Objectives Understand the context for collaboration Understand the context for collaboration Define what concurrent enrollment is Define what concurrent enrollment is Learn the steps that will enable you to Develop a Successful Transitions Program Learn the steps that will enable you to Develop a Successful Transitions Program Discuss the Ongoing Process to Maintain the Program and Its Successes Discuss the Ongoing Process to Maintain the Program and Its Successes

Name That Tune Be first to stand up Be first to stand up Correctly answer the name of the song Correctly answer the name of the song Win a prize Win a prize

Context Confluence of events: Go Higher! campaign, Beyond Merger, Brookings Report, and Local Workforce Investment BoardConfluence of events: Go Higher! campaign, Beyond Merger, Brookings Report, and Local Workforce Investment Board We asked ourselves how education was faring in our communityWe asked ourselves how education was faring in our community 1 in 5 students lacked a high school credential 70% of students entering college needed a remedial course

What is Concurrent Enrollment? What is Concurrent Enrollment? Concurrent enrollment programs are integrated pathways in which the student is enrolled in basic skills (ABE, GED, ESL) and occupational training at the same time. The student is in a basic skills program in one institution such as a public school or community based organization program and in occupational training at a community college or other vocational center. Concurrent enrollment programs are integrated pathways in which the student is enrolled in basic skills (ABE, GED, ESL) and occupational training at the same time. The student is in a basic skills program in one institution such as a public school or community based organization program and in occupational training at a community college or other vocational center. --Lennox McLendon

Name That Tune

Educational Enrichment Services (EES) A concurrent enrollment program that began in 2003, between Jefferson County Public Schools and Jefferson Community and Technical College in Louisville, Kentucky to better meet the needs of low-functioning college students and students earning their GEDs with a goal of entering postsecondary education Partners had a shared vision of developing a seamless, integrated system of adult and postsecondary education To date, has served 6,500 concurently-enrolled students. Annually saves EES students approximately $400,000 in tuition.

EES DVD

Benefits Combines resources of the adult education and postsecondary education systems Combines resources of the adult education and postsecondary education systems Increases accessibility of postsecondary education Increases accessibility of postsecondary education Addresses affordability issues by saving students tuition Addresses affordability issues by saving students tuition Increases course completion at the lowest levels Increases course completion at the lowest levels Improves retention of the most at-risk population Improves retention of the most at-risk population Demonstrates measurable learning level gains Demonstrates measurable learning level gains

Challenges of Implementing a Concurrent Enrollment Model Determining how to fund the model Determining how to fund the model Dispelling misconceptions and overcoming the “fear factor” Dispelling misconceptions and overcoming the “fear factor” Aligning curricula Aligning curricula Defining roles and responsibilities Defining roles and responsibilities Integrating data tracking systems Integrating data tracking systems Aligning assessment and intake processes Aligning assessment and intake processes

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C reate a Foundation for Success Review the policy and political environment Review the policy and political environment Research best practices Research best practices Form an advisory council with the following stakeholders Form an advisory council with the following stakeholders Local business leaders Local business leaders Workforce investment board members Workforce investment board members Chamber of commerce leaders Chamber of commerce leaders Library officials Library officials Local education leaders (all levels, public and private) Local education leaders (all levels, public and private) Elected officials Elected officials Be prepared Be prepared Do your homework (know the statistics and outline the benefits to each respective department or organization and their constituents) 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 servicesEx. 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 recipientsEx. 10% of all incoming freshmen at Jefferson Community and Technical College are GED recipients Use the group’s expertise Use the group’s expertise Ask them to identify resources and gaps Ask them to identify resources and gaps Identify possible barriers to successful implementation Identify possible barriers to successful implementation

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

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

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

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

Introduce one subject (Math, English, Reading, or ESL) at a timeIntroduce one subject (Math, English, Reading, or ESL) at a time Identify gapsIdentify gaps Determine what works and what does not workDetermine what works and what does not work Refine the program based on feedback from all stakeholdersRefine the program based on feedback from all stakeholders Pilot Concurrent Program

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

Conduct formal monthly meetings with leadership and other staff members from adult education and the College (record minutes)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 operationsIdentify point persons for day-to-day operations Keep stakeholders informed of progressKeep stakeholders informed of progress – Advisory council – Adult education Staff – College xtaff – College advisors – Admissions counselors – Students – Community Communicate

Monitor data and gather feedbackMonitor data and gather feedback Maintain a willingness to adaptMaintain a willingness to adapt Plan for continuous improvementPlan for continuous improvement Continue to Adapt and Refine

Results of EES Partnership 53% 70%

Tracking the Original EES Students (262 Students Entering Fall, 2003) Fall 2006: 52% (137) still enrolled Fall 2006: 52% (137) still enrolled (compared to 20% of all 1st time students from Fall, 2003) Fall 2007: 37% (97) still enrolled Fall 2007: 37% (97) still enrolled (compared to 16% of all 1st time students from Fall, 2003) Credentials earned: 66 Credentials earned: 66 (8 associates degrees, 9 diplomas, and 49 certificates)

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

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

Name That Tune Celebrate (Kool and the Gang)

Our Next Steps Continue to expand and improve EES Continue to expand and improve EES Partnering to replicate the Washington State I-BEST model Partnering to replicate the Washington State I-BEST model Stay informed Stay informed Explore new opportunities (American Recovery and Reinvestment Act) Explore new opportunities (American Recovery and Reinvestment Act)

Review Create a policy framework at the state level to support concurent enrollment Create a policy framework at the state level to support concurent enrollment Outline expectations, outcomes, roles and responsibilities for adult education and postsecondary education systems Outline expectations, outcomes, roles and responsibilities for adult education and postsecondary education systems Obtain buy-in from leaders and staff Obtain buy-in from leaders and staff Create teams of adult and postsecondary educators to align curriculum Create teams of adult and postsecondary educators to align curriculum Jointly develop mandatory referral cut scores Jointly develop mandatory referral cut scores Re-brand the adult basic education name Re-brand the adult basic education name Integrate registration and data collection systems Integrate registration and data collection systems Track data and report success Track data and report success Provide professional development for staff Provide professional development for staff Schedule regular meetings to ensure on-going communication Schedule regular meetings to ensure on-going communication Start with one subject and build Start with one subject and build Successful Implementation Strategies

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

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