Bridges Conference Indianapolis

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					Arkansas Department of Higher Education
                                Dr. Karon J. Rosa
              Arkansas Career Pathways Initiative
 Background  Information
 Developing a Plan
 Forming a Statewide Steering Committee
 Pilot Sites
 Progress Report
 The Arkansas Department of Higher
 Education (ADHE) has several programs
 that serve people in poverty, including
 the Career Pathways Initiative (CPI).
   CPI is a comprehensive project designed to improve the
    earnings and postsecondary education attainment of
    Arkansas's low-income Temporary Assistance for Needy
    Families (TANF)-eligible adults.
   The initiative provides funding , currently $13 million
    annually, for two-year colleges to develop career pathways
    programs that assist low-income parents to earn a
    marketable educational credential for immediate entry
    into a high demand occupation.
   The initiative emphasizes such program components as job
    readiness skills, basic academic skills
    preparation/remediation, and post-secondary
    credentials tied to high wage, high demand occupations.
   Intensive student services are provided for students in the
   $8 million for each state
    fiscal year from July 1, 2005
    – June 30, 2007.
   $12 million for each state
    fiscal year from July 1, 2007
    – June 30, 2009.
    FY10=$12 million.
   $13 million for FY11.
   Twenty-five sites at
    community colleges and
    technical institutes have
    received over $50 million.


Per Capita Income

                                                                                                  NH VA         CO
                                                                                  DE   IL   MN
                                                                                 AK       CA WA
                                          NV                       MI
                                                                        FL          RI HI
                                                                        WI     GA OR
                                                              OH        PA
                                                    IN                               KS             VT
                                                                        NC  AZ
                                                    TN        IA         METXNE
                                     KY         AL                                     UT
                                                         OK    SDND
                                                                             NM MT
                                    AR         LA
                             14.8                                                                                33.2
                                                     Percent with Bachelor’s Degree or Higher
                                    Source: U.S. Census Bureau, 2000 Census
The TANF grant project
  kicked off this summer
  with the enrollment of
  several women along with
  men in the welding course.
  The female students
  pictured, Chasia Staten,left,
  and Jacqueline Cotton,
  joined the class, ready to
  learn the techniques of
  welding. They
  also participated in
  learning how to operate a
  fork lift.
Seattle Jobs Initiative is pleased to announce the publication of a new report, “Charting a
Path: An Exploration of the Statewide Career Pathway Efforts in Arkansas, Kentucky,
Oregon, Washington and Wisconsin.” Supported by the Working Poor Families Project as
well as the City of Seattle Office of Economic Development, this report examines the
role the state can play in instituting the career pathways framework, which can be a key
strategy for linking low-income, low-skilled adults to education and training that leads to
family supporting jobs. The report documents the strategies, challenges, and lessons
learned from these states in implementing this approach and should serve as a resource
for other states that are interested in utilizing a career pathways framework.
                               Bridges Statewide Plan
ADHE staff members who are certified trainers in Frameworks for Understanding Poverty
and Bridges out of Poverty provide educators working with people in poverty with an
understanding of how the world of these students is different. Group training sessions for
program staff (program directors, counselors and faculty) are held in Little Rock or on a
college campus. The sessions include workshops and training sessions on :

 • Understanding the environment and driving forces of those in poverty.

 • Teaching higher education personnel to teach students the hidden rules of
   middle class as a choice for navigating the college systems.

 • Understanding how services can be improved through a better
   understanding of student perceptions.
The goal of the training sessions is to provide
 educators with an understanding of poverty.
 At the end of the session:

 Educators will be able to describe the
  philosophy of poverty using mental models.
 Educators will know the hidden rules of class.
 Educators will have strategies for intervention
  for poverty-related behaviors that are a result
  of being under-resourced.
As a result of the training, campus staff members, particularly at the
two-year colleges (25 campuses) in Arkansas, now possess an
awareness of the mental models and hidden rules of poverty
and according to surveys, participants have had many aha
moments. Collaborating agencies of ADHE including high school
counselors, Departments of Workforce Services and Career
Education have also participated in the workshops.
ADHE made plans in FY10 to broaden the
statewide Bridges training with a plan for a
statewide steering committee and three pilot
campuses to develop and implement Bridges
to Sustainable Communities through
Community College Leadership.
Phillips Community College of the University of
 Most anti-poverty programs
 lack a system-wide scope.
 But when all stakeholders--
 people in poverty,
 communities, businesses,
 organizations--come to the
 table with a coherent plan of
 action, amazing things
    Developing a Plan

• Initiate the development of a Bridges Steering
Committee at the State level and establish a plan for
three pilot sites.

• Assist first generation low-income students to stay
on campus and graduate with certificates and degrees
that lead to good paying jobs.

• Build a comprehensive cradle-to-grave approach that
addresses all causes of poverty so that everyone can
live well.
 ADHE will identify and invite participants from
 business and industry, governmental agencies,
 education, and community based organizations.
 Once the steering committee is finalized, a two-
 day workshop will be conducted by Bridges
 Out of Poverty staff including Phil DeVol, Karla
 Krodel, and Dr. Bethanie Tucker. Day 1 will
 have presentations for the steering committee
 and Day 2 will have presentations for CPI,
 Perkins and other college staff.
   Personnel from the three colleges serve as steering committee
    members along with representatives from the Arkansas
    Department of Career Education, the Arkansas Department of
    Workforce Services, the Arkansas Department of Human Services,
    the Arkansas Economic Development Commission, the Workforce
    Investment Board, the Arkansas Association of Two-Year Colleges,
    the Community Development Institute, the University of Arkansas
    Cooperative Extension Service, the Winthrop Rockefeller
    Foundation, the Southern Good Faith Fund, the Arkansas Coalition
    for Excellence, the Little Rock Branch of the Federal Reserve Bank
    of St. Louis, and Southern Bancorp.
   Training for the steering committee and college and community
    representatives was lead by nationally known authors Phil DeVol,
    Karla Krodel, and Dr. Bethanie Tucker of Bridges to Sustainable
    Communities, Understanding and Engaging Under-Resourced
    College Students and Investigations into Economic Class in America.
   Phillips Community College, Arkansas Tech University-
    Ozark Campus, and Ozarka College have been indentified
    as potential pilot sites. These locations represent diverse
    community and college cultures and have presidents that
    are very interested in implementing change based upon the
    special needs of students from poverty and in providing the
    level of leadership to effect community change.
   Pilot activities will include community wide training that will
    include a poverty simulation to allow participants to
    “experience” poverty followed by a workshop on Bridges or
    Understanding and Engaging the Under-Resourced College
    Student that will help “explain” the experience.
 WebEx   with pilot sites.
 Dates for Initial Planning Sessions
 Developing a Plan.
 Setting dates for ADHE training session
 Designate local/state point of contact
 Confirm distribution list
 State Updates
   • AEDC
   • Federal Reserve Bank video conferences
   • Entergy initiative
   • Resources
      WWW and blog
 Local Updates
   • ATUO-Community meeting September17
   • Certified poverty simulation trainers available
 Local  planning meeting with college and
  ADHE (Purcell, Rosa, West)
 Plan for convening community and
  activities that ADHE will be involved in
 Stakeholders
  • Students
  • Resource providers
  • Employers
  • Education
 Logistics
 Agenda
 Technicalassistance/materials
 Promotion
                     Absence of                                 Political and
Behavior of          Human and                                  Economic
Individual           Social Capital          Exploitation       Structures
•Single parenthood   •Availability of jobs   •Drug trade        •Globalization
•Spending habits     •Middle class flight    •Payday lenders    •Corporate
•Work ethic          •Neighborhood           •Lease to buy      influence
•Domestic violence   decline                 •Sweatshops        •Decline of unions
•Criminal behavior   •Racism/discrimina      •Internet scams    •Economic
•Language register   tion                    •Job safety        disparity
                     •Quality of                                •Job loss
                     education                                  •Deindustrialization
                     •Adequate skill sets
Personal choice      Community               Taking advantage   Systemic causes
                     resources               of the poor
                    Initial       Intake          Data         Planning       Intervention   Evaluation
                    Contact                       Collection
                                                                              Academic       Benchmarks
                                                                              programs       Completion
                                  Admissions      Placement    Advising       and student    Retention
                    Recruitment   Financial Aid   Testing      Registration   services       Transfer
Staff roles, time
and place

Procedures and

economic and
cultural issues

Policy and
 Create  mental model of poverty
 Locally and data based
 Community sustainability grid
 Identify gaps in local/state resources
 Identify needs to be addressed
 Based  on gap analysis
 Scope of work to be determined locally
 Local planning meeting with ADHE team
 Community meeting
 Activities
 Resources identified
 Timeline developed
 Responsibilities assigned
 To be developed by each pilot
 Needs to address ADHE, college   and
 community needs
Evaluation of Training
 Surveys on the effectiveness of the training
 will be collected at the end of all sessions.
 Results will be reviewed by the trainers. A
 pre and post test will be given to all
 participants to measure increased
 understanding of issues related to poverty.
           Dr. Karon J. Rosa
Arkansas Department of Higher Education
  Arkansas Career Pathways Initiative

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