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California Adult Schools – What Do They Do?

California Adult Schools – What Do They Do?. Toward One Vision, One Voice. Presented by: Brigitte Marshall, Director Oakland Adult and Career Education Oakland Unified School District. Characterizing the Challenge.

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California Adult Schools – What Do They Do?

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  1. California Adult Schools – What Do They Do? Toward One Vision, One Voice Presented by: Brigitte Marshall, Director Oakland Adult and Career Education Oakland Unified School District

  2. Characterizing the Challenge California adult schools are as varied as the communities they serve – how do we address: • Content Standards • Student Outcomes • Program Quality • Data and Anecdotes • Differentiated Funding • Organizational Confusion

  3. Assumptions Behind This Proposed Vision for Our Future…. • One Vision, One Voice • Rigorous Instructional Program Content Standards • Data Management System

  4. A Request As you listen… • Focus on seeing the big picture • “Squint the details away” for now • Is the overall proposal coherent? • Listen “in” your assigned role • Look foropportunities for inclusion and safeguarding of all the good things we do • Monitor reactions, suspend judgment • Provide constructive feedback

  5. What do California Adult Schools do? California Adult Schools providecritically important, high quality educational programs that: • Support the development of vibrant and healthy communities • Support successful Pre-K through Grade 12 schools • Support local workforce development

  6. How is a California Adult School Educational Program Defined? California Adult School educational programs… • Are based on state approved standards. • Provide rigorous training, development and skill building and • Demonstrate measurable learning outcomes for all adult student participants.

  7. California Adult Schools offer… Educational programs in five different instructional areas: • English as a Second Language (ESL) • Adult Basic Education and Adult Secondary Education (ABE/ASE) • Career Technical Education (CTE) • Parenting Education (PE) • Education for Independent Living (EIL)

  8. 5Programs Support3Goals(…and Learning for Life!) Successful Schools Skilled Workforce Vibrant Communities

  9. English as a Second Language: Educational goals of the Program: • To promote development of English language and literacy skills so that adult refugees and immigrants may achieve their family, employment, community integration and lifelong learning goals.

  10. English as a Second Language: As measured by: • Demonstrated mastery of competencies identified in the California Adult Education ESL Content Standards, Level completion certification and attainment of Citizenship • Successful transition to Adult Secondary Education programs and post secondary education • Successful transition to and retention of employment

  11. English as a Second Language: English as Second Language includes… • ESL • Vocational ESL • ESL for Citizenship • English Literacy and Civics Education • Family Literacy (CBET)

  12. Adult Basic Education and Adult Secondary Education Educational goals of the Program: • To promote the development of elementary and secondary basic skills for students pursuing a HS Diploma or GED and those needing academic remediation.

  13. Adult Basic Education and Adult Secondary Education As measured by: • Demonstrated mastery of competencies identified in the California Adult Education Basic and Secondary Skills Content Standards • Attainment of a California High School Diploma, including success on the California High School Exit Exam • Attainment of the GED Certificate • Successful transition to Post Secondary Education • Successful transition to and retention of employment

  14. Adult Basic Education and Adult Secondary Education • Adult Basic Education • High School Diploma • General Educational Development Adult Basic Education and Adult Secondary Education Includes…

  15. Career Technical Education Educational goals of the Program: • To promote the development of skills necessary for successful participation in the workforce including occupation specific skills, technical skills and employability skills.

  16. Career Technical Education As measured by: • Demonstrated mastery of competencies identified in the California Adult Career Technical Education Content Standards • Attainment of Skills Certifications • Successful transition to and retention of employment

  17. Career Technical Education Career Technical Education Includes……. • Sequenced classes in 15 different Industry Career Clusters • Workforce Readiness Skills • Workplace Based Training

  18. Parenting Education Educational goals of the Program: • To promote development of knowledge and skills that strengthen effectiveness of parents/family members and support healthy, well-functioning families.

  19. Parenting Education As measured by: • Demonstrated mastery of competencies identified in the California Adult Education Parenting Education Content Standards • Completion of Skills Training Certificate Programs

  20. Parenting Education Parenting Education Includes…… 1) Prenatal/Childbirth Education 2) Effective Parenting Techniques 3) Parenting for Special Needs 4) Family Member Interactions 5) Parenting for Pregnant and Parenting Teens

  21. Education for Independent Living Educational goals of the Program: • To promote skill development and life long learning in order to improve or sustain health, wellness, mental acuity, independence and quality of life.

  22. Education for Independent Living As measured by: • Demonstrated mastery of competencies identified in the California Adult Education, Education for Independent Living Content Standards • Course Completion Certification

  23. Education for Independent Living Education for Independent Living Includes… • Life Skills and Functional Academics • Community Access Skills and Functional Academics • Health and Well Being, Nutrition, and Safety • Financial Literacy • Life Transitions • Creative Expression

  24. Access to Education • Most classes in California Adult Schools are offered at no or low cost. • In addition, California Adult Schools also offer a rich array of fee-based Community Interest Classes and Fee For Service Programs on a contract basis.

  25. Whom Do We Serve? California Adult Schools are: • Student-centered • Responsive • Flexible Particular needs of specific populations Integration of specific sub-populations

  26. Student-centered, Responsive, FlexibleEnglish as a Second Language (ESL) • provide refugee and immigrant parents with the skills they need to support the success of their school age children. • respond to the challenges faced by older adults in learning a new language and culture. ESL classes specifically designed to:

  27. Student-centered, Responsive, FlexibleAdult Basic Education/Adult Secondary Education (ABE/ASE) • developmental delays, • acquired brain injuries or • cognitive, mental, emotional and/or physical disabilities In the development of basic educational skills. ABE classes specifically designed to support adults who have:

  28. Student-centered, Responsive, FlexibleAdult Basic Education/Adult Secondary Education (ABE/ASE) ASE or GED classes specifically designed to support adults for whom English is a second language.

  29. Student-centered, Responsive, FlexibleAdult Basic Education/Adult Secondary Education (ABE/ASE) Adult High School Diploma classes designed specifically for adults can accommodate high school students who are at risk of not graduating with their class by enrolling them on a concurrent basis to provide them with an opportunity to recover deficient high school credits.

  30. Student-centered, Responsive, FlexibleCareer Technical Education (CTE) • meet the needs of Older Adults who training to re-enter the workforce. • support the development of workforce skills for adults with: • developmental delays, • acquired brain injuries or • cognitive, mental, emotional and/or physical disabilities. CTE classes specifically designed to:

  31. Student-centered, Responsive, FlexibleCareer Technical Education (CTE) • support ex-offenders seeking employment skills to help them successfully re-enter mainstream society. • support skills training in a particular occupational strand for individuals with limited English. CTE classes specifically designed to:

  32. Student-centered, Responsive, FlexibleParenting Education (PE) PE classes specifically designed for individuals referred by the family court system – classes designed for parents who have been mandated to participate in a parenting education program as part of a broader social service and/or criminal proceedings intervention.

  33. Student-centered, Responsive, FlexibleEducation for Independent Living (EIL) EIL classes specifically designed to support the development of skills needed by adults with: • developmental delays, • cognitive, mental and/or emotional impairment, • physical disabilities or • acquired brain injuries So they may pursue the maximum amount of autonomy, self determination and independence possible.

  34. Student-centered, Responsive, FlexibleEducation for Independent Living (EIL) EIL classes specifically designed for Older Adults support maintenance of: • cognitive, • physical, • mental and • emotional functionality for older adults in order that they may pursue independent, rich and fulfilling lives for as long as possible.

  35. California Adult Schools • an essential part of the workforce development system • a critical asset to healthy and vibrant community development • a fundamental component of pre K through grade 12 school success

  36. Your tasks… • In your assigned role: Your reflections on the proposal? • And… as California Adult School Professionals: In what ways does this model hold hope for California Adult Schools and their future?

  37. Why do I believe this model holds hope for California Adult Schools and their future? • It is clean, simple and accessible. • The mission is clear – 3 critically important goals • The structure is clear - 5 high quality educational programs

  38. Why do I believe this model holds hope for California Adult Schools and their future? • Emphasis on educational program quality • Measurable and tangible outcomes

  39. What this model can mean for the future of California Adult Schools • Plays to our strengths – flexibility and responsiveness. • Holds high quality educational programming as the one “non-negotiable”. • Consistency and integrity.

  40. With responsibility comes opportunity

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