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2. 2 Collaborative Partnerships It’s that evolution thing again! Adult education has been partnering and collaborating for years.

3. 3 Today’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

4. 4 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?

5. 5 So what will the new regional 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.

6. 6 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 Collaboratives and Partnerships look like?

7. 7 Structure Regional collaboratives in the state’s 25 workforce regions Collaboratives…CLEG Style

8. 8 Responsibilities of the Regional 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 Style

9. 9 What organizations, agencies, or individuals do you think should serve on a regional collaborative? What do you think?

10. 10 Invited stakeholders to the collaboratives Adult Education Local Educational Partners Michigan Works! Agencies Literacy Councils Employers Community-based Organizations Faith-based Organizations Job Training Programs Local Chambers of Commerce Community Colleges, including Developmental Education Regional Economic Development Organizations Universities Proprietary Schools Local Business and Industry Local Offices of State Government (e.g., DHS, MRS, etc.) Local Foundations/United Way Collaboratives…CLEG Style

11. 11 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 Style

12. 12 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 Style

13. 13 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 Style

14. 14 Partnership 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 Style

15. 15 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?

16. 16 You Can and Will Want to Get Started Regardless of the specific structure Common elements Program Self Program SelfAssessment Collaborative Planning

17. 17 You Can and Will Want to Get Started Getting Started Resource Packet Regional Needs Assessments MOU’s Aligned Entry & Exit Points Career Pathways Integrated Training

18. 18 The Goal Through community and regional collaboration and planning, students receive seamless services that enable them to reach their educational and employment goals.

19. 19 A Look at Five of the Elements 1.1Regional assessment of needs 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

20. 20 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

21. 21 1.2Memoranda of Understanding Among key partners Adult Education Postsecondary MWA or other workforce development organization Others? Among support service providers A Look at Five of the Elements

22. 22 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?

23. 23 1.3Occupational roadmaps in growth 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 Elements

24. 24 An Example

25. 25 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?

26. 26 1.4Aligned entry and exit points Expected learner outcomes in one program match the skills, knowledge and abilities required to enter a subsequent program. A Look at Five of the Elements

27. 27 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.

28. 28 1.5Accelerated learning options GED Fast Track Integrated Training Bridge Courses A Look at Five of the Elements

29. 29 WhyIntegratedTraining? Take a look! look A Look at Five of the Elements

30. 30 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.

31. 31 Next 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!

32. 32 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