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1+1+2=Game Changer

A Partnership of

Arvin High School

and Bakersfield College

May 2015

Prepared by:

Richard McCrow—Bakersfield College, Director, Rural Initiatives

Gustavo Enriquez—Bakersfield College, Student Success Program Manager

Jareth Regpala--Arvin High School Counselor

Veronica Lucas—Bakersfield College, Faculty, Counseling

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1+1+2=Game Changer

A Partnership of

Arvin High School

and

Bakersfield College

May 2015

Prepared by:

Richard McCrow—Bakersfield College, Director, Rural Initiatives

Gustavo Enriquez—Bakersfield College, Student Success Program Manager

Jareth Regpala--Arvin High School Counselor,

Veronica Lucas—Bakersfield College, Faculty, Counseling

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1+1+2=Game Changer A partnership of Arvin High School with Bakersfield College

Purpose: The purpose of the “1+1+2=Game Changer” is to provide students of Arvin High School (AHS) an opportunity to be a part of a program that will change their lives for the better. The elements of our plan are not new, but the extensive partnership introduces elements and factors that change the existing situation in a significant way and provides a game changer for Arvin High School Students. Students will jumpstart their careers, as they will have access

to higher education courses and the resources and technology needed to succeed. AHS students will have access to state of the art interactive classrooms and modern/ high-tech agriculture equipment. “1+1+2=Game Changer” allows students to pursue multiple pathways that can lead to GE certification, associate degree, and/or baccalaureate degree.

Demographics:

The Arvin/Lamont area maintains consistently high unemployment and poverty rates and the general populous lack an education higher than a high school diploma. In addition, U.S.

Census data suggests the high unemployment is fueled by the lack of a trained workforce. There are approximately 17,000 jobs in the Arvin/Lamont region, but over sixty-six percent of the jobs are held by workers from outside the region (Building Healthy Communities, 2012). Intuitively, we see the lack of a qualified workforce in Arvin/Lamont exasperating the job situation and widening the employability gap. Only 3.3% of Arvin’s citizens over 25 years of age have a Bachelor’s degree and only 36.8% have a high school diploma. It is extremely important to better educate the South Kern population to allow citizens the opportunity to simply work in their own area. The purpose of this proposal is to create a solid high school to college system at Arvin High School that will help this academically disadvantaged area and improve the employability of citizens within the South Kern Community. Thirty-six percent of Kern County’s annual average employment includes jobs in the Agriculture; Trade, Transportation, and Manufacturing industries (KEDC, 2015). According to the State of California Employment Development Department, industry employment in Kern County is projected to increase 14.7% over the next ten years (KEDC, 2015 p 15).

Socioeconomically Disadvantaged (high school students)

90.2 %

Hispanic or Latino (high school students)

96.5%

Bachelor's degree or higher, percent of persons age 25+

3.3%

Median household income $32,999 Language other than English spoken at home, pct age 5+

87.7%

Unemployment 17.8% Employed in Industry: Agriculture, forestry, fishing and hunting, and mining

47.6

Families making less than $50,000

83.3%

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Proposal for expanding career and college opportunities in the Arvin/Lamont Region

This proposal focuses on three key areas:

Expand Dual Enrollment and Articulation Courses: Increasing dual enrollment and articulated course opportunities for Arvin High Students.

Establishing Pathways Establishing a GE Certification program at Arvin High School to improve transfer rates using a 1 + 1 + 2 model [one (1) year of college level credit in high school; one (1) year of lower division credit at Bakersfield College; and then two years as a junior in an area college] – in particular we will focus transfers to Bakersfield College’s Baccalaureate of Applied Science (BAS) Industrial Automation Program; CSU Bakersfield BSAD with a Supply Chain Logistics emphasis; Expanding agriculture pathways for students to complete or partially complete an Associate’s degree in Agriculture Management while in high school.

Establishing Technology, Staffing, Collaboration and Partnerships

Improving Arvin High School technology and staffing resources so they can take advantage of Bakersfield College offerings in Arvin at all hours of the day.

The plan is to offer students multiple unique pathways that start in high school and provide a clear path into college and beyond. Specifically, this includes the follow objectives:

1. Students can earn an Associate Degree for Transfer in Business Administration by completing an additional year at Bakersfield College.

2. Students may choose to follow the Industrial Technology Electronics Pathway to prepare for the BAS in Industrial Automation, available at BC.

3. Students completing the Business Admin Pathway may transfer to CSUB to earn a Bachelor’s in Business Administration with a Supply Chain Logistics emphasis.

4. Students may also choose to follow the Ag Business Management pathway that will lead to an Associate degree.

5. Students will be eligible to transfer college coursework to a four year institution once they complete the requirements for an associate degree.

Expand Dual Enrollment and Articulated Courses

Articulation is the process of evaluating courses to determine whether course-work completed at Arvin High School will meet the requirements at Bakersfield College for the purpose of awarding college credit-by-exam. It is a planned process in making a smooth

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transition from one level of education to another without experiencing delays or duplication in learning. Arvin High School will work with Bakersfield College to determine course work that has potential for articulation. Arvin High School will submit current course curriculum to Bakersfield College to determine potential as an equivalent course and articulate the course where appropriate. By simply articulating courses, Arvin High School students will get a jump on their college education.

Dual enrollment allows a high school student to take an approved college course at their high school, and then receive both high school and college credit. Bakersfield College has experience offering a myriad of dual enrollment courses at other institutions and will use that experience to develop a sustainable program at Arvin High School. According to the Community College Research Center at Columbia University, over the past five years, dual enrollment students are more likely to succeed at a college or university. Bakersfield College’s goal is to provide Kern County high school students with an early start on college completion through more dual enrollment and articulation options.

Despite common goals between Dual Enrollment and Articulated courses, there are some major differences. Articulated courses are offered by the high school, where students take them with their peers. Students receive college credit by passing an end-of-course exam. In contrast, Dual Enrollment programs require a partnership between Arvin High School and Bakersfield College. California law currently requires the high school to “open” courses to students not enrolled in the high school. Traditional agreements have this stipulation and this is a reason many schools fail to move forward with dual enrollment courses. An “open” course means the high school must allow non-high school students to attend the class. The safety of high school students is often stated as the reason a high school does not move forward with college classes on campus during the normal school hours. As dual enrollment is a strategy for improving access to those underserved, it is critical for Arvin High and Bakersfield College to collaborate to overcome this obstacle. Our plan is to take two approaches to overcome this obstacle. 1. Increase use of Arvin High School facilities and offer more evening courses. 2. Leverage interactive technologies to expand college opportunities for AHS students during the normal high school day.

Studies have shown dual enrolled students are more likely to complete their degree, finish within three years after high school and complete their degrees at a quicker rate (Thaker,

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2014). Our attempt is to provide students with more advanced, rigorous coursework in order to improve their high school education experience and prepare them for the academic and behavioral expectations of college.

Establishing Pathways

We are establishing three clear pathways that will utilize dual enrollment, articulation, and traditional college courses. The college level work will begin at Arvin High School and move students to Bakersfield College and beyond. Early in the student’s high school career, we introduce college courses that have the greatest propensity for success. As the student moves on, we introduce courses that have greater rigor and are thought to be more challenging. This allows the student to gain greater confidence in their ability to do collegiate level work. Our plans outlined here provide a unique opportunity for students to train for jobs in the technology and agriculture driven businesses of the 21st century. In today's industries, experts in engineering, agriculture and logistics work closely with a myriad of mid-level managers, who aid them in logistics, agriculture management, and the design, manufacture and repair of automation systems. The pathways outlined below will place students on the road to having the knowledge, skills and abilities to be successful in these environments.

For example, the early college portion of this proposal leading to the BAS in Industrial Engineering will give students the skillsets to work as technologists for major companies in agriculture, distribution and manufacturing. Graduates will be eligible for a variety of job titles in areas such as operations

management, facilities planning, automation, industrial design and safety. In addition, each of the following pathways includes career and life planning instruction using the “Get Focused and Stay Focused” model. “Get Focused, Stay Focused” is designed to provide every student with the necessary information and experiences to develop college and career readiness skills and to facilitate the development of a career and education plan. Once students complete their 10-year Plans in 9th grade, targeted classroom-based lessons in 10th, 11th, and 12th grades ensure students stay focused on their goals. These modules provide students with a "touch-point" at each grade of high school to help them transition seamlessly to their post-secondary goal. In addition, the module content is aligned with what students need to succeed in life, in line with the new Common Core Standards, and meets the recommendations from of the California Community Colleges’ Student Success initiative and provides for integration into academic courses.

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PATHWAY #1: BC Business Admin to CSU Bakersfield BSAD w/ a Supply Chain Logistics emphasis

This pathway includes a series of courses that satisfy the lower-division breadth/general education requirements at both the University of California and the California State University. Students will prepare to transfer to Bakersfield College and onto California State Bakersfield for a BSAD w/ a Supply Chain Logistics emphasis. It will examine the basic activities of logistics operations, the role of information technology, benefits of strategic partnerships, procurement, customer service, warehousing, transportation, and regulation. Students will examine the traditional role of purchasing and supply management in cost containment and revenue enhancement. As well, the more recent responsibilities of environmental, social, political, and security concerns that have arisen with the expansion of supply chains into developing countries. The course work is taken in tandem with the student’s high school studies. The following provides the basic student schedule outline for this pathway.

BC Business Admin to CSU Bakersfield BSAD w/ a Supply Chain Logistics emphasis

9th 10th 11th 12th BC-BSAD Pathway

SUMMER Summer Bridge “Get Focused…”

Summer Bridge “Get Focused…”

HIST B17A-(3)

Econ B2 (DE)-(3)

MATH B22- (4)

FALL HLED B1-(3) ART B1-(3) COMP B5-(3) *AP Span

POLS B1 (DE)-(3)

COMM B5- (3)BSAD B18- (3) BSAD B1- (4) ANTH B1- (3)

SPRING COMM B1-(3)

THEA B31 OR B32- (3)

ECON B1-(3) *AP Span (AP credit Span B4)

ENGL B1A- (3)

BSAD B2- (4)MATH B23- (3)ERSC B10 w/ lab- (4) *Span (if needed)

Pathway #2: AA-Agriculture Business Management

This pathway includes a series of courses that satisfy the lower-division breadth/general education requirements at both the University of California and the California State University. Students will obtain an AA in Agriculture Business Management. Jobs in agriculture require training in business courses such as accounting, computers and salesmanship. Career opportunities include farm management, accounting, and marketing of agricultural products, sales and services. The Agriculture Business Management Associate in Arts degree gives students the knowledge and skills to demonstrate the ability to explain microeconomic and macroeconomic, analyze and evaluate agribusiness problems and

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management decisions, and demonstrates skills in fundamental agribusiness principles and analysis techniques into logical decision-making constructs. In addition, students will have strong communication skills, both oral and written, for the purpose of conveying the results of business analyses in a clear, persuasive, and informative manner. Students learn to apply the concepts, principles, and terminology of business (economics, management, finance, marketing, and others) to real-world issues and opportunities in the agricultural and life sciences industries. Again, the course work is taken in tandem with the student’s high school studies. The outlined schedule for this pathway is as follows:

AA-Agriculture Business Management 9th 10th 11th 12th BC

SUMMER Summer Bridge “Get Focused…”

Summer Bridge“Get Focused…”

HIST B17A-(3)

ECON B2 (DE)-(3)

AGRI B49- (2)

FALL HLED B1-(3) ART B1-(3) COMP B5-(3)*AP Span

ENGL B1A- (3)

COMM B5- (3) CRPS B10- (4) AGRI B1- 3 AGBS B6- 3

SPRING COMM B1-(3) THEA B31 OR B32- (3)

POLS B1 (DE)-(3) *AP Span (AP credit Span B4)

MATH B22- (4)

CHEM B2a- (4) CRPS B1- (3) SOIL B1- (3) AGBS B2- (3) *Span (if needed)

Pathway #3: BC-Industrial Electronics to BC-Baccalaureate of Applied Science (BAS)

This pathway includes a series of courses that satisfy the lower-division breadth/general education requirements at both the University of California and the California State University. Bakersfield College recognizes that technology runs the planet, with electronics playing an essential role. It is a digital world, and those who understand this world can become valuable additions to technology-focused employers. The Industrial Technology Degree, Electronics Option, teaches essential skills that can be put to use as an industrial technician, electronics technician, field service representative, and salesperson or computer technician. A degree holding student will also be looked at for quick promotions into supervision and management positions. The degree leads to the new Bakersfield College BAS in Industrial Automation. This bachelor degree will prepare individuals for technical management careers in industries which utilize automation, including the petroleum, manufacturing, logistics and agriculture industry sectors, in order to improve the regional economy. As with the others, the course work is taken in tandem with the student’s high school studies. The following outline guides the student through high school and lower division work that leads to the Bakersfield College BAS in Industrial Automation:

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BC-Industrial Electronics to BC-Baccalaureate of Applied Science (BAS)

9th 10th 11th 12th BC-INDT Electronics Pathway

BC-INDT Electronics Pathway

SUMMER Summer Bridge “Get Focused…”

Summer Bridge “Get Focused…”

HIST B17A-(3)

Econ B2 (DE)-(3)

INDR B12- (2) ELET B1- (4)

COMM B5-(3)INDT B20- (3)

FALL HLED B1-(3) ART B1-(3) COMP B5-3 UNITS *AP Span

POLS B1 (DE)-(3)

CHEM B2A- (4) ELET B5- (3) ELET B70- (3) MATH B1A- (4)

BIOL B11- (4) -Begin BAS curriculum

SPRING COMM B1-(3) THEA B31 OR B32- (3)

ECON B1- 3 UNITS *AP Span (AP credit Span B4)

ENGL B1A-(3)

ELET B55A- (4) ELET B56- (3) ELET B4- (3) PHYS B2A- (4)

*Span (if needed) 4 UNITS -Continue BAS curriculum

Technology, Staffing, Collaboration and Partnerships

This plan only works with a vibrant and active partnership between the two organizations; the technology to support distant/interactive instruction delivery; and the addition of administrative support staff to oversee the operation at Arvin High School. The enclosed budget outlines the costs for implementing and sustaining the project. It is recognized that

Arvin High School resources are limited and the funding requested will be used to support them in this project.

High school and college faculty will need to be committed to the Early College High School Program. The high school may have a difficult time finding faculty who meet the minimum qualifications to teach some of the college-level courses, and departments on campus will need to make sure the courses are truly equivalent so that students are able to get the credit they expect to earn. It is for this reason that communication between the high school and college faculty will be extremely important, and time will need to be made available for them to collaborate. For example, if these programs succeed in kindling an

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interest in attending BC, there needs to be a way for the students to transition smoothly from high school to college, and articulation agreements are a vital piece in this transition.

Technology and Staffing

A large portion of the budget is set aside to upgrade technology at Arvin High School. AHS will receive state of the art technology that will allow for interactive classes to take place similar to the technology found at BC’s Delano campus (see figure 1). This interactive technology is compatible with BC’s interactive capability. It is important to discuss the benefits of establishing interactive capabilities at Arvin High School.

1. Interactive video and web technology gives you the ability to reach Arvin students during high school hours with collegiate level instruction and content.

2. The technology allows Arvin High School students to achieve educational goals otherwise out of reach due to their distant location.

3. Teaching can be expanded to multi-site classes and facilitate greater interaction in the classroom, and bring a wider variety of regional, national and international discussion capabilities. It is important to note, the technology will allow Arvin High School to connect with education organizations even beyond Bakersfield College.

4. Combined with web technology, this distant education approach builds flexibility in communication, allowing students to have access to course content and greater degree of interaction with the instructor, at convenient times for both Arvin High School and Bakersfield College.

5. By reaching students in Arvin, the technology will help Bakersfield College meet the college goal of outreach and service to our rural communities.

6. This technology will put Arvin High School in touch with other faculty, staff and research facilities throughout California, the U.S. and the world. Remote experts can validate understanding, provide feedback and introduce practical examples.

7. Interactive technology adds a fun and engaging learning and teaching experience and a cutting edge approach to expand teacher and student horizons.

8. The technology value to Bakersfield College’s capability to support Arvin/Lamont is twofold to include when a college instructor cannot be placed at Arvin, the class can

Figure 1: Bakersfield College Delano Campus Interactive Classroom

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still be offered through interactive class format. Additionally, this will allow for class flexibility both in terms of subject matter and time availability.

Regardless of the class format additional staff will be needed to ensure student success and access to resources. It is recommended AHS staff a Program Coordinator (PC). The PC can serve as a liaison between BC and the high school. The PC will serve as the moderator/ teacher’s aide for the interactive classes. They will also coordinate tutoring or supplemental instruction and all matters that are BC/AHS partnership related to alleviate the additional workload required of high school administrators and staff.

Faculty and staff development in the use of interactive technology is a key part of implementing interactive instruction. The Bakersfield College faculty and staff are experienced in providing reliable resources and support to assist Arvin Faculty in the use of the new technologies. This includes best practices in interactive instructional design and use of the learning technologies. Bakersfield College has established faculty development programs for participating high school and college professors and will provide this in kind support to this program.

This plan includes the establishment of the Game Changer Advisory Board. Establishment of the board is crucial to the success of this partnership. It is the desire of all concerned, that the Arvin High School and Bakersfield College partnership become even stronger through this initiative. In order to achieve the most effective use of resources, key stakeholders from several different programs will be combined and will coordinate to make the partnership and collaboration successful. This advisory board will be established to oversee efforts of the partnership and collaboration activities and to effectively use resources. The primary mission of this collaborative committee is to build a sustainable program that will provide access and

services to all BC students located at the Arvin High School. This proposal is the development of a framework for an innovative program that simultaneously ties programming and collaboration to deliver an integrated college program in South Kern. Building program sustainability and monitoring program effectiveness will be the initial goals of the committee.

Summary

This proposal has some major benefits for Arvin/Lamont students and is appealing because it shares resources between the two organizations. Bakersfield College and Arvin High School have already begun to implement plans to expand college courses and services in this

region. Included in these plans are expanding college instructor led courses, dual enrollment

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courses, articulation of high school courses, and leveraging distant education technologies. Bakersfield College continues it’s committed to increase course offerings and student services in south Kern County. Implementing the plans in this proposal simply maximizes use of time and resources and improves the flexibility of partners to create a college-going culture by offering more college level work at all hours of the day. It allows us to overcome state and local laws and regulations that prevent “intermingling” of adult college students not enrolled at Arvin High School. This project allows us to expedite the programs in an efficient and sustainable manner. The funds requested in this project give us the needed boost to make early college a reality at Arvin High School.

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Proposal Budget

Item Description Arvin Cost BC Cost

Interactive Classroom TV Screens, Monitors, Cameras, Audio equipment, and misc.

$60,000.00 $3,000.00

Instructors Cost Year one 2 Classes (6 Units) 6,480.00 6,600.00 Instructors Cost Year two 2 Classes (6 Units) 6,480.00 6,600.00 Instructors Cost Year three 3 Classes (9 Units) 9,720.00 9,900.00 Instructors Cost Year three 3 Classes (9 Units) 9,720.00 9,900.00 adjunct counselor Part-time Counselor located at Arvin

High 40,000.00

Year 1: Text Books 30 books @ $170 each x2 Classes 10,200.00 Year 2: Text Books 30 books @ $170 each x2 Classes 10,200.00 Year 3: Text Books 30 books @ $170 each x3 Classes 15,300.00 Year 4: Text Books 30 books @ $170 each x3Classes 15,300.00 year 1: AHS Staff: Teacher’s Aide/BC Liaison

Assist with room coordination, assist with interactive classes, and coordination with BC student services

62,000.00

Year 2: AHS Staff: Teacher’s Aide/BC Liaison

Assist with room coordination, assist with interactive classes, and coordination with BC student services

62,000.00

Year 3: AHS Staff: Teacher’s Aide/BC Liaison

Assist with room coordination, assist with interactive classes, and coordination with BC student services

62,000.00

Year 4: AHS Staff: Teacher’s Aide/BC Liaison

Assist with room coordination, assist with interactive classes, and coordination with BC student services

62,000.00

2-BC teacher's aide 19 hours a week for two part-time to work at main campus broadcasting location for interactive classes

40,000.00

AG Equipment- Genetic Laboratory

Building and Equipment 60,000.00

Get Focused Program $1,800 x 4 years 15,000.00 Travel Cost Travel, meals, and mileage for BC

student service staff 20,000.00

Delano Staff Support and Services 10%

The following staff members will contribute 10% of their time: Director, Program Manager, Office Coordinator, Advisors, and Counselors

100,000.00

BC Student Service Events Registration assistance, New- Student Workshop, Orientation, Parent Workshops, Financial Aid Assistance

30,000.00

BC: Arvin Course Offerings 30 course offerings throughout the academic year

220,000.00

Total Cost: $451,400.00 $501,000.00

TOTAL Project Funds: $952,400.00

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Bibliography

Building Healthy Communities, South Kern Strategic Action Plan Analysis &Initiatives, 2012.

U.S. Census data down loaded March 30, 2015 online: http://www.census.gov/quickfacts/table/PST045214/0602924,00

Kern Economic Development Corporation (KEDC), Kern County Market Overview & Investor Directory, 2015

Thacker Kathy (2014). Graduation Rates: A comparison of college graduation success rates of dual enrollment versus non-dual enrollment students at the community college. (Dissertation, the University of Tennessee at Chattanooga). Retrieved from http://scholar.utc.edu/cgi/viewcontent.cgi?article=1100&context=theses

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