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Focus on Freshmen July 20-23, 2013 Marriott LAX Dr. Diane Hollems.

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Presentation on theme: "Focus on Freshmen July 20-23, 2013 Marriott LAX Dr. Diane Hollems."— Presentation transcript:

1 Focus on Freshmen July 20-23, 2013 Marriott LAX Dr. Diane Hollems

2 Introductions

3 Welcome! Strand Overview What is “Get Focused…Stay Focused!™”? What is a “Progression in Education Model”? How does Dual Enrollment work in the model?

4 The GFSF Strand at FOF What’s in it for Me? SBCC Progression in Education Model (PEM) The Foundation Course of PEM: Career Choices For college freshmen—Career Choices & Changes The Key to Post-Secondary Success Matriculating from Secondary to Post-Secondary Keeping the Focus Where Do We Go From Here?

5 What’s in it for Me? Accountability Measures for both College and High School Session One

6 Session Overview: Dropout Statistics—High School & College Factors Impacting Dropout Rates Strategies to Remedy Dropout Reducing the Need for Remediation Improving Accountability Outcome Measures Activity

7 Dropout & Remediation Statistics National high school dropout is 30% College dropout rate is nearly 50% 25% of students entering 4-year universities and 61% of students entering community colleges enrolled in at least one remedial course (U.S. Department of Education) Only 17% of students who take remedial reading will complete a bachelor’s degree (Wirt et al., 2004)

8 Factors Impacting Dropout Rates Contributing factors to dropout Lack of focus and intrinsic motivation Need for remediation and delayed progress Familial and societal issues Socioeconomic issues

9 Strategies to Remedy Dropout High School: AVID Linked Learning Continuation Schools Tutoring Programs Upward Bound Algebra Academies Summer School Early College Post-Secondary: Basic Skills/Remediation Learning Communities Counseling Student Support Services Extended Opportunities Programs & Services Cal-Works Transitions Program Transfer Achievement Program

10 Reducing the Need for Remediation

11

12

13 U.S. Department of Education (March 2011) “College Completion Tool Kit”

14 Improving Accountability Outcome Measures High School: AYP/API (California) Standardized Test Scores Graduation Rates College-going Rates Student Progress and Achievement – Closing the “Achievement Gap” College: Reducing the need for Remediation Increase Course Success Rates Persistence Rates Transfer Rates Degree/Certificate Completion

15 U.S. Department of Education (March 2011) “College Completion Tool Kit”

16

17 Activity 1 Improving Outcome Measures [ worksheet: session 1, activity 1 ] At your current institution, what do you see as a key area in need of improvement with regards to “outcome measures” What current programs, if any, are in place to address these issues?

18 What if there were a program, that reached ALL students, designed to increase intrinsic motivation???

19 Activity 2 Equity and Access [worksheet: session 1, activity 2]

20 Get Focused…Stay Focused!™ SBCC Progression in Education Model A Comprehensive Approach for Assuring Post-Secondary Success for EVERY student! Session Two

21 What if there were a program, that reached ALL students, designed to increase intrinsic motivation??? What are your thoughts?

22 Session Overview: Short history of the Santa Barbara City College Dual Enrollment Program Three Key Operating Principles Partnerships are valuable! Where are you right now? A Progression in Education Model (PEM) that incorporates the 9 th grade Career Choices course Career Choices & Changes for post-secondary Time for you to plan

23 SBCC Dual Enrollment 1998: legislation changed and program went from 4 sections at the high schools to 34 Built relationships Had a “customer-service” focus By 2008: More than 100 sections taught at the high schools In 2009: began building the Dual Enrollment Freshmen Transition course in 4 high schools which grew into Get Focused…Stay Focused!™

24 Three Core Values

25 Program Core Value #1: Planning Prior to the start of our program, SBCC administration met extensively with high school administrators and faculty to build relationships and create a plan that would be a “WIN” for everyone, especially students and their parents.

26 Program Core Value #2: Access & Customer Service The Dual Enrollment Program has been built with the philosophy that SBCC will bring college classes to each high school to provide access.

27 Program Core Value #3: Building and Sustaining Relationships Collaboration Building and sustaining relationships is our #1 priority in program management.

28 The Dual Enrollment Freshman Transition Course: Career Choices How it came about Buy-in from the two high school districts Getting started Grant money is helpful Choosing the right teachers Professional development for teachers is critical

29 Dual Enrollment & Freshman Transition Initiative February 2009: Attended Career Choices workshop April 2009: SBCC hosted a similar workshop presented by Academic Innovations and attended by 30 local educators May 2009: 20 local educators attended Lead Teacher Institute in Santa Barbara Fall semester 2009: Career Choices (semester-length) curriculum began in two area high schools

30 Dual Enrollment & Freshman Transition Initiative August – September 2009: Meetings held at SBCC to determine which department should house Career Choices October 2009: Professional Development Studies department submitted course modification to curriculum committee for a 3-unit, Pass/No Pass “Personal Planning” course Instructor Minimum Qualifications = Bachelor’s Degree Spring semester 2011: College credit awarded to 170 students Spring 2012: College credit awarded to 429 students To date: Over 1,000 local students have dually enrolled for PRO 138d SBCC credit

31 Quick Recap SBCC built the relationships before introducing the GFSF concept Grant funds helped get the GFSF program going Ongoing collaboration and professional development is key

32 Activity: Where are we Right Now? Time to Plan! Take a few minutes to work with your team to complete the worksheet titled, “Where are we Right Now?” [Session 2, Activity 1]

33 The Get Focused…Stay Focused!™ Progression in Education Model (PEM) What is PEM? Begins with 8 th grade Bridge program 9 th grade Career Choices course with creation of 10-Year-Plan 16 hour follow-up modules in 10 th, 11 th, & 12 th grades, tied to English Common Core, revisit 10-Year-Plan [Note: College freshmen taking the Career Choices & Changes curriculum integrate their 10-year Plan with the college’s education plan software] Enter college with FOCUS, a 10-Year Career & Education Plan, and an informed, declared major Continue in college on a FOCUSED educational track and complete on time If basic skills are needed, complete them in an accelerated time frame

34 Activity: How to Create a Win-Win Program Community college participants: Where do we want to go as far as pursuing Dual Enrollment? Building a college Freshman Transition (first-year experience) course and program? High school participants: Where do we want to go in building a GFSF program? If you have an existing program, what areas of resistance might you be experiencing, and how can you share the “What’s in it for Me?” principles to foster all-school buy-in? Team worksheet: Bring the two together! Create a mind map or visual representation of the “big picture”.

35 Activity How to create a win-win program [Worksheet: Session 2, activity 2]

36 Session Recap You’ve heard about the Freshman Transition (Seminar) course and talked about building relationships You’ve also heard about the GFSF (follow up) model and how it can benefit the student as he or she transitions from high school to college You’ve begun the planning process Remember—this is just the beginning. In each session, you will learn more about each of these concepts!

37 What new relationships could you foster at your current institution in this effort?

38 Career Choices : The Foundation Course of Get Focused…Stay Focused!™ A Dual Enrollment Freshman Transition Course Session Three

39 What new relationships could you foster at your current institution in this effort? Your thoughts?

40 Session Overview Structure of the SBCC Dual Enrollment Program Course Offerings Career Choices Curriculum Resource Materials Activity

41 SBCC Dual Enrollment: Program Details We offer college classes on-site at our local high school campuses, before school, during the day, and after school. This is in addition to K-12 students taking classes on the main SBCC campus. For the purposes of this session, we will just be discussing Dual Enrollment classes taught at the high school campuses.

42 SBCC Dual Enrollment: Program Details Classes at high school sites are offered in 15 academic and 16 career technical disciplines, with more than 100 classes each semester (credit is awarded on an SBCC transcript that semester) Our enrollment is between 2,500 and 3,000 (non-duplicative headcount) per year (fall and spring only)

43 SBCC Dual Enrollment Program: Course Request Process See Handout (Pink)

44 Dual Enrollment: Post Course Approval Communication See Handout (Goldenrod)

45 Dual Enrollment Student Application Process & Student Support See Handouts (Blue & Yellow)

46 ROP & Dual Enrollment SBCC credit is awarded for ROP classes ROP instructor must meet the MQs SBCC course outline must be followed College textbook must be used SBCC now claims funding for these classes

47 Dual Enrollment Resource Information Community College Research Center (CCRC) Education & Career Transition Teachers College, Columbia University James Irvine Foundation ‘Dual Enrollment’ Opportunities in California publications

48 Why GFSF? Benefits to all Stakeholders Students: Student-centered/whole person approach, self-identified goals which lead to informed choices and higher student engagement Parents: Engaged children, free/reduced cost for college courses, demystifying the college-going process Secondary school: Change in school climate/culture, reduced dropout/suspension rates, higher student engagement, informed students help chart their own course, school- wide access to students’ 10-year Plans

49 Why GFSF? Benefits to All Stakeholders Post-Secondary Institution: College/career informed students, reduced need for remediation, students entering with a declared major, students on track to completion/transfer Community: Partnerships with schools, students prepared for the workforce, contributing members of society

50 Activity: Cultivating Buy-In [Worksheet: Session 3, Activity 1] Identify your partnership stakeholders. Be specific. Whose buy-in do you need in order to create a GFSF program? Who are the visionaries with whom you work? We are often reactive – how can we be proactive???

51 Curriculum: Career Choices Who am I? What do I want? How do I get it? Exploration of three careers of interest Budget building/Financial Literacy Creation of online 10-year Career & Education Plan Career Technical Education (CTE) link Personal development

52 The Beginnings... SBCC came to my principal with the idea of offering a dual- enrollment professional development studies course to every freshmen (pass/no pass) We previously had offered a computer operations course that seemed to be loosing its relevance We had to find a class to back up the single semester Health Course I was an English and ELD teacher, who was given the opportunity to teach the course

53 Our Program Freshmen Seminar/Career Choices is a graduation requirement, thus every student is enrolled. Students may enroll in a three-unit, pass/no pass, CTE course through SBCC. Students are not required to dually enroll, but are strongly encouraged to do so. Why not get college credit if they have to take and pass the course to graduate? First semester half of our freshmen class take Freshmen Seminar and the other half take Health; at second semester the students switch from Freshmen Seminar to Health or vice versa.

54 All About the Partnerships... Santa Barbara City College: Provides dual-enrollment credit, application workshops, career and education planning presentations, and helps in organizing field trips Academic Innovations: Provides the text and curriculum resources that allow the course to run smoothly Academy of Healing Arts: Comes in every Tuesday for 10 weeks and educates our students on Emotional Intelligence Partners in Education: A local non-profit organization arranges guest speakers from various industry sectors

55 Career Choices Provides a Solid Foundation We use the 80 hour lesson plan to pace our semester, allowing room for the various other activities We begin the semester with the pre-surveys and end the semester with the post-survey. An absolute must if you want evidence that your students are growing Our final project is a Career Portfolio that incorporates the 10-year Plan

56 College and Career Readiness We achieve this through GFSF by: Exposing every student to the 15 industry sectors and pathways available on our campus Requiring every student to research and articulate the education and training necessary for their specific career interest Educating students on the various college systems in California and financial aid available to them

57 GFSF 10 th grade follow-up module: How Carpinteria High School has been implementing the 10 th grade module

58 California Community College System, the Board of Education and the State of California have already created many amazing resources, GFSF simply puts them in every student’s hands.

59 For Example: Includes information on California High School and Community College courses, career options, and financial assistant Presents many different types of financial aid provided year round California Career Zone: A new way to explore Careers that California has to offer CCCApply: A service provided free of charge to help students and parents plan for college Roadtrip Nation: To help students define their own paths in life and gain exposure to careers they don’t know exist; Roadtrip Nation shares hundreds of interviews featuring leaders from all walks in life

60 CHS Student = SBCC Student Because the course was part of our students’ regular school day, we realized that freshmen quickly forgot that they were college students. In order to remind them we: Hung an SBCC banner in the classroom Brought all students on a campus tour and had them attend a CTE fair Had a representative from the dual enrollment program speak to our Freshmen Seminar Classes on College and Career Readiness

61 At the End of Our First Year We Saw Huge Gains!

62 Pre and Post-Test Demonstrated: A clearer understanding of how high school is relevant to the “real” world An appreciation for how hard parents work in order to provide A drop in suspension/expulsion rates An increase in enrollment in both AP and CTE courses

63 Now What? We had an entire class of students who had 10-year plans, similar vocabulary, and conversation points We did not want this to simply be one class, one year, we wanted these positive changes to continue throughout the next three years

64 One Graduating Class at a Time... We presented a brief summary of the Career Choices curriculum at a faculty meeting, but our main focus was on the 10th grade teachers We held a professional development training for the teachers who primarily taught the 10th grade We brought in a student panel to share their experience We showed them the curriculum, had them go online to the 10 year plan, and explained our vision for the next three years Our hope being that every year each student would revisit and update their 10-Year Plan as they progress through Carpinteria High School..and it’s happening through the GFSF modules!! Motivated students also started the GFSF club!

65 In Conclusion, GFSF Provides: Equal access to information for every student A necessary foundation for every student to make decisions regarding their future Exposure to the various career industries Confidence that they can, in fact, take and succeed in a college level course

66 Supplemental Materials

67 Career Choices Relates to Career Pathways & Academies Career Choices informs students about pathways available at their school Dual Enrollment offers classes in all local academies Dual Enrollment works closely with all academy directors Participation in industry-based advisory meetings The SB 70 Grant sponsors professional development activities

68 GFSF Initiative: Potential Pitfalls 9 th graders understanding what it means to be enrolled in a college course Instructors teaching with college rigor Struggling student issues Funding for textbooks and consumable workbooks Logistics of implementing the online 10-Year Plan Touch points (from the college perspective) of connecting with students in 10 th, 11 th, and 12 th grades The need for a point person at the college and the high school for frequent interaction

69 GFSF Initiative: Potential Pitfalls Finding the appropriate college department can be tricky Most community colleges would choose to “house” the course in their Personal Development department, which requires a Master’s Degree in Counseling SBCC has a “Professional Development” department, which requires a Bachelor’s Degree. In order to be acceptable to all parties at the College, no psychometrics (Myers Briggs, etc.) could be included in the course

70 Activity: Identifying Existing Assets [Worksheet: Session 3, Activity 2] Who will administer your program and manage student enrollment? Who are your best teachers and how will you get their buy-in? What courses might you be able to offer through a Dual Enrollment model?

71 [ Refining your Action Plan ] What is your vision for an effective Freshman Transition Model?

72 Session Four The Key to Post-Secondary Success: Follow-up Curriculum for grades 10, 11 & 12 and All-School Buy-in

73 [ Refining your action plan ] What is your vision for an effective Freshman Transition Model?

74 Session Overview GFSF Modules Backward Mapping Common Core Standards - College and Career Readiness Implementation Leadership

75 Get Focused…Stay Focused!™ Module Development: January 2012: Team developed curriculum in first draft form at the request of local administrators February 2012: Over 40 teachers, counselors and administrators spent a day reviewing and editing the modules Spring 2012: Modules edited for use in 12/13 We’ll talk more about implementation later in the session

76 Get Focused…Stay Focused!™ Modules: In 10 th Grade: Developing Attitudes and Aptitudes that Promote College & Career Readiness In 11 th Grade: Determining Your Informed Major and Post-Secondary Education Path In 12 th Grade: Preparing to Act on Your 10-Year Career & Education Plan

77 GFSF 10 th grade follow-up module: Let’s look at the 10 th grade module workbook This demonstrates the scope and sequence of the modules

78 Backward Mapping

79 Common Core Standards Implementation of Common Core & the College and Career Readiness Standards Contexualized lesson development – breaking down the silos Real-world learning experiences that prepare students with transferable job skills Reinforcing the message to students to prepare for college-level work so as to reduce the need for remediation

80 Implementation 10 th Grade – Fall 2013 for all schools Carpinteria High School implemented during the school year CHS will implement all modules in English; SBUSD will implement 10 th grade module in English classes 11 th Grade – Fall 2014—likely implemented in Social Studies 12 Th Grade – Fall 2015—likely implemented in Economics Logistics: Computer carts Continued curriculum refinement

81 Leadership Executive Planning Committee Members from various institutions Quarterly meetings District Leadership Teams District and site-based administrators Quarterly meetings School Site-based Implementation Teams Administrative leaders, counselors, multiple grade-level teachers Site-specified meeting & training schedule

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83

84 Activity: Identifying Partnership Strengths [Worksheet: Session 4, Activity 1]

85 If your school uses the Career Choices curriculum, how could the school implement the follow-up modules? If your school doesn’t use the curriculum, what would be your first step in implementing GFSF?

86 Activity: Implementing GFSF [Worksheet: Session 4, Activity 2]

87 Matriculating from Secondary to Post-Secondary: A Truly Seamless Approach Session Five

88 If your school uses the Career Choices curriculum, how could the school implement the follow-up modules? If your school doesn’t use the curriculum, what would be your first step in implementing GFSF?

89 Session Overview Initiative Goals Utilizing the 10-year Plan to make Informed Choices Addressing Points of Transition Shift from a “send-off” model to a “hand- off” success! Strategies for Engaging High School and College Counselors

90 GFSF Initiative Goals for High School Graduates College and Career-Ready Informed, Declared Major College or Post-Secondary Path 10-year Career & Education Plan

91 Utilizing the 10-year Plan How the Student can use the 10-year Plan: Self-articulate Career & Educational Goals Check on progression toward goals Provide as a framework when meeting with counselors How Teachers/Counselors can use the 10-year Plan: Identify students’ goals and monitor student progress Engage learners and frontload important concepts for career and education planning/development Guide students toward appropriate resources How the college can use the 10-year Plan: Guide to advising for new students Support students on self-identified path

92 Addressing Points of Transition From “send-off” to “hand-off” 8 th - 9 th Grade transition 12 th – Post-Secondary transition Community College 4-year College/University Trade School Apprenticeship Internship Workplace

93 Activity: Buy-in from Counselors [Worksheet: Session 5, Activity 1]

94 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

95 Get Focused…Stay Focused!™ Longitudinal Research Project SBCC is partnering with the University of California Evaluation Center housed at UCSB in a longitudinal research study of the GFSF Initiative More than 7,000 high school students are surveyed each academic year The college MIS data and high school data will be analyzed The goal of this study is to validate the GFSF Initiative!

96 Strategies for Engaging High School & College Counselors: Create a shared-vision of what students’need Professional Development to use the online 10-year Plan Navigating two systems and political waters…

97 How do secondary and post- secondary institutions interface in your environment?

98 Keeping the Focus: Students taking Ownership of their Future Session Six

99 How do secondary and post- secondary institutions interface in your environment?

100 Session Overview Importance of Follow-Up Importance of Follow-Through Importance of Students’ Self- Empowerment Career Choices and Changes Chapters Highlights

101 Importance of Follow-up Updating the 10-year Plan Fostering students’self-awareness of growth and change Adapting plans in line with work-force trends Knowing the appropriate major and which schools offer that major

102 Importance of Follow-Through Students learn to set goals, but equally important is acting on and achieving goals Providing tools to make successful transitions and to develop professional and educational portfolios Students learn to self-advocate

103 Importance of Self-Empowerment Fluid theme throughout GFSF Students develop metacognitive abilities There are many sites with superficial exploratory options; the 10-year Plan is different because it is student-created, requires critical thinking and self- analysis, and it is ongoing

104 Career Choices and Changes Chapter 11: Your Skills Inventory What are transferable skills Student Education Plan Chapter 12: Study Skills for the Life-Long Learner Vision + Energy = Success Chapter 13: Making Changes Sometimes Change Takes Money Changing Your Life Often Means Changing Your Priorities Chapter 14: Beginning the Job Search Chapter 15: Where Do You Go from Here? Your Action Plan for the Next 10 Year

105 Transferable (21 st Century) Skills Students must: Learn how to research and synthesize data and then present it with good informational graphics Be able to work in a team and collaborate with others professionally and interpersonally Must work ethically and responsibly Be able to complete a comprehensive project and then do a presentation Learn to be innovative and creative Possess good problem-solving and decision-making skills Function as autonomous and self-directed individuals yet possess good team skills Continue to evolve their digital media skills

106 Activity: The Importance of transferable (21 st century) skills [Worksheet: Session 6, Activity 1]

107 Begin to formulate your own plan of action in your mind – we’ll work on this tomorrow

108 Where Do We Go From Here? A Plan for Success Session Seven

109 Session Overview Reflection and Synthesis Activity Team 90-Day Action Plan Development Whole Group Share-out Final Q & A Survey/Feedback

110 Activity: Reflection and Synthesis [Worksheet: Session 7, Activity 1] Use the Worksheet titled “Dollars and Sense” to discuss how you can realistically implement a GFSF model. For example, will you pursue grants? Does the school district have textbook funds to purchase the books? How will you pay the teachers? How will you select the teachers? With what college department will the 9 th grade course be aligned?

111 Activity: 90-Day Action Plan [Worksheet: Session 7, Activity 2]

112 90-Day Action Plan

113 Whole-Group Share Out 5 Minute Sales Pitch What are you taking away? 9 th grade course, PEM, GFSF Relationship building Creative financing

114 Strand Conclusion Final Q & A Survey/Feedback

115 Thank you!!!! Contact Info: Dr. Diane Hollems Dean, Educational Programs, Santa Barbara City College (805) Dr. Lauren Wintermeyer Dual Enrollment Coordinator, SBCC (805)


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