Strategies for Increasing Access to a Broader Range of ... · • Financial Literacy/Budget...
Transcript of Strategies for Increasing Access to a Broader Range of ... · • Financial Literacy/Budget...
Strategies for Increasing Access to a Broader Range of Students
NACEP 2012
LADR Initiative Inver Hills Comm College
Leading And Developing Readiness
Providing a “LADR” to success fro the academic middle
At a glance:
Freshman: LADR Prep •Identify
“eligible” students
•Accuplacer •Accuplacer
Diagnostic
Sophomore: LADR Entry •Teacher
Collaboration •Use IHCC
college prep curriculum
•Accuplacer Diagnostic
•Students with “C” or higher proceed
Junior: CEP Begins •One college
class fall and spring
Senior: CEP Completes •One college
class fall and spring
•Guaranteed admission to IHCC
• 80% of participants need to be “under-represented” – Low income – Student of color – First generation
college student • Between the 30th
and 70th percentile
• Accuplacer score and non-cognitive assessments identify an ability to benefit from the coursework
Rung ONE: Eligibility defining the academic middle
Rung TWO: Teacher Collaboration • College
instructor paired with High School teacher
• Participation in Read 90, Read 93, and Eng 99 (Developmental sequence)
• Sophomore year is the equivalent of three IHCC courses – Intro to college
reading and writing – Reading Workshop – Intro to academic
writing
College instructor mentors teacher
– Provides: • curriculum • course outline • learning objectives • College readiness
skills incorporated – Visits class – Assists in course
assessment to ensure equivalent curriculum
Rung THREE: Building on success
• Sophomores who successfully* complete the college prep year, are now eligible for dual enrollment**
*complete with a grade of “C” or higher **with IHCC only
• Retake Accuplacer Diagnostic – Serves as Pre-Post
test
Rung FOUR: Concurrent Enrollment
• Only one course each semester – MNTC courses
• Intrusive Advising – Monitoring success – Intervene early
• Must maintain grades of C (in the college course) or better to continue
Santa Barbara City College Dual Enrollment Program Get Focused…Stay Focused!™ Initiative
Get Focused…Stay Focused!™ Initiative Goals for High School
Graduates:
College and Career Ready Informed, declared Major College or post-secondary path 10-year Career & Education Plan
GFSF Outcomes:
• Exploration of three+ career pathways of interest • Financial Literacy/Budget Building • Creation of online 10-year Career & Education Plan • Career Technical Education link (students learn about
pathways at high school and SBCC) • Post-secondary planning information (choosing a
college/institution, major, building a course schedule) • Opportunity to participate in Dual Enrollment • On-going guidance in career, education and life-planning
GFSF is Aligned with: • K-12 Common Core Standards • California Community Colleges Chancellor’s
Office Student Success Task Force recommendations
• CTE Initiative (SB70 Funding in California) • SBCC Institutional Goals and Mission • President Obama’s challenge: “America
cannot lead in the 21st century unless we have the best educated, most competitive workforce in the world.” President Barack Obama, Remarks on Higher Education, April 24, 2009
Dual Enrollment Outcome Data:
• Former dual enrollment students* who matriculate to SBCC: • Are more likely to enroll full-time in college (67%
compared to 54%) • Require less remediation and placed at the college
transfer level course at a higher rate than their direct entry peers (Math: 26.4% compared to 18%; Reading: 25.9% compared to 9.9%; Writing: 34.8% compared to 14.6%)
• Note: Former Dual Enrollment students who participated in courses at both their high school and on the college campus scored at the college level at the highest rate: Math: 43%, Reading: 36%, and Writing: 50%
• Earn a higher average cumulative GPA (after three academic years , 2.47 vs. 2.02)
• Earn more transferable college units (after three years, 43 vs. 29)
• *Note: Sample was comprised of 764 first-time college students who graduated from a local service-area high school in spring 2008 and matriculated to SBCC in fall 2008
9th Grade Curriculum: Career Choices Who am I? What do I want? How do I get it?
• Personal development, exploration of strengths and interests
• Research three career pathways of interest • Budget building/financial literacy
development • Career Technical Education information • College planning information • Creation of online 10-year Career and
Education Plan
10th Grade Curriculum: Developing Attitudes and Aptitudes that Promote College & Career Readiness
• Research high-demand careers
• Determine appropriate post-secondary option/pathway
• Learn about college access and affordability
• Update 10-year Plan
11th Grade Curriculum: Determining Your Informed Major and Post-Secondary Education Path
• Research STEM-related careers • Reaffirm or change chosen career
path • Choose a major to match chosen
career • Find colleges that offer your major • Prepare for college applications • Update 10-year Plan
12th Grade Curriculum: Preparing to Act on Your 10-Year Education and Career Plan • Apply to college/post-secondary planning
• Apply for scholarships & financial aid
• Update resume, cover letter, and portfolio
• Mock Interview & job applications • Write a Student Education Plan • Update 10-year Plan
Benefits to all Stakeholders:
• Students & Parents/Guardians: – Student-centered/whole person approach – Self-identified goals which lead to informed
choices and higher student engagement – Aims to address achievement gap by providing
ALL students equal access to information and post-secondary options
– Free/reduced cost for college courses & reduced time/cost for college completion if students participate in dual enrollment
– Demystifying the college-going process
Benefits to all Stakeholders:
• Secondary school: – Change in school climate/culture as a result of
common language and as a result of all students having a personalized learning plan
– Reduced dropout/suspension rates – Higher student engagement, informed students
help chart their own course – School-wide access to students’ 10-Year-Plans
• Community: – Partnerships with schools – Students prepared for the workforce, contributing
members of society
Benefits to SBCC/Community Colleges:
• College/career informed students • Reduced need for
remediation/developmental skills courses • Students entering with an informed,
declared major • Students on track to degree/certificate
completion and/or transfer
GFSF Conference January 3 &4, 2013
• 8:30 – 3:30 Thursday & Friday – 3 general sessions (2 panel discussions) – 8 breakout session options – Planning time on Friday and Q & A time each afternoon – Optional training in running reports on 10-year Plan
• Topics: – Dual Enrollment Logistics & Policies – Navigating the Politics of K-12 & Postsecondary – Get Focused…Stay Focused!™ Curriculum &
Implementation – Career Choices – Best Practices from Experienced
Instructors – Supporting Students Through the Transition from 12th grade
to College
Dr. Bruce Harger and Barry Hawthorne
Director, Charter School Office Lake Superior State University,
Advance Technology Academy
Advanced Technology Academy
Advanced Technology Academy (ATA), a Pre K-12 public charter school in Dearborn, Michigan, prepares students to be college ready through its unique enhanced concurrent enrollment program, "Crossing the Finish Line." It infuses college courses with project-based learning and applied problem solving with ACT Workkeys. Through the Academy's private sector partnership with the Ford Partnership and Business Educational Advisory Council (BEAC), ATA students become career ready through mentoring, internships and Coordinated Learning Experiences (CLEs). The goal for all ATA students is for them to complete their first year of college during high school, at no cost to the parents or students.
Session Description
Advanced Technology Academy, a charter school in Michigan, has provided free concurrent enrollment credits to its nearly 1,000 At Risk students since 1999; resulting in thousands of dollars in college savings to students. It has successfully created a nearly perfect pre K - 20 alignment through the strong collaboration and transparency conducted between ATA and its partner post-secondary institutions. Junior and senior students at various competency levels are engaged in concurrent enrollment courses. Elements of 000 level series courses are introduced into the middle school, ninth and tenth grades as they align to the National Common Core Curriculum. The process for enrolling students into post-secondary courses is conducted through an assessment utilizing the ACT Suite and Compass. A leading component of ATAs program is its agreement to honor the transferability of college credits between LSSU and Davenport.
Success Stories
Advanced Technology Academy graduates have several success stories. Last year a graduate received 32 free college credits that transferred into Bowling Green State University, Ohio. Other students have gone on to be dentists, architects, business majors, engineers, and politicians.
Success Stories
Advanced Technology Academy graduates have several success stories. Last year a graduate received 32 free college credits that transferred into Bowling Green State University, Ohio. Other students have gone on to be dentists, architects, business majors, engineers, and politicians.
Crossing the Finish Line: Providing Free College Access to Underprivileged Youth NCA Accredited Pre K-12 public charter school in Dearborn,
Michigan High School Students Complete First Year of College During High
School at No Cost to Parents or Students High School Junior and Senior Years infused with College Courses
taught by Adjunct Professors Ford Business Education Advisory Council Provide Internships and
Coordinated Learning Experiences to Students
Historical Perspective 1999/2000 LSSU Authorizes Advanced Technology
Academy School Located on Lawrence
Technological University’s Campus, Southfield, Michigan
Curriculum merges last two years of high school with first year of college
2002 ATA Receives Silver Medal CASE Award
for Merging High School and College (Previous Year Winners were MIT and Duke University)
2004 Academy is first in nation to implement
Platinum Model of the Ford Partnership for Advanced Studies
2007 • National governors Association
Recognizes Ford PAS as “Best in the Nation”
2008 U.S. News and World Report
Recognizes ATAas One of America’s Top High School’s
2010 ATA Recognized by Michigan
Association of Public School Academies Awards ATA with School of Excellence Award
ATA establishes Dearborn University Consortium Center: P-20 Program Centered Educational Institution For Surrounding College Partners to Offer Associates, Bachelors and Master Degrees
Student Demographics
Detroit is a High Drop-Out Community ATA Students are First Generation Graduates from High School 88% African American 10% Hispanic 1% American Indian 1% Caucasian
Articulation Agreements
Curriculum
Concurrent Enrollment Courses General Education Freshman College Courses Survey Courses for Careers in Health Care, Business,
Engineering and Technology Pedagogy
Project Based, Hands On, Experiential Learning Career Relevant: ACT WorkKeys Integrated Technology Integrated: Blended Learning/Flipped
Classroom/Virtual Courses
A Look to the Future Michigan’s First Ford Next Generation Learning Career Academy in Michigan: Opening 2013 in Livonia, and Dearborn, Michigan New Academy Model Centered Around:
Transforming Teaching and Learning Redesigning High Schools Sustaining Change through Business and Civic Leadership
Ford Next Generation Learning (Previously Ford Partnership for Advanced Studies) Ford Motor Company Fund, Ford Motor Company’s Philanthropic Arm began
the high school curriculum for 21st century learning program in 2004 Recognized by the National Governor Association Public Private Partnership
Award in 2007
A Look to the Future Charter schools have state wide jurisdiction so ATA is able to expose
students throughout the state to their program.
New Campus Located on Davenport University Distance Learning Laboratory:
Digital Real Time Classroom Learning from Grand Rapids to Livonia and Dearborn
Courses will be taught by Dedicated Faculty with Teaching Certificate
A Look to the Future
Lake Superior State University - Middle College Students Complete 5th Year of High School While Participating in
LSSU Courses College Courses and Transcripts Offered Free of Charge to
Students If they Successfully Complete their Courses Students Walk With Other Graduates but Do Not Receive their
Diploma Until the Completion of their Fifth Year Not Mandatory; Only Offered to Interested Students with 2.7 – 3.0
GPA and Students With ACT Scores (21 Reading, 22 Math, 24 Science, 18 English)