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College and Career Transitions Initiative (CCTI) Cooperativ

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Title: College and Career Transitions Initiative (CCTI) Cooperativ


1
  • A YEAR OF PROGRESS

The work reported herein was supported under the
College and Career Transitions Initiative
(V051B020001) 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 endorsement by the federal
government.
2
Presenters
  • Kathleen Beauman
  • Anne Arundel Community College
  • Ron Kindell
  • Sinclair Community College
  • Linda Miller
  • Corning Community College
  • Jean Petty
  • Assistant CCTI Project Director

3
College and Career Transitions Initiative (CCTI)
  • Cooperative Agreement
  • between
  • U.S. Department of Education, Office
    of Vocational and Adult Education
  • and
  • The League for Innovation in the Community
    College Consortium

4
Purpose 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.

5
CCTI anticipated outcomes
  • Decreased need for remediation at postsecondary
    level
  • Increased enrollment and persistence in
    postsecondary education
  • Increased academic and skill achievement at
    secondary and postsecondary levels

6
CCTI anticipated outcomes
  • Increased attainment of postsecondary degrees,
    certificates, or other recognized credentials
  • Increased entry into employment or further
    education

7
Local Partnerships
- The Key to Our Success
  • Community College led
  • Secondary Schools
  • Employers

Many also include state education agencies,
4-year colleges and universities, and other
significant organizations.
8
CCTI Site Partnerships



1
-
Miami
-
Dade Community College

6
-
Corning Community College

11
-
St. Louis Community College


2
-
Northern Virginia Community College

7
-
Maricopa Community College

12
-
Lehigh Carbon Community College

3
-
Ivy Tech State College

8
-
Anne Arundel Comm
unity College

13
-
San Diego Community College District

4
-
Central Piedmont Community College

9
-
Lorain County Community College

14
-
Prince Georges Community College

5
-
Southwestern Oregon Community College

10
-
Sinclair Community Coll
ege

15
-
Fox Valley Technical College

5

6

15

12

9

8

10

3

14

2

11

4

7

13

1

9
Why CCTI ?
10
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.
11
  • 65 of the fastest growing occupations require
    some postsecondary education or training.
  • By 2010, 42 of all U.S. jobs will require a
    vocational certificate, associate degree,
    bachelors degree or higher.

Bureau of Labor Statistics
12
National Statistics on High School Students
  • For every 100 students who enter the 9th grade
  • 21 do not graduate
  • 79 graduate from high school
  • 50 enter college within 2 years
  • 49 complete some college
  • 21 receive at least a baccalaureate degree

13
Moreover,
  • Only 32 of all students in public high school
    leave high school prepared to attend college.

The Manhatten Institute
14
The Education Gap
  • The rates of high school graduation, college
    enrollment, postsecondary remediation, and
    completion vary significantly by race or
    ethnicity.

15
(No Transcript)
16
Why is this important?
  • Because minorities are the fastest growing source
    of workers for the U.S. economy.

17
Yet, as the data shows
  • Black and Hispanic students are
  • Less likely to graduate from high school
  • Less likely to enroll in college
  • Less likely to complete a degree
  • Less likely to be prepared for the economy of the
    21st century

18
Percent of students who take remedial courses
  • 63 at two-year institutions
  • 40 at four-year institutions

The Bridge Project Stanford University
19
Old Paradigm
School Work
Retirement
20
New Paradigm
Update Skills
New Career
Job Training
Schooling
Higher Degree
Re-entry Training
Education
New Employer
New Certification
Learning Swirl
21
Learning Swirl
  • People in and out of education/ training all of
    their lives
  • 5-7 Careers in lifetime
  • Numerous employers
  • Will require collaboration and partnerships to
    meet demand

22
Bottom Line Improving Transitions is a
Critical Activity
  • Because

23
We compete in a global economy
24
The United States has benefited from its size
and the flexibility of its labor markets. But it
cannot remain a first-rate economic power with
scores and graduation rates that lag behind those
of other countries.
  • Standards for What?
  • Carnevale and Desrochers

25
Education is the best bet to help us maintain
our competitive edge.
  • Standards for What?
  • Carnevale and Desrochers

26
CCTI Products
  • Virtual Reader
  • Inventory of Current Practices
  • Career Pathways
  • Toolkit
  • Data Collection

www.league.org/ccti
27
(No Transcript)
28
Career Pathways Template
29
Anne Arundel Community College Career Pathways
Template
30
Partnerships
  • The Key To Our Success

31
College and Career Transitions Initiative
(CCTI)EDUCATION AND TRAINING
  • Kathleen M. BeaumanDirector, Business Education
    PartnershipsArnold, Maryland

32
Who We Are
Arnold
33
Arnold Glen Burnie Town Center Arundel
Mills
  • During FY 2005, the college served 56,402 credit
    and non-credit students
  • 20,920 credit students
  • 35,482 non-credit students

34
75,000 students 120 schools5,000 teachers
33.2 of high school graduates enroll at AACC
35
  • College and Career Transitions Initiative (CCTI)
  • INFORMATION TECHNOLOGY

Linda L. Miller Tech Prep Coordinator/CCTI
Project Director Corning, New York
36
Who Where are we? Corning Community College
  • Consortium covers..
  • Chemung, Schuyler and Steuben Counties (1200
    sq.mi.) -base of the beautiful Finger Lakes
    Region
  • 12 school districts 14 high schools
    (population range 150-1500)
  • 2 BOCES (Career Technical Education Centers)
  • 2 Community Colleges
  • Business, Labor, Workforce Development,
    Community organizations

37
SCIENCE, TECHNOLOGY, ENGINEERING AND MATH
  • A College and Career Transitions Initiative
  • of
  • In collaboration with
  • League for Innovation in the Community College
  • and
  • Miami Valley Tech Prep Consortium
  • Ron Kindell, Project Coordinator

38
Sinclair Community College
  • Ohios oldest community college
  • 24,000 credit seeking students, Fall, 05
  • 7 academic divisions
  • lowest tuition in Ohio
  • Vanguard College of the League for Innovation

39
MVTPC
  • Organized in 1992
  • One of 26 Ohio consortia
  • 10 pathways
  • Allied Health
  • Automotive Technologies
  • Biotechnology
  • Business Technologies
  • Criminal Science
  • Digital Design Technologies
  • Exercise Science
  • Engineering Technologies
  • Environmental Technologies
  • Information Technologies
  • 04-05 total pathway enrollment of 3100

40
Federal Context
The College and Career Transitions Initiative is
designed to support the principles established in
the No Child Left Behind Act of 2001, by
investing in strategies to
  • Close the achievement gap.
  • Create meaningful educational options that help
    students with diverse backgrounds and needs reach
    uniformly high standards.
  • Ensure that students attain these high standards
    at each level of their education careers.

41
CCTI Vision
  • A coherent sequence of academically rigorous
    coursework that prepares students for fulfillment
    of state standards and for more advanced
    coursework in their occupational area of
    interest.
  • A coherent sequence of rigorous technical skill
    coursework for the 11th and 12th grades that
    culminates in dual/concurrent enrollment credit.

42
CCTI Site Team Organization
43
OUTCOME 1
  • Reducing the need for remediation of students
    entering postsecondary education

44
Guidance Workteam
  • AACPS high school guidance counselors, AACC
    student services personnel and secondary faculty
  • Transitional barriers discussed and strategies
    developed and implemented

45
Parent Night
AGENDAOctober 12, 2005
500 P.M. Dinner 600 P.M. CCTI
Presentation Kathleen M. Beauman,
Director Business Education Partnerships Dr.
Andrew L. Meyer Vice President for
Learning Colleen Eisenbeiser, Director TEACH
Institute Lois Burton, Director Academic
Support Center
46
Analysis of Academic Levels of Students in the
Academy of Teaching Professionsvs. Academic
Levels for Incoming College StudentsReading
English Tests Percentage of Placements
100
100
80
71.5
66.6
60
57.8
42.2
40
33.3
28.5
20
0
0
10-AOT
11-AOT
12-AOT
12-
General
On Target/College Ready
Students
47
Analysis of Academic Levels of Students in the
Academy of Teaching Professions vs. Academic
Levels for Incoming College StudentsMath Tests -
Percentage of Placements
100
94.9
81
80
67
66
60
33
34
40
19
20
5.4
0
10-AOT
11-AOT
12-AOT
12-General Students
Needs Assistance
On Target/College Ready
48
Outcome 1
  • Administration of ACCUPLACER to 10th and 11th
    grade students planned for this year in
    conjunction with the national Bridge Partnership
    Program
  • ACCUPLACER results will be used by each high
    school to provide Academic Intervention Services
    (AIS) as needed in accordance with the NYS
    Education Department mandate.

49
Outcome 1
  • TALK TIME, a series of open forum opportunities,
    links secondary and postsecondary faculty,
    counselors, and administrators in direct
    conversation and discussion.
  • Each TALK TIME session is designed by discipline
    to enhance relationships, ideas, and initiatives.

50
Outcome 1 and Strategy
  • Strategy
  • Redesigned engineering technologies pathway and
    articulation agreement.
  • Piloted dual credit math option.
  • Piloted computer-assisted remediation.

Outcome Reducing the need for remediation of
students entering post-secondary education.
51
Developmental Math at Sinclair, 03-04

52
OUTCOME 2
  • Increasing enrollment and persistence in
    postsecondary education

53
Staffing Strategies
  • TEACH Institute faculty staff
  • Full-time AACC Recruitment/ Advisement
    Coordinator
  • Part-time AACPS Teacher to support Academies of
    Teaching Professions

54
Outreach Activities
  • 51 visits to high school classes reaching 1,130
    students
  • 6 Career Connections events in local high schools
  • Early Childhood Career Day at AACC
  • Local high school team meetings

55
AAT and Early Childhood Development Enrollment
56
Outcome 2
  • Student Handbook designed as a student
    organizer that tethers the student to program
    requirements, expectations, and information.
  • Student E-BOARD electronic bulletin board
    with monthly information for Tech Prep/CCTI
    students.
  • Student Events- gatherings, featured information,
    various activities to promote connections and
    linkages.

57
Outcome 2
  • FYE- First Year Experience Course- student
    success course at CCC. Implementation planned for
    high schools in 2006.
  • Individual Career Plan (ICP) Development
    Counselors are the key to Career Pathway success!
  • HSSSE/CCSSE Student Engagement Surveys for high
    school and college

58
Outcome 2 and Strategy
  • Strategy
  • Focused professional development.
  • On-campus recruitment.
  • On-campus orientation and motivation.
  • Targeted post-secondary counseling/support
    services.
  • Early orientation and outreach (middle school).
  • Investigate worksite-based learning options.

Outcome Increasing enrollment and persistence in
post-secondary education.
59
OUTCOME 3
  • Improving academic and skill achievement at
    secondary and postsecondary levels

60
Improving Academic Skills
  • Instructional Workteams AACPS Academy of
    Teaching Professions teachers and AACC Education
    faculty
  • Increased from 4 to 9 high schools
  • Professional Development

61
Development of Program Pathway Templates
  • Career Clusters-Human Services
  • Early Childhood Education
  • Academy of Teaching Professions

62
Early Childhood Education
4-year College or University
AAT
Early Childhood Education
Early Childhood
AACC Challenge Exam
Work
63
Academy of Teaching Professions
4-year College or University
AAT
Early Childhood Development
Academy of Teaching Professions
Teaching Paraprofessional
Special Ed Support
64
AACC University Consortium
  • College of Notre Dame of Maryland
  • Baccalaureate program
  • Graduate program
  • McDaniel College
  • Graduate program
  • Certification
  • University of Maryland, University College
  • 221

65
Outcome 3
  • Certificates of Completion are awarded to Tech
    Prep/CCTI students upon successful completion of
    high school portion of their Pathway.
  • Work Based Learning experiences are insured for
    all Tech Prep/CCTI registered students.

66
Outcome 3
  • Women Exploring Technology High school girls
    are introduced to technology-based programs while
    learning about real-world career opportunities
    from professional women in non-traditional
    positions.

67
Outcome 3
  • Math-Science-Technology Pipeline Initiative-
    regional effort of coordination, led by Corning
    Inc., to emphasize M-S-T in Career Pathways.
  • Classroom to Company Transforming the
    classroom setting, structure, and process into a
    business or company environment immerses
    students in a unique learning opportunity.

68
Outcome 3 and Strategy
  • Strategy
  • Expand/improve instructional methodologies and
    communication among secondary and post-secondary
    technical and academic faculty.
  • Early/pre-college assessment.

Outcome Improving academic and skill achievement
at secondary and post-secondary levels.
69
OUTCOME 4
  • Increasing the number of postsecondary degrees,
    certificates, and licensures

70
New Course Delivery Method
  • Created hybrid on-line classes
  • Introduction to Special Education
  • Educational Psychology
  • Required for both AAT and career changers
  • Combination of on-line (2/3) and face-to-face
    (1/3)
  • Maintain student teacher relationship/ Modeling
    of good teaching practices

71
Outcome 4
  • Common First Year Curriculum- developed (and
    soon to be implemented) for all Information
    Technology Programs at CCC.
  • Designed to enhance the flexibility, choices,
    and opportunities for students in Career Pathways.

72
Outcome 4
  • Sequential certificates that enhance multiple
    exit points are under development in several
    Career Pathways.
  • Statewide articulations and data-tracking system
    efforts are relentless!

73
Outcome 4 and Strategy
  • Strategy
  • Maximize post-secondary dual enrollment options
    (222).
  • Maximize financial aid and other college
    transitions services.
  • Investigate teacher licensure options for
    engineering technologies graduates considering
    teaching careers.

Outcome Increasing the number of post-secondary
degrees, certificates and licensures.
74
OUTCOME 5
  • Improving entry into employment and/or further
    education

75
New Program Initiative
  • AAT Expansion
  • Early Childhood Education degree 2004-2005
  • Secondary Education degree fall 2005 in the
    following critical shortage areas
  • - Chemistry - Math - Spanish
  • Paraprofessional Certificate
  • Special Education Support Certificate

76
Accelerated Cohort Format
  • AACPS Teaching Assistants seeking an AAT
  • Began May 2003 with 12-15 students
  • Accelerated model developed
  • School year 2 nights/week for 3 hours
  • Summer 4 days/week for 6-7 hours/day
  • Full-time workers earn an AAT degree (64 credits)
    in 3 ½ years

77
Outcome 5
  • Tech Prep/CCTI Pathway alignment with New York
    State Career and Technical Education (CTE)
    Endorsement process.
  • Regional Advisory Boards- linking secondary and
    postsecondary, for each career program.

78
Outcome 5 and Strategy
  • Strategy
  • Expand co-op opportunities.
  • Promote dual admissions options (222).
  • Distribute employment forecast information.

Outcome Improving entry into employment and/or
further education.
79
  • Keys to Successful Partnerships
  • Establish a project leader that is clearly
    identified and visible
  • Commit to the process
  • Develop well defined and established partnerships
  • Recognize your partners strengths, weaknesses and
    culture

80
  • Keys to Successful Partnerships
  • Institute an Advisory team that offers variety as
    well as depth
  • Communicate! Communicate!
  • Remember that the principles of CCTI can work for
    schools and communities of all sizes

81
Contact Information
  • Kathleen M. BeaumanDirector, Business Education
    Partnerships
  • (T) 410.777.2777 (F) 410.777.7266
  • kmbeauman_at_aacc.edu
  • www.aacc.edu/techprep

82
Contact Information
  • Linda Miller
  • Tech Prep Coordinator/
  • CCTI Project Director
  • 607-962-9278
  • 607-962-9113 (fax)
  • miller_at_corning-cc.edu
  • www.techprepcst.com

Thank you !
83
For More Information
  • Contact us at 937-512-2406
  • Via email at ronald.kindell_at_sinclair.edu
  • Or visit the Miami Valley Tech Prep Consortium
    website at www.mvtechprep.org

84
Contact Information
  • Jean Petty
  • Assistant Project Director
  • College and Career Transitions Initiative (CCTI)
  • 661-589-2188 -or- 661-342-3840
  • petty_at_league.org
  • www.league.org/ccti
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