Emerging Practices with Promise
Submitted By: Todd Haag, West End Corridor/Chaffey Regional AE Consortium
Using data to guide curriculum and student support services development
- Type of Practice: Data Collection
- Targeted Population: Adult Basic Education Students, Adult Secondary Education Students, Apprenticeship Program Participants, Associate Degree Students, CTE Student, English Language Learners, First-time Students, High School Diploma Students, High School Equivalency Students, Returning Students, Teachers, Faculty and Staff, 4 Year College Transfer Students, Vocational Certificate Students, K12 to CC Transitioning Students, State &/or Industry Certification Students
- Program Area(s): Adult Basic & Secondary Education, Apprenticeship, English as a Second Language & Citizenship , Career Technical Education
- Consortia Involved:
West End Corridor/Chaffey Regional AE Consortium: Chaffey Community College District, Chaffey Joint Union High School District, Chino Valley Unified School District, Fontana Unified School District, Upland Unified School District
The establishment of a comprehensive program for the consistent and accurate collection of meaningful student workforce-related data for the purpose of informing students and implementing academic and workforce preparation programs and support services that will transition students to more advanced educational and/or workforce opportunities.
The West End Corridor Consortium envisions the implementation of a comprehensive approach to aligning the academic, workforce preparation and student support services of the consortium agencies with student interest, ability, regional need and opportunities. This approach includes the use of a data collection and information platform, “Career Cruising”, that is user friendly, informative for both students and staff, and available in Spanish. The development of school site career centers staffed with trained personnel (career technician and/or counselors), educational resources and workforce referral and placement services, together with trained instructors, will make meaning of the data generated by the Career Cruising platform. Counselor training has taken place, teacher training has been scheduled (crucial because of the relationship between students & teachers) and several sections of GED prep students have begun piloting the program.
A critical component of this practice is the implementation of “Career Cruising” with consistency and fidelity so the data is accurate and reflective of student interest and workforce training demand. In addition to creating and designing programs and other services based on this feedback, outcome data will provide important information toward the creation of workshops, advisement sessions, and student portfolios and will enhance student understanding of career opportunities and related educational requirements and income potential. While each institution, especially the community college, will implement this practice as student feedback dictates, existing program and infrastructure considerations of the individual agencies will guide any autonomy in addressing the content of the regional plan.
In addition to outcome data contributing to the development of course content, course offerings and informing students, it will play a significant role in working with the community college, other workforce training providers, and employers. A key function of the career center staff and counselors will be the management of this data for providing training sessions for students and advising students of educational and workforce opportunities. We envision that the database of student ability and interest, combined with the student’s educational attainment and goals, will be merged with the relationships that have been and will continue to be created with regional career training providers and employers for purposes of placement and employment.