The Consortia’s Guiding Principles:
- Establish and maintain effective communication among stakeholders (educational entities and students), ensure instructional integrity and seamless transitions between educational partners and support student success in achieving their individual goals.
- Provide opportunities for students to select their pathway and implement a framework that emphasizes student-centered learning.
- Establish activities that have practical, real world applications. The activities in all adult education courses will provide authentic skills and choices, that is, based on tasks that students would have to perform in various settings outside the classroom.
- Provide support for each individual’s learning process and educational goals. Assessment of student learning outcomes will provide data and information to continually improve program quality and assistance to students.
- Ensure all course content is accessible to all students, meeting requirements, such as 508 compliance. Content and assessments will be user-friendly in terms of technology, including multiple modalities and methods of learning.
The Steering Committee is actively pursuing additional partners to complement our work on identifying current offerings. We are exploring inclusion of adult special needs programs and business community partnerships and have tentatively identified regional and national partner organizations that will add significant impact to the project. These partnerships include:
- OTAN (Outreach and Technical Assistance Network)
- CASAS (Comprehensive Adult Student Assessment System)
- CalPro (California Adult Literacy Professional Development Project)
We will utilize partners from our educational entities, governmental agencies, and representatives of local community, business, and industry in order to be responsive to current and emerging learning skills and workforce needs. This planning will take place through analysis of data, consortium meetings, reviewing assessment outcomes, survey results and data, community outreach and focused attention on real-world input from employers’ skilling-up for future business opportunities.
Our shared leadership strategy includes utilizing a project coordinator with the Consortium Project Director to build on and leverage distinct strengths (K-12 and CC) and unique program offerings thereby allowing for maximization of alternatives for students. Each member institution will have a seat and voting eligibility on the Steering Committee; all other identified and participating partners will be ex-officio members who will also participate via PAGs in alignment with the five (5) program areas.
The Steering Committee will convene monthly on the college campuses and alternate between community college locations. Invitations for participation will be extended to Members, Partners, and essential stakeholders (e.g., faculty from K-12 and CC; subject matter experts (SME), to cover all five focus areas). Participants will discuss and make decisions collaboratively regarding a comprehensive strategic direction in service and support of Adult Education within the context the current fiscal challenges and issues that face Adult Education.
Data Collection and Management
A data collection and management system will be determined in order to measure, assess, analyze and report on the planning efforts and implementation actions and outcomes. This essential task will be supported through a research position identified as a need for the success and sustainability of the overall program; the researcher will be housed at IVC.
Project Planning Roles and Responsibilities
SOCCCD (Irvine Valley College) will provide fiscal oversight for the AB86 Adult Education Consortium Planning Grant.
The Project Specialist will work under the direction of the Steering Committee to plan and facilitate Steering Committee meetings with minutes; ensure adopted norms are adhered to during meetings and interactions; organize and facilitate advisory group meetings as appropriate; oversee the budget; participate in outreach and recruitment activities to generate the interest of regional stakeholders; address the interest, suggestions, and concerns of the Adult Education community; prepare bulletins, website, social media, and other communications designed to keep Adult Education community and college and high school district leadership informed; prepare written reports and other communications relating to program needs, activities, and outcomes; submit updates, documentations and summary reports to appropriate parties according to the stated timelines; and perform a variety of other duties, as may be assigned by the appropriate administrator or determined by Steering Committee.
- Comprehensive mail list to districts and regional stakeholders
- Newsletter that will share planning updates with the Adult Education Community, specifically for adult educators and other relevant faculty
- Outreach efforts such as visits, presentations, and meeting announcements will be used to generate the interest of regional stakeholders
- Ongoing communication with neighboring consortia through the Association of California School Administrators (ACSA) and local SB1070 grantee(s) to share best practices and planning outcomes to maintain consistency throughout Orange County