presented by adela sáenz, liz strongman, teresa romaneschi, eric chapman, and keith marler
TRANSCRIPT
Presented by Adela Sáenz, Liz Strongman, Teresa Romaneschi, Eric Chapman, and Keith Marler
Pivot Point
2001 2005– Health Discoveries•Targeting NAC - ESL students
2005- 2008 Work Discoveries • Level 3-5 ESL and Native English Speakers•TANF Clients•Transition to short-term training programs
Work Discoveries (Cornerstone)•Larger numbers of Native English Speakers
History
2010 Administration Changes and Economy changed programs and entry requirements•Shift to COMPASS test preparation
2012 – Pivot Point•Greater definition of how we work and fit in at the college•Teaching team integration and “planning”•Honing and contextualization of curriculum
History (Cont.)
Students
Teaching Team
Workforce Education
Professional Technical Programs or ABE
Pivot Partnerships
Student-focused
Community-based
Transition-oriented
Responsive to •demographic shifts •economic needs
What is Pivot Point?
•Age•Gender•Race•Entry and Exit Points
•Educational backgrounds• Learning Styles•Skill level•Goals
Pivot is all about Diversity
Create a learning environment that successfully assimilates and synthesizes:
• A diverse population
• Open enrollment
• A variety of skill levels
• Numerous risk factors and challenges
• Academic/career goals
What do we do in Pivot Point?
1. Direct connection with administration
2. New student orientations
3. Overlapping instruction
4. Builds Cohorts
5. Students take the Responsibility
How Does Pivot Work?
Excellent Administrative Support• Commitment to the program •Hiring and supporting trained and experienced instructors• Trust (allows fearless creation and learning) with interest• Invested interest, not invasive micro-managing• Registration • Access to student services• Consistent Funding•Discipline - “Send them to me”
Resources (computer lab, books, supplies as needed)
Direct connection with administration
Introductions Registration/funding paperwork Academic assessments Explanation of the uniqueness and
advantages of the program Invitation to participate in a
cohort experience
New Student Orientations
•Collaboration among instructors•Content reinforcement• Individualized instruction
Overlapping Instruction
Students Help Students
Building a Cohort
64.8% Transition Rate to College Programs
Former students come back to visit and speak to new students
Retention and Transition
Transition and Retention class
Supportive re-entry into academic environment
Re-programming of traditional top-down academic mentality
From the island of misfit toys to “I belong here”
Open enrollment
How Does Pivot Fit in at the College?
Too much for one person to cover well•Expertise (Specialization vs. Generalization)•Workload•Patience•Administration•Special Populations
Different teaching techniques
Collaboration and Integration
Why the Team?
Academic and Technical Content•Reading•Writing and Grammar•Math•Computer applications
What Do We Teach?
Educational/Life Success Skills•Study Skills•Job Search Skills•Organizational Skills•Program and Career Research•Test-taking Skills
What Do We Teach?
Cohort building
Fearless learning and confident participation
Conscious balancing of strengths and challenges (i.e. risk factors, learning styles, time management, reflection)
Using resources
Taking Responsibility
Full engagement and enjoyment of learning
What Do We Foster?
COMPASS Scores (improvement and placement into 100-level classes)
CASAS Scores (state ABE requirements and some short-term programs)
GED tests
Instructor Assessments by subject
Transition and completion of programs
Getting a job
Students’ completion of their identified goals
How Do We Measure Success?
Special Challenges –Log-ins, registration, IBC, grading, and other square peg issues
“What do you do?”
• Build a cohesive team• Create effective communication systems• Practice flexibility• Access special population services•Work-around schedule conflicts
Chaos into Cohesion
Open door (daily entrance option)
Fridays
Weekly Goal Sheets
Career Pull-out (Individual Advising)
Flexible Partial Schedules/Attendance
Preference learning
Study Buddies (sharing personal contact information)
Class Observation Project
We need to build more time in to the program to dream and create
Lessons Learned
Monday - Thursday
11:00am - 4:30pm
Reading (11-12:00)
Break time (12-12:30)
Math (12:30-2:30)
Writing/Computers/Grammar (2:30-4:30)
(Washington State requires 10 minutes of break time for every hour in class)
The Week
Does your college allow for adaptability and flexibility?
Can you prioritize and allow for cohort building?
How about overlapping instruction ?
• Do you allow time for collaboration?
• Is there room for content reinforcement?
• Is individualized instruction possible?
How do you encourage students to take the Responsibility?
• Contracts?
Can you arrange direct Connection with your administration?
Do your instructors have invested but not invasive administrative support?
Does your orientation prepare students and set appropriate expectations?
How Can Pivot Work At Your College?