19D - WORKFORCE PLAN 2017-2020 - Laserfiche WebLink

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Plan NOCK Integrated Basic Education and Skills Training (I -BEST) strategy, locally known as Project Asparagus is designed to serve those looking to increase their work skills, especially members of the population who have limited English proficiency, (- BEST is a co- teaching model that pairs a CTE content instructor with an ESL, Basic Skills, or AWD support Instructor. Through NOCRC's efforts, the School of Continuing Education (SCE) increased Its [-BEST offerings from one CTE area, Pharmacy Tech which began Spring 2015, to four areas: Administrative Assistant, Early Childhood Education, and Medical Assistant. As a result, more students that traditionally struggled in those courses were able to complete them. Testing scores increased and many students seemed to have a better understanding of the content. SCE is working on ways to continue expanding ]-BEST offerings as well as developing partnerships with its sister credit institutions to offer pathways to credit certificates and degrees. The Curriculum e- Design for ESL, ASE, ABE, CTE and programs for Adults with Disabilities is a RSAEC regional strategy. The workgroup consists of members from Santa Ana College Continuing Education, Santiago Canyon College Continuing Education, and Garden Grove Unified School District Adult Education. One of the goals of this strategy is to provide support services and professional development training in curriculum development planning. Thirty faculty members are participating In a professional development retreat with outcomes to Include a curriculum development framework including action plans. In addition, members are meeting with credit college and business industry counterparts to ensure seamless transition. Focus is on aligning ESL curriculum across the consortium and merging the different program areas (ESL, CTE, ABE, ASE and AWD) so as to limit duplication of effort and focus on contextualized based learning to accelerate student progress. Declaration: Career Pathways that support progressive skills development through education and training programs using multiple entry and exit points integrate basic skills education into regional sector pathways. Regional Goal / Objective: Improving access and quality of services/ programs related to basic skills education, Strategy: Identified strategies include: improving test performance through special college preparation courses for AE students; introduction of more academic content into the ESL curriculum; providing contextualized curriculum; providing counseling and assessment services; removing college placement test requirement for adult education students to enter college ESL courses; offering transition and college preparation English and Math courses for K -12 adult education students; and providing professional development courses for instructors to inform them about the various pathways available. State Plan Alignment: Fostering demand- driven skills attainment through coordination of workforce and education partners to help people get good jobs. As mandated by Title 5 and the California Community Colleges' Student Success and Support Program (SSSP) requirements, Orange County's community colleges will use the California Community College Common Assessment system, once available, to streamline and coordinate intake, assessment, and referrals of individuals needing basic skills remediation. CAEC regional efforts to streamline and coordinate intake, assessment, and referrals of individuals who need basic skills remediation revolve around action at both the K -12 and community college adult education levels to Identify and address gaps in services. Identified gaps in services include: community college level remediation courses at the noncredit level (for students receiving diplomas but still lacking academic skills for transferable course credits), transition counseling for adult education students who are moving on to the community college level (or, for community college adult education students, for those moving from noncredit to credit community college courses), common assessments and /or agreements about alignment need for assessment moving from K -12 led adult education ESL courses to community college adult education courses. NOCK is unique among the Orange County consortia in that with the exception of a few hundred CTE adult students being served by the North Orange County ROP, all of the region's adult education services are provided by the community college district. Therefore, minimal regional coordination needs to occur in the areas of intake and assessment. Communication is ongoing to develop streamlined referral processes between the agencies that provide various WIOA services. RSAEC has hired a full -time research coordinator and software programmer to work on efforts to coordinate intake within the consortium as well as gather the data needed for WIOA and AEBG deliverables. Efforts are being made to align Intake of Page 26 19D -41