1. 2 collaborative partnerships it’s that evolution thing again! adult education has been...
TRANSCRIPT
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Collaborative PartnershipsCollaborative Partnerships
It’s that evolution thing again!
Adult education has been partnering and collaborating for years.
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Today’s SessionToday’s Session
Assess what partnerships you currently have – share your success stories
Examine how they are the same – but different – from those outlined in the CLEG report
Gain some tips and resources for things you can begin now
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What do you think?What do you think?
What do your current partnerships or collaborations look like? With whom are you partnering or
collaborating? What is the purpose of these
partnerships? What service does each partner
provide?
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So what will the new regional So what will the new regional partnerships look like?partnerships look like?
Good question – no answer NWLB adult learning
demonstration grants will inform the answer.
Transformation Taskforce report will inform the answer.
Effective models from other states will inform the answer.
DELEG committees will inform the answer.
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• The same – but different
• Planned, deliberate, clearly articulated structure and responsibilities
• State agency commitment to partnerships
• Common performance measurement system
• Mutual dependency
What do the CLEG What do the CLEG Collaboratives and Collaboratives and
Partnerships look like?Partnerships look like?
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StructureStructure
Regional collaboratives in the state’s 25 workforce regions
Collaboratives…CLEG StyleCollaboratives…CLEG Style
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Responsibilities of the Regional Responsibilities of the Regional Collaboratives:Collaboratives:
•Identify region’s characteristics including demographics, key industries, and available services
•Determine how services should be offered
•Develop one or more partnerships within the region that would focus on service delivery that addresses identified needs
Collaboratives…CLEG StyleCollaboratives…CLEG Style
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What organizations, agencies, or individuals do you think should serve on a regional collaborative?
What do you think?What do you think?
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Invited stakeholders to the collaborativesInvited stakeholders to the collaboratives
Adult EducationLocal Educational Partners Michigan Works! AgenciesLiteracy CouncilsEmployersCommunity-based OrganizationsFaith-based OrganizationsJob Training ProgramsLocal Chambers of Commerce
Community Colleges, including Developmental EducationRegional Economic Development OrganizationsUniversitiesProprietary SchoolsLocal Business and IndustryLocal Offices of State Government (e.g., DHS, MRS, etc.)Local Foundations/United Way
Collaboratives…CLEG StyleCollaboratives…CLEG Style
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Partnership membership:Partnership membership:
• Must include, at a minimum,
• Adult basic skills organization
• A post-secondary institution
• Local Michigan Works! Agency or another organization with demonstrated workforce development capacity
Partnerships…CLEG StylePartnerships…CLEG Style
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Partnership responsibilities:Partnership responsibilities:
• Identify its operational structure, including resource allocation and convener within the partnership
• Convene various partners
• Conduct a comprehensive needs assessment
• Identify common challenges among partners and interventions
Partnerships…CLEG StylePartnerships…CLEG Style
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Partnership responsibilities:Partnership responsibilities:
• Implement collaborative programs
• Leverage funding, expertise, and other initiatives
• Evaluate progress toward long-term goals identified by the partners
• Identify new opportunities for impact
• Conduct total quality management
Partnerships…CLEG StylePartnerships…CLEG Style
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Partnership responsibilitiesPartnership responsibilities
• Align services to create pathways, such as:
Recruitment Assessment ABE, ESL, ASE, Pre-GED and
GED preparation Developmental education Post-secondary education Family literacy Financial literacy
Occupational training Employment placement
services Career and education
advising Follow-up services Social support services Employer engagement Retention and
advancement supports
Partnerships…CLEG StylePartnerships…CLEG Style
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How do these partnership responsibilities differ from your current partnerships?
Whom do you feel are the critical partners who would need to be included?
What do you think?What do you think?
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You Can and Will Want to Get You Can and Will Want to Get StartedStarted
Regardless of the specific structure
Common elements Program Self Program Self
AssessmentAssessment Collaborative
Planning
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You Can and Will Want to Get You Can and Will Want to Get StartedStarted
Getting StartedGetting Started
Resource PacketResource Packet
Regional Needs Assessments
MOU’s Aligned Entry &
Exit Points Career Pathways Integrated Training
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The GoalThe Goal
Through community and regional collaboration and planning, students receive seamless
services that enable them to reach their educational and employment
goals.
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A Look at Five of the A Look at Five of the ElementsElements
1.11.1 Regional assessment of Regional assessment of needsneeds the demographics of the target
population in need of adult learning services;
the identification of high growth job clusters,
the educational and training providers,
available support services, available resources, provision of professional
development and technical assistance
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What can you begin now?What can you begin now?
Identification of potential learners in your community/region
Identification of current service providers Adult education and literacy Community colleges Technical career centers Proprietary schools
Identification of high growth job clusters in your region
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1.21.2 Memoranda of Memoranda of UnderstandingUnderstanding Among key partners
Adult Education Postsecondary MWA or other workforce
developmentorganization
Others? Among support service providers
A Look at Five of the A Look at Five of the ElementsElements
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What can you begin now?What can you begin now?
Identify key contacts in: Other adult education programs in
your region Community colleges and job
training programs MWA’s Rehabilitation Services
Build and nurture relationships with them
Research their performance criteria – how are they judged?
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1.31.3 Occupational roadmaps Occupational roadmaps in in growth industriesgrowth industries Salary levels Job descriptions and availability Education, certification, and/or
required degrees Career progression in the industry Length of training Sources for more information
A Look at Five of the A Look at Five of the ElementsElements
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An An ExampleExample
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What can you begin now?What can you begin now?
Research career pathways already developed or being developed in Michigan and other states
Select one high growth job cluster in your region and begin exploring the types of training programs currently available What skills would Adult Education
students need to successfully transition to those training programs?
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1.41.4 Aligned entry and exit Aligned entry and exit pointspoints Expected learner outcomes in one
program match the skills, knowledge and abilities required to enter a subsequent program.
A Look at Five of the A Look at Five of the ElementsElements
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What can you begin now?What can you begin now?
Find out what score a student must earn on college entrance exams in your community colleges to bypass developmental education.
Align TABE and/or CASAS to the college entrance exams. Identify the skills gaps and begin
developing curriculum to address the higher order skills.
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1.51.5 Accelerated learning Accelerated learning optionsoptions GED Fast Track Integrated Training Bridge Courses
A Look at Five of the A Look at Five of the ElementsElements
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WhyWhyIntegratedIntegratedTraining?Training?
Take a Take a look!
A Look at Five of the A Look at Five of the ElementsElements
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What can you begin now?What can you begin now?
Focus on high demand job clusters.
Explore models from other states on integrated training, GED Fast Track, and Bridge courses.
Ask if you or a staff member can audit a high demand occupational training program to observe the types of basic skills that are integrated within the course.
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Next StepsNext Steps
Examine the self-assessment more closely.
Engage your staff in assessing your program’s current status.
Review the checklist of “Getting Started” actions.
Select one or two and ACT!
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This project was developed by National Human Resources Development, Inc. (NHRD) in cooperation with the Michigan
Department of Energy, Labor and Economic Growth and funded through a grant under Section 222(a)(2) State
Leadership Activities of the Adult Education and Family Literacy Act, Title II of the Workforce Investment Act of
1998, amended.
For more information visit:http:www.maepd.org