C-PAL: Partnerships Profiles

Coordinating services allows partners to exploit each other's programmatic strengths and make the most of their individual expertise.
They may divide the responsibilities for adult basic education (ABE), English literacy, and GED instruction according to which partner has the best resources and experience in each area. In Anchorage, for example, one partner specializes in working with clients with literacy levels below fourth grade, and another works with those with higher-level skills. In Louisville, the community and technical colleges and adult education have formed a partnership that enables learners to move back and forth between the programs as their needs dictate. In Holyoke, each partner has its niche; they are complementary rather than competitive. For example, during weekday mornings one provider offers ABE, beginning and low-intermediate EL, and GED courses, while another's courses include Native Language Literacy, intermediate and advanced English for Speakers of Other Languages, and College Transitions.

PARTNERSHIPS SHARE PROFESSIONAL DEVELOPMENT, MATERIALS, AND CURRICULA

Collaboration has the added benefit of allowing staff from the various partners to develop relationships and become more familiar with each other's services. In Anchorage, the partners operate a One-Stop Academy four times a year to train staff from every agency to understand all of the available services and make appropriate referrals. At Cedar Riverside, computer staff worked with adult education instructors to tailor software and curriculum for the pre-literate English language learners in that largely Somali immigrant community.

Coordination makes it easier for clients to get the services they need.
For example, the open enrollment process at Decker Family Development Center brings staff from all three partners together with new clients over several days. This allows them to do a thorough assessment of clients' needs, develop a plan for each client, and inform clients about the services each partner can provide or secure for them. In Portland, linking ex-inmates with educational and other services immediately upon their release from prison helped reduce the abscond rate (the rate at which ex-inmates break their parole) from 37 percent to 1 percent within 60 days. Other partnerships, including Juntos, the Literacy Coalition of Palm Beach County, and Cedar Riverside, publish a single course schedule listing all classes offered by each partner. READ/San Diego uses its partnerships to extend its services into new neighborhoods.

Coordination gives the partners greater visibility—and, as some noted, credibility—in their communities.
This allows them to raise community awareness of and support for adult education and literacy services and, in some cases, to influence policy. Holyoke's Juntos partners noted that since the partnership formed, they have increasingly been invited to serve on local committees and boards. The local School Committee (school board) now routinely includes adult education on its agenda, something that didn't happen before the partnership. In Louisville, partnerships have helped adult education become recognized as an important part of workforce development. In Palm Beach County, partners from the media have helped generate more attention to adult literacy issues. In South Carolina, the Midlands Literacy Initiative's work brought it to the attention of state officials and led to the MLI's involvement in formulating state policy on adult education.

Coordination allows partners to treat clients more holistically, since many face difficult problems (poverty, drug or alcohol abuse, etc.) that can be obstacles to learning.
In some cases, the issues are simpler—such as helping with transportation to classes—but no less crucial in enabling clients to succeed. For example, because ex-inmates often struggle with substance abuse issues as they reintegrate into their communities, the Londer Center in Portland has developed partnerships with drug and alcohol abuse treatment centers. These partners have worked together to establish joint referral processes, coordinate schedules, and share professional development. They also share information about mutual clients to help keep them on track toward a successful re-entry into society. The Decker Center incorporates independent living skills instruction for its very low-income clients, who have multiple risk factors. As a Decker staff member says, “Independent living skills are important. You can know PowerPoint, but if you don't know how to get up in the morning, deal with an eviction notice, etc., it doesn't matter.”