Practices with Promise Success Story
Submitted By: Alfred Ramirez, Glendale Community College Consortium
Glendale Forges New Partnerships & Uses WIB to Aid in Data Gathering
- Type of Practice: Partnerships & Collaboration
- Targeted Population: Adult Basic Education Students, Adult Secondary Education Students, Adults with Disabilities, Associate Degree Students, CTE Student, English Language Learners, First-time Students, High School Diploma Students, Returning Students, Teachers, Faculty and Staff
- Program Area(s): Adult Basic & Secondary Education, English as a Second Language & Citizenship , Career Technical Education
- Consortia Involved:
Glendale Community College District Regional Consortium: Glendale Community College District, Glendale Unified School District
The challenge is two-fold:
1) Obtaining and sharing data and information to help identify similarities and differences in adult education within the Glendale region; and
2) Forging partnerships to improve services in adult education.
The Glendale AB86 Collaborative is using the Verdugo Workforce Investment Board (VWIB) as a central point of gathering data on the types of adult education programs. A research professional is collecting data from all members and partners. Student surveys will also be conducted.
The Collaborative has forged new partnerships to improve services in adult education. For example, VWIB has partnered with Glendale Community College (GCC), GCC has partnered with Glendale Unified School District, and Burbank Adult School has partnered with VWIB. GCC has also partnered with several immigrant-serving community agencies. Meetings have been held to discuss service delivery, including comparing similar services, and determining appropriate referrals.
By having open discussions regarding services, collecting internal data, and reviewing regional demographics and issues, Collaborative members are learning more about each other and how adult education is tied to each member and partner.
The partnerships have also resulted in new opportunities. For example, the Collaborative has engaged with GCC by recruiting their students to assist with tutoring for an agency. The Collaborative will also be working with faculty and instructors to provide guidance to establish curriculum that can be articulated or discussed between agencies and partners.
Overall, the data gathering efforts and increased collaboration will provide increased access and more seamless educational services to adult learners.
The Collaborative is still in the process of gathering as much data as possible from its partners. In fact, this is the reason for using the VWIB as a central point for the collaborative effort. The Collaborative will be reporting and sharing enrollment data and seeking to correlate employment information that may represent improvement or gains in the region.
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