AB 86: Adult Education Webinar Series

Agenda for Today’s Webinar Reports Due 3/1 - Reminders Today’s Guest Speakers – Glendale AB86 Consortium Amalia Marquez, AB86 Project Manager Don Nakamoto, Glendale WIB Executive Director – Community College Student Success and Support Services Mia Keely, CCCCO – K-12 Adult Support Services Natacha Matute, Counselor Sequoia District Adult School 2

DOF Questions and Answers from Webinar We still do not have the Q&A finalized from the webinar, we are awaiting approval from DOF If you have questions or comments not covered on the January 30th webinar, please contact: – Christian Osmena – Keith Nezaam 3

AB86 Final Report – Due 3/1/2015 Submit your narrative report, including the tables for Objectives 3 to 7, as a single document in PDF format. Use the following naming convention for the file: Grant Number- Regional Consortium Name Final Plan. Submit the Excel tables for Objectives 1 and 2 in a separate, Excel file. Include a cover sheet, table of contents, and narrative and tables for all seven objectives. Refer to the report checklist to ensure you have included all parts of the regional comprehensive plan – project management plan – organizational structure – list of members and partners – shared leadership strategies – involvement of faculty and teachers – communication strategy for the planning process. 4

Glendale Consortium Glendale Community College & Glendale Unified School District Verdugo Workforce Investment Board Don Nakamoto, Executive Director Dr. Amalia Márquez, AB86 Project Manager

Consortium Membership K-12 School District Community College District

Community Partnerships Armenian Relief Society

Glendale Consortium Regional Demographics Regional (Glendale/Burbank area) demonstrates a need for adult education programs in the areas of:  English as a second language (ESL)  Development of adult basic and secondary education skills  Workforce training

Consortium Goals & Vision Goals  Create seamless transitions between K12, adult education, community college, and the workforce  Create transitions and links to regional community agencies  Develop a learning community of practitioners through data sharing and collaboration Vision Increased regional collaboration will provide increased access and seamless transitions to educational services and employment opportunities for adult learners in the region.

Regional Challenges 1.Obtaining and sharing demographic and program level information to help identify needs and strengths in adult education; and 2.Strengthening existing partnerships and developing new collaborations to improve services in adult education.

A Unique Solution The Glendale Consortium partnered with the Verdugo Workforce Investment Board (VWIB) to provide the technical and research support services for AB86 activities:  Project management  Needs assessment—programs and local economy  Coordination of planning activities

A History of Collaboration in the Region Collaborative history between the VWIB and K14 education partners:  Glendale Community College  Glendale Unified School District  Burbank Unified School District VWIB and Glendale Consortium is a unique partnership characterized by trust and a shared vision for adult learners in the region

A History of Collaboration in the Region Collaborative history between the VWIB and K14 education partners: Past projects: Joint creation of the Verdugo Power Academy Joint creation of digital entertainment/animation training Creation of an electronic medical records training, etc. Prior relationship led to the new collaboration around AB86

Benefits of VWIB Partnership Leveraging additional research and resources—e.g., LMI Strengthening existing partnerships and forging new collaborations Engaging consortium team in critical conversations about how to address gaps in regional adult education programs and services Positioning adult education agencies to be ahead of the curve in light of WIOA mandates

Contact Information Alfred Ramirez, Ed.D. Administrative Dean Workforce Development, Continuing &Community Education Glendale Community College Don Nakamoto Verdugo Workforce Investment Board Executive Director Amalia Márquez, Ed.D. AB86 Project Manager Verdugo Workforce Investment Board

Student Success & Support Program: Core Services Mia Keeley, Admissions & Student Success, CCCCO C

– First steps to begin implementation of SSTF recommendations: 2.2 – Require Orientation, Assessment and Ed Plans 2.5 – Require students to declare a course of study 3.2 – Incentivize success with BOGFW conditions (and enrollment priorities) 8.2 – Invest in a Student Support Initiative Student Success Act of 2012 (SB 1456) – Links funding to support: 7.3 Student Success Scorecard: Implement the accountability scorecard 2.1 Centralized Assessment: As a condition of receipt of funds, requires colleges to adopt common assessment if the college uses standardized assessment tests (when CCCAssess becomes available)

Student Success and Support Program Core Services SSSP funding must be expended on Core Services: Orientation Assessment Counseling, Advising & Other Education Planning Services Follow-up for at-risk students (§ 55525) – Enrolled in Basic Skills, no identified ed goal or course of study, on academic/progress probation

SSSP Core Services Orientation: Academic progress/probation standards Maintaining registration priority Prerequisite or co-requisite challenge process Maintaining Board of Governors Fee Waiver eligibility Available programs, support services, financial aid assistance, and campus facilities Academic calendar and important timelines Registration and college fees Available education planning services Other issues, policies, & procedures the college determines as necessary

SSSP Core Services Assessment and Placement: English, Math, ESL Assessment must be approved by CO Multiple measures May use measure other than assessment (EAP, AP, SAT/ACT, HS GPA) Must use Common Assessment once implemented (CAI)

SSSP Core Services Counseling, Advising, Other Education Planning Services: Exploration of education/career interests, identification of an education/career goal & course of study Prep for transfer, AA degrees, and/or certificates and licenses Provide information, using a broad array of delivery, including technology, to enable students to make informed choices Development of an education plan to accomplish a course of study related to a student's education and career goals

SSSP Core Services Student Education Plans: All first-time students expected to have: Abbreviated Ed Plan is 1-2 semesters in length - or - Comprehensive Ed Plan take(s) into account a student’s interests, skills, career and education goals, major, potential transfer institutions, and the steps the student needs to take…to complete their identified course of study. Title 5 Section 55524

SSSP Core Services Follow-up for at-risk students: At-risk defined as: enrolled in Basic Skills, have not identified an education goal and course of study, are on Academic/Progress Probation (at risk of losing enrollment priority and BOG Fee Waiver) Services include : – academic or progress probation interventions – academic early alert systems – referral to other support services

Support Services K-12 Adult School

Support Areas  Academic Counseling  Transition Advising  Financial Support  Other Services

Academic Counseling  Provide ABE/ASE academic counseling  Conduct Orientation and placement  Advise GED and High School Diploma students  Enroll Concurrent Students  Advise/assist with transition to work and college  Collaborate with Canada College outreach and counseling department  College visits to the school and visits to college  Refer students to JobtTrain (CTE training)  Assist Students in job search  Articulate with district schools  Support students on concurrent credit recovery  Support at risk seniors who want to transition

ESL Transition Advising  Informs students about College and Career Options  Conducts workshops for ESL students  Advises students individually before transition  Case manages students in college  Helps students leverage Financial resources  Helps students apply for scholarships, BOG Waivers, and FAFSA  Refers full-time students to EOPS  Tracks students’ progress in SalesForce  Refers students for tutoring and other services  Funded by Silicon Valley Community Foundation

Financial Support  Sequoia Adult School Scholars  Provides financial support for low-income students  501(c)3 started by staff and volunteers  Serves students who have transitioned to College  Textbooks  Clipper Cards or Parking permit  GED Fees  Provides Tutors  Progress reports from college faculty  Recruit and Train Tutors  Provides computers to students in need

Other Support Services  Emotional/Social Counseling  LMFT/Social Worker one day a week  In collaboration with 4 San Mateo schools  Student Presentations  Health, immigration, financial, DMV  Referrals to other agencies  Citizenship and immigration services  Jobs Advisor on a ELL Job Search Pilot

Questions? 30