations Bridges
EducationPlan
Common Assessment Dual EnrollmentLearning Communities Immigrant Integration
Diploma
Stackable Certificates
Industry Standards
Systemic alignment and
incentives
Goal-setting and expanding goals
Empowerment
Emerging Model – Universal pathways linking Adult Education and Community Colleges
Principles
“No Wrong Door” - Multiple points of entry to the path to a better career
Many paths-e.g., adult
secondary, ESL, career pathways
Unemployment/Job Retraining
Leaving Military Service
Community-Based Organizations
Leaving IncarcerationImmigrants Leaving
High School
Systemic alignment and
incentives
Goal-setting and expanding goals
Student self-
efficacy
Clear and resourced transitionsClarity of
options and informed
choice
Transformational Services include• Common assessments• Shared resources and expertise to serve adult learners with
disabilities (especially learning disability)• Regional real-time “catalogue” of courses and services• Single interface with industry advisory groups for CTE/Apprenticeship• Single contract with WIB and other entities• Transition specialists across all program areas• Articulation agreements across all program areas• Expanded use of technology and digital literacy outcomes for all
Supply as a percent of demandTable S: Current Supply vs. Demand
ABE/ASE ESL AWD CTE/Apprenticeship Total
Total Demand 223,619 357,924 112,500 353,650 1,047,693
Targeted Demand 44,724 71,585 11,250 35,365 162,924
Current Supply 22,305 18,320 446 3,503 44,574
Supply as Percent of Total Demand 10.0% 5.1% 0.4% 1.0% 4.3%
Supply as Percent of Targeted Demand 49.9% 25.6% 4.0% 9.9% 27.4%
Capacity does not equal demandTable T: Projected Supply vs. Demand
FY 08-09 FY 12-13 FY 13-14 FY 14-15 FY 15-16 FY 16-17 FY 17-18
Total Demand 1,047,693 1,047,693 1,047,693 1,047,693 1,047,693 1,047,693 1,047,693
Targeted Demand 162,924 162,924 162,924 162,924 162,924 162,924 162,924
Supply- Current and Projected 72,475 47,817 44,574 44,574 60,274 72,374 113,224
Supply as Percent of Total Demand 6.9% 4.6% 4.3% 4.3% 5.8% 6.9% 10.8%
Supply as Percent of Targeted Demand 44.5% 29.3% 27.4% 27.4% 37.0% 44.4% 69.5%
Total Demand vs. Supply
FY 08-09 FY 12-13 FY 13-14 FY 14-15 FY 15-16 FY 16-17 FY 17-18 -
200,000
400,000
600,000
800,000
1,000,000
1,200,000
0.0%
10.0%
20.0%
30.0%
40.0%
50.0%
60.0%
70.0%
80.0%We aim to grow supply from 4.3% of total demand in FY13-14 to 10.8% in FY17-18
Total Demand Targeted Demand Supply - Current and Planned
Supply as Percent of Total Demand Supply as Percent of Targeted Demand
Scale up costs to reach capacityTable V. Scale-Up Capacity Costs
Program Area FY15-16 FY16-17 FY17-18
ABE/ASE $8,101,329 $14,632,240 $33,409,986
ESL $11,199,900 $20,301,739 $42,627,999
AWD $1,682,928 $3,413,319 $4,346,321
CTE/Apprenticeships $6,700,302 $12,761,078 $19,751,346
Total SBCAE Program Area Costs $27,684,459 $51,108,376 $100,135,652
The Adult Education Payback
• Innovative wrap-around support services help achieve better outcomes for all adult learners• Tremendous benefits in building a seamless transition to help more of
our learners to achieve college and career goals more quickly• Acceleration of student success has a positive impact on
unemployment and underemployment• Attainment of academic and career goals will reduce recidivism rate• Addressing learning disability is unleashing precious human potential• Leveraging regional resources in a coordinated way will increase both
efficiency and effectiveness of adult education system
Tiers of Priority based on Available Funding
Scaling up what works
Establish transitional programs utilizing innovative strategies
Maintenance of current capacity
Highly prioritized programs to be piloted
and scaledMaintain consortium’s
collaborative planning process
“Tiers” of priority for the proposed funded solutions
Allocation Committee ConsiderationsA. Allocation committee proposal has merit in the inclusion of key
stakeholders in the planning and decision making process. These key stakeholders have already been an integral part of our regional plan to date.
B. We would like to see specific requirements spelled out 1. Allocation decisions should be consistent with the vision, objectives and strategies
identified in the regional plan2. Allocation committee should act like an oversight committee to ensure plan
consistency3. Allocation committee should be a subset of the steering committee to ensure
alignment between planning, allocation and implementation4. Allocation decisions should be made by the steering committee and if not, should
have the agreement of the steering committee
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