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Maine College Transitions


Maine College Transitions Lessons Learned National College Transitions Network Conference November 15/16, 2010 – PowerPoint PPT presentation

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Title: Maine College Transitions

Maine College Transitions Lessons
LearnedNational College Transitions Network
ConferenceNovember 15/16, 2010
How accessible is Maine Adult Education?
Maine Adult Education is comprised of 100
programs serving over 85 of Maines
Adult Education First Step Educating Maines
  • By 2020, Maine will need 40,000 more workers with
    college degrees to catch up with the rest of New
  • 10,000 of these degrees will need to come from
    existing workers 85 of whom are currently
    working and have been out of school for many

Our Goal Positive Impact on Maines Workforce!
  • Create a more unified statewide system
  • Expand awareness that Adult Education is an
    effective pathway to higher education
  • Build partnerships to support Maines economic
  • Adult Education is a great value for Maine
    people and its communities!

  • 1987 UMaine ITV system for delivering courses
    managed at Adult Education sites.
  • 2001Nellie Mae Education Foundation funded NELRC
    Demonstration projects
  • 2003 Maine Compact for Higher Education Goal 3
  • 2006/07 Legislatively approved one year State
    funded pilot program

Background/History continued
  • 2006 MELMAC Education Foundation Connecting
    Aspirations to a Plan grants for Adult Education
  • 2007/08 Legislative action resulting in state
  • 2007/08 Legislative rule changes that allow
    local programs to access state subsidy for
    locally funded programs
  • Currently, 22 programs delivered in over 40

Maine Program Model
  • Offered through Adult Education Programs
  • College Preparation and Advising
  • Comprehensive Program
  • 2 Distinct Scheduling Designs
  • Must enroll in college in 12-18 months
  • Reference NCSALL Occasional paper, 2006
    Transitioning Adults to College Adult Basic
    Education Program Models

Required Program Components
  • Career planning assessment
  • College experience
  • Tracking and follow up
  • Instruction in college preparation coursework
  • Accuplacer testing
  • Technology

Delivery schedule
  • There are two (2) schedules
  • Students take set classes as a group scheduled in
    one day, evening, or over a few hours over
    several days. Academic and career counseling,
    college life skills, and other classes are
    included in the curriculum
  • Students select the classes, based on assessment
    scores, that meet their academic and career
    goals, with college life skills classes and
    academic and career counseling mandatory supports
  • Programs are offering both models to attract and
    accommodate student schedules

Who are we serving Trends over the last three
  • Around 1,300 students each year
  • Most students (62-67) are over the age of 25
  • Around half are employed, half unemployed or are
    not in the workforce
  • 67 are female
  • 66 are first generation college candidates
  • Most are referred through the adult education

Persistence trends postsecondary
  • Almost half of students are changing their
    enrollment status (full or part time) to stay in
  • A growing number of students are enrolling in
    more than one school, and may increase as online
    courses are more the norm
  • Those enrolling in more than one school are more
    often at satellite centers of the University of
    Maine system or Community College system, or at
    adult education programs that offer community
    college or college courses on site

Curriculum/TeachingPromising Practices
  • Academics aligned with post secondary partner
  • Academic rigor Classes based on developmental
    courses and run like college class
  • Accuplacer pre and post testing
  • Use standards based curriculum College Ready
  • Comprehensive programming including self
    management skills

Curriculum/TeachingPromising Practices Continued
  • Integrated technology into all classes, and some
    programs utilized Moodle, Blackboard, Ning,
    Goggle Docs or other web sites
  • Classes mesh with student needs, aligned with
  • Research and research papers assigned. All
    written assignments submitted using technology
    (no handwritten papers accepted) Writing prompts
    often focus on career awareness

Curriculum/TeachingPromising Practices
  • College Application completed College visits
    preceded by information and introduction to
    campus enabling students to ask informed
  • College Financial Aid forms submitted
  • Partner agencies provide core services such as
    financial aid, college readiness, time
    management, self esteem, etc.
  • Advising, Advising and advising some more

Statewide Administration
  • Statewide Program Coordinator, technical
    assistance, focus
  • Data Collection system
  • Data reports used for program improvement process
  • National Student Clearinghouse data reports
  • Consistent messaging and outreach

Local Program Administration
  • Mirrors statewide administration
  • Comprehensive intake process important
  • Assessment
  • Advising
  • Follow up

Relationship with Post Secondary
  • Co-location allows students to access campus
    services such as advising, library, food services
  • Co-location allows participants to mingle with
    and meet enrolled students
  • Strong, positive partnership beneficial for staff
    and results in increased collaboration and
    coordination computer labs, library resources,
    shared staff
  • Agreements with higher education for placement,
    scholarships, credits

Relationship with Post Secondary Continued
  • MOU statewide and local
  • Culture changes in how Adult Education programs
    look at college ready and other programming
  • Scholarships, admissions
  • Analysis of clearinghouse datalooks like
    relationship between AE/CT and Post Secondary
    Institution the most important

Professional Development
  • Initial and ongoing professional development is
    critical to success of MCT
  • PD topics covered administration, data
    collection, promising practices, resilience
    research, CT research, program implementation and
    curriculum development
  • Delivery of PD in various formats
  • Include partners from secondary education and
    other partners

Professional Development Formats
  • PD was delivered through statewide meetings,
    workshops, and conferences and in partnership
    with other agencies
  • Examples
  • MELMAC Education Foundation peer learning
  • Maine Adult Education Association pre-conference
  • Maine Adult Education Association conference
  • Topic at all Adult Education Directors meetings
  • Use of National College Transitions Network Tool
  • Request for more professional development that
    includes partners from secondary education and
    other partners

  • Community partnerships strengthen local and state
  • Examples
  • Maine Education Opportunity Center
  • Post-Secondary Institutions
  • Maine Centers for Women, Work and Community
  • Maine Department of Labor CareerCenters
  • Others

  • Partnered with Maine Adult Education Association
    and Maine Department of Education
  • Consistent message and visuals
  • Templates so local programs could be consistent

  • Needed at all levels
  • Purpose for local program improvement
  • Technical Assistance program improvement process
  • Third party evaluator for statewide analysis and

Evaluation Design/Methodology
  • Based on Logic Model
  • The Evaluation Questions
  • Based on data collected from local programs, what
    is the demographic picture of Maine College
    Transitions Program? What are the common
    characteristics across the state? What are the
    unique characteristics?
  • What elements of established best practices are
    in place? What new ones have emerged?

Evaluation Data
  • Maine Adult Education Management Information
    System (MAEMIS) Data
  • National Student Clearinghouse Data
  • Program Qualitative Reports
  • Student Surveys
  • Professional Development/Conference Evaluations
  • Advisory Board minutes
  • Coordinator updates

MCT Student Survey
  • Mirrors Persistence Research
  • Completers have confidence in college and career
  • Counseling key to building self esteem
  • Goal setting and incremental achievement helps
    build confidence and is a retention factor
  • Student relationships with family and friends
    important factors for success
  • Student relationships with other students key
    factor in student motivation, retention and
  • Relationships with teachers and counselors
    important factors in building self-efficacy

Lessons Learned Conclusions
  • For those going on in their education, the model
    of their CT program seems to slightly impact the
    rates of post secondary enrollment, with the set
    entry/exit schedule having a higher , on
    average, of those matriculated and counted in
    this database.
  • Alignment with and/or co-location with a post
    secondary school does influence enrollment rates
    and where students enroll

Lessons Learned Continued
  • Program staff (including teachers and program
    directors) have shifted their thinking about
    adult education as a result of providing CT
    programming, attending CT professional
    development, and observing student progress

  • www.

Contact Information
  • Jeffrey A. Fantine, Director
  • Adult and Family Literacy
  • Maine Department of Education
  • SHS 23 Augusta, Maine 04333
  • 207-624-6755
  • Larinda Meade, Coordinator
  • Maine College Transitions
  • 32 Willow Lane
  • Portland, Maine 04102
  • 207-756-8560