Wednesday, April 22, 2015

Want More Info @ Adult Education, Adult Schools, and Adult Learners in Action?

Start here:

a4cas.org  ----  website with links to most everything
adulteducationmatters.blogspot.com ------ search by topic
saveouradultschool.org --- the best facts and analysis around on Adult Ed policy
unitedadultstudents.org ---- Adult Learners in action in Los Angeles
smaceesl.blogspot.com  --- ESL Student Blog – search “student voice” for student essays & actions
saveadulted.wordpress.com - record of advocacy for Adult Ed in Los Angeles

 

History and Context and other Big Picture Stuff:


Student Leadership 
The Power of Student Leadership - workshop presented by Student Leaders at CCAE Conference    
Marco’s wisdom about advocacy

Active Advocates


Adult Learner essays about Adult Education

Go to smaceesl.blogspot.com and search "Student Voice" for more
 
Rules of the Game and De Facto Umpire
 
Coaches for the Teams
 
Players in the Game:

CCAE - California Council for Adult Education

CFT - California Federation of Teachers

CTA - California Teachers Association

AE UTLA - Adult Ed branch of United Teachers of Los Angeles - which is combo of CFT & CTA

Community College Academic Senate


Stuff that makes you go hmmmm...


1993  Community College League call to make Community Colleges the sole provider of Adult Ed

2008 Report from NCAL:  Make workforce readiness the new focus of Adult Education
(Major funding for NCAL from David Perdue - Dollar Store)

2011 Community College Academic Senate call to assign Adult Ed to Community Colleges


Privatization

After 70 years, GED switches to for-profit venture

2014 Edsurge article, "New Urgency Around Adult Ed" -  "While adult education has long been a “hidden” market, its programs often “shoved off in a corner,” all that seems to be changing, says to Pearson SVP Jason Jordan. “Suddenly it’s becoming a much more interesting marketplace."


Inspiration


 
Writing letters to the Governor and Legislature
Joining in with larger movements about Public Education
 

Every week!

Asking for a seat at the funding table


Community matters

Standing up for CCSF



Visiting legislators in Sacramento
for CCAE Leg Day
Hear our message!
Poster Contest
Student leaders sell t-shirts, present at conferences, inspire others.
Wear Red for Adult Ed on Tuesdays!
Student Leader Maricruz participating in the Harvard Symposium
via Skype
Victory Pic - May Revise 2013
Student Leaders speak at the
January 2015 Oversight  Hearing
on Adult Education
Red for Adult Ed!
Harvard asks a good question
Students write and read essays during Adult Education Week
COSAS - Communities Organized to Support Adult Schools
United Adult Students
United Adult Students in action
SMAS and BAS Student Leaders in dialogue
Red for Adult Ed - It's a Movement!

Adult Education is the 4th Leg
Mathew Kogan speaking at the Press Conference
Standing up for Chicago
Jackie Speier at the Press Conference
Her mother taught at San Mateo Adult School
for many years
CCAE campaigning for Adult Education and Prop 30
Adult Ed supports and strengthens every branch of
public education and the community
Dr. Bob Harper speaking at CCAE Bay Conference
Oakland Family Literacy
One of the few surviving Adult Ed programs left in Oakland.
Oakland Adult School used to serve over 25,000
We need our own wallet!
US Dept of Ed visits SMAS
Adult Education Matters!
No Lawmaker Left Behind!
Rooted in community
What will he say this May?
SMAS - a community of great heart
Alliance for California Adult Schools
Which way is the wind shifting?
It so does!




 

Monday, April 20, 2015

Task Force Breaks New Ground on Immigrant Integration

From The Hill's Congress Blog:

Task Force Breaks new Ground on Immigrant Integration  April 17, 2015

This week, the White House Task Force on New Americans released a first-of-its-kind report on integrating immigrants into American society. It breaks important new ground and furthers our national discussion on the issue. Its recommendations represent a step forward that must be built upon.

Crucially, the report recognizes that ensuring that immigrants are able to fully participate in the workforce is sound policy—not just for individual immigrants, but for their American-born neighbors, employers, and the communities in which they live.

Without immigrants, the U.S. workforce will not be sufficient to replace the workers expected to retire between 2010 and 2030. And as our economy has changed, so has the process of incorporating newcomers. Unlike in decades past, a hands-off approach that assumes immigrants will spend their working lives in jobs with little need for workforce training or English skills or is no longer true.Today’s economy demands higher-order English and numeracy skills—even for workers at entry levels. Farther up the ladder, U.S. employers have an unmet need for qualified workers, particularly for middle-skill jobs, which require more than a high school education but not a bachelor’s degree. Approximately 55 percent of today’s job openings are middle-skill, compared to just 44 percent of workers.

Because of these changes in the labor market, a new approach to absorbing newcomers is needed. The Task Force report marks a milestone in this new approach. The report’s focus on linguistic, civic, and economic integration recognizes that becoming American is a process—not just a destination.
And it is no small task. The U.S. today is home to 41 million immigrants. And while much of the public and congressional debate on immigration has focused on the 11 million individuals who are currently undocumented, the Task Force looked broadly at the full spectrum of newcomers. Drawing on the expertise of 20 federal agencies, and policy recommendations from 350 organizations and more than 1,000 members of the public, the Task Force identified more than a dozen areas for federal action.

They included:
·         Expanding employer partnerships through work-based learning approaches, such as Registered Apprenticeships, that can help qualified immigrants improve their career prospects.
·         Supporting states, localities, and workforce partners to develop and expand high-functioning career pathways and credentialing systems and programs.

·         Working with employers and other partners to improve access to English for Speakers of Other Languages (ESOL) classes. As the report notes, demand is strong for this skill-building opportunity, and waiting lists are the norm in many communities.

·         Issuing guidance to federal workforce training providers, known as American Job Centers, to clarify immigrant eligibility for training programs and other services.
Perhaps most critically, the Task Force outlined how the federal government will tackle immigrant integration in the context of Workforce Innovation and Opportunity Act (WIOA) implementation. Passed with overwhelming bipartisan majorities in Congress last year, WIOA provides federal support for adult basic education, high school equivalency, and English language classes, as well as workforce services.

But WIOA-funded services meet only a fraction of the need. Fully supporting the economic potential of immigrants will require thoughtful and coordinated action by leaders in the workforce development, adult education, and immigrant integration fields as well as employers. This collaboration should occur in the realm of federal and state policy, in the world of philanthropy, in advocacy, and in the delivery of direct services. The current WIOA implementation process and Task Force on New Americans report provide an ideal opportunity for leaders in all of these areas to ensure they are collaborating and making coordinated, effective investments.

Taking these steps will help ensure that our nation can foster the economic inclusion of all of its people, including native-born Americans as well as immigrants.

Dann-Messier, Ed.D, is a former assistant secretary of the U.S. Department of Education. Salgado is president and CEO of the Instituto del Progreso Latino in Chicago.

Sunday, April 19, 2015

Short List of Growing Support for Parent Education and Older Adults

State Funding for Older Adults and Parent Education Adult Education will end in July of this year.

All along, many folks have thought these programs were valuable.  They simply didn't think there was enough money to pay for them, coming out of Great Meltdown of Wall Street, Main Street, and Adult Education. Others, like the folks at the LAO (Legislative Analyst Office), thought the mission of Adult Education should be narrowed to a more work-oriented focus.  (They also thought the two systems - K12 Adult Ed and Community Adult Ed should stay as they were - separate, just better coordinated.)   Meltdowns are the perfect time to re-form things because everything is nice and gooey and often there have already been losses, changes, etc.  This idea is the central tenet of the Shock Doctrine.  Before you get too upset about that, just remember that can swing in any direction.  It might be a direction you like.  It might be a direction you don't like.  It's just one of those things that's true and also encapsulated in the idea that crises = opportunity.

In any case, that's what happened.

Now, as we get close to when these changes -

State funding for Adult Education through the new Regional Consortia Block Grant System will go toward only these five programs:

*   Elementary and secondary basic skills, including classes required for a high school diploma or high school equivalency certificate
  • Classes and courses for immigrants eligible for education services in citizenship and English as a second language and workforce preparation classes in basic skills
  • Education programs for adults with disabilities
  • Short-term career technical education programs with high employment potential
  • Programs for apprentices

  • go into effect, there is growing support for programs which will no longer be financially supported by the State.

    What will happen?



    I don't know.  But here's a list of the growing support.  

    (Click here for the longer version of this post.)

    Hit the "read more" link to see the list.


    Thursday, April 9, 2015

    AB 1112 (Lopez): New Hope for Family Literacy and Parent Education

    Assemblymember Patty Lopez has introduced AB 1112, which would provide state funding for Family Literacy and Parent Education.  State funding for Parent Education will otherwise end on June 30th, 2015, as Parent Education is not one of the five core programs funded through AB86


    Analysis of Assembly Bill 1112 (Lopez)

    Date of Hearing: April 8, 2015
    ASSEMBLY COMMITTEE ON EDUCATION
     Patrick O'Donnell, Chair
     AB 1112 (Lopez) – As Amended March 26, 2015
     [Note: This bill is doubled referred to the Assembly Higher Education Committee and will be heard by that Committee as it relates to issues under its jurisdiction.]

    SUBJECT: Adult education: consortia: parenting education: family literacy education 

    SUMMARY: Authorizes adult programs, California Community Colleges (CCC) noncredit courses and classes, and the adult education regional consortia, established pursuant to Education Code (EC) Section 84830, to provide family literacy education. Specifically, this bill

    Hit the link to read the rest.

    Perspective: Adult Learner Poling Tang writes about High Quality Education within the Adult School System

    Poling Tang is a student in the Writing Intensive class taught by Mary Peros at San Mateo Adult School.  The Writing Intensive class helps ESL students develop writing skills for college, career, and civic engagement.

    Poling wrote the following essay as extra homework during Spring Break, "to express my gratitude to the adult school education system which plays an important role in my journey of life."

    Thank you, Poling, for writing this remarkable essay and for sharing it with the larger community.  And thank you, Teacher Mary, for helping your students to give voice to their wisdom in the English language.

    Hit the link to read her amazing essay.

    Wednesday, March 25, 2015

    AB86 Says Your Voices Matter

    Got concerns about the MOE and funding? 

    Debra Jones says, "Your voices matter and your perspectives are important especially during this time."

    "Use the AB86 inbox," she advises, to communicate your questions and concerns to the Department of Education and the Chancellor's Office.

    You can hear all this on the March 20th AB86 Technical Webinar at about 10 minutes in.

    To hear this section and more, go to the AB86 Technical Webinar page and click on "Listen to the Recording."

     March 20, 2015
    AB 86 Planning Fund Extension
    - Download the Presentation:
    PDF | PPTX
    - Listen to the Recording
    Here is my transcription of the section in which Debra Jones advises emailing AB86 your questions and concerns:

    ...urgency for the state to determine what the MOE is to prepare and determine the funding formula.
    We don’t want there to be a gap between planning funding and implementation funding.
    So we’ve done a couple of things.
    We’ve extended the planning funding.  You have until December 31st to send your planning funds.
    And the other is we had a conversation today, a dialogue between, a conversation with the Department of Education and the Chancellor's Office and the Cabinet.  
    They wanted me to pass along the message that they have heard the urgency. They have received your letters you’ve turned in to the AB86 inbox.  They are committed also to solving and resolving the MOE and funding formula issues sooner rather than later.
    So be assured that that is recognized.
    Also, I want to encourage that if you have thoughts or you’re wanting to get information to the Cabinet, the Department of Education or the Chancellors’ Office, regarding Adult Ed, please use the AB86 inbox.
    Your letters are forwarded, they’re discussed.
    Your voices matter and your perspectives are important especially during this time.

     
    By the way, if you click on PPTX, you can download the powerpoint from the webinar which includes the following:

    Report to the Legislature - Recommendations

    *  Increase service levels to meet demand.
    *  Improve programming to better prepare students for postsecondary and transition to workforce.
    *  Provide academic, social and financial supports to lower barriers.
    *  Align assessments between providers for placement.

    *  Develop a common accountability approach.
    *  Maintain and extend structures for ongoing regional coordination.