PERALTA CTE FLEX DAY EVENT August 19, 2015 District Board Room

Agenda

All meeting materials on the web committee/documents/

CTE Program Review CTE Program Review Handbook Linda SanfordLinda Sanford, Peralta Accreditation Team Louis QuindlenLouis Quindlen, Peralta Accreditation Team

CTE Program Review – LMI Resources From the CA Employment Development Department: Reports/Alameda-ContraCosta-Solano-REAP2015.pdf From our local Center of Excellence at CCSF:

State and regional resources to connect with… Doing What MattersDoing What Matters & Deputy Sector Navigators Bay Area Community College Consortium (BACCC) SB1070 North East Career Pathway Consortium East Bay Career Pathway Consortium Northern Alameda County Adult Education Consortium

BOG Task Force on Workforce, Job Creation and a Strong Economy Debra Jones, Dean Career Education Practices Unit Chancellor's Office, California Community Colleges 1102 Q Street Sacramento, California Phone: (916)

Peralta Workforce Development & Grants Admin Team Karen Engel Director, Economic & Workforce Development Carmen Fairley Coordinator, Grants & Special Programs Rebecca Lacocque Director, East Bay Career Pathways Consortium Lilian Pires CCPT District Accounting Technician and ETPL/WIOA Administrator

Career Pathways Pathway Action Teams – Next Steps Articulation Tools – CATEMA Dual Enrollment – MOU passed PCCD and OUSD Boards! Improved Placement Initiative – pilot

All CTE Grants - Overview committee/documents/

Adult Education Call for Proposals - DRAFT

This is not a minor issue 63,682 adults age have less than a H.S. degree (13% of total) 46% of this group speak English “not well” or not at all 80% of this group are unemployed or earn less than $25K/year

Next Steps Create CTE pathway design teams (comprised of CC & Adult School faculty and admin) Focus on 4-5 pathways (Career Advancement Academies and similar “bridge” programs like Merritt’s Bridge to Healthcare Careers program Cohort-based Contextualized math and English (and ESL) Integrate GED completion Align assessments, enrollment, & student supports

Next Steps Create an English Language Learner Design Team Improve the availability and alignment of ESL classes Contextualization Address facilities and access issues

Next Steps Create a Consortium System “Design Team” Dual enrollment Student data sharing Shared assessments and placement Facilities Hire a Consortium Coordinator Staff and facilitate the work of the Design Teams

CTE Committee Co-Chair Dr. Leslie Blackie Membership Priorities Communication (

CTE Committee Priorities – identified Spring 2014 Rebuild our capacity to help CTE students get jobs. While this issue came up after each attendee had already listed their top 3 priorities, everyone agreed afterwards that this is a top priority. If job placement is done effectively, it will solve a number of other issues related to outreach, enrollment and resources. This is, of course, closely linked with the Data priority in that we need to build systems for collecting and tracking the placement and employment outcome data (tied to the Student Outcome Surveys). Improve budget transparency and management. Faculty would like greater access to their budgets and better information about cut-offs, deadlines, and how they can use their funds. Improve human resource processes for CTE. Faculty and Deans would like to focus on improving contracting and hiring for CTE grant-funded and related programs and activities. Improve procurement/purchasing processes for CTE. These processes are confusing and cumbersome and Deans and Faculty are spending too much time inefficiently to purchase equipment and other related materials for CTE. How can we improve these processes? Data. Committee would like to work with Institutional Research to understand how data tracking and requests are currently being handled, discuss what improvements have been or can be made – especially with respect to corresponding data collection and reporting and the necessary reporting colleges need to do to report SLO’s for grants and other funding streams. Access to information. The Committee would like to see greater access to information about grants, grant deadlines, grant reporting requirements. KE will follow up in putting this information on the District’s CTE website as a password protected function.

CTE Marketing Marketing Strategy is on CTE Committee website College Webmasters: BCC Theresa Rumjahn COA Shane Williams Laney College Antoine Mehouelley Merritt College Patricia Rom

PLEASE FILL OUT AN EVALUATION FORM Thank you!

AB 86: ADULT EDUCATION Presentation to the DEC April 17, 2015 by: Karen Engel, Director of Economic & Workforce Development Cleavon Smith, BCC English faculty, Co-Chair of the AB 86 Basic Skills Area Group for Adult Education

Why? K-12 Districts given permission to “flex” Adult Education funding OUSD “flexes” 90% of their funds to serving kids 23,000 adults served/year reduced to 2,300/year by 2014

Why? 2012 LAO Report2012 LAO Report found: Responsibility for Adult Education has been unclear for decades Overly broad mission Lack of clear delineations between pre-collegiate and collegiate work Inconsistent state policies Lack of coordination among providers (duplication of services) Limited student data resulting in insufficient accountability

Response 2013 Governor Brown: Eliminate Adult Schools and give it all to the colleges Create regional consortia and fund regional plans 2014 Peralta forms a Consortium with: Albany USD Berkeley USD Emery USD Alameda USD Oakland USD Piedmont USD Year of planning resulting in a regional plan completed and submitted to the state on March 2, 2015

2015 Legislative Report findings Insufficient availability of adult education programs; Need for innovation in adult education programs; Inadequate academic, social, and financial support for students Inconsistency across the K-12 and community college districts regarding assessments for placement; Lack of a common accountability approach for monitoring student progress; Limited regional coordination.

State Response $500M in Governor’s proposed budget “Maintenance of Effort” for K-12 Adult Schools Seed funds for the regional consortia (Peralta region expecting $1M-$1.5M to begin implementing our plan) AB 173 requires CDE and CCCCO to align: AB 173 Registration and course fees Assessments Teacher minimum qualifications Creating common student identifiers so a comprehensive accountability system can be implemented

Peralta Regional Plan Goals: Expand course offerings to meet unmet needs, particularly in Oakland Ensure comprehensive, coordinated assessments and placement services Build industry pathways, “entrepreneurship” pathways, and other aligned course series with multiple onramps Contextualize instruction and infusing coursework with strong civic engagement components Provide the transition services needed to help students progress along their paths and across segments, together with other services to support their success.

What does this mean for the Peralta Colleges? Enrollment Quality and quantity of incoming students improved SSSP Assessment, orientation, ed. planning in collaboration with Adult Schools: greater numbers, better student outcomes Basic Skills Focus on our strengths in terms of pre-collegiate/collegiate offerings Career Pathways Build on CPT and CAA work to build CTE pathways Address equipment and facility concerns (potentially) English-Language Learners Address the critical absence of low-level ESL offerings

This is not a minor issue 63,682 adults age have less than a H.S. degree (13% of total) 46% of this group speak English “not well” or not at all 80% of this group are unemployed or earn less than $25K/year

Next Steps Create CTE pathway design teams (comprised of CC & Adult School faculty and admin) Focus on 4-5 pathways (Career Advancement Academies and similar “bridge” programs like Merritt’s Bridge to Healthcare Careers program Cohort-based Contextualized math and English (and ESL) Integrate GED completion Align assessments, enrollment, & student supports

Next Steps Create an English Language Learner Design Team Improve the availability and alignment of ESL classes Contextualization Address facilities and access issues

Next Steps Create a Consortium System “Design Team” Dual enrollment Student data sharing Shared assessments and placement Facilities Hire a Consortium Coordinator Staff and facilitate the work of the Design Teams