Transcript Slide 1
Creating a Successful
Transitions/Concurrent
Enrollment Program
In Ten Easy Steps
Julie Scoskie, Director
Jefferson County Public Schools
Adult and Continuing Education
Definitions
Concurrent - operating or occurring at
the same time
Transition - passage from one state,
stage, subject, or place to another
Our Goals Today
• Understand the context for collaboration
• Adopt a common language (Transition and
Concurrent Enrollment)
• Learn the 10 steps that will enable you to
Develop a Successful Transitions Program
• Discuss the Ongoing Process to Maintain the
Program and Its Successes
Name That Tune & Artist
• Stand up
• Correctly answer both the name of the
song and artist
• Win a prize
Kentucky’s Context for
Collaboration
House Bill 1 (1997):
Post-Secondary Education Reform in Kentucky
A seamless, integrated system of postsecondary education leading to greater
numbers of citizens attaining college/university degrees and/or the completion of the
training necessary to develop a workforce with the skills to meet the needs of new
and existing industries, and benefit from continuing education.
Senate Bill 1 (2000):
The Restructuring of Adult Education
A seamless, integrated system of adult education services resulting in greater
numbers of adults with GEDs and entering postsecondary education and/or training.
Result:
• Aggressive enrollment and attainment goals for the community and technical college
system and the adult education providers.
• Increased access and affordability for students.
State-wide Concerns:
The “Pipeline Leakage” Problem
For every 100 Kentucky 9th graders:
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65 graduate from high school
37 enter college
24 are still enrolled in sophomore year
12 graduate with a four-year degree in 6 years
Source: Tom Mortenson, Public School Graduation and College-Going Rates of Students Directly from
High School, 2004; NCES, IPEDS Fall 2004 Retention rates and 2004 Graduation Rate Survey; U.S.
Census Bureau, 2005 American Community Survey (ACS)
Local Imperatives
Merged Government and the Brookings Report
Historic Opportunity
“The Louisville region stands at a historic juncture. As (the 2003) merger
creates the 16th largest municipality in the U.S. the new city has an
opportunity to seize the moment, ‘get it right,’ and chart its destiny as
one of the most progressive American cities.” (Brookings Report)
Serious Challenges
• The new city faces serious human capital and quality of life challenges that
threaten future competitiveness, including
• A workforce severely limited in size and skill
• Low educational attainment which limits competitiveness in the “knowledge
economy.”
One Solution
• Promote increased educational attainment from GEDs to Ph.D.s.
Name That Tune
A Spoonful of Sugar
Julie Andrews
Step 1
Create a Foundation for Success
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Review the Policy and Political Environment
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Research Best Practices
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Form an Advisory Council with the following stakeholders
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Local Business Leaders
Workforce Investment Board Members
Chamber of Commerce Leaders
Library Officials
Local Education Leaders (all levels, public and private)
Elected Officials
Be prepared
– 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 services
» Ex. 10% of all incoming freshmen at Jefferson Community and Technical College are
GED recipients
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Use the Group’s Expertise
– Ask them to identify resources and gaps
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Identify Possible Barriers to Successful Implementation
Name That Tune
Ain’t Too Proud to Beg!
The Temptations
Step 2
Make the Pitch
Convene a meeting with adult education and
college leaders:
• Outline the benefits of the collaboration (GED recipients are the
future students of the college)
• Discuss areas of collaboration
• Outline areas of similar outcomes (vision and mission)
• Explain the resources available and why it is beneficial
• Share credentials
• Exert a willingness to work together/not take over
• Agree to ground rules including financial support
Step 3
Get It In Writing
Jointly draft a Memorandum of Understanding
that:
•Clearly details roles and responsibilities
•Ensures that the collaboration will survive changes in
leadership
•Eliminates misunderstandings
•Ensures that the partnership will be mutually beneficial
Name That Tune
Come Together—The Beatles
Step 4
Collaborate with Faculty
• Concurrent Enrollment:
• Ask college faculty and Adult Education instructors to
form a committee to guide assessment, curriculum
development, alignment, and determine cut scores for
referral.
• Transition:
• Discuss how to facilitate the transition of GED
recipients to college
– GED Express Classes
– College Bound Introduction to College Course
– Scholarships to College
Step 5
Integrate Adult Education to the
College Structure
• Re-brand Adult Education Services (EES, GAP, Leap, etc.)
• Market components of the partnership
• Hold Adult Education classes in college classrooms
• Mirror the college’s schedule and format (Ex. Use a syllabus)
• Utilize campus and Adult Education support services
• Enter the concurrent courses into the college’s data base and
student information into the Adult Education data base
• Have students take both the Adult Education and the
College’s assessments
Step 6
Pilot Concurrent Program
• Introduce one subject (math, English,
reading, or ESL) at a time
• Identify gaps
• Determine what works and what doesn’t work
• Refine the program based on feedback from
all stakeholders
Step 7
Combine Processes
Collect, Report, and Use Data
• Track and report student progress
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Demographics
Assessment Scores
Retention
Course Completion
Certificate/Degree Completion
• Build on Successes
Step 8
Communicate
• 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 operations
• Keep stakeholders informed of progress
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Advisory Council
Adult Education Staff
College Staff
College Advisors
Admissions Counselors
Students
Community
Step 9
Continue to Adapt and Refine
• Monitor data and gather feedback
• Maintain a willingness to adapt to meet
changing needs and shifting student
populations
• Plan for continuous improvement
Step 10
Celebrate Success
• Use the data and student success to
publicize the program, recruit students,
apply for additional funding, and gain
recognition for both institutions
• Share best practices
Name That Tune
Celebrate—Kool and the Gang
Results
Retention Rates Fall 06 to Fall 07
JCTC Student
53%
EES Student
70%
0
20
40
Percentage
60
80
Results
Results of EES Fall 2003 to Fall 2007:
English:
• 82% EES Completion Rate
• 89% Eligible to Mover to Next Course or Higher
Math:
• 79% EES Completion Rate
• 90% Eligible to Move to Next Course or Higher
Results
Tracking the Original 262 EES Students
from Fall, 2003
• Fall 2006: 52% (137) still enrolled
(compared to 20% of all 1st time students from Fall, 2003)
• Fall 2007: 37% (97) still enrolled
(compared to 16% of all 1st time students from Fall, 2003)
• Credentials earned: 43
(8 associates degrees, 5 diplomas, and 30 certificates)
Questions?
To find out more:
Call: Julie Scoskie (502) 485-3816
Email: [email protected]
Go to:
http://www.workforcetraining4u.com
and click on on “EES/Transitions
And
http://kyae.ky.gov
and click on Reports/Research and then click on
December 2008--Transitioning to Postsecondary Education
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