Over the past eleven months the Franklin/Hampshire Community Planning Partnership has engaged in a coordinated effort to create a strategic plan that will both serve the geographic diversity of our region and improve the planning partnership's ability to serve the educationally related needs of its adult and young constituents.

The Planners

Key participants in the formulation of the strategic plan have included members of the core planning team:

v The Executive Director and an education staff member of The Literacy Project

v The Executive Director of The Center for New Americans

v The Director of DOE Programming of the International Language Institute

v The Community Planning Coordinator

Also active in the plan's formulation were those members of the Franklin/Hampshire Community Planning Partnership who have had some direct involvement in implementation of the plan including:

v The YWCA of Western Massachusetts

v The Franklin County Action Corporation, Youth Programs

v The Hampshire Community Action Commission, Family Services

v The Amherst Public Schools

v The Town of Amherst Human Services Department

v The Community Coalition for Teens

v Franklin and Hampshire CHOCS

v The Greenfield and Northampton Even Start Programs

v The Franklin/Hampshire Career Centers/Bestworks program

v Holyoke Community College

v Greenfield Community College

(Note: A meeting of the larger partnership is planned for the spring, 2004 including local politicians}.

In keeping with the approach taken with the Assessment of Assets and Needs, separate strategic plans are attached from the North Quabbin and Ware communities which have their own distinct regions and partnerships.

The Process

After the wide distribution of our Needs and Assets Assessment to the partnership via the TLP Community Planning web page, and a meeting in February of 2003 to ascertain the implications of the assessment for our strategic planning process, the core planning team met to consider how best to continue the process with key members of the partnership. Two working groups were named, one to focus on the implications of the assessment for reaching and serving out of school youth and the other to address the implications related to outreach and the delivery of ESOL services to our two counties. These working groups met once and were asked to turn implication issues in their key areas into goals and objectives. These goals and objectives were then honed by the core planning team and action steps and timelines assigned.

The Plan

Remaining consistent with the categories identified by the Needs and Assets Assessment the strategic plan has the following five Service Delivery, Coordination and Integration Goals and a single Partnership Goal:

The Creation of More Effective Systems of Dissemination and Outreach

In the first of three objectives under this goal, the core partners plan to continue to meet with the Community Planning Partnership and existing regional forums to get ABE/ESOL on to member agencies' radar screens using technology and non-technological approaches such as presentations. Thanks to a University of Massachusetts work study student, a Master Schedule of ABE and ESOL services is being created that will be distributed through the Community Planning Partnership mailing list and the TLP web site with links to CNA and ILI web sites. Open houses were also seen as a way to reach out to potential students, referral sources and politicians. The second objective trains the lens of dissemination and outreach onto reaching youth in the area. Objective three will use an overlay of COGNOS and 2000 Census data to assess the effectiveness of current outreach to potential ESOL students in the region, the results of which will guide the decision of who to partner with in reaching these populations. Special attention will be paid in the data not just to ethnic and language groups but to socio-economic status in which native language literacy and low literacy generally might be identified.

Building the Capacity of ESOL Services in the Franklin/Hampshire Region

The objective in Goal Two aims to explore the feasibility of expanding the core capacities of existing ESOL students and expanding services to students on waiting lists. Making use of the strong volunteer tutor programs in both ILI and CNA, the needs of both current students and those waiting for classes will be addressed. The need to advocate for more resources for citizenship programs will also be a part of this planning goal.

Researching Case Coordination

The possibility of coordinating services to potential and existing ABE/ESOL students that would help render a more integrative response to the wide range of needs for these students such as substance abuse intervention, housing, health care, legal and court-related issues is still in dire need of further research. The objective of the Planning Partnership is to spend the next year exploring promising case coordination models both for clients and especially for out-of-school youth. Through putting this on the agenda of the CP Partnership meetings and continuing to look at existing models and best practices, perhaps some progress can me made toward this goal over the next 3 years.

Improve the Core Partners' Ability to More Effectively Serve Out-of School Youth

The ESOL core planning partners recognize that serving youth is primarily an ABE concern and for that reason this goal will primarily be addressed by The Literacy Project and in conjunction with key youth organizations in our region. In addition to making sure relevant youth organizations in the region have updated information about ABE services (as outlined in Goal One above), TLP wishes to facilitate discussion and conduct research on successful Best Practices in working with youth in non-formal educational settings and to analyze successful strategies for ABE youth programs. The Literacy Project is already actively pursuing this goal with an already funded youth leadership program coordinator and an established relationship with youth services through the Youth Services Roundtable and the Bestworks program. On the action agenda in pursuance of this goal is to bring the issue of attendance regulations for this younger population into discussion at the DOE directors council. Over the next five years, TLP plans to publish its findings and to integrate successful strategies with youth into existing TLP practices and implement new initiatives if so indicated. In the fourth and fifth years of the plan an evaluation will be conducted which will guide future programming for youth. The resources needed to implement programming will require ongoing and active fundraising for expanding TLP services to the burgeoning out-of-school youth population in their classes.

The needs of youth in transition from ABE programs to college, work or from correctional facilities to ABE programs is outlined in Goal Five - Successful Transitions below.

Research Program Development to Facilitate Successful Transitions

Both ABE and ESOL core partners have a keen interest in helping their students with transitions from ABE/ESOL to work and to college, and in helping with the reintegration of those newly released from correctional facilities once their need for housing, work and/or substance rehabilitation have been somewhat stabilized. This goal builds on existing programs for these transitions, including the hiring of a Greenfield TLP youth development worker to build on the success of the Bestworks program, and also involves strengthening relationships with area colleges and universities. Under this strategic plan TLP wishes to launch a new college transition program for out-of-school youth, and CNA wants to continue its conversation with GCC regarding the development of an ESOL to college transition program. In the 3^rd and 4^th year of the plan, all three agencies wish to explore the potential for a specialized program that might ease transitions from correctional facilities and homeless shelters. There is also a plan to look at career center accessibility issues for ESOL students.

To Honor the Contribution of Our Partners in the Community Planning Process

The Franklin/Hampshire Community Planning Partnership will meet to share this strategic plan and more importantly to ascertain which of the goals and objectives of the plan are best coordinated through existing coalitions, which through targeted issue area working groups and which are best coordinated at the local level. These decisions will help the partnership move toward a successful implementation of this plan and a stronger ongoing partnership. This first meeting will be the time to release the plan to the press and to invite area politicians into the conversation.

Resources Needed

As indicated within the accompanying charts, the completion of many of the goals and objectives set forth in the strategic plan will depend upon the availability of additional resources. In particular, scarcity of staff-time time and scarcity of funds within each of the collaborating entities represent barriers to the successful implementation of this shared vision. That being said, the community planning partners recognize that time and funding available to support the further development and implementation of this plan are finite, and that as such, any resources used to support plan implementation will likely compete with resources needed for the ongoing provision of core programs.

Partnership Goals

GOAL

To honor the contribution of our partners in the community planning process

OBJECTIVE: Build upon, develop and refine our existing community planning process

KNOWN ASSETS: A well-developed partnership has been meeting over a two-year period and have participated in key aspects of the strategic plan

IDENTIFIED NEEDS:

Year 1

Year 2 & 3

Year 4 & 5

KEY ACTION STEPS

Have meeting to share strategic plan

-Identify service delivery goals, objectives and action steps that are best coordinated through existing coalitions

--Identify service delivery goals, objectives and action steps that are best coordinated through targeted issue area working groups

--Identify service delivery goals, objectives and action steps that are geographically contained and are best coordinated at the local level

Continue to recruit new members to the partnership

Create committees to address key areas of the plan which require partnership collaboration at the levels cited.

Committees/working groups report findings at appropriate partnership meetings

Continue to recruit new members to the partnership

Committees/working groups report findings at appropriate partnership meetings

Resources Needed

Partners willing to continue participation

Staff time to organize meetings

Partners willing to continue participation

Staff time to organize meetings

Partners willing to continue participation

Staff time to organize meetings

Service Delivery Goals

GOAL ONE

It is the aim of the core ABE/ESOL providers in Franklin/Hampshire County to work with the community and our community planning partnership in creating more effective systems of dissemination and outreach

OBJECTIVE 1: This will be achieved using our CP partnership and existing forums (FCRN, COSA, and WIB/REB), getting ABE/ESOL onto their radar screens and by delivery of information to formal and informal institutions using technological and non-technological means (institutional can include individuals as well as agencies).

KNOWN ASSETS: Well-developed community planning partnership, COSA, FCRN, WIB/REB are regional forums for community-based organization to share information and resources. There are regional forums with list-servs such as SABES, and many web sites where linkages can be made. TLP has UMass work study student working on Master Schedule

IDENTIFIED NEEDS: A re-occurring theme of focus groups and key informant interviews was a lack of information and/or misinformation about the local adult basic education system, its services, schedules, capacities and staffing

Year 1

Year 2 & 3

Year 4 & 5

KEY ACTION STEPS

-Use of existing list servs

-Newsletter/Flyer with updated resources and including Master Schedule distributed to all partners in CP mailing list and x-referenced to TLP web site with links to CNA and ILI

-Attend existing forums

-Convene semi-annual strategic planning meetings

-Open houses at all TLP,CNA,&ILI sites (inviting politicians and potential referral sources

-Obtain political buy-in

-Ongoing development of the TLP Community Planning web site for all 5 sites

-Master Schedule put on-line and e-mails sent to all CP partners.

Attend existing forums, give planned presentations

Resources Needed

$500/year funding for mailings

A web master to keep the CP web site and master schedule current

Continued funding for part-time support staff ( a web master to keep the CP web site and master schedule current)

Continued funding for part-time support staff (a web master to keep the CP web site and master schedule current)

GOAL TWO

To build the capacity of ESOL services in the Franklin/Hampshire region

Objective: .To explore the feasibility of expanding services including core capacity as well as support services to students on waiting lists

KNOWN ASSETS: Tutor programs for those on waiting lists already in place in both CNA and ILI

IDENTIFIED NEEDS: Focus group data shows frustration with ESOL waiting lists.

-Individuals with greatest life challenges seem least likely to place names on waiting lists or to persevere during the waiting period

-The only way that volunteers can be matched with students on waiting list is to expand tutor program

Year 1

Year 2 & 3

Year 4 & 5

KEY ACTION STEPS

-Prioritize the best use of existing resources both to help existing students by expanding the depth of services currently being provided and provide additional services for those on waiting lists.

-Research demographics of those currently on waiting lists

-Continue and expand the volunteer tutor program at both CNA and ILI, as adjunct to waiting list

-At ILI during the intake process to get on waiting list, include application for a tutor

-At ILI, after in tutoring for a few classes, for referral purposes, have volunteer deliver a questionnaire that identifies other needs of those on waiting lists such as housing, health care, heat.

-Have available as parallel services by both volunteer and existing staff, computer classes, theme-based conversation groups, additional supports and check-ins - enabling volunteers to go beyond their potentially limited role to help students get their other needs met, i.e. referrals for housing, heat, childcare, etc.

-advocate for additional resources for adult ESOL and Citizenship Programs

-Prioritize the best use of existing resources both to help existing students by expanding the depth of services currently being provided and provide additional services for those on waiting lists.

-Research demographics of those currently on waiting lists

-Continue and expand the volunteer tutor program at both CNA and ILI, as adjunct to waiting list

-At ILI during the intake process to get on waiting list, include application for a tutor

--Have available as parallel services by both volunteer and existing staff, computer classes, theme-based conversation groups, additional supports and check-ins - enabling volunteers to go beyond their potentially limited role to help students get their other needs met, i.e. referrals for housing, heat, childcare, etc.

-advocate for additional resources for adult ESOL and Citizenship Program

-Prioritize the best use of existing resources both to help existing students by expanding the depth of services currently being provided and provide additional services for those on waiting lists.

-Research demographics of those currently on waiting lists

-Continue and expand the volunteer tutor program at both CNA and ILI, as adjunct to waiting list

-At ILI during the intake process to get on waiting list, include application for a tutor

-advocate for additional resources for adult ESOL and Citizenship Program

Resources Needed

-Staff time to do recruitment, management, data tracking, monitoring of hours, ongoing support and follow-up assessment of volunteer tutors

- Foundation grants for specific groups identified as under-served

- Funding to address native language literacy and other literacy needs.

-Staff time to do recruitment, management, data tracking, monitoring of hours, ongoing support and follow-up assessment of volunteer tutors

GOAL ONE

OBJECTIVE 2: Assure that relevant youth organizations including, but not limited to the YWCA, DialSelf, FCAC Youth, the Schools, the CHOCs, and the F/H Career Centers have updated information about ABE Services.

KNOWN ASSETS: Existing excellent community planning web pages under TLP web site, Master schedule for all ABE/GED/ESOL programs in Pioneer Valley, North Quabbin and Ware created by UMass work study student. Existing relationships with youth organizations.

IDENTIFIED NEEDS: Lack of information and/or misinformation about the local ABE/ESOL system, available services, their capacity and staffing and ways to make referrals

Year 1

Year 2 & 3

Year 4 & 5

KEY ACTION STEPS

In addition to the actions outlined in objective one - ongoing participation of TLP staff in area youth forums

All newsletters, website development and master schedule distributed to youth forums

Open house invitations to youth agencies

Attend existing youth forums, give planned presentations

Resources Needed

(see objective 1)

Continuation of work study student

Continued funding for part-time support staff

GOAL THREE

Research and do information sharing on case coordination models for youth and student/clients generally across sectors

OBJECTIVE : Explore promising case coordination models for clients/students/youth with multiple needs.

KNOWN ASSETS: Bestworks model can be used as reality check of what is possible for youth. WIA/Bestworks and Commonwealth Corporation being evaluated by APT. Youth services roundtable. YWCA, WIB, FCAC, CCT, ServiceNet already part of Partnership. Amherst Family Literacy Collaboration grant - Baton Project as learning model

IDENTIFIED NEEDS: Clients/students and ABE staff are frequently at a loss for the best ways to meet needs in an integrative way - that addresses whole person.

Year 1

Year 2 & 3

Year 4 & 5

KEY ACTION STEPS

-Put as agenda for Community Planning Partnership meeting

-Use results of APT evaluation as basis for discussion at partnership meeting with youth agencies or within existing youth forums.

-Look at Baton, SPIFFY, Corrections MOSES/SMARTT system, Communities That Care

Committee formed within partnership to continue looking at other models - invite speakers.

Implement coordination model if it proves workable.

Resources Needed

Time and willingness of partnership to engage in discussion

Models that have worked

Time and willingness of partnership to engage in discussion

Funding that is creatively distributed across systems

GOAL FOUR

Improve ABE core partner's ability to effectively serve youth through developing planned and formal guidelines for communication, cooperation and collaborations with other agencies that serve youth (especially out-of-school youth without high school diplomas or GEDs, including pregnant and parenting teens and other compelling sub-populations).

OBJECTIVE 1 Facilitate discussion and conduct research on successful/Best Practices in working with youth in non-formal education settings.

KNOWN ASSETS: Youth Services Roundtable meets monthly (Franklin County only). Family Literacy Collaborative -Greenfield, Greenfield Even Start YWCA/FCAC/WIA youth programs, WIB/WIA/BestWorks, The Robbinside Beaumont Foundation, The Greenfield CDBGrant, The Community Foundation of Western Massachusetts.

IDENTIFIED NEEDS: There are 1600 teens in Franklin/Hampshire area ages 16-19 who have not graduated and are not in school. The vast majority of 16-19 yr. old enrolled in ABE programs have been adjudicated or are on probation.

-ABE providers would benefit from best practices, successful models - existing models are oriented toward adult learners.

-Current DOE/ABE regulations not realistic given young person's life

Year 1

Year 2 & 3

Year 4 & 5

KEY ACTION STEPS

-TLP coordinator will increase attention to youth program analysis across all 5 sites

-TLP will conduct youth participatory research through its youth leadership program to analyze successful strategies for ABE youth programs

-TLP will participate or assist with regular meetings with youth providers, sharing resources, best practices.

- Facilitate research and discussion concerning youth attendance (for example, DOE/ABE regulations) and their applicability to youth programs by raising as discussion point for DOE directors council and begin facilitated conversations among interested agencies

Þ Research conducted and combined with other research Programmatic outcomes will be integrated into existing TLP practices as well as new initiatives if so indicated.

Þ Publish findings

Þ Evaluation of existing program for improvement of youth programming - targeted fundraising

Þ Implement and integrate results into programming

Resources Needed

The experience of the DOE directors about program structures and best practices that address youth attendance issues

The experience of youth providers in articulating best practices around youth programming

Coordination time

Ongoing and carefully focused fundraising for youth programming and the finances to pay a fundraiser

GOAL FIVE

Research program development to facilitate successful transitions

OBJECTIVE: From ABE/ESOL to work, from ABE/ESOL to College, and from ABE/ESOL for individuals leaving corrections systems.

KNOWN ASSETS: Greenfield CDBG grant to fund youth development worker.

-TLP staff in Greenfield and Northampton on CHOCs advisory board

-policy that allows CHOCs and those in shelters to skip waiting lists

-ILI Director of programs has done tutor training at Hampshire CHOC taught inmates how to be peer tutors

IDENTIFIED NEEDS: There is a need for ongoing support of the reintegration of released incarcerated individuals into our community.

-There is a significant lack of programming and resources to support transitions from ABE/ESOL to work and to colleges

-Career centers have accessibility issues for ESOL students

Year 1

Year 2 & 3

Year 4 & 5

-Continue and expand existing ABE/ESOL programs that facilitate transitions to work and college for adults

-Continue conversation with GCC in the development of an ESOL to college transition program and begin conversations with other area colleges and universities including available scholarships programs, i.e. Community Foundation

-Launch a new college transitions program in Greenfield TLP for youth

-Hire a youth development worker in Greenfield to build on success of Bestworks to continue job readiness development and career opportunities in and in addition to DOE funded programs

-TLP will meet with all CHOCs and interested other parties to strategize about reintegration in order to fill ABE slots and issues as it applies to ESOL (shouldn't have to be on waiting lists)

-Continue workplace rights and immigrant rights initiatives within ESOL classes

-Explore ways in which the career centers and ABE/ESOL programs can work more closely. i.e. have community leaders and ESOL teachers take career center trainings and classes

- Have more volunteers in Franklin CHOCs attend CNA tutor trainings

-Better integrate CNA and CHOCS volunteer efforts

-Expand tutor training at Hampshire CHOC as a volunteer and taught inmates how to be peer tutors

Þ Explore potential for specialized program for transitions from corrections and homeless programs to ABE

-Look at best practices of other programs, visit them and assess.

-Achieve and secure funding

Þ Pilot programs

Resources Needed

-Money for field trips and food for new college transitions programs for youth. Supervision time needed for this project.

Glossary

CDBG - Community Development Block Grant

CHOC- County House of Correction