Southern Section wishes to spotlight two of our own powerhouse teachers, Francisco Lopez (Chaffey Adult School) and Roland Espinosa (Inland Career Education Center).
Francisco, a 21-year veteran teacher, and 2016 CCAE State Excellence in Teaching awardee and Teacher of the Year for Moreno Valley Unified School District in 2018, with 12 years at Chaffey Adult School, is currently teaching Online-HS diploma and ABE math, began his Adult Education (AE) career in ESL, and is also a full-time 2nd grade teacher. Roland, also a two-time award winning teacher, as District Teacher of the Year in 2000 for Santa Ana Unified, and as a 2016 CCAE State Excellence in Teaching awardee, started his career in elementary and middle school 27 years ago, then entered AE in 2011 at the Inland Career and Education Center where he has taught in the ABE, ASE and ESL program areas. Currently, Roland teaches five GED courses that prepare students for their Reasoning Through Language Arts and Social Studies exams.
Both Francisco and Roland note that teaching in AE is incredibly rewarding and provides adults with opportunities for career pathways. Francisco enjoys teaching fractions to his students, and he utilizes technology in the classroom to assist in their learning. Francisco says, "Teaching adults is like a walk in the park for me. I love the fact that students want to be here." Roland points out that it is amazing that students who may not have been in an academic setting for many years can apply themselves and thrive academically. Roland says, "I enjoy witnessing the transformation of how students feel empowered to transition on to college and career opportunities after passing their GED exams."
Francisco and Roland have been members of CCAE for 8 and 5 years respectively. Both, jumped into CCAE leadership positions right away. Starting at the chapter level, both have been Chapter Presidents; Roland with the San Bernardino Chapter and Francisco with the Chaffey Chapter for which he was a founding member. Presently, Francisco is serving a second term as Southern Section President and Roland is serving as President-Elect. It is also important to note that Francisco and Roland are the 2019 CCAE State Conference Co-Chairs. They have brought together a large team of fellow teachers, clerical support staff and administrators to put adult education in the spotlight and to celebrate the 75th Anniversary of CCAE.
Francisco Lopez and Roland Espinosa are extraordinary adult education teachers who go above and beyond for their students, their districts and the adult education field. Their CCAE Southern Section Board Members are honored to spotlight Francisco's and Roland's contribution to adult education.
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Must meet First Financial Credit Union (FFCU) eligibility requirements and establish membership in order to take advantage of these offers. *APY=Annual Percentage Yield. Restrictions apply, including only one School Employee Flex Share Certificate (CD) per member and/or per household. Fixed-term of 12 months from date of opening. A minimum opening deposit is required. Dividends are paid only at maturity and will automatically transfer to member’s FFCU savings or checking account. Federally insured by NCUA. Information accurate as of November 2018. Call for complete details.
Inside a classroom at Fruitvale Elementary School in Oakland, California, about 20 women are practicing spelling out loud in English.
They’re the mothers, aunts and grandmothers of children at the school. Four mornings each week, the women — immigrants from Central America, Mexico, the Middle East, Asia and the Caribbean — drop off their children and then head into a classroom of their own to learn English.
Wahbiai Alqaifi, a mother from Yemen, has been in the US for 15 years. She has six children, one of them a fourth grader at Fruitvale. She used to struggle to understand English in her daily life, she says, but the class helped her expand her vocabulary.
“When I go the store, when I go the hospital, I understand a lot,” Alqaifi says.
Oakland Unified School District is one of more than 100 school districts nationwide working on family literacy, teaching parents English and helping them engage in their students’ education, which in turn helps the children do better in school. Adult education programs struggle for funding, so these programs are not widespread across the country. But in the Oakland schools that offer the program, principals and teachers say the benefits are real: Parents get more involved in their children’s classrooms and are able to help more with homework. And the fact that Oakland’s program is held inside elementary, middle and high schools is part of what makes it work.
As of September 30th, the 2017-18 legislative session officially came to an end with the Governor taking final action on the bills sent to him by the Legislature before they adjourned on August 31st. The issues debated this year were diverse and, at times, controversial ranging from wildfire liability to privacy to sexual harassment and more. Impacting much of the debate and shaping policy proposals were actions taken at the federal level by the Trump Administration and also by the #MeToo movement. In the final weeks of the legislative session, hundreds of bills were heard and ultimately, many received enough support to pass. Further, this session was Governor Brown's final round as he moves towards the end of his fourth and final term as governor.
In terms of a historical perspective, since 2011 Governor Brown vetoed 10.7% to 15% of the bills he was presented. This year's totals were at 1,016 bills signed and 201 vetoed, with his highest veto rate ever at 16.5%.
Among the many bills signed this session was CCAE and CAEAA's sponsored bill, AB 2098 (McCarty), related to immigrant integration. You will recall that the proposal was originally part of our FY 18-19 Budget framework along with increased funding, instituting a COLA, changing the term "grant" in AEBG and addressing the inequities in the indirect rates. As shared with the field in our July update, the Department of Finance, Administration and budget committees ultimately decided the issue needed to go through a policy process rather than a budget process. Hence, we moved quickly to identify authors in Assemblyman Kevin McCarty (D-Sacramento)(Chair, Senate Budget Subcommittee on Education) and Assemblyman Tony Thurmond (D-Richmond)(Candidate for Superintendent of Public Instruction). Both members were a pleasure to work for and wholeheartedly supported moving the bill forward.
Fortunately, there was widespread, bipartisan agreement that instituting immigrant integration metrics into the Adult Education Program, as applicable, made sense to ensure the needs and outcomes of our immigrant and refugee students who may not yet measure up against the Program's current academic literacy and career progress metrics were explicitly accounted for going forward. As you all know better than anyone, serving immigrant and refugee adults in need of English language skills has been at the core of adult education since its inception. Immigrant and refugee students 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.
To be clear, AB 2098 is permissive and applies as applicable for adult schools and community colleges. It seeks to address the lack of metrics for these students in the Program by incorporating immigrant integration metrics consistent with English Language Civics ("EL Civics") and associated Civic Objectives and Additional Assessment Plans (COAAPs) that are already in use for federal WIOA reporting purposes into the Adult Education Program. Doing so will help preserve and ensure access and support for these students who are most in need of the programs and services offered in adult education by providing the tools for the students and adult education providers to demonstrate outcomes and progress for these students. Also of note, while permissive as applicable, the language also provides flexibility for those adult schools, community colleges and partners who are collaborating and pushing the boundaries of the EL Civics to be able to do so for the benefit of their students.
At the end of the day, the Legislature wholeheartedly passed AB 2098 with unanimous, bipartisan support and no "NO" votes. The bill was subsequently sent to the Governor who signed the bill on September 26th.
Kudos to you all for your support, letters and overall assistance in pushing the bill to the finish line - this is a significant victory for you and for the students we serve. And thank you to San Jose City Mayor Sam Liccardo, San Jose - Evergreen Community College District, ACCE, ALLIES, ACSA, CATESOL, CFT Local 4681, the California Immigrant Policy Center, Chinese for Affirmative Action and many other organizations across the state who provided support and grassroots engagement. Congratulations!
For more information on AB 2098, please see http://leginfo.legislature.ca.gov/faces/billNavClient.xhtml?bill_id=201720180AB2098.
Looking Ahead to 2019, Moving Adult Education Forward
It is that time of the year when CAEAA and CCAE begin formulating priorities for the next budget cycle and legislative session. As you know, it is an election year with not only a host of changes in legislative offices possible but also changes in important statewide offices such as for Governor and Superintendent of Public Instruction. While it will be some time yet before we are able to fully understand the priorities of the newly elected, we must get started on determining our own priorities for adult education to continue to move us forward. In this regard, we would welcome feedback from the field on policy and budget proposals you would like to see considered for action in 2019. Some of the issues we are already considering include additional funding in the budget, legislation to address the challenges and reciprocity for credentialing of teachers, Education Code changes, career technical education investments and fees, and more. If you have ideas about these issues or others you'd like to have considered by both boards, please share with us no later than October 15th. While we have some time, we must begin evaluating the proposed priorities, determining which to move forward in 2019, prepare language and materials, and begin reaching out to the Department of Finance, Legislature and stakeholders to ensure the smoothest path to success we can hope to achieve.
We thank you for your engagement and look forward to another productive legislative and budget year ahead in support of adult education!
By Grace Sauser, Principal, Davis Adult and Community Education, District Director, DJUSD AVID
Harvey Gunderman practically tripped and fell into Adult Education. “I never considered working in adult education, but now, it seems like it’s where I was always meant to be,” he says with his characteristic grin on his face. Harvey came to my attention 3 years ago when he was referred to me as an AVID tutor (AVID being my other hat in the district). I told him that I was looking for tutors for our adult night program, but, at that time, I had no resources to pay him. He offered to volunteer two nights a week and the teachers were happy to have his help. Soon, he was coming into the office early to see how he could help and the teachers were praising the way he was able to connect with students in the classroom.
Eventually, we were able to bring him on as an hourly paid tutor, but his role soon expanded to include attending trainings on CASAS testing, TOPS Pro, and consortium initiatives. Once our state funding was restored, I created the position of Adult School Coordinator, a job tailor made for his skill set and capabilities. He has been my right hand man ever since, running all of our CASAS testing, acting as our data manager in Tops, assisting both ESL and ASE teachers, and running all of our student orientation sessions. Harvey is a self-starter and problem-solver extraordinaire. I know that I can give him any task, some idea of what I am looking for, and he will figure out the best way to get it done. It’s amazing to have such a great assistant who can not only accomplish the day to day tasks, but also act as a thought partner for new ideas and as a leader for our school.
Harvey is currently attending UC Davis, majoring in Philosophy and considering a double major or minor in Education. I worry about the day that he graduates because I don’t know what I will do without him, but I also cheer his success. If you attend the CCAE conference in the Spring, keep a look out for Harvey (you’ll know him when you see him), and come by and say hi!
CBS's Daytime Emmy Award-winning talk show, The Talk, features a panel of well-known news and entertainment personalities discussing current events, pop culture, contemporary issues, family, celebrity, and the trending topics of the day.
Earlier this year, in May, CCAE shared an exciting opportunity with you regarding an opportunity to submit a teacher at your school as a potential candidate to be featured on "The Talk". We are pleased to share that Titia Murphy of the Santa Monica-Malibu Adult School was selected and shared about the value of Adult Education!
Stay up to date with what is happening with CCAE by reading the October 2018 issue of the CCAE Communicator eNewsletter.
Do you know someone that is outstanding in our field? We are now accepting nominations for CCAE's prestigious awards.
CCAE proudly recognizes our classified staff, teachers, and administrators. Winners will be honored at the 2019 CCAE State Conference in San Diego, California on April 24-28, 2019.
View the details and submit your nomination today!
On Wednesday, August 22, Beth Detwiler was at Coliseum College Prep Academy teaching her normal morning family literacy class to a group of adult students when suddenly, her day was turned on its head. First, in walked OUSD Superintendent Kyla Johnson-Trammell followed by a video crew. Minutes later, Johnson-Trammell introduced a visitor with a big surprise. Click HERE to read the press release about her surprise visit from the National Center for Families Learning.
To help you advocate for Adult Education as an investment in America’s future, California Council for Adult Education(CCAE) and California Adult Education Administrators Association (CAEAA) have assembled these advocacy materials. These materials should help you showcase your success stories, garner press coverage, and motivate stakeholders to support adult education by contacting their legislators.
The California Council for Adult Education has selected Pittsburg Adult Education student Lucienne Kegne Simeu for special recognition. Simeu, an English as a Second Language student has been recognized by OTAN (Outreach and Technical Assistance Network)* Students Succeed program.
The award is given annually to adult education students who has overcome difficult circumstances in order to successfully pursue adult learning experiences resulting in employment. Those recognized must have made positive contributions to their community and established and met life goals as a result of attending an adult education program. The award also recognizes those who have improved the life situation of self and/or others as a result of adult learning experiences.
Ms. Simeu hails from the French-speaking section of Cameroon, Africa. Due to a local civil war, she could not start school until the age of 10. At age 12 Lucia quit school to care for her severely ailing parents and raise her siblings. Two years later, after her family health and financial situation improved, Lucienne chose not to return to school due to the shame she felt being two years behind her peers. She focused instead on building a successful small business making and selling crackers in the local marketplace.
At age 18, Lucia married and had a baby. She wanted to return to school but her husband would not allow her to do so. She contented herself raising her growing family and reading in her spare time.
In November of 2012 Lucia’s oldest daughter, now a doctor living in the Pittsburg area, brought Lucia and her husband to the United States. At this point Lucia spoke only French and several African tribal languages. Taking care of her grandchildren, Lucia felt a compelling need to learn English in order to communicate with her grandchildren’s teachers and be prepared to handle any emergency situations that could arise. It was at this time that she began attending English as a Second Language classes offered at the Pittsburg Adult Education Center (PAEC). She also enrolled in a Certified Nursing Assistant program offered by the school and consequently passed her Certified Nursing Assistant state examination early in 2018. Upon passing her state certification she was immediately offered a job at a local rehabilitation center. During this time she also busied herself with giving speeches on women’s suffrage and women’s rights. She currently is developing a talk about women inventors and their inventions.
Lucia continues the tradition of her women relatives in sharing their passion for education and helping others. Her grandmother received a medal from the first president of Cameroon for her work in the village hospital aiding local doctors assist in child births. Lucia smiles at the thought of how proud her grandmother and mother would be to know that she is carrying on the tradition.
*OTAN provides electronic collaboration, information, and support for instructional technology and distance learning to literacy and adult education providers in California. It is their objective to lead California adult education in the integration of technology into the educational process, ultimately empowering learners to meet their academic, employment, civic and personal goals.
Luis Gomez, as a teenager in high school, many things distracted him from concentrating on school. He left school in 2009, when he learned that he would not be able to graduate with his class.
After working a few different jobs and hitting multiple dead- ends, Luis realized that he was not going to get ahead without an education. He registered for Sanger Adult School to earn his high school diploma in 2014. When he returned to school, he had a wife and daughter to support. The Independent Study Program allowed him to continue working full-time to support his family and study at night.
Luis graduated from Sanger Adult School in 2015. After investigating a variety of career options, he landed a job at Creative Alternatives School as an Instructional Aide. Currently, he is working as a Transportation Coordinator for the same school. This job has allowed Luis the financial freedom to buy a house for his family. Buying the house has two positive outcomes: One, Luis and his family have a stable home. The second is that the property has a guesthouse that he rent out to supplement his income.
All and all, Luis is living a comfortable and productive life. He is grateful for the opportunity to attend adult school to finish his high school diploma. Luis said, “I feel that I wouldn’t be where I am today without the adult school”.
The end-of-year report on the implementation and effectiveness of the Adult Education Program - formerly the Adult Education Block Grant Program (AEBG) - in 2016-17 now is available online.
Check out the report for state-level data on student enrollment, outcomes, skill gains, demographics and other data reported under the new adult education data and accountability metrics. In the 2016-17 program year, adult education programs in California served 695,162 unduplicated students, with the largest number of them enrolled in English as a second language/civics programs, followed by adult secondary education programs.
On behalf of CCAE and CAEAA, thank you for your engagement to help move adult education forward this year. We have made tremendous strides through the budget process this year and are excited about the prospect of moving forward our first policy bill in years. More specifically, the FY 18-19 budget included a number of the key asks we included in our priorities framework including:
- $21.6 million to reflect a cost-of-living adjustment for 2018-19 and 2017-18
- Renames the Adult Education Block Grant as the "Adult Education Program"
- Includes trailer bill language providing a cap on the indirect rate that may be charged to an adult school or community college at 5% or less
Additionally, the Governor and Legislature included the following additional provisions:
- As a condition of receiving state or federal funds, adult education providers must document that they are participating in their regional planning consortia and report adult education services and funding
- $5 million for a data sharing platform
- Additional budget bill language to require that up to $500,000 be used to contract with an external entity to survey adult schools on the fees being charged for different categories of courses, and an average per student cost of adult education
- Trailer bill language to specify that adult education providers must assign statewide student identifiers (SSID) for students without social security numbers
Unfortunately, we were not granted additional funding above COLA in this budget cycle. There was appreciation expressed for the lack of growth in funding but given competing priorities and the fact that the Legislature doesn't feel as though adult education has sufficient data to demonstrate the need and outcomes associated with the funding currently in place, much less support the ask for new, additional funding. Also, not included was our proposal to include immigrant integration metrics in the adult education framework.
As you may know, the current adult education framework provides for academic literacy and career/workforce-based outcomes and metrics. The framework does not, however, provide metrics to measure progress and outcomes for immigrant and refugee students who may not have the competencies as of yet to measure up against those metrics. Adult schools already report such outcomes based on EL Civics; however, they are not currently recognized by the state. This leaves adult education providers without the tools to demonstrate to the state the great work they are doing with immigrants and refugees beyond strict academic literacy and workforce outcomes, much less recognizing metrics to substantiate the resources spent supporting these students. Additionally, as it relates to our push for additional funding for adult education overall, we are hindered by the inability to substantiate the need when current statutes do not officially recognize EL Civics metrics that demonstrate outcomes for these students. While these metrics are reported for the purpose of WIOA, they are not recognized nor used for state purposes.
Although the metrics were not incorporated as part of the budget, the administration indicated support for pursuing incorporation of such metrics as part of the policy process. As such, we moved quickly to identify an author and legislative vehicle in order to meet the legislative deadlines and have them enacted this year. Having worked with Assemblyman Kevin McCarty (D-Sacramento) on the issue as Chair of the Assembly Budget Subcommittee on Education, we approached the member as well as Assemblyman Tony Thurmond, candidate for Superintendent of Public Instruction, to carry the bill and were pleased to have them accept. In the last couple weeks, we gutted and amended AB 2098 to this end, and it is now moving forward in the Senate with unanimous, bipartisan support. The next stop - Senate appropriations committee.
Over the course of the last year, in particular, there has been a lot of discussion, support, and concerns raised about incorporating such metrics and what they would entail. In this regard, we've developed the attached overview document that provides good insight into the metrics, EL Civics applicability and attempts to dispel concerns about their incorporation and the perception of additional work and responsibility. Additionally, we are working with the field and other stakeholders on further refinements to the bill to ensure a workable, seamless approach going forward.
We hope you'll join us in support of AB 2098. We'll continue to keep you posted on its progress. In the meantime, if you have any questions, concerns or if you would like additional information, please see the attached overview and feel free to contact me (here) to discuss further. Thank you!
Legislative & Government Budget Advocate
McHugh & Associates
CCAE is compiling a directory of Adult Ed providers which will include primary contacts, program areas they deliver instruction in, and total number of students served. The goal is to strengthen local sharing of best practices by creating a directory of programs that is easy to use.
As you might remember, we had this before flexibility, and it was quite popular and useful. Complete the Adult Education Data form for your Adult Ed school to ensure it is included in the directory.
If you need assistance, please contact email@example.com to schedule an appointment with our dedicated staff who can help you or one of your lead staff complete the form in under 5 minutes. We appreciate your help with this important work!