1. November 23, 2015 ACCELERATION STRATEGIES VIRTUAL INSTITUTE Accelerating On-Ramps for Underprepared Learners: New Models for Developmental Education and Adult Basic Education

2. TAACCCT LEARNING NETWORK AT A GLANCE U.S. Department of Labor, Employment & Training Administration (National) Jobs for the FutureMaher & Maher American Association of Community Colleges CalState/Merlot U.S. National Science Foundation ATE Centers Other Non-Federal Providers of TA and Resources for TAACCCT Grantees: Creative Commons CAST The Transformative Change Initiative

3. Presenters Barbara Endel Senior Program Director Jobs for the Future Lara Couturier Director, Postsecondary State Policy Jobs for the Future Jon Kerr Director of Basic Education for Adults Washington State Board for Community & Technical Colleges Marilyn Smith Grants Coordinator Colorado Community College System Martha Drysdale Director, Career, Technical and Adult Education Mississippi Delta Community College

4. TODAY’S AGENDA WELCOME AND INTRODUCTIONS SETTING THE CONTEXT: PROBLEMS WE ARE TRYING TO SOLVE AN OVERVIEW OF ACCELERATION STRATEGIES BREAK-UP INTO GROUPS: 101 AND DEEP DIVE (60 MIN SESSION0 WRAP-UP: TAKE-AWAYS, AND WHERE THE FIELD IS HEADING RESOURCES FOR YOUR WORK

5. INTRODUCTION VIRTUAL INSTITUTE DESCRIPTION: Implementing effective on-ramps for underprepared students is a key strategy many TAACCCT colleges and consortiums are undertaking. But how are colleges tackling this issue? There are co-enrollment models, bridge models, partnership models; how to know which ones will result in strong credential attainment and job placement? Join us for a dynamic virtual institute spotlighting effective on- ramps and acceleration for underprepared learners. The virtual institute is organized into two different break-outs sessions. The 101 Discussion is structured for participants who are just beginning their work with on-ramps and acceleration strategies; and the Deep Dive Session is for colleges and consortium staff who are well on their way in implementing their model and have questions, challenges, and lessons learned to share.

6. OUR TRADITIONAL APPROACH Require students to complete a GED/HS credential before entering college; and/or Require students to take 1-4 semesters of remedial courses In up to four different subjects Math English Reading and/or ESL Most courses do not earn degree/transfer credit and most students face 6 to 8 “multiple exit points”

7. PROBLEM WE ARE TRYING TO SOLVE Improving our results within the existing multi- level adult education and developmental education systems will never be enough. We must restructure curricula to eliminate the exit points where we lose students -- we must accelerate.

8. RESEARCH FROM THE FIELD Key Research Findings: Traditional standalone developmental or adult education represents a significant barrier to completion of a certificate or degree; therefore enabling underprepared students to earn in-demand credentials requires rethinking Developmental Education (DE) and adult basic education (ABE) so that they become on-ramps to clearly defined and robustly supported guided career pathways. Innovative interventions that allow remedial and adult education students to co-enroll in college career pathway programs while studying to earn a high school credential, are expanding nationally and are demonstrating evidence of effectiveness;

9. ACCELERATE LEARNING Various approaches are being experimented with in the field: –Create sequential credentials leading to degrees, rather than “all or nothing” approach –Use diagnostic assessments to create individualized, competency-based instruction that gives students what they need to learn, when they need it –Deliver short-term intensive learning programs that enable adults to make rapid progress and increase persistence –Contextualize course content with occupational focus to help students learn more, faster

10. ACCELERATION STRATEGIES STUDENT SUCCESS AND STRONG CONNECTION TO THE LABOR MARKET CO-ENROLLMENT MODELS MODULARIZED AND SELF-PACED INSTRUCTION ACCELERATED AND STRETCH COURSES COMPETENCY BASED EDUCATION MODELS ASSESSMENT TEST PREP AND RETESTING OPPORTUNITIES DIFFERENTIIATED MATH PATHWAYS TRANSITIONAL COURSES AND HS DUAL ENROLLMENT DIAGNOSTIC ASSESSMENTS, AND MULTIPLE MEASURES

11. THE CALIFORNIA ACCELERATION PROJECT SUPPORTING COMMUNITY COLLEGES STATEWIDE 61 colleges are working with CAP to offer accelerated English and Statistics pathways that –Reduce students’ time in remediation by at least a semester –Align remediation with college-level requirements, including offering a redesigned pathway for students taking Statistics –Use high-challenge, high-support pedagogy –Make no changes to rigorous, transfer-level course (only remediation is changed)

12. SUCCESSFUL MODEL CHARACTERISTICS Early selection of a program of study aligned with regional workforce demand to tailor program to labor market opportunity Co-enrollment and contextualized academic skill-building with vocational programming Alignment and seamless credit transition between non-credit, credit, and transfer programs, based on joint program development and ongoing communication between staff and faculty from multiple programs, including Continuing Education (CE) Clearly articulated/guided pathways from short-term credentials to longer-term, higher-value credentials Financial barrier removal Comprehensive support services

13. BREAKOUT ROOMS: New Models for Adult Basic Education New Models for Developmental Education

14. Q&A

15. Thank You! Find resources for TAACCCT success at: https://etagrantees.workforce3one.org Subscribe to TLN resources, ask questions or connect with peers at TAACCCT@dol.govTAACCCT@dol.gov