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Contributing to Student Success in North Eastern British Columbia Wendy Moore High Prairie School Division 48.

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Presentation on theme: "Contributing to Student Success in North Eastern British Columbia Wendy Moore High Prairie School Division 48."— Presentation transcript:

1 Contributing to Student Success in North Eastern British Columbia Wendy Moore High Prairie School Division 48

2 BC Ministry of Education Direction Policy Statement Course Codes Articulation with Post Secondary Funding Recruitment Responsibilities Process Time Lines Registration & Documentation Responsibilities Process Time Lines

3 Monitoring & Reporting Responsibilities Delivery School-based College-based Distance Learning Partnerships Community, Regional and Provincial Support Success High School Career/Post Secondary

4 With the onset of the New Grad Program in Sept 2004, BC Ministry of Education deems all public post-secondary credits will count towards graduation Policy Document Issued and in effect July 1, Recognition of Post- Secondary Transition Programs for Funding Purposes Ministry of Education recognizes post-secondary courses for funding if they are part of a students planned graduation path (which is documented and signed by the student) School districts include the documented post-secondary courses for funding as part of the 1701 data collection process

5 For school aged students who have not yet graduated, courses will be funded the same as district delivered courses The Post-secondary institute must be a member of the BC Transfer System or the course is completed in French through the Educacentre The post-secondary courses are reported by schools to the Ministry of Education transcript system for Graduation Program credit using PSI codes assigned by the Ministry Courses must lead to a post-secondary credential; marks are to be reported on Post-secondary transcripts and schools are to keep transcript copies on file

6 District Dual Credit Coordinator is responsible for Dual Credit planning, promotion, recruitment, registration, monitoring, reporting of students (collaborate with Careers team and college Recruiters) Annual exploration event SD/college partnership (March) Hands on... includes trades, technical and academic courses and programs College and school sites Students choose 4 options, explore likes, affinities, find out whats available Grade 8s and 9s Dual Credit & SSA Coordinators visit all HPE 9 and PLAN 10 classes in Sept/Oct – SEM 1 and Feb/Mar – SEM 2 Outline Dual Credit/SSA (options, benefits, contribution to grad, etc) Program information, process, time lines, inspire students School district, college & regional committee websites

7 Regional Trade Show (April) – Info Booth, parent/community contact – Demos (Cooking/Cosmetology) – Highlight program successes Aboriginal Community Presentations (Fall) Discussions, video, pictures of students from community parents, council, Chief Posters, brochures, information fast facts Parent/student information nights (Jan/Feb) – SD and College – Information, discussion, sign up – Tours of facilities, meet instructors Regional Career Fairs (Fall & Spring) – Aboriginal – Post-secondary – Industry

8 Dual Credit Coordinator meets w/student Career focus ITA involvement (if applicable) Skills & affinities Transcripts (academic status, eligibility, alternate entrance exams) Grad Plan (course selections for pre-reqs, Dual Credit support for grad requirements) Registration & document time lines Expectations of program College application forms Returned to Dual Credit Coordinator and originals forwarded to college Copies in student file College applications are due mid-March for programs commencing the following school year Dual Credit Documents Confirmation of Participation Parent/Guardian Permission Release of Information (SD – College) Copies to college, originals in student file ITA on-line registration - trades technical students (Oct – SEM 1& March – SEM 2)

9 Program delivery at three levels School site (face to face) College (face to face, video conference) Distance Learning (on line) Instructors meet certification requirements of the educational institution delivering the course/program Work practicum placements are located in/around the students community

10 Dual Credit Coordinator liaises with the college & high schools On-going student progress Behavioral, academic, attendance Work with key contact from college to address concerns, issues, ensure success Dual Credit Coordinator receives progress updates, attendance reports and final marks from PSI for student Transfers info/marks to students scho ol Final PSI marks transferred to ITA (if applicable) Copies of marks/progress updates, etc are kept in central student file

11 District Level Dual Credit – SSA – WEX College (Academics, Trades & Work Force Development) Regional Trades Advisory Committees Industry ITOs, RTOs College Trades Programs School Districts Municipal Government Support for programming and collaboration to extend future economic opportunity to dual credit programs

12 Local Business and Industry Provision of practicum placements Job placements to support technical and career training Northern Opportunities Develop, support (funding, grants, etc) and promote dual credit opportunities which provide seamless transition from school to work/career and post-secondary Support economic directions and growth for Northeastern BC Regional partnership (Industry, First Nations, Post-secondary, 3 School Districts) ITA (Industry Training Authority) Youth Trades initiatives Districts apply to participate (become sponsors) Support for districts implementing PSI partnerships for technical training Funding allocation to districts for each of the following components: initial youth registration, successful program completion and work-based training hours

13 94% + successful completion of Dual Credit Trades Technical training Many students graduating with Level 02 technical Between students from just 1 of the 3 districts involved 91% successful course completion in Dual Credit Academic areas Approximately 70 students involved in MATH 101, ENG 100, PSYCH 101, MNGT 103 Increased High School completion rates Increased number of students transitioning to post-secondary Decreased drop-out rates Rates of Aboriginal program participants correspond with Aboriginal rates in total population

14 Symbiotic relationship between Dual Credit Trades and SSA Coordinators work to ensure student access to both programs Dual Credit students graduate (on average) with far more credits than required Tend to develop and exhibit better work ethic when involved in Dual Credit programs Observable increases in confidence and self-esteem Definite I can attitudes emerging Sometimes the first really successful school experience a student has had


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