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Effective Practices from High School to College Pathways

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Title: Effective Practices from High School to College Pathways


1
(No Transcript)
2
  • Effective Practices from High
    School to College Pathways

3
Outcomes
  • Participants Will
  • Receive a high-level introduction to the research
    on and rationale behind high school/community
    college dual credit programs
  • Obtain four different examples of how Bay Area
    community colleges work with their high school
    partners to offer students dual credit
    opportunities

4
Bay Area Career Pathways Alliance
  • Who We Are.
  • BACPA is a regional collaborative network
    dedicated to the success of school-to-college
    career pathway programs in the San Francisco Bay
    Area
  • What We Do.
  • BACPA facilitates the sharing of resources,
    information and best practices among
    school-to-college career pathway programs in the
    Bay Area

5
Introduction
  • Audries Blake



    Interim Tech Prep Director


    Cabrillo College
  • Kim Mansfield


    Guidance Counselor


    Cabrillo College/Santa Cruz ROP
  • Carolyn Jung


    Tech Prep Coordinator/Professor


    Cañada College
  • Kelley Karandjeff


    Coordinator


    City College
    of San Francisco
  • Karen Huff


    Offsite Programs Coordinator


    Eden Area ROP
  • Christine Roumbanis


    Tech Prep Coordinator/Professor


    Skyline College

6
Reflective Questions
  • What barriers have you discovered that exist in
    your organization?
  • What are some successful strategies in reaching
    your key CTE participants?
  • What is one feature of the models presented that
    you might incorporate in your own program?

7
College Credit for High School
Students
  • Dual enrollment definitions
  • Dual enrollment
  • Dual credit
  • Articulation
  • Dual Enrollment Policies Practices Earning
    College Credit in California High Schools

8
College Credit for High School
Students cont.
  • Dual enrollment programs
  • Tech Prep
  • Middle Early College High Schools
  • ROP
  • CA Partnership Academies
  • Dual Enrollment Policies Practices Earning
    College Credit in California High Schools

9
College Credit for High School
Students cont.
  • Proposed Benefits - Students
  • Increased academic rigor of high school
    curriculum
  • High academic standards for low performing
    students
  • Additional academic/CTE opportunities, advanced
    CTE coursework
  • Reduced high school dropout rates and increased
    student aspirations
  • The Open Door Assessing the Promise and Problems
    of Dual Enrollment
  • Dual Enrollment Policies Practices Earning
    College Credit in California High Schools

10
College Credit for High School
Students cont.
  • Proposed Benefits Students cont.
  • Improved transition to college work/life
  • Free college credit, reduced tuition costs
  • Accelerated time to degree/certificate
  • Access to advanced technology
  • The Open Door Assessing the Promise and Problems
    of Dual Enrollment
  • Dual Enrollment Policies Practices Earning
    College Credit in California High Schools

11
College Credit for High School
Students cont.
  • Proposed Benefits Colleges
  • Enhanced visibility
  • Improved recruitment
  • Increased preparation of future CTE students
  • The Open Door Assessing the Promise and Problems
    of Dual Enrollment

12
College Credit for High School
Students cont.
  • Evidence of improved postsecondary outcomes CCRC
    Study
  • Florida
  • College Now Program New York City
  • Dual Enrollment Students in Florida and New York
    City Postsecondary Outcomes

13
College Credit for High School
Students cont.
  • Limitations/Concerns
  • Funding
  • College liability for high school students
  • Instruction/faculty selection, interest
    preparation
  • Location for delivery
  • Portability of credit
  • The Open Door Assessing the Promise and Problems
    of Dual Enrollment

14
SMCCD Consortia
  • Cañada College(Redwood City)
  • College of San Mateo(San Mateo)
  • Skyline College(San Bruno)
  • Carolyn Jung
  • Christine Roumbanis

15
What We Do.
  • As a Consortium
  • Locally
  • Monthly Tech Prep Coordinators Meeting
  • Standardized Articulation Agreement
  • Update Tech Prep Brochures
  • Work Collaboratively With Other CTE Partners
  • Annual Articulation Meetings
  • Create New and Update Existing Agreements
  • Host High School Visits
  • Update the SMCCD Tech Prep Website
  • Meeting with Local Tech Prep Site Coordinators

16
Benefits of Articulation
  • Transition from HS or ROCP to college is seamless
  • Articulated courses help form a clear path to a
    students future
  • Create partnerships improve relations with
    community colleges
  • Increase access to better resources and
    facilities

17
Articulation Process
  • Community college, high schools and ROCP faculty
    meet
  • Update, revise, or add a new articulated course
  • Mutually agree on course content, objectives,
    outcomes, and methods of evaluation
  • Sign articulation agreement between the two
    institutions

18
Certificate Process
  • High School/ROCP or Job Train teacher identifies
    students who earn Tech Prep Credit
  • Student completes Tech Prep petition
  • Petitions sent to college
  • TP Certificate sent to high school/ROCP or Job
    Train teacher
  • Petition information entered into college
    database system

19
Tech Prep Posting Procedure
  • Student enrolls in any one of the SMCCCD colleges
  • Student completes a minimum of 6 units with a
    C or better
  • Credit by Exam applied to their college
    transcript

20
Audries Blake Kim Mansfield
21
Whats Next Steps to Career and
College!
  • Why course was developed
  • High school graduates need support to be
    successful
  • Training beyond high school needed to earn
    career-sustaining wages
  • Students need a plan to increase likelihood of
    completing their training

22
Whats Next Steps to Career and
College!
  • How Course Was Developed
  • Collaboration between high school and community
    college counselors
  • Brought in Admissions and Records personnel
  • Course now institutionalized throughout County

23
Whats Next Steps to Career and
College!
  • Barriers Removed
  • Residency requirements eliminated
  • Eligible for course fee waiver through BOG
  • Course offered on high school campus marketed
    and taught by high school counselors

24
Whats Next Steps to Career and
College!
  • Course Structure
  • Concurrent Enrollment (Credits 1.5 cc5 hs
    CSU transferrable units)
  • Students learn Cabrillos Six Career Pathways
  • Flexible 9-module curriculum

25
Whats Next Steps to Career and
College!
  • Course Structure, contd
  • Students given structure of educational plan
  • Students receive priority registration at
    Cabrillos Running Start event

26
Whats Next Steps to Career and
College!
  • Course Content
  • Career Planning Designing Your Future
  • Lifestyle Matching PS Plans to Lifestyle
    Choices
  • Decision Making Making WISE Choices
  • Goal Setting Discovering Motivational Goals
  • College Orientation Who Wants an Education?
  • Time Management How to Manage Your Time, Get
    Good Grades and Still Have Fun
  • College Assessment
  • Education Plan
  • College Application The 7 Basic Steps

27
Whats Next Steps to Career and
College!
Cabrillos Six Career Pathways
Agriculture Natural Resources
Arts Communications
Business Marketing Information Systems
Engineering Industrial Technology
Home Health Recreation
Social, Human Governmental Services
28
Whats Next Steps to Career and
College!
  • Some program examples for students
  • Accounting
  • Construction and Energy Management
  • Culinary Art Hospitality Management
  • Criminal Justice
  • Emergency Medical Tech, EMT
  • Nursing
  • Radiological Technology
  • Dental Hygiene
  • Early Childhood Education
  • Engineering Tech
  • Horticulture

29
Whats Next Steps to Career and
College!
  • Evaluation
  • 99 of students surveyed indicated they would
    recommend the class to a friend.
  • 95 of students surveyed indicated that taking
    this course effected their plans for the future.
  • 75 of students surveyed indicated they planned
    to go to Cabrillo College after HS graduation.
  • 20 of students surveyed indicated they planned
    to go to a 4-year university or college after HS
    graduation.

30
Kelley Karandjeff
31
City College Model
  • Irvine Foundation Concurrent Courses Grant
  • Builds on decade of CTE dual enrollment supported
    through Tech Prep, CTE Community Collaborative
  • Includes research component performed by
    Community College Research Center at Columbia
    University
  • Targets greater representation of low-income,
    under-represented students with a particular
    focus on engaging African-American and Latino
    students

32
City College Model
  • Concurrent Courses Model
  • Seniors enroll in college courses aligned with
    their programs of study in the pathways/academies
  • Students earn up to 6 units of college CTE credit
    and high school elective credit
  • Pathways/academies include biotechnology,
    business, health, hospitality/tourism,
    information technology, law, teacher training,
    engineering and multimedia

33
City College Model
  • Each career academy/pathway features
  • A cohort model
  • A college preparation curriculum with a career
    theme
  • Partnerships with employers, the community, and
    institutions of higher education
  • An internship between their junior and senior
    years related to their chosen career fields

34
City College Model
  • Rationale for dual enrollment in the CTE field
  • SFUSD has experienced reduction in hands-on CTE
    courses over the past two decades
  • SFUSD instructors challenged to stay abreast of
    increasingly advanced CTE course work
  • SFUSDs partnership with CCSF allows students to
    extend their pathway experience beyond what is
    available at the high school

35
City College Model
  • Benefits of dual enrollment
  • Tuition and books are free for students
  • Student credit is immediately transcripted upon
    course completion
  • Coursework often is University of California (UC)
    and/or California State University (CSU)
    transferable

36
City College Model
  • Monica is enrolled in the Academy of Information
    Technology at Abraham Lincoln High School, which
    she selected in her sophomore year. Monica takes
    her academic classes as a cohort with students
    who are in the same academy.
  • Monica takes good advantage of student services
    provided by the college to receive tutoring and
    meet with a college counselor. Her parents were
    informed about the academies and concurrent
    enrollment through a parent leadership program,
    and encouraged Monica to join the program.

37
City College Model
  • As a senior, Monica will have completed
    CSU-transferable "Orientation to Multimedia"
    during the Fall semester and "Intro to
    Information Systems in the spring. Monica will
    earn 6 college units and 10 high school credits
    by the time she graduates from high school.

38
Karen Huff
39
Building Bridges for Student Success
  • Relationships 101 - Building relationships with
    high school counselors is number 1.
  • What do counselors want to know?
  • How Career Technical Education at the secondary
    level benefits students.
  • Courses meet CDE standards and district high
    school graduation requirements.
  • Courses are innovative and have support of the
    business community.
  • Students are exposed to various career pathways.

40
ROP Counselor Orientation 2009
41
Building Bridges for Student Success
  • What do counselors want to know?
  • Students can earn college credits while in high
    school.
  • ROP has articulated programs with community
    colleges.
  • Some ROP programs meet UC entrance requirements.
  • ALL high school seniors at the ROP Center and the
    high schools participate in the Chabot College
    Early Decisions Program.

42
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43
Building Bridges for Student Success
  • Reaching ALL Students
  • How Career Technical Education bridges the
    educational equity gap.
  • ALL students enrolled in ROP courses gain
    knowledge regarding career pathways and post
    secondary options.
  • ALL students regardless of status college bound
    or non-college bound have the opportunity to earn
    college credit and participate in the Early
    Decisions process.

44
Building Bridges with Chabot
  • Relationships 101 - Building relationships with
    community college instructors through the
    articulation process.
  • What do college instructors want to know?
  • How Career Technical Education at the secondary
    level benefits their programs.
  • Courses meet CDE standards and district high
    school graduation requirements.
  • ROP articulated courses are innovative. Student
    work on college level work while in high school.
  • Students are exposed to various career pathways
    and are ready for the rigor of college.

45
Resources
Bay Area Career Pathways Alliance
http//www.bayareacareerpathways.org
San Mateo County CCD http//www.smccd.net
/techprep
City College of San Francisco
http//www.ccsf.edu
Eden Area ROP http//www.edenrop.org
Cabrillo College http//www.cabrillo.edu
Dual Enrollment Policies Practices
Earning College Credit in California High
Schools http//www.tc.comlumbi.edu/centers/
concurrentcourses/publications.html
Dual Enrollment Students in Florida and
New York City Postsecondary Outcomes (CCRC Brief
No. 37) http//ccrc.tc.columbia.edu/Public
ation.asp?UID578
The Open Door Assessing the Promise and
Problem of Dual Enrollment
http//www2.wiche.edu/index.php?qnode/10100
46
Q A
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