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

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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

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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