Practices with Promise Success Story
Submitted By: Jacques LaCour, Chabot-Las Positas/Mid-Alameda County Consortium
Consortium leverages resources to hire full-time transition specialist
- Type of Practice: Seamless Transitions
- Targeted Population: Adult Basic Education Students, Adult Secondary Education Students, Adults with Disabilities, Apprenticeship Program Participants, CTE Student, English Language Learners, First-time Students, High School Diploma Students, High School Equivalency Students, Returning Students, Citizenship Students, Vocational Certificate Students, K12 to CC Transitioning Students, State &/or Industry Certification Students
- Program Area(s): Adult Basic & Secondary Education, English as a Second Language & Citizenship , Adults with Disabilities, Apprenticeship, Career Technical Education , Pre-Apprenticeship , Training to Support Child School Success , Workforce Re-entry
- Consortia Involved:
Chabot-Las Positas/Mid-Alameda County Consortium: Castro Valley Unified School District, Chabot-Las Positas Community College District, Dublin Unified School District, Hayward Unified School District, Livermore Joint Unified School District, Pleasanton Unified School District, San Leandro Unified School District, San Lorenzo Unified School District
In order to better serve adult learners, members of the Chabot-Las Positas/Mid-Alameda County Consortium (MACC) agreed that each member would hire or assign staff to provide support for student transitions. Adding staffing or increasing hours was fairly easily addressed in the larger, more established agencies, while smaller agencies in the Tri-Valley area – most in the mode of building infrastructure at the time – struggled to add transition specialist staff.
To address the challenge, MACC members in the Tri-Valley area agreed to pool resources to hire one experienced, full-time transition specialist to serve the three adult schools and the Tri-Valley Regional Occupational Program and to liaise with Las Positas College. The transition specialist provides assistance on a rotating basis among the participating schools and is co-located one or two days per week at the Tri-Valley One Stop office, thus allowing her to offer a range of critical services to students.
The MACC Tri-Valley transition specialist does not have to reinvent the support services wheel at each agency served. Rather, she applies her in-depth knowledge of regional supportive services, schools and employment preparation services to benefit students across the region. She has established a reliable practice that is responsive to programs and students, and she represents the consortium in the community in a consistent and well-informed manner.
Although the consortium has no hard data as of yet, it is implementing a system to track and monitor referrals and correlate them to student success. Informal assessments of the work of the Tri-Valley transition specialist indicate great satisfaction with her service to students, members and partners.