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Creating a Successful Transitions/Concurrent Enrollment Program In T en Easy Steps Julie Scoskie, Director Jefferson County Public Schools Adult and Continuing.

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Presentation on theme: "Creating a Successful Transitions/Concurrent Enrollment Program In T en Easy Steps Julie Scoskie, Director Jefferson County Public Schools Adult and Continuing."— Presentation transcript:

1 Creating a Successful Transitions/Concurrent Enrollment Program In T en Easy Steps Julie Scoskie, Director Jefferson County Public Schools Adult and Continuing Education

2 Definitions Concurrent - operating or occurring at the same time Transition - passage from one state, stage, subject, or place to another

3 Understand the context for collaboration Adopt a common language (Transition and Concurrent Enrollment) Learn the 10 steps that will enable you to Develop a Successful Transitions Program Discuss the Ongoing Process to Maintain the Program and Its Successes Our Goals Today

4 Name That Tune & Artist Stand up Correctly answer both the name of the song and artist Win a prize

5 Kentucky’s Context for Collaboration House Bill 1 (1997): Post-Secondary Education Reform in Kentucky A seamless, integrated system of postsecondary education leading to greater numbers of citizens attaining college/university degrees and/or the completion of the training necessary to develop a workforce with the skills to meet the needs of new and existing industries, and benefit from continuing education. Senate Bill 1 (2000): The Restructuring of Adult Education A seamless, integrated system of adult education services resulting in greater numbers of adults with GEDs and entering postsecondary education and/or training. Result: Aggressive enrollment and attainment goals for the community and technical college system and the adult education providers. Increased access and affordability for students.

6 State-wide Concerns: The “Pipeline Leakage” Problem For every 100 Kentucky 9th graders: 65 graduate from high school 37 enter college 24 are still enrolled in sophomore year 12 graduate with a four-year degree in 6 years Source: Tom Mortenson, Public School Graduation and College-Going Rates of Students Directly from High School, 2004; NCES, IPEDS Fall 2004 Retention rates and 2004 Graduation Rate Survey; U.S. Census Bureau, 2005 American Community Survey (ACS)

7 Local Imperatives Merged Government and the Brookings Report Historic Opportunity “The Louisville region stands at a historic juncture. As (the 2003) merger creates the 16 th largest municipality in the U.S. the new city has an opportunity to seize the moment, ‘get it right,’ and chart its destiny as one of the most progressive American cities.” (Brookings Report) Serious Challenges The new city faces serious human capital and quality of life challenges that threaten future competitiveness, including A workforce severely limited in size and skill Low educational attainment which limits competitiveness in the “knowledge economy.” One Solution Promote increased educational attainment from GEDs to Ph.D.s.

8 Name That Tune A Spoonful of Sugar Julie Andrews

9 Step 1 Create a Foundation for Success Review the Policy and Political Environment Research Best Practices Form an Advisory Council with the following stakeholders –Local Business Leaders –Workforce Investment Board Members –Chamber of Commerce Leaders –Library Officials –Local Education Leaders (all levels, public and private) –Elected Officials Be prepared –Do your homework (know the statistics and outline the benefits to each respective department or organization and their constituents) »Ex. 80% of all incoming community college students assess needing some type of developmental education services »Ex. 10% of all incoming freshmen at Jefferson Community and Technical College are GED recipients Use the Group’s Expertise –Ask them to identify resources and gaps Identify Possible Barriers to Successful Implementation

10 Name That Tune Ain’t Too Proud to Beg! The Temptations

11 Step 2 Make the Pitch Convene a meeting with adult education and college leaders: Outline the benefits of the collaboration (GED recipients are the future students of the college) Discuss areas of collaboration Outline areas of similar outcomes (vision and mission) Explain the resources available and why it is beneficial Share credentials Exert a willingness to work together/not take over Agree to ground rules including financial support

12 Jointly draft a Memorandum of Understanding that: Clearly details roles and responsibilities Ensures that the collaboration will survive changes in leadership Eliminates misunderstandings Ensures that the partnership will be mutually beneficial Step 3 Get It In Writing

13 Name That Tune Come Together—The Beatles

14 Concurrent Enrollment: Ask college faculty and Adult Education instructors to form a committee to guide assessment, curriculum development, alignment, and determine cut scores for referral. Transition: Discuss how to facilitate the transition of GED recipients to college –GED Express Classes –College Bound Introduction to College Course –Scholarships to College Step 4 Collaborate with Faculty

15 Re-brand Adult Education Services (EES, GAP, Leap, etc.) Market components of the partnership Hold Adult Education classes in college classrooms Mirror the college’s schedule and format (Ex. Use a syllabus) Utilize campus and Adult Education support services Enter the concurrent courses into the college’s data base and student information into the Adult Education data base Have students take both the Adult Education and the College’s assessments Step 5 Integrate Adult Education to the College Structure

16 Introduce one subject (math, English, reading, or ESL) at a time Identify gaps Determine what works and what doesn’t work Refine the program based on feedback from all stakeholders Step 6 Pilot Concurrent Program

17 Collect, Report, and Use Data Step 7 Combine Processes Track and report student progress –Demographics –Assessment Scores –Retention –Course Completion –Certificate/Degree Completion Build on Successes

18 Conduct formal monthly meetings with leadership and other staff members from Adult Education and the College (record minutes) Identify point persons for day-to-day operations Keep stakeholders informed of progress –Advisory Council –Adult Education Staff –College Staff –College Advisors –Admissions Counselors –Students –Community Step 8 Communicate

19 Monitor data and gather feedback Maintain a willingness to adapt to meet changing needs and shifting student populations Plan for continuous improvement Step 9 Continue to Adapt and Refine

20 Use the data and student success to publicize the program, recruit students, apply for additional funding, and gain recognition for both institutions Share best practices Step 10 Celebrate Success

21 Name That Tune Celebrate—Kool and the Gang

22 Results 53% 70%

23 Results Results of EES Fall 2003 to Fall 2007: English: 82% EES Completion Rate 89% Eligible to Mover to Next Course or Higher Math: 79% EES Completion Rate 90% Eligible to Move to Next Course or Higher

24 Results Tracking the Original 262 EES Students from Fall, 2003 Fall 2006: 52% (137) still enrolled (compared to 20% of all 1 st time students from Fall, 2003) Fall 2007: 37% (97) still enrolled (compared to 16% of all 1 st time students from Fall, 2003) Credentials earned: 43 (8 associates degrees, 5 diplomas, and 30 certificates)

25 Questions? To find out more: Call: Julie Scoskie (502) 485-3816 Email: Go to: and click on on “EES/Transitions And and click on Reports/Research and then click on December 2008--Transitioning to Postsecondary Education

26 Thank You For Selecting Our Session

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