Strategies for Increasing Access to a Broader Range of Students

NACEP 2012

LADR Initiative Inver Hills Comm College

Leading And Developing Readiness

Providing a “LADR” to success fro the academic middle

At a glance:

Freshman: LADR Prep •Identify

“eligible” students

•Accuplacer •Accuplacer

Diagnostic

Sophomore: LADR Entry •Teacher

Collaboration •Use IHCC

college prep curriculum

•Accuplacer Diagnostic

•Students with “C” or higher proceed

Junior: CEP Begins •One college

class fall and spring

Senior: CEP Completes •One college

class fall and spring

•Guaranteed admission to IHCC

• 80% of participants need to be “under-represented” – Low income – Student of color – First generation

college student • Between the 30th

and 70th percentile

• Accuplacer score and non-cognitive assessments identify an ability to benefit from the coursework

Rung ONE: Eligibility defining the academic middle

Rung TWO: Teacher Collaboration • College

instructor paired with High School teacher

• Participation in Read 90, Read 93, and Eng 99 (Developmental sequence)

• Sophomore year is the equivalent of three IHCC courses – Intro to college

reading and writing – Reading Workshop – Intro to academic

writing

College instructor mentors teacher

– Provides: • curriculum • course outline • learning objectives • College readiness

skills incorporated – Visits class – Assists in course

assessment to ensure equivalent curriculum

Rung THREE: Building on success

• Sophomores who successfully* complete the college prep year, are now eligible for dual enrollment**

*complete with a grade of “C” or higher **with IHCC only

• Retake Accuplacer Diagnostic – Serves as Pre-Post

test

Rung FOUR: Concurrent Enrollment

• Only one course each semester – MNTC courses

• Intrusive Advising – Monitoring success – Intervene early

• Must maintain grades of C (in the college course) or better to continue

Santa Barbara City College Dual Enrollment Program Get Focused…Stay Focused!™ Initiative

Get Focused…Stay Focused!™ Initiative Goals for High School

Graduates:

College and Career Ready Informed, declared Major College or post-secondary path 10-year Career & Education Plan

GFSF Outcomes:

• Exploration of three+ career pathways of interest • Financial Literacy/Budget Building • Creation of online 10-year Career & Education Plan • Career Technical Education link (students learn about

pathways at high school and SBCC) • Post-secondary planning information (choosing a

college/institution, major, building a course schedule) • Opportunity to participate in Dual Enrollment • On-going guidance in career, education and life-planning

GFSF is Aligned with: • K-12 Common Core Standards • California Community Colleges Chancellor’s

Office Student Success Task Force recommendations

• CTE Initiative (SB70 Funding in California) • SBCC Institutional Goals and Mission • President Obama’s challenge: “America

cannot lead in the 21st century unless we have the best educated, most competitive workforce in the world.” President Barack Obama, Remarks on Higher Education, April 24, 2009

Dual Enrollment Outcome Data:

• Former dual enrollment students* who matriculate to SBCC: • Are more likely to enroll full-time in college (67%

compared to 54%) • Require less remediation and placed at the college

transfer level course at a higher rate than their direct entry peers (Math: 26.4% compared to 18%; Reading: 25.9% compared to 9.9%; Writing: 34.8% compared to 14.6%)

• Note: Former Dual Enrollment students who participated in courses at both their high school and on the college campus scored at the college level at the highest rate: Math: 43%, Reading: 36%, and Writing: 50%

• Earn a higher average cumulative GPA (after three academic years , 2.47 vs. 2.02)

• Earn more transferable college units (after three years, 43 vs. 29)

• *Note: Sample was comprised of 764 first-time college students who graduated from a local service-area high school in spring 2008 and matriculated to SBCC in fall 2008

9th Grade Curriculum: Career Choices Who am I? What do I want? How do I get it?

• Personal development, exploration of strengths and interests

• Research three career pathways of interest • Budget building/financial literacy

development • Career Technical Education information • College planning information • Creation of online 10-year Career and

Education Plan

10th Grade Curriculum: Developing Attitudes and Aptitudes that Promote College & Career Readiness

• Research high-demand careers

• Determine appropriate post-secondary option/pathway

• Learn about college access and affordability

• Update 10-year Plan

11th Grade Curriculum: Determining Your Informed Major and Post-Secondary Education Path

• Research STEM-related careers • Reaffirm or change chosen career

path • Choose a major to match chosen

career • Find colleges that offer your major • Prepare for college applications • Update 10-year Plan

12th Grade Curriculum: Preparing to Act on Your 10-Year Education and Career Plan • Apply to college/post-secondary planning

• Apply for scholarships & financial aid

• Update resume, cover letter, and portfolio

• Mock Interview & job applications • Write a Student Education Plan • Update 10-year Plan

Benefits to all Stakeholders:

• Students & Parents/Guardians: – Student-centered/whole person approach – Self-identified goals which lead to informed

choices and higher student engagement – Aims to address achievement gap by providing

ALL students equal access to information and post-secondary options

– Free/reduced cost for college courses & reduced time/cost for college completion if students participate in dual enrollment

– Demystifying the college-going process

Benefits to all Stakeholders:

• Secondary school: – Change in school climate/culture as a result of

common language and as a result of all students having a personalized learning plan

– Reduced dropout/suspension rates – Higher student engagement, informed students

help chart their own course – School-wide access to students’ 10-Year-Plans

• Community: – Partnerships with schools – Students prepared for the workforce, contributing

members of society

Benefits to SBCC/Community Colleges:

• College/career informed students • Reduced need for

remediation/developmental skills courses • Students entering with an informed,

declared major • Students on track to degree/certificate

completion and/or transfer

GFSF Conference January 3 &4, 2013

• 8:30 – 3:30 Thursday & Friday – 3 general sessions (2 panel discussions) – 8 breakout session options – Planning time on Friday and Q & A time each afternoon – Optional training in running reports on 10-year Plan

• Topics: – Dual Enrollment Logistics & Policies – Navigating the Politics of K-12 & Postsecondary – Get Focused…Stay Focused!™ Curriculum &

Implementation – Career Choices – Best Practices from Experienced

Instructors – Supporting Students Through the Transition from 12th grade

to College

Dr. Bruce Harger and Barry Hawthorne

Director, Charter School Office Lake Superior State University,

Advance Technology Academy

Advanced Technology Academy

Advanced Technology Academy (ATA), a Pre K-12 public charter school in Dearborn, Michigan, prepares students to be college ready through its unique enhanced concurrent enrollment program, "Crossing the Finish Line." It infuses college courses with project-based learning and applied problem solving with ACT Workkeys. Through the Academy's private sector partnership with the Ford Partnership and Business Educational Advisory Council (BEAC), ATA students become career ready through mentoring, internships and Coordinated Learning Experiences (CLEs). The goal for all ATA students is for them to complete their first year of college during high school, at no cost to the parents or students.

Session Description

Advanced Technology Academy, a charter school in Michigan, has provided free concurrent enrollment credits to its nearly 1,000 At Risk students since 1999; resulting in thousands of dollars in college savings to students. It has successfully created a nearly perfect pre K - 20 alignment through the strong collaboration and transparency conducted between ATA and its partner post-secondary institutions. Junior and senior students at various competency levels are engaged in concurrent enrollment courses. Elements of 000 level series courses are introduced into the middle school, ninth and tenth grades as they align to the National Common Core Curriculum. The process for enrolling students into post-secondary courses is conducted through an assessment utilizing the ACT Suite and Compass. A leading component of ATAs program is its agreement to honor the transferability of college credits between LSSU and Davenport.

Success Stories

Advanced Technology Academy graduates have several success stories. Last year a graduate received 32 free college credits that transferred into Bowling Green State University, Ohio. Other students have gone on to be dentists, architects, business majors, engineers, and politicians.

Success Stories

Advanced Technology Academy graduates have several success stories. Last year a graduate received 32 free college credits that transferred into Bowling Green State University, Ohio. Other students have gone on to be dentists, architects, business majors, engineers, and politicians.

Crossing the Finish Line: Providing Free College Access to Underprivileged Youth NCA Accredited Pre K-12 public charter school in Dearborn,

Michigan High School Students Complete First Year of College During High

School at No Cost to Parents or Students High School Junior and Senior Years infused with College Courses

taught by Adjunct Professors Ford Business Education Advisory Council Provide Internships and

Coordinated Learning Experiences to Students

Historical Perspective 1999/2000 LSSU Authorizes Advanced Technology

Academy School Located on Lawrence

Technological University’s Campus, Southfield, Michigan

Curriculum merges last two years of high school with first year of college

2002 ATA Receives Silver Medal CASE Award

for Merging High School and College (Previous Year Winners were MIT and Duke University)

2004 Academy is first in nation to implement

Platinum Model of the Ford Partnership for Advanced Studies

2007 • National governors Association

Recognizes Ford PAS as “Best in the Nation”

2008 U.S. News and World Report

Recognizes ATAas One of America’s Top High School’s

2010 ATA Recognized by Michigan

Association of Public School Academies Awards ATA with School of Excellence Award

ATA establishes Dearborn University Consortium Center: P-20 Program Centered Educational Institution For Surrounding College Partners to Offer Associates, Bachelors and Master Degrees

Student Demographics

Detroit is a High Drop-Out Community ATA Students are First Generation Graduates from High School 88% African American 10% Hispanic 1% American Indian 1% Caucasian

Articulation Agreements

Curriculum

Concurrent Enrollment Courses General Education Freshman College Courses Survey Courses for Careers in Health Care, Business,

Engineering and Technology Pedagogy

Project Based, Hands On, Experiential Learning Career Relevant: ACT WorkKeys Integrated Technology Integrated: Blended Learning/Flipped

Classroom/Virtual Courses

A Look to the Future Michigan’s First Ford Next Generation Learning Career Academy in Michigan: Opening 2013 in Livonia, and Dearborn, Michigan New Academy Model Centered Around:

Transforming Teaching and Learning Redesigning High Schools Sustaining Change through Business and Civic Leadership

Ford Next Generation Learning (Previously Ford Partnership for Advanced Studies) Ford Motor Company Fund, Ford Motor Company’s Philanthropic Arm began

the high school curriculum for 21st century learning program in 2004 Recognized by the National Governor Association Public Private Partnership

Award in 2007

A Look to the Future Charter schools have state wide jurisdiction so ATA is able to expose

students throughout the state to their program.

New Campus Located on Davenport University Distance Learning Laboratory:

Digital Real Time Classroom Learning from Grand Rapids to Livonia and Dearborn

Courses will be taught by Dedicated Faculty with Teaching Certificate

A Look to the Future

Lake Superior State University - Middle College Students Complete 5th Year of High School While Participating in

LSSU Courses College Courses and Transcripts Offered Free of Charge to

Students If they Successfully Complete their Courses Students Walk With Other Graduates but Do Not Receive their

Diploma Until the Completion of their Fifth Year Not Mandatory; Only Offered to Interested Students with 2.7 – 3.0

GPA and Students With ACT Scores (21 Reading, 22 Math, 24 Science, 18 English)