Establishing Dual Credits in Your Organization May 2011

Outcomes of Presentation  What? Increase awareness of SCWI  Why? Increase awareness of benefits of Dual Credits  How? Increase understanding of range of Dual Credit delivery models  When? Know timelines and next steps  Now What? Evaluate appropriateness of Dual Credit opportunities for your school

Background of SCWI  Purpose  To increase grad target to 85% by 2010  focus on providing a seamless transition from secondary school to college  Part of Student Success Strategy 

Project Partners: ELRPT  Community Colleges  Durham College  Fleming College  Loyalist College  Seneca College  School Boards  Algonquin Lakeshore Catholic DSB  Durham Catholic DSB  Durham DSB  Kawartha Pine Ridge DSB  Peterborough Victoria Northumberland and Clarington Catholic DSB  Trillium Lakelands DSB

Project Partners: CLRPT  Community College  Georgian College  School Boards  Blue Water DSB  Bruce Gray Catholic DSB  Simcoe County DSB  Simcoe Muskoka Catholic DSB  TLDSB

ELRPT $1.1 million ( ) $2.6 million ( ) $3.75 million ( ) $5.8 million ( ) CLRPT $602,025 (2008-9) $1.2 million ( ) $1.25 million ( ) $1.7 million ( )

7 Where did Ontario students go in ? 20% to College 6%Apprenticeship 34% to University 15% Direct to Workplace With OSSD Ontario Colleges Study 2009 Dr. A. King, Queen’s University 25% to Workplace without OSSD

“…by 2031 we will need 77% of our workforce to have post-secondary credentials…. now we stand at about 60%. Miner Management Consultants, p. 1

“We have to accept attainment of post-secondary education or training as the expectation for all but a small minority of Ontarians.” Miner Management Consultants, p. 1

“This Crisis arises from the intersection of two mega-trends: an aging population and an emerging knowledge economy.” Miner Management Consultants

Goals of Dual Credits Secondary Post-Secondary  Increase OSS credit accumulation  Increase OSSD accumulation  Increase student retention  Support students in a SHSM  Ease transition  Lighter course load  Increase participation rates at colleges  Improve credit accumulation  Improve retention  Increase number of students entering apprenticeships

Dual Credits: Participants and Programs ProvincialRegionalTLDSB , ,

Focus of Dual Credits  “…continues to be on those students facing the biggest challenges in graduating.  disengaged and underachieving students  potential to succeed  students who have left high school before graduating.  SHSM  OYAP

Using Data to Inform Decisions: ELRPT Dual Credits  success rate 79%  success rate 80%  Retention rate 85%  Retention rate 88%

Using Data to Inform Decisions: Dual Credits ( provincial data)  Reporting being Disengaged/ Underachieving: 40.4%  Returned to school: 11.3%  ELRPT  % returned to school  – 43% “At Risk”

OCAS Data (January 2010) College AppsRegsAppsRegs Provincial CLRPT ELRPT Dual Credit Students applying to and registering in college.

Students are Going to College, (OCAS Data, December 2009) College ApplicationsRegistrationsApplicationsRegistrations Durham Totals

Dual Credit Delivery Approaches College Courses Apprenticeships

Team Taught At CollegeAt School College Delivered At CollegeAt School

College Delivered At CollegeAt School - No curriculum correlation - OSS course code requested (Y, Z or O code) - College credit - Both transcripted - Usually 45 hrs - Day or night school

College Delivered Congregated Night School Day School Top Up Model Night School Day School

Centres for Success

Using Data to Inform Decisions: Dual Credits – Centres for Success  4 Centres  Fleming (Peterborough and Lindsay)  Durham (Oshawa and Whitby)  1400 students in a “School within a College” (419 ELRPT)  Students participate in Congregated and Top Up Models

Using Data to Inform Decisions: Dual Credits – Centres for Success  Retention Rate: 84.8%  Successfully Completed Dual Credit: 72.8%

HEAL: Introduction to Psychology

Drilling and Blasting

Team Taught At CollegeAt School - Curriculum correlation - Existing OSS credit - College credit - Both transcripted - Could be full 110 hrs or 45 hrs - Usually during day

Night School Culinary Connections Partners Georgian CollegeMuskoka (Huntsville) Target Audience (25 students) - Students in Hospitality and Tourism SHSM - have completed grade 11 Hospitality - likely in final year Schedule-Semester 1 - Night School - No funding for student travel College Course Introduction to Baking (FSOR 1000) 56 hours; secondary course code TFJ 4C

Apprenticeship At College At School Team Taught At College At School College Delivered At School (*with college oversight) School Delivered*

Construction Level 1

Application Process Promotion -Schools identify potential students based on criteria - Promo materials provided to school Application - Students given applications - Applications returned to school Selection - Suitable candidates selected by school committee OR - Selected by board/ college committee

Highlights of “what’s to come”  Goal – to build on past successes  Increasing Dual Credit opportunities for more students  “maintaining and solidifying existing successful Dual Credit programs and activities”  Three year planning time-frame

Timelines (Best Guess)  October 2011: Release of RFP  November 2011: Submission of Proposals  February 2012: Projects approved

Student Voice  “The course also boosted my confidence in my abilities as I saw myself adapting to the change and overcoming the challenges I was met with upon taking the course. The Dual Credit program challenged me to look inside myself and realize my full potential.“ (Scott Ingram, St. Thomas Aquinas Health Care Credit)

Student Voice “Being away from other high school students was helpful because your friends weren’t influencing you to skip as much. Everyone was here because they were more determined to finish their diploma..” Survey June 2007

Dual Credit Teacher Voice  Thanks for seeing that potential and doing all the behind the scenes work to offer dual credits to Grove students. Hopefully these student are another argument for the fact that dual credits work for at risk youth. You can literally see the changes... they come to school more, they engage with adults in more trusting ways, they stand up straighter, they communicate in more sophisticated ways, they accept compliments, they ask questions and they are more willing to talk about the future (perhaps because they see it differently now!).

More Information  Central Lakes Regional Planning Team   Eastern Lakeshore Regional Planning Team 