Transcript for Best Practice: Burbank Adult School S Collaboration with Los Angeles Valley

Transcript for “Best Practice: Burbank Adult School’s Collaboration with Los Angeles Valley College,” a presentation by Dr. Cherise Moore, Burbank Adult School, and Annie G. Reed, Los Angeles Valley College

DR. CHERISE MOORE: Good afternoon. Thank you. Annie and I have a lot of that we’re going to share with you about our partnership and how our collaboration has work and how to evolve over time. We’re going to be a little bit tag-team on many of the sides that we have that we’ll be presenting. We might get through before 45 minutes because, as you have heard in a lot of the presentations this morning and this afternoon, there are a lot of recurring scenes. We’ll hit on those when we find when there are things we think you might have gotten enough of already. We might have faster through for you so I hope you appreciate that. I’ll start by just by giving you a little background about my school. Many of you know the Burbank Adult School because I try and make sure you know that it is best adult school in the state of California. It started in 1928. We’re in our 81st year. We are what we consider medium-sized adult school in Los Angeles County. We’re in Media City. Burbank is where you’ll see all the TV. shows are taped--NBC, ABC, Universal, Nickelodeon, they’re all in Burbank. It is really a blue-collar town even though we are in a town with a higher social economic status because of the Media City but we’re a blue-collar town and that’s got a pride and history with that and for me. My school is a school that serves over 6,000 students a year. When we were gathering ADA, we were at 1,043 last year. Our average student age is 37. We have 20 sites throughout the city and Burbank. We have three large programs. You’ll see in your handout there’s a fact sheet-- so I’m going rather quickly--but our largest program is ESL. It’s still our largest program and then the last five years from about two-thirds of our program to about 44% of our program. Our CTE area is our next largest program. It’s about 20% of what we do and our adult secondary education program, our high school diploma program, we offer--for those who are from out of state we offer an adult high school diploma as well as a GED-- and we have about 65 students a year who graduate from our program.

This is a piece of that we’re going to spend some time with you on this afternoon. We have a college-going culture in my district and at my adult school. In my school we have at least half of our graduates go on to some kind of postsecondary education when they leave our school. How do we know that? Because we follow our students, we track them, we keep in touch with them, we have an alumni association for our students and we invite them back to share what they’re doing with our students who are going to be graduating in the next year. A part of that culture is, I think, a part of why I was invited here, is because several years back when you made your first visit to our school, we were an ABE class, and I believe she heard that along with Cheryl Keenan, that I really do want all our students to go to college. I know it might not be something that everybody thinks that what I should want for my students, but I do and I’m honest about that. We talked about college readiness in Silja’s presentation. We do try to Dr. Cherise Moore, Burbank Adult School & Annie G. Reed, Los Angeles Valley College Page 1 make sure that our students are ready for college by having many of the classes that we offer be U.C. A-G approved in adult school. That’s a little background about my school and I will let Annie talk a little bit about Valley College. ANNIE G. REED: We serve all of the San Fernando Valley in our service area. We were established in 1949 and are one of nine community colleges in the Los Angeles Community College District. Our district tells us we are the largest community college district in the country. I was at a conference a couple of months ago and that district told them that they were the largest in the country, so I’m not really sure what the truth is, but we’ll just go along with that, my district. We have many hats I’m also an instructor. We serve 22,000 students. Actually, the 22,100 is for the Fall 2009 semester. Typically, before the surge of college students, it’s about 17,000 or 18,000 normally, which is no small number anyway, but 22,100 is quite a lot of students. To our surprise, and pleasure, we have retained about 104% of them, and I can attest to that because there’s still 48 people sitting in my Psych. Class and 36 people sitting in my Law III class. So where our average last year at this time was about 34 or 35, the average student class size is over 40 at this time after census because our world, it’s after three weeks is our census date. We have classes in three areas in community colleges. There is the credit version, there is the non-credit version, and there is a not-for-credit version. The last one, the not-for-credit, actually is in one of my areas of expertise because before I was Associate Dean of Student Services, I was over our Extension of Community Services program, where all we did was for not-for-college credit. Self-supporting, self-funding enterprise accounts, where the college likes to look at that and say “Ooh, can we have some of that nice money?”

On the next slide, before 2009, so back in the day, we had a larger allocation that we were given. And one of my job duties is to run what we call our Advanced College Enrollment Course, we call it the ACE program and I’m like the Department Chair in that regard. So I am allocated to work with high schools. I now work with the ten area high schools and a few years ago we had Burbank Adult School as one of our schools, the only adult school that we had in the collection of ACE programs. So even though their students are not high school students, they’re adults, we added them to our program because quite frankly where else would we add them? We had the allocations so we were giving college classes.

Now post ’09, unfortunately we cannot ….along with every other community college in California-- and I hear four that are now educational centers will soon join so we’ll have 114 California community colleges-- we cannot afford funding which means we had to reduce the amount of offering and cut. We’ve cut to probably about 300 classes in different phases, starting probably last October. Just as an example, I wrote some notes here: Spring of ’09…. I had allocations for 14 what we call FTES basically got cut 46 sections. For Spring ’10 that was planning last October we … my program was reduced to 7.35, which is about 25 classes. So whether intentionally or unintentionally, the state has downsized community colleges

Dr. Cherise Moore, Burbank Adult School, and Annie G. Reed, Los Angeles Valley College Page 2 and it’s because of the budget crisis and unfortunate outcome and my dilemma was, OK, this is Sophie’s choice. Quite honestly, I had to call Cherise up and say I’ve had 50% reduction. I’m really sorry. I’m so surprised she called me. I thought I’d never hear from her again but I was really glad that she did and that shows how, you know, the collaboration and the partnership transcends beyond a temporary blip in the allocation, so that is that challenge: how to serve our community with fewer resources.

DR. CHERISE MOORE: I called Annie because we’re talking about best practices and we had some really good practices, and I’ll start with our history. We started offering classes on my campus for LA Valley College in 2000, that was pre-Cherise. . That was --- and the goal at that time was to really provide employee training for employees in my district with the child development program, who worked with our pre-school children. They needed to get their 12 credits with Early Childhood Education and we wanted a way to find to utilize the adult school as a resource in our district to do that, so we had to reach out to district to help them do that so we had to reach out community college to make sure that was happening. It was open to anyone but it was really designed for the employees, so in 2002, that partnership ended, but it was successful because it hit on some of the things that we heard about this morning, where the participants had a clear goal and a pathway to ward what would help them do better in their jobs so they take the classes and the classes were prepared for them. It was mutually beneficial.

We are also relatively close to Valley College – we are, like, what two miles. We’re not far –in from L.A two miles takes 10 minutes-- but we’re really close to each other. When I got to Burbank Adult School, there were some other opportunities that were things that I wanted to look at things that present themselves to us. We wanted to look at new ways to help our students who were graduating really be successful and not see the adult school as an endpoint. The adult school really is just a beginning step to their future. We want to make sure that we were providing our students’ needs beyond our school. So we started with what we knew and since we had a history with child development, I contacted the Chair in that program to see about having classes come back to our campus. It was coincidental because-- I think someone earlier said “Follow the money” – they were working on a grant at that time that required them to partner with an LEA and ah ha here we are. We’re going to be your LEA to help you get this grant, ensure the funding and as the partner to that bring those classes on to my campus so that we can provide a career option for our adult students who were looking at different options as they were graduating and it would provide to training for paraprofessionals. We offered Child Development 1 and Child Development 11, and it was great: the classes were full but we really realized quickly…that there was some energy having college classes on my campus. And whenever there’s energy, you want to build that and make that energy more so… so that it just kind of grows and erupts. We looked at other opportunities and in ‘06/’07 that we became official partner with L.A. Valley College. We were the only adult school to be on the list of ACE programs.

Dr. Cherise Moore, Burbank Adult School, and Annie G. Reed, Los Angeles Valley College Page 3 The ACE program is really a dual enrollment program and Silja mentioned that that’s important to have. I imagine because I teach an adult enrollment program and I understand the benefits of having students while they are completing their high school program really have the chance to go on and start thinking about college while they’re in a safe and secure environment. There is no place better for them to start thinking about college than right at our campus, and so we started with Child Development, Psych. I, and then we expanded in ’07-’08 and moved to some professional personal development classes, PD classes, and you’ll see that at your tables …They didn’t make the packet but we have some handouts that show the courses description for the PD classes and what we offered and have offered is PD 1, which is Introduction to College and relating this to the college readiness steps for adults, the four components, this would be equivalent to college knowledge as well as to the personal readiness piece that was talked about as one of those components . We also offered Career Planning, PD 4, which relates to the career awareness and planning piece, and then we offer PD20, which is Postsecondary Education/Scope of Career. All of these classes could take right at our campus and that fourth component that Silja referred to earlier on the Academic Knowledge and Skills, well dog gone it, that’s what we do at the adult school. We prepare them with the academic knowledge and skills to make sure that they are successful, that they have those other four steps in place. Some of the outcomes that we have had is we really have been able to offer classes that are interested in taking. If you’ll look at ’08-09. just this last year, we had 40 students out of 133 students in all of the classes because they’re community classes. They’re not just our students in them. but of that at least 30% this year were our students and in our professional and personal development classes, over half of them were Burbank Adult School students. Part of that is because we have created a college-going culture and we have shared with our students, my counselor was here yesterday, that there are many benefits to going on the college. One of which, we’ve talked about more education equals more income and yes, we know that and we share that and the figures continue to grow and change but one that I just saw yesterday when I was at a budget workshop was talking about the unemployment rate. This will be a new piece of information that we share. It looked at the unemployment rate in August of this year and what they’re projecting the unemployment rate to be in December. And they said 15.9% of the … sorry those without a high school diploma have an unemployment rate of 15.9%. Those with a high school diploma have an unemployment rate of 11.5%. This is in August, so this is recent… and those with the college degree have an unemployment rate right now in California of 4.3%, a big difference here. The moral is: stay in school. Stay in school. Our students know and understand that.

We have focused on also providing them opportunities to make sure that the classes that they take with Valley College are classes that will help them be successful and transition successfully. They do go out and have the field trips to the colleges as a part of I think it’s PD20 it might be PD20 when they do that. And we do have a personal relationship built between the counselors and our students. I’m going to let Annie talk more about the PD classes.

Dr. Cherise Moore, Burbank Adult School, and Annie G. Reed, Los Angeles Valley College Page 4 ANNIE G. REED: The personal development classes, the faculty that teach these classes are counselors. And on our campus, our counselors are part of our faculty. Not all of our, we have about 28 full-time counselors, not all in general counseling, some are very specific--STEM counselors or what we have Accelerated Program counselors--and some of the general counselors don’t always want to leave our campus to go off campus anywhere. It’s a very nice campus—who would want to leave that, to go to a high school because a perception-- or an adult school—“ Well, they’re not the same to our students.” Well, they’re exactly the same as our students, they’re just 10 minutes away. So what we call and what I have made is concierge service, where we go to the high school every year but we do. We’re a full-service college and we go to the high schools and, in this case, Burbank Adult School and because we are expanding institution and the same with Burbank Adult School, the counselors that we have must be bilingual, because predominantly Spanish is the second language or first language actually. We have counselors, fortunately, in our counseling department who love the idea of going off campus and really, it’s not about recruiting and butts in the seats, to be quite crude with you, it’s about keeping those butts in the seats, which is the retention piece, and also getting them back the next semester to those seats, which is the persistence part. Without the classes that doesn’t necessarily happen and what’s really unique about our collaboration is that with the other high schools that we have for our ACE program, the high school counselors work with our college counselors and their purpose and intent is to give them the classes that will transfer over to the UC, or transfer to the other colleges and universities…. I cannot convince them to have a PD class because it’s a different mindset altogether. So with this it is truly more of a collaboration. They just Philosophy, Psych. I, you know, whatever those other classes are that are IGETC classes, English classes. They’re all important because they really prepare for the path because that’s the mindset behind it. So actually preparing the mindset for the education is all of the work.

DR. CHERISE MOORE: About our Collaboration/Partnership work, you see how we work together. It’s really loose. It was loosely planned. When we started talking about it, she wasn’t even the first person I started talking to. She’s been a great asset to helping me make sure to continue to have the partnership in collaboration that we have but we didn’t really have much written on paper. It was more of how can we help each other and we had identified a few needs of the college and a few things that were needs of the adult school. As we got going, we formalized it a little bit more: we put into place a contract and that contracts said that we would offer community education classes. And in putting together that contract, we were able to assign some money that went along with that that actually came to the adult school from the college. And we also were able to talk about our goals even though they necessarily weren’t the same goals but how they could work together. So our goals at the adult school were to provide exposure to our students to higher education in a known and safe environment and although I agree with Silja that access

Dr. Cherise Moore, Burbank Adult School, and Annie G. Reed, Los Angeles Valley College Page 5 —I don’t necessarily agree that access is not enough—I do agree that access and exposure is critically important. It might not be enough but it is important to start there and to have that access and exposure. With Valley College they also wanted new ways to reach a new audience.

So some things that made it work for us are that we were really open to the possibilities of putting together something new and different that would benefit our students. The focus piece of this slide and our whole program was that it was about the students. It wasn’t about us or about my colleague who were turning their noses up at me when I told them I work with the community college--that’s you guys-- or my colleagues who were kind of saying, “How can you do that? That’s our competition.” We didn’t see it that way. We were just really open to serving our students and finding a way to bridge our students into something more because the buck doesn’t stop at Burbank Adult School’s door. I don’t want it to because I know what the opportunities can be if the we’re open to those possibilities.

ANNIE G. REED: What make it work, continuing as Cherise was talking about, it really isn’t about competition. We are very student-centered and community-centered. We are in the same community, we serve the same community. People come to our institutions for different reasons or perhaps the same reasons. Maybe they feel less intimidated to go to adult schools than they would to the college because perception is everything. What this also does is create very comfortable transition that is not instant. That is why it is very, very important to have our counselors go back actually to the adult school and Cherise has been very, very open and her counselors and all of her staff have been very open during the regular session and come in and speak to the classes --- and recruit and actually promote classes that they themselves will teach and the sign-ups we’d go to open houses, things like that so we weren’t really focused on what you were offering, what I was offering. It was for a real purpose in creating a pathway and how can we do that and we focused on and we did the divide PD classes as those mechanisms that carry forth the intent behind that. That was the focus and that still is the focus. DR. CHERISE MOORE: A piece of that, too after, as Dr. Dann Messier was saying earlier, we were close in proximity and that’s an important part where you are looking to partner with a community college and for community college partnering with an adult school, you really need to have that proximity there that makes it easy and accessible for your students. Another piece of what has made our collaboration partnership work is that we made sure that there were no surprises along the way, that my counselors didn’t know what was going on. They always knew what was happening when visitor, ‘cause they scheduled it. They arranged it. So they always knew when Valley College was going to be on campus, talking to students, promoting the PD classes, getting them into classes, There was full engagement and involvement in terms of the way that we marketed and highlighted the classes and spread the word throughout campus. We made sure that

Dr. Cherise Moore, Burbank Adult School, and Annie G. Reed, Los Angeles Valley College Page 6 our counselors knew enough to identify students who were at the point-- and we did it in their last semester of what would be their senior year before graduation always in the last semester in their last number of units before they were finishing --so they wouldn’t be overwhelmed with trying to finish core classes for graduation and taking the PD class so it was strategic and the students who were identified. They knew them and they helped Valley College recruit them and the students really felt like they were wanted: “The college is coming after me”. It was that type of nature, the quality and the relationships that were established there that really helped make it work.

ANNIE G. REED: A very important piece is what we call marketing. Marketing is not advertising and advertising is not marketing, but they marry together very well. And having come from a background of orientation of self-supporting and enterprise accounts, because when I, before I was over at Student Services, I told you I was over at Extension and Community Services, and my salary was dependent on earning and … you’re shaking your heads, so you know! And before I was in education, I was in commission sales, so I understand the idea of having to earn for your livelihood and keeping things going. And so marketing to me is about consuming and what you want consumers to do and students are consumers of education. And that’s a very important concept. And it doesn’t water it down. That’s what we’re providing to them. So we have mutual marketing. It starts with how you touch somebody. So we go over to the Burbank Adult School, we have the counselors, we have the instructors, this is the potential instructor and so they are here, looking at that student and telling them about that, because they’re the ones that are going to be seeing the students and instantly there’s a connection. That’s marketing. Making it easy for the students, having it on our Web site, on their Web site, on flyers that we would create, that we would work together them on, having it in their scheduled classes and our scheduled classes. That’s the kind of duality and mutual understanding and work relationship that’s necessary as a best practice: to have that piece of connectiveness and make it cohesive so they feel comfortable, and it’s natural, and enjoyable. It’s not intimidating. And there’s all kinds of things that you can do with technology and I’m not a technology wizard [What is the female version of wizard? Wizardress?]

DR. CHERISE MOORE: At your table again on the other side of the PD course descriptions you’ll see an example of one of the flyers that we created. Like I said, we’re pretty informal but this was something that our students liked. It had information about the courses we were offering that semester, it had both of our names on it, we’re sharing and creating it. Simple things like that, where we weren’t stepping on anyone’s toes, we were just trying to get the information out to our students so that they could benefit from it.

So, funding constraints. How did that make it work? We were trying to do more with less, there’s never enough money. We looked for ways that we could make it easy for the students. I loved one of the ideas I heard from Silja about the $2,000 is all that it takes talking at a potty break earlier about we have, Annie and I have created a model program for how to transition students from adult schools to community colleges. We

Dr. Cherise Moore, Burbank Adult School, and Annie G. Reed, Los Angeles Valley College Page 7 haven’t been able to get funding secured for it yet, but we have this program that we think will change the way that adult education programs across the country are transitioning their students into community colleges. It’s just to get them that one piece but it really is I like more that it’s the four pieces: the $2,000 over a period of two years and funding them that way. Our model, which we thought was brilliant, really just got them that initial step but there is more to it if you want to focus on that persistent piece of it and what we did in our practice with helping to get to that access, that initial place, is increasing our contract with Valley College. We charge a use facility fee and that came to the adult school, which enabled us to have a little bit of extra money because campus and we don’t get charged for our facilities [so close your ears] so we’re able to use some of that money to help grant our students little book scholarships to help them with the fees for their books when they went to the school. So we turned it around in a way that had to be creative to make it work for our students.

ANNIE G. REED: Thank you for doing that and it wasn’t that much money, but if we have no money, it’s an awful lot of money.

So what made it work also easy access in addition to the proximity of the two campuses and online makes it very simple to do and its dual registration. Although college classes you have to be, you have to do it on the college or in our college system. We gave all the applications to her office and she was able to facilitate that so when a student came in inquiring in their office she had packet. And so they were able to fill it out. We brought packets with us to the various open houses, that I grabbed counselors with me, who would speak with the students and fill them out there, Point of Sale. That’s just my merchandising background but if they leave the table without …if I don’t have something from them, I’m not taking a credit card so I might as well have an application, then I can facilitate that at least because at least they get into the system and then they would register for the class and that’s how it works. The timing, that’s always entertaining because we do things about six months ahead of time. So that’s why I never know what day it is. I don’t know where I am half the time because I’m always with the future. Does that make sense? Does that mean I’m older than I am? I’m not really sure but I hope not. I never really know what we are doing as far as time but right now we’re going for Fall soon of 2010 and I’m a little concerned about that. DR. CHERISE MOORE: People. The people made it work and that was a piece of it. When they brought over the applications and information for the class that my office staff had to be a part of, who were making it work. It was important, too, that when the teachers got to our school, and this was a little rough in the beginning but when they got to our school, they knew where the office was, they knew that it was OK to give them a key to the classroom and it was OK to give them a code to the copy machine. They were visiting teachers for that semester and we’re going to embrace them as regular teachers on our campus. And so the people really help to make that part work. Our counselors really developed relationships with Valley College counselors and they worked in a unit in a cohesive way so that was very helpful.

Dr. Cherise Moore, Burbank Adult School, and Annie G. Reed, Los Angeles Valley College Page 8 ANNIE G. REED: It’s very helpful because I taught in the ACE program about four years ago before I moved from Hollywood High School and it’s not that way and LAUSD for all of the campuses. You get there at 3:30 or Four o’clock to teach your ACE class and the doors are locked and you don’t know where to park because the gates are locked with a lock so it made it very uncomfortable for our teachers. DR. CHERISE MOORE: So as I said we started with different informal goals. Our informal goals we had this meeting of the minds, and we were actually talking about. How did we have such a successful program? We really started believing that it was about the students and that really drove all the success and drove all the actions. It was student center, student focus. We took ourselves, our organizations out of it and it allowed us to move toward bigger dual purposes serving our shared students so that we can really realize that everyone in my school is a candidate for college. They all could be candidates for college. And starting to think that way about our students really helped us focus on just this whole broader piece of who we serve, why we serve them, and what we’re here about. We’re not just here about making sure that they graduate from Burbank Adult School with their diploma. We’re here to make sure they have a better life. ANNIE G. REED: College administration as far as because the former President ----, many of you may know her, she is back with us at the L.A. Valley College District while we go through our permanent search for a Chancellor of our District. She was our class President who was there and started inspirational and motivated everyone my supervisor Vice President of Student Services, Dr. -----, you may know her as well, she’s been at Valley College about 15 years and so have I and now she has been ---- support so without that I do also --- we don’t work in silence. I have to have the cooperation and the freedom to explore and to be creative to be resourceful from our administration office senior level staff administration because we’re all a team and I know that’s but that’s really what it is. Our college very much consists of our district support working with high schools and Burbank is its own city so it’s a little easier. DR. CHERISE MOORE: OK so where are we going from here? As we look towards the future as Annie was saying earlier their funding cuts in half. They got cut a lot more than we got cut and I feel very bad for your --- we’re still looking for ways that we can promote a sustainable but successful bridge program and to action the model that we have come up with that I think really will change the way that we’re transitioning students. Right now we’re looking for different ways that we can collaborate. One of those ways is by actually inviting Annie to be on our school advisory committee and attended and participated in her first meeting what was it, September or October? Or early October and at that meeting my committee there hands on committee and they really do get involved in the actions and activities of our school. And they started working on strategic plan and they broke up pieces of our strategic plan whether it was to last April and each took one of our seven goals as their personal goal that the goat that they would be responsible for continuing to make sure that something is happening in that area and that that goal is and breathes and moves and hopefully gets accomplished and achieved.

Dr. Cherise Moore, Burbank Adult School, and Annie G. Reed, Los Angeles Valley College Page 9 Her goal that she’s working on, our career counselor, is growing and expanding our CTE program and in that role, she already has started to identify pathways and opportunities that we can work with her at community college to start to make that happen. One of the other areas that we have been looking at in terms of future plans and actually this is something that happened last week. We want to maintain that college culture on our campus even though this semester we actually don’t have a class on our, next semester we will not have a class on campus that is a college class, a valid class but we don’t want our students to lose the focus and the idea they, too, can go to college and that they too, are a candidate for college. So we have college days last week and during that college day everyone was invited to wear their favorite college gear. I had staff members, mostly my staff dressing in UCLA stuff. I guess they know that I kind of can’t stand USC from my school but I didn’t have UCLA stuff on, I had University of Oregon gear that day and our students really got to see all the staff was wearing a T-Shirt or a sweatshirt from the college or their favorite college. We went around, my two counselors, my Principal and myself, we went around and ABE, ACE classes and our ESL classes and we actually each shared with them our story on how we got to college and our road to college because we want to make sure that our students knew that you can get to college from many different points, many different road, some have a straight road, some had a curvy road, some had a with lots of angles some had a road that stopped and then it started at a different point later. But as we shared our stories with the students, they realized that you know, we’re not up here. We’re just people, too and we had a road that helped us get to the top and we want to make sure that whatever road they choose, we’re there to support them. As we were doing it we got the students envisioning themselves in college. We had printouts of college logos and they took pictures with the one that they wanted to and now we have posted all around my campus a picture with them and their college logo that they picked and I’m a Burbank adult student and I’m going to college and they’re everywhere on my campus. Those things that promote a belief for students that they can go to college. ANNIE G. REED: We don’t need funding to do that. We don’t need to the Governor of California to saying that we’re not in a cut category and you don’t need all of that to do what we’re doing. What you do need is creativity. That’s what you need and you need to start thinking --- because we are in a different day and today is not going to go back. And so I think in what we’ve been talking about, the meaning of all our to move forward with creativity and collaboration and resourcefulness and relentless in a pursuit of that. I mean, “no” is not in my vocabulary. When I can’t or I’m told no, I say, no not yet. I’ll be back. I’ll just wait and I’ll just keep pursuing it here and there. This is the same thing that happened, we were at work at one of our programs with a high school in Los Angeles called --- school. We earned the highest --- in Sacramento and my supervisor came up and anyone out there because you know audience and out of that anybody --- to keep this --- high school students to come on campuses to get that like you were talking about and to continue and to go on and out of that conversation, she was approved by the Gates Foundation.

Dr. Cherise Moore, Burbank Adult School, and Annie G. Reed, Los Angeles Valley College Page 10 Now because of that we don’t know when, we don’t know how much but I can tell you --- to anything to do with it because she is the mind not yet as well. We will have funding to all of the colleges in our district because they are worth it. It’s just a matter of time and technically not a matter of how much. It’s getting the word out there is the point I want to make and work with each other in that we orchestrate for the community. DR. CHERISE MOORE: So we’ll leave you with those recommendations that we have on how you can partner and collaborate. We looked at some of the handouts that were shared earlier. Nancy and --- hit it really with what collaboration looked like and we pretty much checking off yeah, what we do so our recommendations are here for you to look at but this really gives a solid picture because now we do have a ---- that’s in place. We’ve had discussions together about how the faculty and administration at the adult school and the community college can work together. We developed connections together and we really have a clear expectation now of where we want to go with our transition program. ANNIE G. REED: Even if we don’t get funding there’s funds from private foundations or grants will stem I’m going to check into that. You keep the momentum so what helps is to keep it going in the first place. So there doesn’t have to be --- you just can’t stop just because there isn’t any. It’s more important than money. What’s money? DR. CHERISE MOORE: But we are looking for money if you have any….So we’re done.

Dr. Cherise Moore, Burbank Adult School, and Annie G. Reed, Los Angeles Valley College Page 11