Dr. Cheri St. Arnauld National Director for Teacher Education Programs, Maricopa Community Colleges.

Dr. Cheri St. ArnauldDr. Cheri St. ArnauldNational Director for Teacher Education Programs,

Maricopa Community Colleges

Dr. Maria Harper-MarinickDr. Maria Harper-MarinickVice Chancellor of Academic Affairs, Maricopa Community Colleges

National CCTI Advisory Group Member

Dr. Rufus GlasperDr. Rufus GlasperChancellor, Maricopa Community Colleges and Co-Chair

of the Governor’s P-20 Council

You are P-20You are P-20

The primary goal of the P-20 Council is to systematically address educational alignment in programs and policies from preschool, K-12, and postsecondary education into life-long learning opportunities.

The primary goal of the P-20 Council is to systematically address educational alignment in programs and policies from preschool, K-12, and postsecondary education into life-long learning opportunities.

Governor’s P-20 Council

What is P-20 doing?What is P-20 doing?

Education Alignment

Education/Workforce Pathways

Communications

Teacher Quality

Data and Assessment

Adolescent Literacy

Education Alignment

Education/Workforce Pathways

Communications

Teacher Quality

Data and Assessment

Adolescent Literacy

What can you do?What can you do?

Dr. Larry J. WarfordDr. Larry J. WarfordNational Project Director - League for Innovation in

Community College’s CCTI National Project

IMPROVINGSTUDENT SUCCESS

IMPROVINGSTUDENT SUCCESS

Transitions – Why Critical Today

Transitions – Why Critical Today

“For most Americans, education and training through and beyond high school is now a necessary condition (not just the most advantageous or desirable route) for developing skills required by most well-paying jobs.”

“For most Americans, education and training through and beyond high school is now a necessary condition (not just the most advantageous or desirable route) for developing skills required by most well-paying jobs.”

“While there has been much written about dropout from high school and student retention in college as separate phenomena, little conceptual or empirical work examines how the two fit together.”

“While there has been much written about dropout from high school and student retention in college as separate phenomena, little conceptual or empirical work examines how the two fit together.”

Source: “Conceptualizing and Researching the Educational Pipeline Peter T. Ewell, Dennis P. Jones, and Patrick J. Kelly

Ewell, Jones, and Kelly suggest that this is timely for two major reasons:Ewell, Jones, and Kelly suggest that this is timely for two major reasons:

1. Reforms are calling for improved transitions between high school and college in many states. (P-16)

2. Renewed interest in enhancing educational attainment as a key social asset.

1. Reforms are calling for improved transitions between high school and college in many states. (P-16)

2. Renewed interest in enhancing educational attainment as a key social asset.

“The whole future of our communities and our country, not to mention countless individuals, depends significantly on our [schools, colleges, and employers] ability to do a far better job of moving students to and through our institutions, toward better jobs and toward continuing education over a lifetime.”

“The whole future of our communities and our country, not to mention countless individuals, depends significantly on our [schools, colleges, and employers] ability to do a far better job of moving students to and through our institutions, toward better jobs and toward continuing education over a lifetime.”

Source: Dr. Kay McClenney, DirectorCommunity College Survey of StudentEngagement, University of Texas

Transition BarriersTransition Barriers

• Students, parents, and K-12 educators get conflicting and vague messages about what students need to know to enter and succeed in college.

(Bridge found that high school assessments often stress different knowledge and skills than do college entrance and placement requirements.)

• Students, parents, and K-12 educators get conflicting and vague messages about what students need to know to enter and succeed in college.

(Bridge found that high school assessments often stress different knowledge and skills than do college entrance and placement requirements.)

The Bridge ProjectStanford University


• Coursework between high school and college is not connected.

• Students graduate from high school under one set of standards and three months later are required to meet a whole new set of standards in college.

• Coursework between high school and college is not connected.

• Students graduate from high school under one set of standards and three months later are required to meet a whole new set of standards in college.



• Current data systems are not equipped to address students’ needs across systems.

• No one is held accountable for issues related to student transitions from high school to college.

• Current data systems are not equipped to address students’ needs across systems.

• No one is held accountable for issues related to student transitions from high school to college.


Bridge Study SummaryBridge Study Summary

While educators and policymakers share the common goal of improving student performance, they often act in isolation; thus, efforts are sometimes conflicting or duplicated, and often certain needs are never addressed.

While educators and policymakers share the common goal of improving student performance, they often act in isolation; thus, efforts are sometimes conflicting or duplicated, and often certain needs are never addressed.


Cooperative Agreementbetween

U.S. Department of EducationOffice of Vocational and Adult Education

and

The League for Innovationin the Community College Consortium

College and Career Transitions Initiative (CCTI)

College and Career Transitions Initiative (CCTI)

Purpose of CCTIPurpose of CCTI

CCTI will contribute to strengthening the role of community and technical colleges in -

• Easing student transitions between secondary and postsecondary education as well as transitions to employment, and

• Improving academic performance at both the secondary and postsecondary levels.

CCTI will contribute to strengthening the role of community and technical colleges in -

• Easing student transitions between secondary and postsecondary education as well as transitions to employment, and

• Improving academic performance at both the secondary and postsecondary levels.

CCTI TimelineCCTI Timeline

November 2002League awarded Cooperative Agreement with OVAE

January 2003RFP issued to all U.S. Community Colleges

May 2003 Colleges selected

2005-06 CCTI Site Partnerships2005-06 CCTI Site Partnerships1-Miami Dade College 6-Corning Com. College 11-St. Louis Com. College2-Northern Virginia Com. College 7-Maricopa Com. Colleges 12-Lehigh Carbon Com. College3-Ivy Tech Community College 8-Anne Arundel Com. College 13-San Diego Com. College Dist.4-Central Piedmont Com. College 9-Lorain County Com. College 14-Prince George’s Com. College5-SW Oregon Com. College 10-Sinclair Com. College 15-Fox Valley Technical College

1

2814

6

713

5 15

113 9

10

12

4

CCTI Site PartnershipsCCTI Site Partnerships

• Education & Training Anne Arundel Community College (MD) Lorain County Community College (OH) Maricopa Community Colleges (AZ)

• Health Science Ivy Tech Community College (IN) Miami Dade College (FL) Northern Virginia Community College (VA)

• Information Technology Central Piedmont Community College (NC) Corning Community College (NY) Southwestern Oregon Community College (OR)

• Education & Training Anne Arundel Community College (MD) Lorain County Community College (OH) Maricopa Community Colleges (AZ)

• Health Science Ivy Tech Community College (IN) Miami Dade College (FL) Northern Virginia Community College (VA)

• Information Technology Central Piedmont Community College (NC) Corning Community College (NY) Southwestern Oregon Community College (OR)

CCTI Site PartnershipsCCTI Site Partnerships

• Law, Public Safety and Security Fox Valley Technical College (WI) Prince George’s Community College (MD) San Diego Community College District (CA)

• Science, Technology, Engineering and Mathematics Lehigh Carbon Community College (PA) Sinclair Community College (OH) St. Louis Community College (MO)

• Law, Public Safety and Security Fox Valley Technical College (WI) Prince George’s Community College (MD) San Diego Community College District (CA)

• Science, Technology, Engineering and Mathematics Lehigh Carbon Community College (PA) Sinclair Community College (OH) St. Louis Community College (MO)

OUTCOME #1OUTCOME #1Decrease remediation at the

postsecondary level

Percent of students who take remedial courses

Percent of students who take remedial courses

• 63% at two-year institutions

• 40% at four-year institutions

• 63% at two-year institutions

• 40% at four-year institutions


OUTCOME #2OUTCOME #2Increase enrollment and

persistence in postsecondary education

Increase enrollment and persistence in postsecondary

education

National Statistics on High School Students

National Statistics on High School Students

• For every 100 ninth graders:• For every 100 ninth graders:

AZ

59

30

18

14

U.S.

67

38

Graduate from high school on time

Directly enter college

26 Still enrolled sophomore year

18 Graduate in 150% of time (2- and 4-year college)

OUTCOME #3OUTCOME #3Increase academic and skill

achievement at both the secondary and postsecondary

levels

Increase academic and skill achievement at both the

secondary and postsecondary levels

Rigor in High SchoolRigor in High School

“Knowing what they know today, a large majority of students say they would have worked harder and taken more difficult courses in high school.”

“Knowing what they know today, a large majority of students say they would have worked harder and taken more difficult courses in high school.”

Source: “Rising to the Challenge: Are High School graduates prepared for college and work?”; Achieve, Inc., 2005

OUTCOME #4OUTCOME #4Increase attainment of

postsecondary degrees, certificates, or other recognized

credentials

Increase attainment of postsecondary degrees,

certificates, or other recognized credentials

Why Focus on Student Retention?

Why Focus on Student Retention?

High School 2 Year College

4 Year College

High School Graduation Rate 67%

Go to College Directly From High School

56% 30% 70%

Return for Second Year of College 54% 74%

Graduate With 2 Year Degree in 3 Years

30%

Graduate With 4 Year Degree in 6 Years

53%

Student Pipeline Sources, 2000

Data Sources: NCES Common Core Data (2000); IPEDS Residency andMigration File (2000); ACT Institutional Survey (2001);NCES, IPEDS Graduation Rate Survey (2000).

OUTCOME #5OUTCOME #5Increase successful entry into

employment or further educationIncrease successful entry into

employment or further education

Are Students Prepared?Are Students Prepared?

• College instructors estimate that 42% of their students are not adequately prepared.

• Employers estimate that 39% of high school graduates who have no further education are not prepared for their current job and that 45% are under prepared for advancement.

• College instructors estimate that 42% of their students are not adequately prepared.

• Employers estimate that 39% of high school graduates who have no further education are not prepared for their current job and that 45% are under prepared for advancement.

Source: “Rising to the Challenge: Are High School graduates prepared for college and work?”; Achieve, Inc., 2005

A Career P athw ay is a coherent, articulated sequence of rigorous academic and career courses, commencing in the ninth grade and leading to an associate degree, and/ or an industry-recognized certificate or licensure, and/ or a baccalaureate degree and beyond.

A Career Pathway is developed, implemented, and maintained in partnership among secondary and postsecondary education, business, and employers. Career Pathways are available to all students, including adult learners, and are designed to lead to rewarding careers.

Sixteen Career Clusters

Sixteen Career ClustersAgriculture, Food &

Natural Resources

Finance

Architecture & Construction

Education & Training

Arts, AV Tech & Communications

Government & Public Administration

Business, Mgt & Admin.

Health Science

Hospitality & Tourism

Manufacturing

Human Services

Marketing Sales & Services

Information Technology

Science, Tech, Engineering & Mathematics

Law, Public Safety, Corrections & Security

Transportation, Distribution & Logistics

Career Clusters ModelCareer Clusters Model

careerclusters.org careerclusters.org

CCTI ProductsCCTI Products

Virtual Reader Career Pathway Templates Toolkit Case Studies Book National Policy Study State Policy Forums CCTI Website: www.league.org/ccti

Virtual Reader Career Pathway Templates Toolkit Case Studies Book National Policy Study State Policy Forums CCTI Website: www.league.org/ccti

http://www.league.org/ccti

http://www.league.org/ccti

Virtual ReaderVirtual Reader

VI RTUAL READER Part I I – Library

Download the entire file (PDF, 123kb)

The documents in this library address the five intended outcomes of the CCTI . We have used one-word categories to describe the following outcomes:

Achievement includes academic and/or skill achievement at

secondary and postsecondary levels

Attainment includes attainment of degrees, certificates, and

credentials

Employment includes preparation for, transition to, and entry

into employment

Enrollment includes postsecondary enrollment and persistence Remediation includes remediation and developmental education

The work reported herein was supported under the College and

Career Transitions Initiative (V051B0200001) as

administered by the Office of Vocational and Adult Education, U.S. Department of Education.

However, the contents do not

necessarily represent the positions or policies of the Office

of Vocational and Adult Education or the U.S.

Department of Education, and you should not assume

endorsements by the Federal Government

A B C D E F G H I J K L M N O P Q R S T U V W X Y Z

(alphabetized by author)

Adelman, C. (1999). Answers in the Tool Box: Academic I ntensity, Attendance Patterns, and Bachelor’s Degree Attainment. Washington, DC: US Department of Education. Outcomes addressed: attainment. Alssid, J ulian L., David Gruber, Davis J enkins, Christopher Mazzeo, Brandon Roberts, and Regina Stanback-Stroud. (2002). Building a Career Pathways System: Promising Practices in Community College-Centered Workforce Development. New York: Workforce Strategy Center. Outcomes addressed: attainment; employment.

HOME SEARCH TRANSFORMATIONAL LEARNING CONNECTIONS (TLC) LEAGUE STORE

VIRTUAL READER HOME

ABSTRACTS

WEBSITES

CCTI HOME

CCTI Career Pathways TemplateCCTI Career Pathways Template

COLLEGE: CLUSTER: HIGH SCHOOL(S): PATHWAY :

PROGRAM:

GRADE ENGLISH MATH SCIENCE SOCIAL

STUDIES

REQUIRED COURSES RECOMMENDED ELECTIVE COURSES

OTHER ELECTIVE COURSES CAREER AND TECHNICAL EDUCATION COURSES

9

10

11

SE

CO

ND

AR

Y

12

Y ear 1 1st Quarter

Y ear 1 2nd Quarter

Y ear 1 3rd Quarter

Y ear 2 1st Quarter

Y ear 2 2nd Quarter

AD

UL

T

LE

AR

NE

R

EN

TR

Y

PO

INT

S

PO

ST

SE

CO

ND

AR

Y

Y ear 2 3rd Quarter

Required Courses

Recommended Elective Courses

Other Elective Courses

Career and Technical Education Courses

Credit-Based Transition Programs (e.g., Dual/Concurrent Enrollment, Articulated Courses, 2+2+2

Mandatory Assessments, Advising, and Additional Preparation

Funded by the U. S. Department of Education (V051B020001)

Rigorous Academics

CTE for all

Dual Enrollment

Early Assessment in H.S.

Toolkit Cover PageToolkit Cover Page

Case Studies BookCase Studies Book

National Policy Study BookNational Policy Study Book

HSTW State Policy ReportHSTW State Policy Report

What We Are Learning From CCTI

What We Are Learning From CCTI

• Community colleges can lead this work.• Partners are anxious to work together.• Communication is key:

generally among education sectors and business between faculty of high school and college

• Postsecondary remediation can be reduced.• Transformation needs to take place in the

context of a P-20 or a lifetime framework.

• Community colleges can lead this work.• Partners are anxious to work together.• Communication is key:

generally among education sectors and business between faculty of high school and college

• Postsecondary remediation can be reduced.• Transformation needs to take place in the

context of a P-20 or a lifetime framework.

www.league.org/ccti/networkapplication

CCTI NetworkCCTI Network

• 150 community colleges and their partners• 40 states and 2 Canadian provinces

• 150 community colleges and their partners• 40 states and 2 Canadian provinces

The Network Today:The Network Today:

http://www.league.org/ccti/networkapplication

The Beginning of aNew Community College

Movement

The Beginning of aNew Community College

Movement

Laurance J. WarfordCCTI Project Director

[email protected]

mailto:[email protected]

“As one smart person has observed, our educational systems are perfectly designed to produce the results we are typically getting.

“The kind of change that is required to accomplish more successful outcomes for many more students is not marginal change. It is transformational. It is change in the fundamental ways we do the business of education. It is change that requires strong leadership, relentless focus, and sustained effort over time.”

- Kay McClenney

“As one smart person has observed, our educational systems are perfectly designed to produce the results we are typically getting.

“The kind of change that is required to accomplish more successful outcomes for many more students is not marginal change. It is transformational. It is change in the fundamental ways we do the business of education. It is change that requires strong leadership, relentless focus, and sustained effort over time.”

- Kay McClenney

Laurance J. WarfordLeague for Innovation in the

Community College

[email protected]

mailto:[email protected]

Questions?Questions?

BreakBreak

Scott HessScott HessBranch Chief, Division of Academic-Technical

Education, Office of Vocational and Adult Education (OVAE), US Department of Education

A Comparison of:

“Programs of Study” as Defined in Perkins

And

“Clusters and Pathways” Defining Career and Technical Education

A Comparison of:

“Programs of Study” as Defined in Perkins

And

“Clusters and Pathways” Defining Career and Technical Education

Perkins – “Programs of Study”

“State approved programs, which may be adopted by local education agencies and postsecondary institutions to be offered as an option to students when planning for and completing future coursework, for career and technical content areas.”

Perkins – “Programs of Study”

“State approved programs, which may be adopted by local education agencies and postsecondary institutions to be offered as an option to students when planning for and completing future coursework, for career and technical content areas.”

Programs of Study: • Incorporate secondary education and postsecondary education elements;

Programs of Study: • Incorporate secondary education and postsecondary education elements;

• Include coherent and rigorous content aligned with challenging academic standards and relevant career and technical content in a coordinated, non-duplicative progression of courses that align secondary education with postsecondary education to adequately prepare students to succeed in postsecondary education;

• Include coherent and rigorous content aligned with challenging academic standards and relevant career and technical content in a coordinated, non-duplicative progression of courses that align secondary education with postsecondary education to adequately prepare students to succeed in postsecondary education;

• May include the opportunity for secondary education students to participate in dual or concurrent enrollment programs or other ways to acquire postsecondary education credits; and

• May include the opportunity for secondary education students to participate in dual or concurrent enrollment programs or other ways to acquire postsecondary education credits; and

• Lead to an industry-recognized credential or certificate at the postsecondary level, or an associate or baccalaureate degree.

• Lead to an industry-recognized credential or certificate at the postsecondary level, or an associate or baccalaureate degree.

Two Major Projects Facilitated by OVAE

• Career Clusters – Defines What…

• College and Career Transitions Initiative (Pathways) – Suggests How…

Two Major Projects Facilitated by OVAE

• Career Clusters – Defines What…

• College and Career Transitions Initiative (Pathways) – Suggests How…

CAREER CLUSTERS

“An organizing tool defining CTE using 16 broad clusters of occupations and over 70 pathways with validated standards that ensure opportunities for all students regardless of their career goals and interests.”

CAREER CLUSTERS

“An organizing tool defining CTE using 16 broad clusters of occupations and over 70 pathways with validated standards that ensure opportunities for all students regardless of their career goals and interests.”

CAREER PATHWAYS “A career pathway is a coherent, articulated sequence of rigorous academic and career related courses, commencing in ninth grade and leading to an associate degree, and/or an industry-recognized certificate or licensure, and/or a baccalaureate and beyond.”

CAREER PATHWAYS “A career pathway is a coherent, articulated sequence of rigorous academic and career related courses, commencing in ninth grade and leading to an associate degree, and/or an industry-recognized certificate or licensure, and/or a baccalaureate and beyond.”

CCTI Case Study PanelCCTI Case Study PanelFacilitated by Dr. Larry Warford

John MulcahyJohn MulcahyCTE Director, Peoria Unified High School District

Julie BinnickerJulie BinnickerEducation Professions Teacher, Cactus High School

Dr. Deborah RaffinDr. Deborah RaffinEducation Faculty, Estrella Mountain Community College

Clay GoodmanClay GoodmanVice President for Occupational Education,

Estrella Mountain Community College

Ray OstosRay OstosCCTI Project Cordinator, Maricopa Community Colleges

Question 1Question 1

There are many elements to your CCTI project. Within your project what has been the most beneficial to your institution and your students through this established partnership?

There are many elements to your CCTI project. Within your project what has been the most beneficial to your institution and your students through this established partnership?


How can your partnership strengthen career planning and transition services for students?

How can your partnership strengthen career planning and transition services for students?


What systems can support remediation or advanced postsecondary opportunities?What systems can support remediation or advanced postsecondary opportunities?


What is the future of the partnership? Will it be expanded?What is the future of the partnership? Will it be expanded?

Closing commentsClosing comments

Lunch and Networking Lunch and Networking

Barbara BorderBarbara BorderInterim Arizona Career and Technical Education

Director, Arizona Department of Education

Group WorkGroup WorkExploring New Processes: Developing Career Pathways and Improving Student Transition through Partnerships

Exploring New Processes: Developing Career Pathways and Improving Student Transition through Partnerships


What current partnerships do you have in place with community colleges or school districts?What current partnerships do you have in place with community colleges or school districts?


What new partnerships or processes might be developed to build stronger pathways?What new partnerships or processes might be developed to build stronger pathways?


As an individual or an institution what specifically can you do to support students from high school to higher education? What will your possible steps?

As an individual or an institution what specifically can you do to support students from high school to higher education? What will your possible steps?

DiscussionDiscussionNext Steps and Closing CommentsNext Steps and Closing Comments

Thank YouThank You

Dr. Cheri St. Arnauld National Director for Teacher Education Programs, Maricopa Community Colleges.

Documents

Transcript of Dr. Cheri St. Arnauld National Director for Teacher Education Programs, Maricopa Community Colleges.