Dual Enrollment

Dual EnrollmentPromoting Smooth Transitions to College TCN Meeting 10-8-13

Juanita Comeau Madison CollegeSandy Hall Madison CollegeBrian Kenny & LaNae Jabas TIGKevin Miller- DPINumerous OpportunitiesTranscripted (Dual) CreditsAdvanced Standing38.14 Contracts (between tech college and K-12 district)College Credits in High School (CAPP, PIE, Others)Youth OptionsYouth Apprenticeship ProgramSecond Chance PartnersAudit Course OptionsNew InitiativesMadison College Options

Transcripted CreditLocal Agreement between HS and Tech CollegeCost neutral HS Teacher vetted and approved by TC to teach course; serve as adjunct instructorStudents enroll in TCStudents receive TC grade and creditTech College provides early college readiness as well as program opportunitiesAdvanced StandingHS teacher at HS align majority of their curriculum with our courseStudents who complete the Advanced Standing course are provided an AS on their transcriptsStudents are required to request credit for prior learning credit. Most need to take the course but only pay for partial credit

38.14 ContractsRefers to statute allowing tech colleges to enter into contractsPersonalized to meet local needsTypically involves district paying for a college instructor to deliver the course at the high school or the collegeClasses may be outside normal schedule & calendarFrequently used with the Youth Apprenticeship programCollege Credit in High SchoolOffered through various UW CollegesHS Teacher teaches is certified to teach the college course in the HSHS Teacher must meet university credentialing Students receive Dual CreditStudent enrolls at university and pays tuition ( to full depending on program)Only students who enrolled and paid tuition receive college grade and creditYouth Options ProgramHS pays for student to take college courseStudent gets both HS and college creditsMust be junior or senior (11th or 12th grade)Includes UW-System, Wisconsin Tech College System, Wisconsin private, non-profit colleges & universitiesCourse cannot be comparable to course offered at HSCan be used with fifth year seniors/transition plansImportant to make contact with disability servicesHS is responsible for providing or paying for accommodations

Youth Apprenticeship Program Supported by state funds; administered by DWDPartnerships support schools and access fundingIndustry DrivenStudent reqt for paid experience in related industryMentor Training/SupervisionOften program is run through CESAChambers of CommerceTechnical CollegesHigh SchoolsSecond Chance/GPS Edwww.GPSed.orgTargets at-risk and EBD studentsProvides academic and technical instruction at worksite delivered by HS and TC instructorsFocus on ManufacturingCollaboration with local businessSecond Chance/GPS Ed statewideLocal variation can be developed

Audit Course Options(No Transcripted credit)HS can still award credit for class at their level and grade them pass/failSchool or student may payIf student receives SSI or SSDI they can audit any UW course at no charge for tuitionLook at Article A 14 paragraph 1 http://www.wisconsin.edu/fadmin/fppp/fppp44.htm

Other Things to ConsiderNew Child Labor Guide (Aug 2012)High School/ UW Colleges/Technical collegesSeparate InstitutionsDifferent funding, Rules, and Schedules

I'm not sure what this is referencing so didn't want to remove or change.Things to Keep in Mind when Contracting for Students with Disabilities K-12 system must ensure proper supports are in placeContract with the WTCS District to provide services thru local negotiations;School District can provide services, but must be mutually agreed upon by the WTCS district;Form consortium of school districts to provide agreed upon accommodations at WTCS campus. Example would be specialized tutor(s) employed thru a CESA but located at the technical college campus.Keep in Mind (continued)WTCS District thru Disability Services Coordinators/ Staff determine type, level, and duration of ADA/504 accommodations, usually thru discussions and mutual agreement with school district, not the students IEP;HS Student taking classes at tech college follow Colleges Student Handbook including Student Code of Conduct and other pertinent policies and procedures

Keep in Mind (continued)Any high school contract, including Dual Enrollment, should have written local processes and procedures related to students with disabilities and ADA/504 accommodations. High school special education teachers and dept. and WTCS Disability Services Coordinators/Staff should be involved before contract gets finalizedFor Dual Enrollment and other high school contracted arrangements, WI Interpreter Licensing Law (2012) applies, not DPI standards for providing mutually agreed upon interpreting services.

New InitiativesAcademic & Career Plans State mandated 2017-18An ongoing process to actively engage each student : in his or her instructional and learning opportunities both in and out of schoolin career development opportunities that incorporate self-exploration, career exploration, and career planning and management activities.A product that documents and reflects each students:coursework, learning, and assessment resultspost-secondary plans aligned to career goalsrecord of the students college and career readiness skills.New InitiativesAcademic & Career PlansInvolve all school staff in engaging studentsInvolve parents/families in engaging studentsVery compatible with IEPs/504sDeveloped within context of:Personal Financial Literacy (cost of living, desired lifestyle, cost of education/training, salary, benefits, etc.)Labor Market information (career outlook, market location, skills needed, postsecondary education needed, etc.)

New InitiativesAcademic & Career PlansEach students process:Who am I? (Know)What do I want to do? (Explore)How do get I there? (Plan)Lets GO! (Implement)

Madison College OptionsDual EnrollmentEach tech college differentCollege determines courses, HS determine fit and teacherSmaller Districts Create Collaborations (example Wautoma/Westfield/Montello)Courses Special Ed students benefit fromReading Strategies, College Success, Intro to College WritingWelding, College and Career ReadinessOptimal Situation for Dual EnrollmentCore teacher attends Madison College summer institute with an agreed upon articulation agreement to start a course and finishesSpecial ed teacher becomes a cooperative teacher or team teaching.Working together CORE teacher provides the curriculum expertise and special educator provides accommodations and supports.

Middle CollegeDWD InitiativePartnership with Madison College, DWD and HSQualifications:Second semester juniors who are disengaged in traditional HS settingStays in program until graduationSupport to attain HS DiplomaJob search and retention assistanceConnections with Community services to achieve goalsManufacturing targeted areaA NATIONALLY RECOGNIZED EDUCATION MODEL SERVING DROPOUT YOUTH

21Overview of PresentationGateway to College: Origin, Evolution & MissionStudent DemographicsDataProgram Structure

Gateway to College Elements & Core Commitments: Essential ElementsPrinciples of Holistic Student SupportPrinciples of Teaching & Learning

History of Gateway to CollegePortland Community College created the Gateway to College program in 2000 to help reconnect high school dropouts with their education.

Through the program, students complete their high school diploma requirements at community and technical colleges while simultaneously earning college credits toward an associates degree or certificate. History of Gateway to College contGateway to Colleges innovative approach captured the attention of the Bill & Melinda Gates Foundation, which initially funded the replication of Gateway to College as part of its Early College High School Initiative.

Since 2003, Gateway to College has evolved from a single-site program into a national network of 43 colleges in 23 states partnering with more than 125 school districts.

25Our MissionGateway to College programs empower youth, who have dropped out of school or are not on track to graduate, to earn a diploma and dual credit

in a supportive college environment.Changing Our Expectations for DropoutsOffering an alternative that challenges and inspires studentsInnovative instructional strategiesCollaboration between facultyLearning communitiesWrap-around and solution-focused supportCurriculum that meets high school standards while earning college credit

27Program Structure Multiple Quarters or SemestersCollege Coursework to Meet High School Diploma RequirementsAdvanced Coursework Toward Career MajorAcademic and Personal Support Continues During the Entire Time Students are EnrolledOne Quarter or SemesterDevelopmental Ed CoursesCollege Skills Course

Gateway Continuation (comprehensive campus)Gateway FoundationGraduation&Further CollegeGateway to College Experience: Up to 3 Years28Student ProfileBetween 16 and 21 years oldOut of school or on the verge of dropping outBehind in high school credits (for age and grade level)GPA of 2.0 or belowLives in an eligible school districtNetwork WideAverage Age:17Average High School GPA:1.5Average High School Credits at Entry:43% of credits needed for a diploma29Life Challenges30The Gateway to College Population60% are students of color51% are male77% are first generation college-goers24% have at least one parent without a high school diploma9% state homelessness as a reason for dropping out of high school28% cite health problems not related to drugs and alcohol as a reason72% have an academic goal of a BA or higher31Gateway to College ResultsImproved academic success: despite multiple barriers to success, Gateway students pass 72% of courses in which they earned a letter grade (DE and transfer level), and 80% of their first transfer-level core courses.Changed relationships with adults: our students tell us that their relationships with program staff have changed their attitudes toward school and changed their lives.

32Gateway to College National Network MembershipPartner colleges receive:On-site training for Gateway staffTechnical assistance with curriculum alignment and program implementationProgram materials and course guidelinesInstructional coaching for college facultyOngoing professional developmentData analysis and program evaluation

33Essential Elements of Gateway to CollegeGateway to College programs all follow 5 Essential Elements which provide guidance for the service we provide to students and ensure consistency of model design:Significant Dual CreditSustainable PartnershipsHolistic Student SupportInnovative Teaching & LearningIntentional Collaboration34The 5 Principles of Holistic Student SupportCaring RelationshipsSafe EnvironmentsStrengths Based MindsetSolution Focused ApproachCommunity ConnectionsAcademic ProgressWhen compared with a baseline group of college students who have already earned a High School Diploma or GED, Gateway students attain:

Higher success rates for developmental math and English courses1Higher success rates for students passing out of developmental course sequences to transfer-level classes21,2 Gerlaugh, K., Thompson, L., Boylan, H. & Davis, H. (2007). National Study of Developmental Education II: Baseline Data for Community Colleges. Research in Developmental Education. 20 (4) Retrieved from: www.ncde.appstate.edu36The Principles of Holistic Student Support are Integral to the ProgramCaring RelationshipsSafe EnvironmentsStrengths Based MindsetSolution Focused ApproachCommunity ConnectionsIntegrated, Outcomes-basedRigorRelationshipsRelevanceConstructing MeaningPersonal GrowthAssessmentKey Cognitive StrategiesKey Content KnowledgeAcademic BehaviorsContextual Skills and AwarenessNon-Cognitive VariablesStudent Voices from PCC-Video from Portland Community College:

https://live.gatewaytocollege.org/display/rbank/Student+Voices+VideoBeing in a learning community, we learn from each other. Collectively, we are better together.

Gateway to College saved my life.

This program is so different than high school. I feel challenged academically, and that is something I havent felt in a long time.

Its an opportunity of a lifetime. Being in Gateway means doing something with your life and going somewhere.

At home I never saw the model of you can be anything, you are intelligent, but now I can see it.

Thank You!Juanita ComeauDirector, Gateway to College Program-Madison CollegeCenter for College & Career TransitionsEM: jcomeau@madisoncollege.edu PH: (608)246-6596

Claudia MikkelsonResource Specialist, Gateway to College Program-Madison CollegeEM: cmmikkelson1@madisoncollege.edu PH: (608)243-4204

Andrew McKinneyResource Specialist, Gateway to College Program-Madison CollegeEM: amckinney@madisoncollege.edu PH: (608)259-2937

Campus ConnectionsJoint MMSD and Madison College projectTarget are 18-22 year olds in Special ed who typically would not be considering collegeEleven are currently enrolled1 full time MMSD staff assigned to the college (Eric Hartz)HS pays for College Success Course and books for any developmental courses neededStudent is responsible for any other tuition or a third party such as DVRDVR at the table but reluctant to enter into an agreement taking each student on a case by case basis

Ongoing OptionsEven without a program HS students can start Madison College18-21 year olds can take a variety of classesBe sure to contact DRS BEFORE the semester startsGreat way to get to know college with HS support

Best PracticeUsing Dual enrollment options for students with disabilities is a high effective strategy for ensuring a smooth transition to post secondary education options or other post high school opportunities. Should be considered regularly with 18-21 programing.