Steering Committee Minutes GAE, 1550 Melody Lane, El Cajon, 92019

April 27, 2018/9:30 – 11 am

Co-Chairs: Larry McLemore; Ute Maschke

Committee Members:

(Present) Erika Arangure, Kim Bellaart, Vicki Brannock, Sally Cox, Freddie Harmon, Larry McLemore, Myra Lomahan, Ute Maschke, Nikki Middleton, Dee Oliveri, Jeff Wood, Jim Timlin, Ed White, Robyn Wiggins (Absent) Javier Ayala, Kathy Granger, Tammi Marshall The meeting began with a brief presentation by Ute Maschke (see Appendix C below):

• AEBG – The statewide initiative and its context • East Region Adult Education (ERAE) as one of 71 consortia • ERAE, its members, and East County

The committee then considered possible roles to take on during the development of ERAE’s three-year plan:

• Provide resources and wider access to resources • Set consortium-wide measurable goals and objectives • Aid task forces and work groups in focusing on key performance indicators (metrics) -

outcomes for students, workforce, and community • Provide guidance for task forces and work groups • Monitor the task forces’ and work groups’ progress toward established objectives and

goals • Meet bi-monthly to meet the responsibilities outlines above.

Within smaller groups, committee members discussed possible goals and objectives for six key areas:

1. General ERAE program goals 2. Improved Literacy and Basic Skills, and HS diploma or equivalents 3. Transitions to Postsecondary and Employment 4. Postsecondary Certificates, Degrees, or Training 5. Placement into Job and Improved Wages 6. Workforce Training and Education

- Groups were encouraged to think about questions the steering committee would ask each task force to solve.

- Committee members agreed that there is considerable overlap between the six areas. - See Appendix A for details

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The committee considered the following next steps: - Present recommend tasks to taskforces, based on discussed goals, objectives and

indicators. (Prepared by the co-chairs. For initial recommendations see Appendix B. Ute Maschke will reach out to consortium members’ staff who already signaled their interest in participation.)

- Taskforces will start meeting in May 2018. Taskforces will most likely meet 4 – 6 times over the next six months; some initial findings and results are expected in late June/early July.

- Review and revise the consortium’s vision and mission statement during the August meeting.

- The August meeting will be scheduled via a Doodle poll. Larry McLemore agreed to become the co-chair of the committee. The meeting was adjourned at 10:50 am.

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APPENDIX A Discussion of Objectives and Indicators: 1. General ERAE program goals

- To increase student enrollment, and for classes to become more accessible, programs must be known first.

o What is current in~ and outreach for consortium programs (especially CTE)? How informed is the staff?

o How do we communicate what already exists? o What “product” do we offer employers? The community? o Where do we need to go to meet our future students? o How can we build on existing marketing materials? o How do we increase visibility?

- To increase student enrollment, and for students to transition successfully, we need to know who our students and employers are.

o How do we understand the employer’s needs? o How do we understand (future) students’ needs? What are barriers to access

specific to our region and our students? o How do we define the portion/sub-populations served by the consortium? o How can we develop partnerships? o How do we fit in the community? How do we work together to develop a

system? - Provide access to education (lifelong; with multiple entrance and exit points; build

activities with clear focus on student-centered design) - Possible performance indicators

o Student, alumni, employer survey (and results) o Data reports and presentations on number of students, programs, certifications,

education progression o Facilitate partnerships o Involve community in an outreach plan. o Develop a template/model for an education/career path (pathway) from

Grossmont Adult Education to CTE to college and/or career

2. Improved Literacy and Basic Skills, and HS diploma or equivalents - Be metrics focused.

o What are the 21st century skills our students need? o How do Grossmont Adult Education classes align with college requirements and

employer expectations? o How can the consortium integrate different learning environment (online,

distance, blended, etc.)? o What types of assessment will benefit our students entering, participating in,

and leaving programs?

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- Provide access to education (lifelong; with multiple entrance and exit points; build activities with clear focus on student-centered design)

- Develop a template/model for an education/career path (pathway) from Grossmont Adult Education to CTE to college and/or career

- Possible performance indicators o Number of successful transitions from ESL to ABE/ASE and beyond o Templates and guidelines for an education/career path (pathway) from

Grossmont Adult Education to CTE to college and/or career o Alignment of ABE/ASE classes to Cuyamaca College English 120 (and 020),

Math non-BSTEM, and ESL classes. Mirror these activities to align with Grossmont College.

o Success rates for classes (retention, performance, completion)

3. Transition to Postsecondary - Provide educational opportunities and services so that students are better prepared

academically for post-secondary education o What are the 21st century skills our students need? o How do Grossmont Adult Education classes align with college requirements and

employer expectations? - Be metrics focused.

o How are WIOA and AEBG measurements of effectiveness reflected in program and class design?

- Evaluate existing transitions from ESL to ABE/ASE and beyond o Develop a template/model for a path to postsecondary training

- Possible performance indicators o Number of successful transitions to postsecondary o Templates and guidelines for an education/career path (pathway) from

ESL/ABE/ASE to CTE to college and/or career o Alignment of ABE/ASE classes to Cuyamaca College English 120 (and 020),

Math non-BSTEM, and ESL classes. Mirror these activities to align with Grossmont College.

o Success rates for classes (retention, performance, completion) by type of student o Utilization of transition support services

4. Postsecondary Certificates, Degrees, or Training - Identify key players and develop strong pathway with employer at the end

o Develop a sample pathway (e.g., CTE à GKN) o Develop articulation agreements with industry o What are the current needs of employers?

- Work closely with SDWP o What are (promising) sectors of employment in the region? o What does labor market research tell us? o Which barriers to employment can a partnership with SDWP remove?

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- Identify local industry metrics o What is important in East County? o What are the 21st century skills our students need? o How do we prepare our students for specific employers? o How do we prepare our students to be successful once they have the job?

- Provide access to programs o Integrate prior learning assessments o Capitalize on previous skills o Explore opportunities for (paid) work-based learning

- Possible performance indicators o Number of successful transitions to employment o Number of students who participate in short-term postsecondary training o Templates and guidelines for a pathway into postsecondary training and

employment o Success rates for classes (retention, performance, completion) by type of student

5. Placement into Job and Improved Wages - Identify sectors of employment locally and across the region - Build strong industry sector connections - Strengthen employer engagement

o What product do we offer to employers? o How do we prepare our students for the specific employer? o How do we prepare our students to be successful once they have the job? o What are the 21st century skills our students need? o How can we partner with employer recruitment and HR teams?

- Possible performance indicators o Success rates for placements and retention, by type of student o Survey results that help understand which programs lead to what kind of

employment o Templates and guidelines for a pathway into employment

6. Workforce Training and Education - Evaluate existing programs and pathways

o How might we ensure business participation? o How can job developers mediate between the consortium and employers?

- Strengthen employer engagement o What product do we offer to employers? o How do we prepare our students for the specific employer? o How do we prepare our students to be successful once they have the job? o What are the 21st century skills our students need?

- Possible performance indicators o Highly utilized job boards o Student, alumni and employer survey results

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APPENDIX B Based on recommended objectives, tasks could look as follows: Taskforce One: General Goals for ERAE (Partnership Engagement – Marketing)

- Conduct target-specific surveys that provides insight into the following questions: o What is current in~ and outreach for consortium programs (especially CTE)? o How informed is the staff? o Where do we need to go to meet our future students? o How can we build on existing marketing materials? o How do we increase visibility?

o What “product” do we offer employers? The community? o How do we understand the employers’ needs? o How can we develop partnerships? o How do we fit in the community? How do we work together to develop a

system?

o How do we understand (future) students’ needs? What are barriers to access specific to our region and our students?

o How do we define the portion/sub-populations served by the consortium? Taskforce Two: Improved Literacy, Basic Skills, HS diploma or equivalents (Acceleration and Alignment)

- Align Grossmont Adult Education ESL/ABE/ASE classes to transfer-level Math, English, (and ESL) at the colleges. Utilize best practices of backward design and student-centered education.

- Integrate 21st century skills into the revised curriculum (course outlines and syllabi). Adult Education to CTE to college and/or career. Build in activities with clear focus on student-centered design.

Consider the following questions: o How do Grossmont Adult Education classes align with college requirements and

employer expectations? o How can the consortium integrate different learning environment (online,

distance, blended, etc.)? o What types of assessment will benefit our students entering, participating in,

and leaving programs?

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Taskforce Three: Transitions to Postsecondary (Acceleration and Alignment)

- Develop a template/model for an education/career path (pathway) from Grossmont Adult Education to CTE to college and/or career. Build in activities with clear focus on student-centered design. (Utilize existing IET best practices.)

- Consider developing an articulation agreement with employment partners. Consider the following questions:

o How do Grossmont Adult Education classes align with college requirements and employer expectations?

o How can the consortium integrate different learning environment (online, distance, blended, etc.)?

o What types of assessment will benefit our students entering, participating in, and leaving programs?

Taskforce Four: Placement into Employment, Improved Wages (Workforce Engagement)

- Develop a template for work readiness modules that can be implemented in most classes at GAE.

Consider the following questions: o What are the 21st century skills our students need? o How do we prepare our students for specific employers? o How do we prepare our students to be successful once they have the job?

Taskforce Five: Workforce Training and Education (Workforce Engagement)

- Develop a consortium job board in partnership with local and regional businesses and the East County Chamber of Commerce.

Consider the following questions: - What are the promising sectors of employment in the region? Who are the key players

in the East region? - What are the turn-over/hiring statistics? - How can we capitalize on our students’ previous experience?

Taskforce Six: General Goals for ERAE (Transformative Data Culture)

- Develop a consortium-wide data sharing process and data dialog that allows quick access to AEBG metrics

- Develop reports that provide information on student access, retention, attendance pattern, and success.

Consider the following questions: - How are prior learning assessments integrated? - How can measurable skill gains be reported to employers?

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APPENDIX C 1a. ERAE 2020 The language from the Governor’s 17-18 budget states, “the Adult Education Block Grant Program coordinates representatives from local educational agencies, community colleges, and other regional education, workforce, and industry partners to promote the educational opportunities offered to students and adult learners. Through this program, students and adult learners can access courses to complete their high school diplomas or general education equivalent, English as a Second Language courses, and pathways courses that lead to additional career opportunities. The Budget includes $500 million ongoing Proposition 98 General Fund to support the Adult Education Block Grant Program”.

Four Core Program Areas: (1) English as a Second Language (ESL): (2) Adult Basic Education (ABE): provides instruction in foundational academic skills, such

as reading, writing, and basic mathematics, as well as learning skills and 14 study skills. These programs include courses that are below Low Adult Secondary Education/9th grade level.

(3) Adult Secondary Education (ASE): provides instruction in foundational academic skills, such as reading, writing, and basic mathematics, as well as learning skills and study skills. These programs include courses that are at the Low Adult Secondary Education/9th grade level and above, and/or leading to a high school diploma, GED, or high school equivalency certificate.

(4) Short Term Career and Technical Education (CTE): prepares adult learners to enter the workforce in approximately a year or less.

Three Additional Program Areas

(5) Adults with Disabilities (AWD): programs specifically designed to meet the needs of adults with disabilities, and for people with disabilities who are enrolled in other adult education program areas.

(6) Workforce Entry/Re-Entry: AEBG defines this program area as populations with systemic barriers to economic success who enroll in CTE programs. (Categories including Displaced homemaker; Ex-offender; Foster care youth; Homeless; Low income-economically disadvantaged; Long term unemployed; Migrant farmworker; Seasonal farmworker; Single parent)

(7) Pre-Apprenticeship

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Metrics: (1) Adults served by the consortium – includes all K–12 adult education or community college

noncredit students, who have one or more hours of instructional contact hours in any of the seven program areas and/or received support services

(2) Adults Served by Members of the Consortium Who Have Demonstrated the Following Measures of Progress:

a. Improved Literacy and Basic Skills in ESL, ABE and ASE b. Completion of High School Diplomas or Recognized Equivalents c. Completion of Postsecondary Certificates, Degrees, or Training Programs:

i. Career Training (CTE) leading to credential aligned to an occupation ii. Occupational Skills Gain: students who reach milestones in CTE programs,

but who do not complete their credential or certificate because they obtain employment or realize a short-term goal related to other occupational or personal goals. (Satisfactory or better progress towards established milestones, such as completion of an on-the-job training, one year of apprenticeship, or similar milestones reported by an employer or training provider. • Successful passage of an exam required for a particular occupation or progress in attaining technical or occupational skills, evidenced by trade-related benchmarks such as a knowledge based exam.)

d. Placement Into Jobs e. Improved Wages f. Transition to Postsecondary:

i. A student who transitions from ABE, ASE or ESL K–12 adult or college noncredit program into a CTE program at a K–12 adult school, community college noncredit or for credit college

ii. A student who transitions from any ABE, ASE or ESL K–12 adult or college noncredit program into a for-credit college program that is not developmental

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1b. ERAE – Current State of Things Community Scan – East County 482,772 individuals with an average age of 37

• Highest percentage of individuals with a disability (12.3% of the population) within San Diego County

• Home to the largest veteran population in the county (12%) • Over 12,000 residents are grandparents who reside with their grandchildren, 11% of

which are responsible for proving their grandchildren’s basic needs and care HHSA data)

• 32% of households are single parents households with children under the age of 18, second only to the central region at 39%.

• Majority of residents live in El Cajon and surrounding communities (Rancho San Diego, Crest, and Harbison). El Cajon is also home to a large refugee population with estimates exceeding 40,000 individuals.

• According to the Refugee Processing Center, within the last nine years twelve thousand six hundred thirty one (12,631) new Iraq refugees have settled in El Cajon.

• Approximately 13% of the population of East County is not a high school graduate and 5% of the population has limited English skills.

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ERAE 8580 Students in Service Sections 69% women – 31% men 43% identify English as their first language – 28% Arabic – 22% Spanish – 7% all others) 50% over the age of 34 Previous Education Employment 1% 4-year degree 44% Unemployed 1.5% GED 38% Employed 3.4% AA/AS degree 3.2% Graduate degree 4.1% Technical degree 24% HS diploma 32% None Primary Goals 39% Enter college or training 20% HSD or GED

16% Improve basic literacy skills 7% Employment related

Students in Program Areas 7627 40% CTE (appr.) 30% ESL (appr.) 10% HSD (appr.) 5% HSE and ABE (each – appr.)

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Current Year (Q3)

Achievements and Milestones: • Solid Medical Careers Program (evaluation of existing programs) • Dialog on alignment initiated for ASE/HSD programs to college courses • Alignment HOC/GC Allied Health completed • Dialog on how to support students with disabilities initiated • Dialog on alignment of GAE benchmarks and college entrance assessment initiated • Certification classes strengthened (Medical Careers, Welding, Cosmetology, Bus Driving) • Development of new CTE classes in progress (Intro to Career Training, Hospitality, Culinary,

Building and Construction, IT)

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2. Steering Committee – Strategic Planning Process Recommendations (Kickoff Summit)

• Sets a clear vision with central objectives for outcomes

• Sets up a timeline, oversees, and guides the work of project teams

• Calls and facilitate meetings of project team leads

• Develops shared resources

• Serves as a bridge across members

• Makes recommendations to the consortium’s governing board

Identified Activities for the next 6 months (Kickoff Summit)

• Align ABE/ASE classes to Cuyamaca College English 120 (and 020), Math non-BSTEM,

and ESL classes. Mirror these activities to align with Grossmont College.

• Review ESL curriculum.

• Create two IET classes (or a VESL and an IET class).

• Define and map student services for ERAE (include clarification of roles each staff

member has in relation to services; transitions across institutions; and creation of more

structured student council across programs).

• Conduct a faculty and student engagement survey and set up structured and systematic

professional development.

• Assess current levels of employer engagement and existing best practices

Identified Activities for the next 3 years (Kickoff Summit)

• Acceleration and Alignment

• Student Engagement

• Workforce Engagement

• Professional Development

• Partnership Engagement

• Transformative Data Culture

Recommended Work Groups (Kickoff Summit)

• Data • Professional Development • Student-Centered Design

Steering Committee Minutes GAE, 1550 Melody Lane, El Cajon, 92019

August 9, 2018/10- 11:30 am Co-Chairs: Larry McLemore; Ute Maschke Committee Members: Present Erika Arangure, Kim Bellaart, Stephanie Bishop, Vicki Brannock, Sally Cox, Kathy

Grainger, Freddy Harmon, Myra Lomahan, Ute Maschke, Rita Matthews, Larry McLemore, Nikki Middleton, Robyn Wiggins, Jeff Wood

Absent Tammi Marshall, Dee Oliveri, Jim Timlin, Ed White, Javier Ayala The meeting began with reiteration of the Steering Committee’s role as the entity that guides the three-year planning process. Meeting objectives included:

- Reviewing results from the taskforces - Developing recommendations on next steps, revising the mission statement - Discussing state guidelines

The committee reviewed Statewide Planning Guidelines and Measures of Accountability (see Appendix A). Statewide there is a consistent gravitation towards performance-based incentive funding. It is recommended that the Committee review the metrics to identify areas needing additional clarification. Some points to examine include:

- How do we find the “right” certificates, ie., certificates employers need? - Clearer definition of ‘job placement’ that includes outlining what types of jobs

will be captured. - Can there be a social security number data match with EDD to assist with

capturing job placement data? What are the alternatives? - How do you collect data on improved wages in a non-intrusive manner? How do

we map and measure what happens to students once they are done with our programs?

- If wages are self-reported, will students report net or gross income? Are benefits factored in?

- Are we measuring and meeting skill gain metrics? Additional considerations include:

- Should student data reporting expectations be incorporated into program intake processes?

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- Do we need to review the intake and assessment processes to ensure we are capturing data baselines of student goals and benchmarks?

- Can a collective system be established so students can be tracked across consortia members?

- A main purpose of our work and motivation for funding is to increase social mobility. What is it that prevents our students from getting jobs and becoming mobile? What do we need to do to make gains?

Review led to first recommendations for next steps to take by task forces and the planning entities:

- Collectively put a system in place that lets us (as education and training providers) know what students know, need, want, expect and hope (customer service model)

- Identify barriers and ways to address them. - Evaluate the efficiency of our investments and efforts.

Examination of accountability metrics corresponds closely with the planning and work of taskforces. The Committee reviewed the taskforce recommended action steps (see Appendix B). Next steps involve deciding how taskforces would proceed considering the June 2019 submission deadline. The Committee divided into four small groups to discuss taskforce next steps. Recommendations include:

- Establish formal processes for cross communication across taskforces to avoid siloes.

- Each taskforce having a specific focus and clear deliverables that are achievable in a reasonable amount of time.

- Focus on business needs - Course alignment to industry standards. Possible short term goals could

o include industry tours for staff and offer opportunities for industry to learn about classes and training;

o joining established advisory board of cross-sector business partners to ensure curricula align with industry standards and needs;

o work with sector navigators and boards to ensure that new courses met the needs of the region;

- Professional development on data analysis and interpretation. - Alignment of Adult Education and community college assessments, with

consideration of the shift towards multiple measures at the college level. - Alternative workforce preparation models like employer panels over more

traditional job fair models.

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Based on these recommendations, task force projects might include:

- Task force 1: Alignment & Pathways (from AE to CC; from AE to employment and career; include consideration of College and Career Readiness Standards as well as industry standards; include pathway navigation)

- Task force 2: Assessment & College and Career Readiness (include support services; education and career planning; consider digital platforms)

- Task force 3: Business/Employer Engagement (include advisory boards, business roundtables, learning activities for adult ed. staff)

- Task force 4: Professional Development - Task force 5: Data/Research - Task Force 6: Marketing

Revisions to the mission statement were tabled to the next meeting. Initial ideas included: “We are your partner so that you can learn more to grow more.” The October meeting will be decided through a Doodle poll. Initial options included: the morning of October 9, the afternoon of October 15, 9 a.m. on October 25. The meeting was adjourned at 11:30 a.m. Update August 15, 2018: Based on poll results, the next meeting has been scheduled for October 9, 2018, 10 – 11:30 am.

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Appendix A

STATEWIDE PLANNING GUIDELINES AND MEASUREMENTS OF ACCOUNTABILITY

• Strong push toward performance-based incentive fund • Metrics: Students served

o Adults enrolled in any of the 7 program areas/served by consortium (four primary areas: ABE, ASE, ESL, CTE + five sub-categories: AWD in designated programs, AWD in four primary areas, adults supporting K-12, pre-apprenticeships)

• Metrics: Student progress and educational outcomes o Adults demonstrating improved literacy skills o Adults demonstrating completion of HS diploma or recognized equivalents o Adults demonstrating completion of postsecondary certificates, degrees,

training programs o Adults demonstrating placement into jobs o Adults demonstrating improved wages o Adults demonstrating transition into postsecondary education

• Additional skills gain metrics: o Occupational skills gain o Workforce preparation o Measurable skills gain (milestones/Educational Functional Level)

• Noticeable: o Consortia have much higher concentrations of adults over 40 (36%) than the

community college system (16%) and much lower concentrations of students between 18 and 24 (36%) in K-12 adult schools than colleges (57%)

o Collection of student populations and characteristics is critical to calculating key program metrics

• How might we: o Implement new integrated program models connecting basic skills in career

development with integrated student support o Integrate intentional transition strategies that link educational systems for credit

pathways o Intentionally blend funding streams

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Appendix B

COMPLETION OF INITIAL TASK FORCE WORK – JULY 2018 Recommended Action Steps

• Instructors shadow industry, employers, training programs • Develop decision tree for students • Combine PD for consortium members – community of learners across classes and

institutions • Set up meeting routing for course coordinators • Establish position of business liaison (POC for employers; internship; support) • Surveys to understand better students’ (first) experience on the job/employers’

experience of students on the job • Develop data protocols and routines (exit surveys – review, revise, align to work across

programs; instructor surveys on methods used to promote student engagement; instructor evaluations; align evaluation?)

• Improve evaluation process for instructors (review observation and other protocols) • Establish a team that analyzes data and forms conclusions on a regular basis • Improve learning experience through instruction that encourages peer group

interaction • Create an inviting environment (being inclusive) • Create support structure for students with disabilities (as distinct from support for

students with low L1 literacy) • Review assessments (policies, procedures, philosophy) • Initiate creation of alumni network

Recommended PD

• Systematic • Develop tools to measure implementation and success thereof

o Data and data analysis o Best practices for student engagement

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Recommended Timeline for Task Forces Spring/Summer 2018 Phase I – Establishing a Planning Mindset (current phase/current task forces)

• Build a space for discussion that allows for moving beyond established preconceptions and encourages creativity and innovation

• Describe the process the consortium used and will use to ensure engagement from all entities

• Describe what student success means (specific to each task force) • Recommend principles and action steps that the members of the consortium will

consider to address the educational needs identified • Consider task forces 1 through 6 as overlapping spaces that will eventually become part

of a system that also includes other resources (funding, etc.) and measurements of effectiveness.

• Due date for initial recommendations/prototype(s): last week of June/first week of July. Phase II – Mapping current capacity and environment (Fall 2018; current and new task forces)

• Internal constraints and opportunities • Evaluation of current levels and types of education and workforce services • Alignment of adult education services with other education and workforce plans

guiding services in the region • Recommend strategies to respond to each issue/opportunity

Phase III – Immersion (Winter 2018/Spring 2019)

• Using data resources for planning and program development • Recommend action steps to improve integration of services and transition (data use)

Phase IV – Strategies and Tactics (Spring/Summer 2019)

• Plan consolidation o Concrete steps and measurable activities to address community needs and

improve student outcomes (student momentum framework) o Actions that the members of the consortium will take to address educational

needs of adults o Actions to improve effectiveness of services o Actions to improve integration of services o Alignment of adult education services with other education and workforce plans

• Draft consortium plan • Submission of plan (June 2019)

Steering Committee Minutes GAE, 1550 Melody Lane, El Cajon, 92019

October 9, 2018/10 - 11:30 am Co-Chairs: Larry McLemore; Ute Maschke Committee Members: Present Erika Arangure, Kim Bellaart, Kathy Granger, Freddie Harmon, Myra Lomahan, Ute

Maschke, Larry McLemore, Nikki Middleton, Robyn Wiggins, Jeff Wood, Dee Oliveri, Jim Timlin

Guests: Nancy Benson, Teresa Graves, Mary Parra, Maria Zabriskie, Absent Tammi Marshall, Ed White, Javier Ayala, Sally Cox, Vicki Brannock The meeting began with welcoming four guests and reiteration of the Steering Committee’s role as the entity that guides the three-year planning process. Meeting objectives included:

- Reviewing taskforce responsibilities and assignments - Clarify purpose and goals for task forces - Review actual outcomes of planning process; analyze capacity and infrastructure - Developing recommendations on next steps, revising the mission statement - Discussing state guidelines

The committee reviewed statewide updates regarding Adult Education Programs • AB 2098 Immigration Integration passed – planning meeting and ad hoc field team

meeting will take place in January • AEP Leadership meeting took place September 27 – 28, 2018

o Renewed focus on supportive services (road map – planning) o Field teams submitted recommendations and tools for planning process

§ Asset mapping § Self-evaluation tool (six indicators with benchmarks and rubric) that focus on

capacity, connection, common intake and assessment procedures, progress, completion and successful transition into postsecondary education, training, and/or employment.

• New field teams for next year • Data and Data Tools include SWP, COE, Launchboard, and Score Board Review of and recommendations for taskforces. The Committee reviewed the taskforce assignments (see appendix) and discussed challenges, and why and how to address them, utilizing an ‘Abstraction Laddering’ tool.

The Committee divided into three small groups to discuss taskforce Why and How. à Task force A – Acceleration, Alignment, Student Success Across Medical Career Programs Challenge: Informed and sophisticated messaging across stakeholders and staff; solid, system-wide understanding of paths and pipelines available to students

Why: Student needs and expectations; industry demand

How: Map out paths and pipelines; work and classroom shadowing; expand transition services; start any planning with the student

à Task force B – Acceleration, Alignment, Student Success Across Career Education Challenge: How can we ensure that students are ready when for their career? How do we address the (needed) shift to new skills? How do we address the need for articulation across three educational institutions and with the labor market?

Why: Need to meet the needs and expectations of students – career skills have changed.

How: Shadow industry partners; set up mentoring system

à Task force C – Business Engagement Challenge: Sharing the same language, addressing mutual needs

Why: need for a trained and educated labor force

How: advocate (broker) on behalf of students; job shadowing and class visits; shared, agile planning, developed a shared resource bank; join advisory boards

à Task force D – Student Assessment and tailored programs Challenge: Assessment needs to get at/inform levels of readiness and identify appropriate levels of support for all students

Why: Equity – so that all students can be successful

How: Vertical articulation; change to student-centered, holistic advising model; PD for instructors; expanded support services

à Task force E – Professional Development Challenge: How do we build out a systematic approach for systemic improvement?

Why: students deserve well-designed education and training structured to meet their needs and goals

How: Address changing student needs; stay relevant; provide opportunities (guest speakers included); utilize technology from other sources; make PD a must; set up standards and best practices; set up measurement of accountability

à Task force F – Marketing Challenge: Marketing is the challenge! Who exactly is our audience/customer?

Why: Reach new students; meet community needs; expand reach and success for consortium

How: Advertise classes across social media platforms; cross-market with colleges; catalogs should reflect price, schedule and location

Toward a new mission statement The Committee reviewed recommendations regarding a new mission statements (based on feedback provided during the ERAE 2020 Kickoff Summit, March 2018) and agreed on the importance on the following key components:

• Content and Language should be student-centered • Concepts/terms such as the following could be included:

o extended learning experiences, connection and relevance of services, focus on current and future education and career goals

It was strongly recommended to divide the (next) planning steps toward a new mission statement into three parts:

• Determine what the consortium’s values are (“road signs”) • Review the vision statement/tagline (‘The desired goal of the journey.”) – What kind of

institution do we want to become? • Craft a draft for the mission (“How to travel along the road.”) – How will we behave to

become that kind of institution? What steps will we take? Next steps: Discuss/explore values during a next meeting. Possibly set up a focus group. Other items and next meeting time • All guests were encouraged to join the steering committees as regular member. • Next meeting is scheduled for January 15, 2019, 10 – 11:30 am.

Appendices 1. STATEWIDE PLANNING FRAMEWORK AND MEASUREMENTS OF ACCOUNTABILITY

Pre-Planning Assessment

•

Community Customers - Students

Goals •

• Asses

Piloting Implementation

• Self- Assessment Evaluation of Capacity

•

Mapping Launchboard Community Opportunity Map The Opportunity Atlas

Strategies Activities Outcomes AEP Student Progress Framework

Rapid Design Evaluation Assessment Scaling

• • Assessm

Connection Entry Progress Completion

Objectives 1, 2, 4 Objectives 3, 5

Adults Served

Transition Completion Outcomes after Exit

Reportable 1+ hour

12+ contact hours

Interim Progress Measures

ABE/ESL to ASE To Postsec.

HSD / HSE Postsec. Credential

Employment Wage Incr. College Cr.

1. Expand/Improve outreach & marketing to target populations 2. Improve/redesign student intake processes 3. Deeper engagement w students regarding goals and longer term educational opportunity 4. Improve initial student data collection

1. Increase # of ABE /ASE/ESL courses based on community need/demand 2. Reallocate offerings geographically based on regional demographic shifts 3. Increase course articulation agreements or dual/co-enrollment K12AE/CC 4. Increase offerings & enrollment in IET & pathway programs 5. Implement consortium-wide agreement for placement into college level course using student persistence measures

1. Increase offerings of postsecondary CTE credential programs 2. Improve alignment of CTE credential programs with labor mkt demand 3. Increase offerings & enrollment on IET & pathway programs 4. Improve information about pathways and career opportunities at intake 5. Increase course articulation agreements or dual/co-enrollment K12AE/CC 6. Improve collection of data 7. Increase workbased learning

Objectives 3, 5

Participants

Student Progress

2. STRATEGIC PLANNING TASK FORCES

A. Acceleration, Alignment, Student Success Across Medical Career Programs (to include, where appropriate, pathway mapping from Adult Ed to college to employment; alignment with industry and college and career readiness standards; integration of ESL and Adult Basic Education/Adult Secondary Education programs and student engagement and support services

B. Acceleration, Alignment, Student Success Across Career Education Programs (to include, where appropriate, pathway mapping from Adult Ed to college to employment; alignment with industry and college and career readiness standards; integration of ESL and Adult Basic Education/Adult Secondary Education programs, and student engagement and support services)

C. Business Engagement (to include, when appropriate, engagement with advisory boards

and business roundtables; job and partnership development; strategic placement processes)

D. Student Assessment and tailored programs (to include, where appropriate, prior learning

assessment, multiple measures, authentic assessments, transition maps, and integration of student engagement and support services for cohorts and sub-cohorts)

E. Professional Development (to include development of strategies that meet the needs of all

students; and, where appropriate, systemization and alignment of initiatives and efforts) F. Marketing (to include, where appropriate, systemization and alignment of initiatives and

efforts)