julie scoskie joyce griffith jefferson county public schools adult & continuing education
DESCRIPTION
Improving Postsecondary Access and Affordability. Adult Basic Education/Concurrent Enrollment. Julie Scoskie Joyce Griffith Jefferson County Public Schools Adult & Continuing Education. Objectives. Understand the context for collaboration Define what concurrent enrollment is - PowerPoint PPT PresentationTRANSCRIPT
ObjectivesObjectives
Understand the context for collaborationUnderstand the context for collaboration
Define what concurrent enrollment isDefine what concurrent enrollment is
Learn the steps that will enable you to Learn the steps that will enable you to DevelopDevelop a Successful Transitions Program a Successful Transitions Program
Discuss the Ongoing Process toDiscuss the Ongoing Process to Maintain Maintain the Program and Its Successesthe Program and Its Successes
Name That TuneName That Tune
Be first to stand upBe first to stand up Correctly answer the Correctly answer the
name of the songname of the song Win a prizeWin a prize
ContextContext• Confluence of events: Confluence of events: Go Higher! campaign, Go Higher! campaign,
Beyond Merger, Brookings Report, and Local Beyond Merger, Brookings Report, and Local Workforce Investment BoardWorkforce Investment Board
• We asked ourselves how education was faring in We asked ourselves how education was faring in our communityour community
1 in 5 students lacked a high school credential1 in 5 students lacked a high school credential
70% of students entering college needed a 70% of students entering college needed a remedial courseremedial course
What is What is Concurrent Enrollment?Concurrent Enrollment?
Concurrent enrollment programs are Concurrent enrollment programs are integrated pathways in which the student integrated pathways in which the student is enrolled in basic skills (ABE, GED, ESL) is enrolled in basic skills (ABE, GED, ESL) and occupational training at the same and occupational training at the same time. The student is in a basic skills time. The student is in a basic skills program in one institution such as a public program in one institution such as a public school or community based organization school or community based organization program and in occupational training at a program and in occupational training at a community college or other vocational community college or other vocational center.center.
--Lennox --Lennox
McLendonMcLendon
Name Name ThatThat Tune Tune
Educational Enrichment Educational Enrichment Services (EES)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.
EESEES
DVDDVD
BenefitsBenefits Combines resources of the adult education Combines resources of the adult education
and postsecondary education systemsand postsecondary education systems Increases accessibility of postsecondary Increases accessibility of postsecondary
educationeducation Addresses affordability issues by saving Addresses affordability issues by saving
students tuition students tuition Increases course completion at the lowest Increases course completion at the lowest
levelslevels Improves retention of the most at-risk Improves retention of the most at-risk
populationpopulation Demonstrates measurable learning level gainsDemonstrates measurable learning level gains
Challenges of Implementing Challenges of Implementing a Concurrent Enrollment a Concurrent Enrollment
ModelModel
• Determining how to fund the modelDetermining how to fund the model
• Dispelling misconceptions and overcoming Dispelling misconceptions and overcoming the “fear factor”the “fear factor”
• Aligning curriculaAligning curricula
• Defining roles and responsibilities Defining roles and responsibilities
• Integrating data tracking systemsIntegrating data tracking systems
• Aligning assessment and intake processesAligning assessment and intake processes
Name That TuneName That Tune
CCreate a Foundation reate a Foundation for Successfor Success
Review the policy and political environmentReview the policy and political environment
Research best practicesResearch best practices
Form an advisory council with the following stakeholdersForm an advisory council with the following stakeholders Local business leadersLocal business leaders Workforce investment board membersWorkforce investment board members Chamber of commerce leadersChamber of commerce leaders Library officialsLibrary officials Local education leaders (all levels, public and private)Local education leaders (all levels, public and private) Elected officialsElected officials
Be preparedBe prepared Do your homework (know the statistics and outline the benefits to each Do your homework (know the statistics and outline the benefits to each
respective department or organization and their constituents)respective department or organization and their constituents)• Ex. 80% of all incoming community college students assess needing some type of Ex. 80% of all incoming community college students assess needing some type of
developmental education servicesdevelopmental education services• Ex. 10% of all incoming freshmen at Jefferson Community and Technical College are GED Ex. 10% of all incoming freshmen at Jefferson Community and Technical College are GED
recipients recipients
Use the group’s expertise Use the group’s expertise Ask them to identify resources and gapsAsk them to identify resources and gaps
Identify possible barriers to successful implementationIdentify possible barriers to successful implementation
MMake the Pitchake the Pitch
Outline the benefits of the collaboration (GED Outline the benefits of the collaboration (GED recipients are the future students of the college)recipients are the future students of the college)
Discuss areas of collaborationDiscuss areas of collaboration Outline areas of similar outcomes/goalsOutline areas of similar outcomes/goals Explain the resources available and why it is Explain the resources available and why it is
beneficialbeneficial Share credentialsShare credentials Exert a willingness to work together/not take overExert a willingness to work together/not take over Agree to ground rules including financial supportAgree to ground rules including financial support
Convene a meeting with adult education Convene a meeting with adult education and college leaders:and college leaders:
Jointly draft a Memorandum of Jointly draft a Memorandum of Understanding that:Understanding that:
•Clearly details roles and responsibilitiesClearly details roles and responsibilities
•Ensures that the collaboration will survive changes Ensures that the collaboration will survive changes in leadershipin leadership
•Eliminates misunderstandings Eliminates misunderstandings
•Ensures that the partnership will be mutually Ensures that the partnership will be mutually beneficialbeneficial
Get It In WritingGet It In Writing
• Concurrent Enrollment:Concurrent Enrollment:• Ask college faculty and adult education Ask college faculty and adult education
instructors to form a committee to guide instructors to form a committee to guide assessment, curriculum development, assessment, curriculum development, alignment, and determine cut scores for referralalignment, and determine cut scores for referral
• Transition:Transition:• Discuss how to facilitate the transition of GED Discuss how to facilitate the transition of GED
recipients to collegerecipients to college– GED Express ClassesGED Express Classes– College Bound Introduction to College CourseCollege Bound Introduction to College Course– Scholarships to CollegeScholarships to College
Collaborate with FacultyCollaborate with Faculty
Name That TuneName That Tune
• Re-brand adult education services (EES, GAP, Leap, etc.)Re-brand adult education services (EES, GAP, Leap, etc.)
• Market components of the partnership Market 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 Mirror the college’s schedule and format (Ex. Use a
syllabus) syllabus)
• Utilize campus and adult education support servicesUtilize campus and adult education support services
• Enter the concurrent courses into the college’s data base Enter the concurrent courses into the college’s data base
and student information into the adult education and and student information into the adult education and
college database college database
• Have students take both the adult education and the Have students take both the adult education and the
college assessmentscollege assessments
Integrate Adult Education into Integrate Adult Education into the College Structurethe College Structure
• Introduce one subject (Math, Introduce one subject (Math, English, Reading, or ESL) at a timeEnglish, Reading, or ESL) at a time
• Identify gapsIdentify gaps
• Determine what works and what Determine what works and what does not workdoes not work
• Refine the program based on Refine the program based on feedback from all stakeholdersfeedback from all stakeholders
Pilot Concurrent ProgramPilot Concurrent Program
Collect, Report, and Use DataCollect, Report, and Use Data
Combine ProcessesCombine Processes
• Track and report student progressTrack and report student progress– DemographicsDemographics– Assessment ScoresAssessment Scores– RetentionRetention– Course CompletionCourse Completion– Certificate/Degree CompletionCertificate/Degree Completion
• Build on SuccessesBuild on Successes
• Conduct formal monthly meetings with Conduct formal monthly meetings with leadership and other staff members from leadership and other staff members from adult education and the College (record adult education and the College (record minutes)minutes)
• Identify point persons for day-to-day Identify point persons for day-to-day operationsoperations
• Keep stakeholders informed of progressKeep stakeholders informed of progress– Advisory councilAdvisory council– Adult education StaffAdult education Staff– College xtaffCollege xtaff– College advisorsCollege advisors– Admissions counselors Admissions counselors – StudentsStudents– CommunityCommunity
CommunicateCommunicate
• Monitor data and gather feedbackMonitor data and gather feedback
• Maintain a willingness to adapt Maintain a willingness to adapt
• Plan for continuous improvementPlan for continuous improvement
Continue to Adapt and Continue to Adapt and RefineRefine
Results of EES Results of EES PartnershipPartnership
Retention Rates Fall 06 to Fall 07
0 20 40 60 80
EES Student
JCTC Student
Percentage
53%
70%
Tracking the Original EES Tracking the Original EES Students Students
(262 Students Entering Fall, 2003)(262 Students Entering Fall, 2003)
• Fall 2006: 52% (137) still enrolledFall 2006: 52% (137) still enrolled(compared to 20% of all 1st time students from (compared to 20% of all 1st time students from Fall, 2003)Fall, 2003)
• Fall 2007: 37% (97) still enrolledFall 2007: 37% (97) still enrolled(compared to 16% of all 1st time students from (compared to 16% of all 1st time students from Fall, 2003) Fall, 2003)
• Credentials earned: 66 Credentials earned: 66 (8 associates degrees, 9 diplomas, and 49 (8 associates degrees, 9 diplomas, and 49 certificates)certificates)
EES Results EES Results Fall 2003 to Fall 2007Fall 2003 to Fall 2007
English:English:
• 82% EES Completion Rate82% EES Completion Rate
• 89% Eligible to Mover to Next Course or 89% Eligible to Mover to Next Course or HigherHigher
Math:Math:
• 79% EES Completion Rate79% EES Completion Rate
• 90% Eligible to Move to Next Course or Higher90% Eligible to Move to Next Course or Higher
• Use the data and student Use the data and student success to publicize the success to publicize the program, recruit students, apply program, recruit students, apply for additional funding, and gain for additional funding, and gain recognition for both institutionsrecognition for both institutions
• Share best practicesShare best practices
Celebrate SuccessCelebrate Success
Name That TuneName That TuneCelebrate (Kool and the Gang)
Our Next StepsOur Next Steps
Continue to expand and improve EESContinue to expand and improve EES
Partnering to replicate the Partnering to replicate the Washington State I-BEST model Washington State I-BEST model
Stay informedStay informed
Explore new opportunities (American Explore new opportunities (American Recovery and Reinvestment Act)Recovery and Reinvestment Act)
ReviewReview
Create a policy framework at the state level to support Create a policy framework at the state level to support concurent enrollmentconcurent enrollment
Outline expectations, outcomes, roles and responsibilities Outline expectations, outcomes, roles and responsibilities for adult education and postsecondary education systemsfor adult education and postsecondary education systems
Obtain buy-in from leaders and staffObtain buy-in from leaders and staff Create teams of adult and postsecondary educators to align Create teams of adult and postsecondary educators to align
curriculumcurriculum Jointly develop mandatory referral cut scoresJointly develop mandatory referral cut scores Re-brand the adult basic education nameRe-brand the adult basic education name Integrate registration and data collection systemsIntegrate registration and data collection systems Track data and report successTrack data and report success Provide professional development for staffProvide professional development for staff Schedule regular meetings to ensure on-going Schedule regular meetings to ensure on-going
communicationcommunication Start with one subject and buildStart with one subject and build
Successful Implementation Strategies Successful Implementation Strategies
Questions?To find out more:
Call: Julie Scoskie (502) 485-3816Email: [email protected]
Go to: http://www.workforcetraining4u.com
and click on “EES/Transitions
Andhttp://kyae.ky.gov
and click on Reports/Research and then click on December 2008--Transitioning to Postsecondary Education
Thank You For Selecting Thank You For Selecting Our SessionOur Session