West Contra Costa Adult Education is Looking for Substitute ESL Teachers

West Contra Costa Adult Education, in the Richmond, California, area, is looking for substitute ESL teachers for day and evening positions.  Apply through EdJoin. The link to the position is below.

https://www.edjoin.org/Home/JobPosting/1086503

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Analysis of AB 2098: Adult Education Block Grant: Immigrant Integration

AB2098 (McCarty and Thurmond) would change reporting required of the adult education consortia in two ways:

  1. Currently, the Chancellor of the California Community Colleges and Superintendent of Public Instruction must make yearly reports to the state Director of Finance, Board of Education and Legislature regarding the use of funds appropriated for the Adult Education Program and educational outcomes for adults, both statewide and by region.  These reports must include, among other things, recommendations regarding delivery of education and workforce services to adults.  AB 2098 would require the reports to also be made to the Statewide Director of Immigrant Integration in the Governor’s Office of Planning and Research, and to include recommendations regarding delivery of immigrant integration instruction to adults.
  2. AB 2098 would also require that the Chancellor and Superintendent identify additional measures for assessing the effectiveness of the consortia in delivering immigrant integration services to adults, in eight specified goal areas.

Currently, the consortia only report results in the following areas:

A. Number of adults served.

B. Improved literacy skills

C. Completion of a high school diploma.

D. Completion of postsecondary certificates, degrees or training programs.

E. Placement into jobs.

F. Improved wages.

AB 2098 would require the consortia to report results for immigrant students  in the following additional areas:

a) Increased economic security.

b) Improved English proficiency.

c) Increased credentials and residency.

d) Increased health and well-being.

e) Increased educational and career advancement.

f) Increased first language literacy.

g) Improved provision for children and family.

h)Increased participation in civic and community life.

Interestingly, the reporting of adult education results to the state Director of Immigrant Integration takes adult education in California back to its roots, in a way.  Almost 100 years ago, in 1919, the state appointed the first state adult school superintendent, Ethel Richardson.  Her title was “Assistant Superintendent of Public Instruction in Charge of Americanization.”  “Americanization” was the word used for immigrant integration at the time; clearly, orientation of immigrants to life in the United States was seen as a key mission of adult education back then.

Adding the measures of immigrant integration results proposed in AB 2098 would allow the adult education consortia to provide the state with a much fuller picture of what they do. Most of the results reported under current law, such as completion of a high school diploma or attainment of higher wages, are the result of a long learning process with many steps along the way.  It is important to recognize the incremental successes that contribute to the final result. And a system of reporting that leaves out consideration of the outcomes of adult education for families and communities ignores some of the key benefits of adult education.  The education level of parents, particularly the mother, is a key factor in children’s school success, so adult education of immigrant parents is key to the economic and social health of the state.  Adult education also has positive impacts on health that should be measured and taken into account in state education policy. And communities are safer and more vibrant when immigrants have the skills they need to participate fully in civic life; this should also be measured and reported.

The changes proposed by AB 2098 would give the state a more complete understanding of the contributions adult education makes to the state.  This would be an improvement over the overly narrow and incomplete  measures by which adult education is  currently evaluated.  Passage of this bill would allow California to more continually improve all aspects of the adult education system, and reap the benefits of an adult education program that is functioning at its best.

 

 

 

Support AB 2098: Letter from West Contra Costa Adult School Teachers’ Union

 

July 24 ,2018

Assembly Member Tony Thurmond

P.O. Box 942849

Sacramento, CA 94249-0015

Assembly Member Kevin McCarty

P.O. Box 942849

Sacramento, CA 94249-0007

Re: AB 2098 (McCarty and Thurmond) -Support

Dear Assembly Members Thurmond and McCarty:

Adult School Teachers United, the union representing adult school teachers at West Contra Costa Adult Education (WCCAE), is strongly in support of AB 2098, and would like to thank you for sponsoring this bill. Many of us are teachers of English as a Second Language (ESL), and others teach Adult Basic Education, High School Diploma, GED, Career Tech Education, Adults with Disabilities, Older Adults and Community Interest classes. We are part of the Contra Costa County Adult Education Consortium (CCCAEC). As teachers, we observe every day that integration into community life in the United States is of utmost importance to our immigrant students. In order to effectively serve immigrant students, the state needs to adopt immigrant integration criteria so the consortia can measure results in this area and report them to the state. And the state must recognize and reward the consortia’s successes with respect to immigrant integration.

West Contra Costa County is home to a large immigrant population; over 50% of children in the West Contra Costa Unified School District (WCCUSD) are Hispanic or Latino, and about 10% are Asian. Around 30% of children in the WCCUSD system are English Language Learners. WCCAE has a large ESL program and three Citizenship classes to serve the immigrant population here, and immigrant students take advantage of all our other programs as well.

Our ESL program has, and has always had, a strong workforce preparation component, and we are strengthening our workforce preparation services by participating in the new EL Civics 243 program. But we have always known that our immigrant students need more than workforce preparation if they are to thrive in their new home. With so many English Language Learner children in our school district, family literacy, and particularly information about how to help children succeed in U.S. schools, is crucial. Our students need information about nutrition, as food choices in the United States are often very different from the ones they had in their home countries. And they need to learn how to participate fully in the life of their communities.

Last year we polled our ESL students about their learning goals at the beginning of class. Certainly, the majority of students had some kind of work related goal, but an even larger majority, the vast majority, in fact, indicated that they wanted to understand life in the United States better and be able to communicate with English speakers. So while our students surely have a variety of work-related aspirations, in every classroom they are united by their desire to comprehend better, and to participate more fully in, life in their new country.

Our experience with our EL Civics program bears this out. Students are strongly motivated to learn language related to finding and keeping a job, but they are equally motivated by family and community considerations. In the EL Civics program, they eagerly learn to make lists of questions in English to ask their children’s teachers in a parent-teacher conference, practice making 911 calls to prepare for emergencies, and learn to write letters to a landlord requesting repairs. They know they need to be prepared for these situations just as much as they need to prepare for a job.

No educational program can be successful if it ignores the reasons students came through its doors in the first place. Our immigrant students are strongly motivated by a desire to be better oriented to life in the United States, and to participate more fully in community life here. Therefore, the consortia need to be able to include immigrant integration in their mission and have an agreed-upon criterion for measuring and reporting success in this area.

Sincerely,

Kristen Pursley

President, Adult School Teachers United

Support AB 2098, Metrics for Immigrant Integration: A Letter from the San Mateo Adult School Teacher’s Union

San Mateo Federation of Teachers

Local 4681 of

California Federation of Teachers

Representing the Teachers of San Mateo Adult School
July 14, 2018

Re:  AB 2098 (McCarty and Thurmond) – Support

Dear Assembly Members McCarty and Thurmond,

We the teachers of CFT Local 4681 are writing to thank you for authoring  AB 2098 – the bill that establishes immigrant integration metrics.  We are very much in support of it.

We are teachers at San Mateo Adult School.  Most of us teach English as a Second Language.  Others teach in the GED and High School Diploma, Career Tech Education, or Fifty Plus (Older Adults) programs. Our school is part of ACCEL, the Regional Consortium providing Adult Education for the County of San Mateo.

A few facts about the area we serve:

  • As of 2010, San Mateo County ranked fourth among counties in California and eighth across the nation in the concentration of foreign-born residents.
  • Between 2000 and 2010 San Mateo County’s immigrant population increased more than any other county in California, from 25.5 to 33.3 percent.
  • Learn more about Immigrants in San Mateo County

Our school excels at immigrant integration.  We are often cited as a model of “how to do it” for other Adult Schools and Adult Ed programs throughout the state.

Examples of immigrant integration in action at our school:

Adult Education was restructured during the period of public education cutbacks following the global financial meltdown.   The focus was narrowed from a broad mission that had always included immigrant integration to college and career readiness.  It’s place in the budget was even changed from K-12 and/or Higher Ed to Work Force.

College and career are important.  But they don’t stand unless they are founded on community.

As we see when we look at the current state of our nation – this is not just about Adult Education or immigrants.  This is about human beings and what enables us to function in healthy ways.  STEM – without ethics – becomes abuse.  Knowledge – without values – is dangerous.  A nation – without civics – courts collapse.  Human beings – however much they seem to, thanks to technology – do not live in isolation.  They – we – live in community.  In order to do so relatively peacefully, with some measure of health for both the group and the individuals which constitute it, we must understand each other, have and use relational skills, abide by a set of common rules and customs, and agree on methods to address the problems which invariably arise.

Adult Education has always emphasized these points and taught the skills that support them — until it was restructured in the recent financial collapse.  In the midst of a recession, one can understand how an emphasis on workforce skills might seem the answer.  But back up a minute and look at how we got into that financial meltdown.  Were the bankers and Wall Street executives gainfully employed?  Very much so.  What then, caused the collapse?  Failure to regulate themselves or their industry – a lack of ethics – was embedded in what happened.  Workforce training isn’t all of what is needed in the midst of a recession.  That’s why the New Deal included more than just jobs – it included civic renewal projects, banking regulation, history, the arts, and protection for labor.

Employment alone also does nothing to inoculate against divisiveness.  Again, we need only to look around at the current state of affairs in our nation to understand that a job doesn’t stop bullying, cruelty, or abuse.  It doesn’t stop trolling on the Internet, hacking of elections, or manipulation of public sentiment.  It doesn’t prevent hatred from seeping into civic and workplace discourse or slow the march of the KKK in our city streets.  Education does – education that includes an emphasis on our common values, rule of law, and underlying unity.

Immigrant integration – skillful, ethical civic and community engagement – sets the compass for immigrants to function as powerful engines of civic, community and economic health  – in addition to functioning at top level as parents, family, and neighbors.

This is what we want, right?  We want residents of California to speak a common language, to be great parents raising great kids, friendly neighbors who pitch in and help out in times of need, coworkers with skills to help workplaces thrive and businesses excel, contributors to the mighty enterprise that is California, shoulders to the wheel, hearts open and wide, hands ready to help.

That’s only possible when immigrants have the skills that immigrant integration programs provide.

If AB 2098 doesn’t pass through into law, we fear that these programs will lose funding. In fact just today we found out that funding for our EL Civics program was cut by half.

In today’s world, what isn’t measured, often isn’t seen and isn’t funded.

It’s urgent that AB 2098 is pushed forward into law.  If we can help you in that work, by providing you with evidence of the value of immigrant integration programs, let us know.  We have plenty of evidence at our school and are ready to provide it in writing or by speaking at committee hearings.

On behalf of the members of CFT Local 4681,

Cynthia Eagleton

Vice President of CFT Local 4681

ESL Teacher at San Mateo Adult School

 

Ask Your Legislators to Increase Adult School Funding Today

Good morning.
We are in the final 24-48 hour countdown to make a difference in whether the Legislature includes additional funding for adult education under the Adult Education Block Grant (AEBG).  We can still make a difference, but we need your help immediately!
Please call your respective Senator and Assemblymember’s Sacramento and District offices TODAY urging them to let the Budget Committees know that their community and constituents strongly support more funding to support adult education and the beneficial, life-changing impact it has on our students and their families.  To identify the best numbers to call, please use http://findyourrep.legislature.ca.gov/ to identify your legislators and use the links provided to obtain their contact information to make your calls to their offices.
Your talking points should be concise and straightforward.
We recommend:
“As your constituent, I urge you to convey strong support to the Budget Committee to include increased funding for adult education under the Adult Education Block Grant (AEBG) in this year’s budget.”
Pass the word and make your calls ASAP!  Strength in numbers!

Click HERE and scroll down to

“California: Send an Email”

Download the CCAE App and share with your colleagues to let them know you are taking action for Adult Ed!

English for Life: Why Immigrant Orientation Will Always Be a Necessary Part of ESL Programs

About 15 years ago, I had one of those students you never quite forget come into my English as a Second Language class. He stood out from his classmates just by being a man of working age, since the class was held in the afternoon, and most of the students were women and a few retired men. But it was his personality that made him memorable; relentlessly cheerful, voluble, talkative and friendly, he struck me as a textbook case of the kind of student my language learning theory classes had taught me would learn another language easily. His love of talking, and desire to talk to everyone, carried him easily past inhibitions about making mistakes; he jumped at any chance to communicate. At times I had to put a check on his enthusiasm to keep him from dominating the class, but on the whole he was a good influence, drawing the other students out.

In some respects, the strategy of simply charging into communication at every opportunity seemed to have served him well, as my textbooks had said it would. He had been in the U.S. a long time, and had picked up all the English he knew on the job. My class was his first foray into formal English instruction, and for all I know it was the last. He only had time to study formally because he was recovering from a work-related injury, which is not an uncommon reason for immigrants who have been working in the U.S. for a long time to finally take an ESL class. He had a large vocabulary and could certainly make himself understood as long as his listener could follow his rapid-fire delivery. Fans of the idea that formal language instruction is unnecessary because anyone can learn a new language as long as they are fully immersed in it, might have pointed to him as an example.

But there were gaps. It took him three days to complete a reading assessment I, as a somewhat inexperienced teacher at that time, thought would be appropriate for him based on his verbal fluency, so obviously his literacy lagged well behind his speaking ability. In speaking, he couldn’t get a third person singular pronoun right to save his life, mixing up “he” and “she” with a wild abandon that could make his speech very confusing for a native English speaking listener. These errors were very hard to correct, since they had been with him for a long time and he had learned to work around them.

And there were other gaps, I was to find, with potentially more serious consequences than getting your listener mixed up as to who you are talking about. One day we were going over traffic signs, an activity that by some standards would probably be considered too basic for him based on his oral fluency. But when I explained the sign that means “railroad crossing”, from the back of the classroom I heard a familiar jolly roar, “So that’s what it means!”

The community where I teach is criss-crossed with railroad tracks, and still haunted by the deaths, in the 1970s, of a whole family of refugees who were killed by a train as they tried to cross the tracks.. My student had been driving to work and on errands around this city for years, without knowing what the railroad crossing sign meant.

I think of this student from time to time amid all the retrenchment of adult education to focus ever more narrowly on workforce preparation and College and Career Standards. By some of the measures now being applied to adult education programs, I suppose he would be considered a failure. Although he came to class faithfully every day for several months, he didn’t “persist.” After those few months were over, he dropped out of sight, as many students do. I don’t know whether he recovered from his injuries enough to return to his former occupation, or had to take up another line of (probably less well paid) work. He certainly wasn’t in my class long enough to prepare for a new career, much less prepare to go to college (if he would have been interested in that) with all the catching up he had to do in the area of reading. Yet in the brief time he was coming to class, he learned something that could have saved his life. California’s current reorganization of adult education under the Adult Education Block Grant has no way to recognize the importance of outcomes like this.

Workforce preparation, especially workforce preparation for immigrants, has certainly been a key goal of adult education in California since its beginnings in the mid-19th Century; the first adult education program in the state provided vocational training for immigrant students.   But the growth of adult education in the state was bound up with a broader mission that included what we would now call immigrant integration. Next year marks the centennial of the appointment of the first state adult school superintendent, Ethel Richardson, in 1919. But her title was not “adult school superintendent” but “Assistant Superintendent of Public Instruction in Charge of Americanization.”

The idea that immigrants need to be “Americanized” is of course cringeworthy now, and the Americanization Movement of the early 20th Century had some distinctly unsavory features, such as punishing immigrants for using their native language. The movement arose at a time not unlike our own, when anxiety about immigration was high, at that time due to a shift in immigration patterns which brought many more immigrants from Southern and Eastern Europe, who were seen as more “foreign” in terms of culture, language and religion than previous waves of immigrants.

The movement was a mixed bag; along with its coercive aspects, it included features like unions helping their members take out citizenship papers and schools and community-based organizations (the YMCA was a significant participant) offering education for immigrant students on a wide range of subjects. With all its faults, the movement at least recognized that education could help immigrants adjust to their new life. It is almost certainly because of the growth of adult education spurred by the Americanization Movement that so many U.S. families can point with pride to a grandparent or great grandparent who learned English in night school. In addition to English, early 20th Century instruction for immigrants included government, citizenship, and even topics like nutrition. After California passed the Home Teacher Act in 1915, school boards could even hire teachers to go to students’ homes to instruct them in these subjects.

The Americanization Movement shaped adult schools in California in ways that persist even now. To this day, English as a Second Language is the largest program in most adult schools, and adult schools provide the bulk of ESL instruction for adults in the state. There is even a faint echo of the mission of the adult schools under Americanization in the language of the Adult Education Block Grant, which provides that the AEBG may fund “Programs for immigrants in Citizenship, ESL and workforce preparation”.

In 1921, the California legislature passed a law requiring high school districts to offer Americanization classes when requested by 25 or more people. This law remained in force into the 21st Century, though “Americanization” was eventually changed to “ESL”. Since these classes were not compulsory, the law seems to assume that immigrants wanted these classes and would request them.

The popularity of adult ESL classes today bears this out; immigrants don’t want to be “Americanized”, but they do want to be oriented to life in the United States. At the school where I teach, we polled our ESL students about their goals. Certainly, many were interested in working, either immediately or some time in the future, although many more than we expected weren’t sure what kind of work they wanted to do or would be able to find. But the vast majority of students identified understanding life in the United States better and being able to communicate with English-speaking people as goals; these goals were chosen more often than any other.

This result indicates that an overly-narrow focus on workforce development, or even college and career, in ESL classes could backfire. Adult school attendance is not compulsory; in order for a class to succeed, you have to give the students what they came there for. In a typical ESL class, the students will have a variety of work related goals, or even no work related goals, but most of them will have in common a desire to become better oriented to life in the United States and be able to communicate with the English speaking people all around them. If they don’t see progress in this regard, they may leave class before they are able to formulate definite workplace goals or develop workplace skills. If ESL programs are to succeed, they need to provide students with opportunities to interact with native English speakers and have real-world experiences with using English, in addition to helping them develop skills for the workplace.

We need to listen to our students; what they most want to learn may surprise us. For a long time, my students asked me about the meaning of the word “so”. When I explained that it expressed cause-and-effect, they always seemed dissatisfied with the answer, and I thought I just wasn’t explaining it well enough. But then one day a student gave me an example, and I realized they were asking about the bratty teenage “so”, as in:

“You have homework to do!”

“So?”

Since we all like multiple choice tests so much, I have a multiple choice test for you parents out there. Which would you rather know about the word “so?”

  1. “So” expresses cause-and-effect; a more academic choice would be “thus” or “therefore.”
  2. Your kid is giving you sass.

If you answered “a” I’m not sure I believe you.

Success in the United States means many things. Our immigrant students have whole lives here, not just jobs. Even good workforce preparation needs to take the whole person into account. In designing programs for immigrant adults, we need to keep adult education’s historic mission of immigrant orientation in mind as well as workforce development.

From the Adult Education Matters Blog: Advocate for Immigrant Integration!

 The following post from the Adult Education Matters blog by Cynthia Eagleton of San Mateo Adult School http://adulteducationmatters.blogspot.com/ explains why immigrant integration is an key function of adult schools and suggests ways you can advocate for including it in the Adult Education Block Grant.
Wednesday, March 21, 2018

Action Step: Advocate for Immigrant Integration

It’s time to contact your local legislators and Governor Jerry Brown and advocate for including immigrant integration as part of AEBG – the Adult Ed Block Grant.The challenges that the Trump administration have brought upon us have also brought a deeper understanding of the value of immigrants in California and the importance of supporting immigrant integration through Adult Education.

Both the California Immigrant Policy Center and CCAE – the California Council of Adult Education – are advocating for this important change to happen.

Contact your local legislators and Governor Jerry Brown.  Explain to them why immigrant integration matters.

Here is information from the California Immigrant Policy Center and from CCAE about advocating for including immigrant integration into AEBG.

California Immigrant Policy Center

Workforce Development & Adult Education

Administrative Advocacy & Budget Advocacy
CIPC is continuing our advocacy for equity within California’s adult education and workforce development programs and funding at a local and statewide level. In 2018, we are weighing in on budget proposals from adult education and workforce development stakeholders for increased employment training and services. These include adding “immigrant integration” metrics to the Adult Education Block Grant and funding the Breaking Barriers to Employment Act (AB 1111, 2017).

California Immigrant Policy Center March 13th, 2018 Update

Update:  Governor Brown’s 2018 Budget & New Proposals –

Adult Education & Workforce Development

Adult Education Block Grant –
The Adult Education Block Grant (AEBG) is an important source of state funding to programs and services that provide adults with the knowledge needed to be prepared for the workforce, such as English language courses, GED attainment, and vocational skills. These programs also support integration and inclusion outcomes for immigrants not seeking employment training but adult education services that support their engagement in community and civic life. This year’s budget continues to sustain the $500 million funding.

  • Budget Proposal: A proposal from adult education stakeholders, the California Council for Adult Education and the California Adult Education Administrators Association, provides a two prong approach to advancing how AEBG funding reaches immigrant communities. The proposal would establish performance based funding that incentives the needs of communities with multiple barriers including limited English proficiency, poverty, and  lack of high school completion, and include “immigrant integration” as a reported outcome for state funding. CIPC will be working with stakeholders and the Legislature

Note:  CCAE – California Council for Adult Education – is recommending that Immigrant Integration metrics are incorporated into AEBG – the Adult Ed Block Grant.

Here is information from CCAE’s FY 2018-19 Adult Ed Framework Priorities:

INCORPORATE IMMIGRANT INTEGRATION METRICS

 

 

Even as collaboration between the systems expands through regional consortium-building and AEBG, the K-12 community-based adult schools still have as their core mission to serve those low basic skills adults who oftentimes get caught in the remediation of post-secondary education. Additionally, the structural and cultural differences between the two systems have become more evident through this planning process and it is critical that the strengths of each be leveraged in ways that support student learning outcomes and appropriate levels of support services. The adult learners that are best served by K12 adult schools must not be left out.

  

– AEBG defines the specific outcomes sought – literacy and career progress.
– Serving immigrant adults in need of English language skills have been at the core of the K12 adult education mission since its inception. They come to adult schools to develop literacy, and in doing so, gain cultural competency and literacy more broadly defined as health, financial, digital literacy, parenting and family literacy, and civic engagement, all also critical to successful transition to college and careers.
– Unfortunately, the statute and overall AEBG framework does not explicitly provide for these types of immigrant integration metrics relative to demonstrating outcomes and accountability for student success.
– We are concerned that immigrant students who may not yet have the skills to demonstrate outcomes on the current statutory spectrum that focuses solely on literacy and career progress will be left behind as AEBG entities seek to focus on programming for those students for which clear outcomes and progress can be measured and for which funding may eventually be prioritized.
– The Alliance for Language Learners’ Integration, Education and Success (ALLIES) is an alliance serving the two-county Silicon Valley region of San Mateo and Santa Clara counties. Launched by a grant of the Silicon Valley Community Foundation in 2010, mission of ALLIES is to advance regional economic and social health through high-impact alliances for immigrant educational and career success. Through this work, ALLIES developed an Immigrant Integration Pathway offering an innovative way to identify and measure the critical factors for successful immigrant integration. The pathway includes eight high-level goal areas that are then further broken down into approaches and supporting objectives. The goals are intended to be: o Used by individuals as well as service providers via common metrics that can help assess if an individual is progressing and/or practices are effective;
o Measurable qualitatively and quantitatively;

 

 

o Achievable with milestones under reasonable timeframes; and
o A tool for the immigrant to have ownership of their progress, with the ability to see how incremental gains are related to longer-term goals.1

1 ALLIES Immigrant Integration Pathway Framework White Paper, 2017

Using the ALLIES Framework, amend the AEBG statute to explicitly reference and include “immigrant integration metrics” under AEBG.
Amend Education Code Section 84920, as follows:

(a) To the extent that one-time funding is made available in the Budget Act of 2015, consistent with the provisions of Section 84917, the chancellor and the Superintendent shall identify common measures for determining the effectiveness of members of each consortium in meeting the educational needs of adults. At a minimum, the chancellor and the Superintendent shall accomplish both of the following:

(1) Define the specific data each consortium shall collect.

(2) Establish a menu of common assessments and policies regarding placement of adults seeking education and workforce services into adult education programs to be used by each consortium to measure educational needs of adults and the effectiveness of providers in addressing those needs.

(b) No later than August 1, 20178, the chancellor and the Superintendent shall report to the Director of Finance, the State Board of Education, and the appropriate policy and fiscal committees of the Legislature on options for integrating the assessments described in subdivision (a) into the common assessment system developed pursuant to Section 78219. The report shall address compliance of the assessments with federal and state funding requirements for adult education programs, identify estimated costs

and timelines for the assessments, and identify changes in policies that may be needed to avoid duplicate assessments.

(c) It is the intent of the Legislature that both of the following occur:

(1) That the educational needs of adults in the state be better identified and understood through better sharing of data across state agencies.

(2) That, at a minimum, the chancellor and the Superintendent shall enter into agreements to share data related to effectiveness of the consortia between their agencies and with other state agencies, including, but not necessarily limited to, the Employment Development Department and the California Workforce Investment Board.

(d) The chancellor and the Superintendent shall identify, no later than January 1, 2016 August 1, 2018, the measures for assessing the effectiveness of consortia that will be used in the report that is required pursuant to Section 84917. These measures shall include, but not necessarily be limited to, all of the following:

(1) How many adults are served by members of the consortium.

(2) How many adults served by members of the consortium have demonstrated the following, as applicable:

(A) Immigrant integration.

(B) Improved literacy skills.

(BC) Completion of high school diplomas or their recognized equivalents.

(CD) Completion of postsecondary certificates, degrees, or training programs.

(DE) Placement into jobs.

(EF) Improved wages.

(e) The chancellor and the Superintendent shall apportion the funds appropriated for purposes of this section in the Budget Act of 2015 in accordance with both of the following:

(1) Eighty-five percent of these funds shall be used for grants to consortia to establish systems or obtain data necessary to submit any reports or data required pursuant to subdivision (b) of Section 84917.

(2) Fifteen percent of these funds shall be used for grants for development of statewide policies and procedures related to data collection or reporting or for technical assistance to consortia, or both.

(f) The chancellor and the Superintendent shall provide any guidance to the consortia necessary to support the sharing of data included in systems established by consortia pursuant to this section across consortia.

Here’s an example of a very successful program which cultivates immigrant integration.


Civic Success: San Mateo Adult School ESL City Government Academy

An example of immigrant integration in action at San Mateo Adult School, a K-12 Adult School:

New San Mateo Program Educates Immigrants About Local Government
News Desk, March 19th, 2018

From the City of San Mateo: A diverse group of immigrants are getting an exclusive look at critical city services as part of the new English as a Second Language (ESL) City Government Academy. The City of San Mateo, in partnership with the San Mateo Adult School of the San Mateo Union High School District, recently launched the program to educate this new segment of the community about how local government works and to empower them to be able to access available resources and programs provided by the City. This first class of 25 students hail from 10 different countries.
The four-month program, which began in January, aims to expand participants’ awareness of local government, and increase civic engagement, leadership and volunteerism.

“Our key goal is for participants to feel empowered and comfortable accessing City services,” said City Manager Larry Patterson, who championed the program’s inception. “We are particularly excited to be energizing a new segment of our community to become more civically engaged.”
The program is the brainchild of Stephanie Kriebel, an educator who is herself a graduate of San Mateo’s traditional City Services Academy.

“As an ESL teacher at San Mateo Adult School, I saw an opportunity for us to help bridge the immigrant community we serve with City services to help familiarize our students with what the City does, how it helps the community, and what opportunities lie within the City for them to pursue,” Kriebel said.

Academy participants have an opportunity to meet with City staff and learn about local government while also garnering concrete knowledge and skills to empower them in their everyday lives, such as learning how to operate a fire extinguisher and register for a recreation class. For some, even visiting City facilities is novel. For others, the impact of participating in the Academy runs far deeper.
“I honestly think I’m so lucky to live in San Mateo because the City of San Mateo organizes so many events and programs for the community. I come from Guatemala originally, and these kinds of programs help me integrate into the community here. Now I have lots of things I can do,” said program participant Edwin Turuy.

Program days include visits to San Mateo’s Fire Station 23, Beresford Recreation Center and Park, Police Station, Wastewater Treatment Plant, and City Hall. Future cohorts will also have the opportunity to visit the San Mateo Public Library. The pilot program culminates with a graduation ceremony April 19, 2018.

Photos courtesy of the City of San Mateo (ESL students learn how to operate a fire extinguisher during a tour of a San Mateo fire station.)