nacep 2016 national conference · 2016. 10. 26. · the echs promise “the echs ... honors courses...
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Best Practices for Collaboration in Supporting Traditionally Underrepresented Students
NACEP 2016 National Conference
October 18, 2016
Andrea Mulkey, National Director of Early College
Who We Are
• KnowledgeWorks offers a portfolio of innovative education approaches designed to help schools create environments that allow each student to thrive.
• 50 Districts; 9 States
• Competency Based Education
• Early College High Schools
The ECHS Promise
“The ECHS initiative tests the idea that
intellectual challenge and academic rigor, along
with the opportunity to save time and tuition
dollars are powerful ways to motivate students
to work hard and succeed in serious intellectual
activity. In addition to increasing the diversity
and number of young people who successfully
access higher education, ECHS serves as the
learning ground for systemic P-16 reform.”
From “A Cost / Benefit Analysis of Early College
High Schools in Ohio, APA, 2008”
• Are created and co-governed by secondary and post-secondary partners with the support of community organizations• Provide traditionally underrepresented students the opportunity to earn both a high school diploma and up to 60 hours of college credit during four years of high school• Offer guidance and support to students throughout their blended high school and college experiences• Motivate students to complete high school college and career ready and pursue higher education
Early College High Schools
What else…
• Reduces the need for remediation in college
• College courses meet high school graduation requirements - compressing the time to complete high school and college degrees
• Students are engaged in rigorous high school and college classes
• No cost to students for college courses, textbooks or materials - reducing students’ and families’ costs for college
Students who are traditionally underrepresented in higher education:
▪ Low-income▪ First generation to attend college▪ English language learners▪ Racial/ethnic minorities▪ Students with disabilities▪ At risk of dropping out
Student Population
Early College DesignsTwo-Year College Campus
Four-Year College/
University Campus
Self-Contained Site off-
campus, including shared
sites with other K-12
School(s)
Co-located with a Regional
Learning Center on a High
School Campus
Traditional College in High School Options Early College Implementation
HONORS AP/IBDUAL
ENROLLMENT
IHE PROFESSOR
TEACHING COURSE
SPECIFICALLY FOR
EARLY COLLEGE
STUDENTS
REMOTE
LOCATION
COLLEGE
CAMPUS
DE
LIV
ER
Y S
YS
TE
M
Honors
courses
offered to
students who
qualify
Advanced
placement/IB
courses
allowing the
opportunity to
test for college
credit
High school faculty
vetted by IHE
standards teach
college credit
bearing courses as
part of the high
school schedule.
IHE faculty teach a
course or more during
the summer on or off
campus site that is
designed for Early
College students
Full model –
developed
collaboratively; fully
integrating students in
the college classroom
experience; high
touch college
experiences
Full model –
developed
collaboratively; fully
integrating the college
environment and
experience
FA
CU
LT
Y
High School
Faculty
High school
faculty with
Advanced
Placement/ IB
training
High school faculty
vetted through IHE
College faculty either
adjunct or traditional
College faculty on the
college campus, the
high school campus
or online
College faculty on
campus as part of the
college schedule
Early College Program Intensity ScaleMoving from left to right and along the color spectrum from light to most intense shading, the various forms of
programs often labeled as early college increase in the intensity of the college experience provided. (IHE =
Institution of Higher Education)
Copyright© KnowledgeWorks, 2013. All rights reserved.
Results in Ohio
• 97% graduate from high school
• 79% earn at least 1 year of college credit while in high school
• 1 in 3 earn an associate degree or 2 years of college credit while in high school
• 95% continue in higher education
Smart Scholars (NY) Results
• 21 Smart Scholars schools and programs across the state
• Served 6,230 students in 2015-16
• As of Summer 2014, Smart Scholars had earned over 48,000 transferable college credits.
• 87% of Cohort 1 of Smart Scholars earned an average of 19 college credits in June 2014.
• 87% of graduates went on to college
How Success Happens
• Technical Assistance and Instructional Strategies
• Higher expectations• Personalization and Relationships• Academic or Personalized
Growth/Learning Plan• Planned, purposeful connections
with post-secondary, business, and community
Personalized Student Growth Plan
• Each student needs a personalized “academic road map” to achieve his/her full potential.
• Reflects the individuality of student learning styles, histories, interests and aspirations, and enables the students, in concert with staff and family, to select meaningful learning experiences.
• Should be interactive, developmental, flexible, and created cooperatively by the student and advisor.
• Will provide students and their parents/guardians a step-by-step guide that is aligned with state high school standards and assessments and includes progress towards students’ college and career exploration, and attainment goals.
Academic Planning Tips from Practitioners
• Involve the student!– Empower the student to take action over his or her path
• Self Advocacy is a life-long skill!
– Allow student to pre-plan
– Use roadmap to develop course of study
– Set academic goals and raise the bar
– Review student progress
– Implement academic interventions
– Give student copies
– Encourage the student to do their own research
Student Support Practices
• AVID
• Advisories
• College skills center
• Peer Mentoring
• Summer bridge courses/programs
• College readiness/skills/success classes
• Baseline and Test prep (high stakes, SAT, PSAT, ACT, college placement tests)
Advisories are also important
• Each student is well known by at least 1 staff member
• The staff member receives all important information on the student
• The staff member knows the students parents or guardians
• Each student has at least 1 advocate in the school
• Built into schedule (daily or weekly)
Resources Partnerships Use
College Partnership(s) College Liaison Small Cohorts in College
Classes
Aligned Curriculum Student IdentityFamily Outreach and
Orientation (Ongoing)
Interventions and Supports
Developing ECHS Culture
Celebrations
Advisory Student Retention at Partner College/
University
StaffingSmall Learning Communities
Business Partnerships
• Graduates have the confidence to strive for success, effectively manage challenges, and persist in the face of unforeseen outcomes.
• Graduates possess and use the knowledge, skills and habits of mind necessary to pursue college, technical training, or immediately enter the work force.
• Graduates are well-informed and contributing members of society.
• Graduates acquire and assimilate information to develop knowledge.
What does it look like?
• Pre-K-12 School Leaders• College and University Leaders• Faculty and Teachers• Faculty Senate Leaders• Federal and State Departments of Education • Governors and Legislators• Business Communities• School Administrators Associations• Councils of School Superintendents• Foundations• Community Organizations• Union Leaders
Partnerships! Partnerships! Partnerships!
Final Thoughts
• Thank You!
• Making Dreams Come True
– February 27-28, 2017
– Orlando, Florida
• Questions:Andrea Mulkey