Promoting Smooth Transitions to College TCN Meeting 10-8-13 Juanita Comeau –Madison College Sandy Hall – Madison College Brian Kenny & LaNae Jabas – TIG Kevin Miller- DPI

Numerous Opportunities

 Transcripted (Dual) Credits  Advanced Standing  38.14 Contracts (between tech college and K-12 district)  College Credits in High School (CAPP, PIE, Others)  Youth Options  Youth Apprenticeship Program  Second Chance Partners  Audit Course Options  New Initiatives  Madison College Options

Transcripted Credit

 Local Agreement between HS and Tech College  Cost neutral  HS Teacher vetted and approved by TC to teach course; serve as adjunct instructor  Students enroll in TC  Students receive TC grade and credit  Tech College provides early college readiness as well as program opportunities

Advanced Standing

 HS teacher at HS align majority of their curriculum with our course  Students who complete the Advanced Standing course are provided an AS on their transcripts  Students are required to request ‘credit for prior learning credit’.  Most need to take the course but only pay for partial credit

38.14 Contracts

 Refers to statute allowing tech colleges to enter into contracts  Personalized to meet local needs  Typically involves district paying for a college instructor to deliver the course at the high school or the college  Classes may be outside normal schedule & calendar  Frequently used with the Youth Apprenticeship program

College Credit in High School

 Offered through various UW Colleges  HS Teacher teaches is certified to teach the college course in the HS  HS Teacher must meet university credentialing  Students receive Dual Credit  Student enrolls at university and pays tuition (½ to full depending on program)  Only students who enrolled and paid tuition receive college grade and credit

Youth Options Program

 HS pays for student to take college course  Student gets both HS and college credits  Must be junior or senior (11 th or 12 th grade)  Includes UW-System, Wisconsin Tech College System, Wisconsin private, non-profit colleges & universities  Course cannot be comparable to course offered at HS  Can be used with fifth year seniors/transition plans   Important to make contact with disability services HS is responsible for providing or paying for accommodations

Youth Apprenticeship Program

 Supported by state funds; administered by DWD  Partnerships support schools and access funding  Industry Driven  Student req’t for paid experience in related industry  Mentor Training/Supervision  Often program is run through   CESA Chambers of Commerce   Technical Colleges High Schools

Second Chance/GPS Ed

 www.GPSed.org

 Targets at-risk and EBD students  Provides academic and technical instruction at worksite delivered by HS and TC instructors  Focus on Manufacturing  Collaboration with local business  Second Chance/GPS Ed statewide  Local variation can be developed

Audit Course Options ( No Transcripted credit)

 HS can still award credit for class at their level and grade them pass/fail  School or student may pay  If student receives SSI or SSDI they can audit any UW course at no charge for tuition  Look at Article A 14 paragraph 1  http://www.wisconsin.edu/fadmin/fppp/fppp44.htm

Other Things to Consider

 New Child Labor Guide (Aug 2012)  High School/ UW Colleges/Technical colleges  Separate Institutions  Different funding, Rules, and Schedules

Things to Keep in Mind when Contracting for Students with Disabilities

 K-12 system must ensure proper supports are in place  Contract with the WTCS District to provide services thru local negotiations;  School District can provide services, but must be mutually agreed upon by the WTCS district;  Form consortium of school districts to provide agreed upon accommodations at WTCS campus. Example would be specialized tutor(s) employed thru a CESA but located at the technical college campus.

Keep in Mind (continued)

 WTCS District thru Disability Services Coordinators/ Staff determine type, level, and duration of ADA/504 accommodations, usually thru discussions and mutual agreement with school district, not the student’s IEP;  HS Student taking classes at tech college follow College’s Student Handbook including Student Code of Conduct and other pertinent policies and procedures

Keep in Mind (continued)

 Any high school contract, including Dual Enrollment, should have written local processes and procedures related to students with disabilities and ADA/504 accommodations. High school special education teachers and dept. and WTCS Disability Services Coordinators/Staff should be involved before contract gets finalized  For Dual Enrollment and other high school contracted arrangements, WI Interpreter Licensing Law (2012) applies, not DPI standards for providing mutually agreed upon interpreting services.

New Initiatives

 Academic & Career Plans – State mandated 2017-18   An ongoing process to actively engage each student :   in his or her instructional and learning opportunities both in and out of school in career development opportunities that incorporate self exploration, career exploration, and career planning and management activities.

A product that documents and reflects each student’s:    coursework, learning, and assessment results post-secondary plans aligned to career goals record of the student’s college and career readiness skills .

New Initiatives

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Academic & Career Plans

 Involve all school staff in engaging students  Involve parents/families in engaging students  Very compatible with IEPs/504s  Developed within context of:  Personal Financial Literacy (cost of living, desired lifestyle, cost of education/training, salary, benefits, etc.)  Labor Market information (career outlook, market location, skills needed, postsecondary education needed, etc.)

New Initiatives

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Academic & Career Plans

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Each student’s process:

 Who am I? (Know)  What do I want to do? (Explore)  How do get I there? (Plan)  Let’s GO! (Implement)

Madison College Options

 Dual Enrollment  Each tech college different  College determines courses, HS determine fit and teacher  Smaller Districts –Create Collaborations (example Wautoma/Westfield/Montello)  Courses Special Ed students benefit from  Reading Strategies, College Success, Intro to College Writing Welding, College and Career Readiness

Optimal Situation for Dual Enrollment

 Core teacher attends Madison College summer institute with an agreed upon articulation agreement to start a course and finishes  Special ed teacher becomes a cooperative teacher or team teaching.

 Working together CORE teacher provides the curriculum expertise and special educator provides accommodations and supports.

Middle College

 DWD Initiative  Partnership with Madison College, DWD and HS  Qualifications:  Second semester juniors who are disengaged in traditional HS setting  Stays in program until graduation  Support to attain HS Diploma  Job search and retention assistance  Connections with Community services to achieve goals  Manufacturing targeted area

A NATIONALLY RECOGNIZED EDUCATION MODEL SERVING DROPOUT YOUTH

Overview of Presentation

 Gateway to College: • • • • Origin, Evolution & Mission Student Demographics Data Program Structure  Gateway to College Elements & Core Commitments: • • • Essential Elements Principles of Holistic Student Support Principles of Teaching & Learning

History of Gateway to College

 Portland Community College created the Gateway to College program in 2000 to help reconnect high school dropouts with their education.  Through the program, students complete their high school diploma requirements at community and technical colleges while simultaneously earning college credits toward an associate’s degree or certificate.

History of Gateway to College con’t

 Gateway to College’s innovative approach captured the attention of the Bill & Melinda Gates Foundation, which initially funded the replication of Gateway to College as part of its Early College High School Initiative.

 Since 2003, Gateway to College has evolved from a single-site program into a national network of 43 colleges in 23 states partnering with more than 125 school districts.

Our Mission

Gateway to College programs empower youth, who have dropped out of school or are not on track to graduate, to earn a diploma and dual credit in a supportive college environment.

Changing Our Expectations for Dropouts

Offering an alternative that challenges and inspires students  Innovative instructional strategies  Collaboration between faculty  Learning communities  Wrap-around and solution-focused support  Curriculum that meets high school standards while earning college credit

Program Structure

Gateway to College Experience: Up to 3 Years Gateway Foundation

One Quarter or Semester Developmental Ed Courses College Skills Course

Gateway Continuation (comprehensive campus)

Multiple Quarters or Semesters College Coursework to Meet High School Diploma Requirements Advanced Coursework Toward Career Major

Academic and Personal Support Continues During the Entire Time Students are Enrolled Graduation & Further College

Student Profile

 Between 16 and 21 years old  Out of school or on the verge of dropping out  Behind in high school credits (for age and grade level)  GPA of 2.0 or below  Lives in an eligible school district

Network Wide Average Age:

17

Average High School GPA:

1.5

Average High School Credits at Entry:

43% of credits needed for a diploma

Life Challenges

Non-school challenges

Satisfaction Survey New Student Survey 44% 52% 47% 35% 52% 16% 49% 12% 27% 14% 31% 38% 19% 30% 12% 11% 28% 26% 14% 10% 8% 10%

The Gateway to College Population

 60% are students of color  51% are male  77% are first generation college-goers  24% have at least one parent without a high school diploma  9% state homelessness as a reason for dropping out of high school  28% cite health problems not related to drugs and alcohol as a reason  72% have an academic goal of a BA or higher

Gateway to College Results

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Improved academic success: despite

multiple barriers to success, Gateway students pass 72% of courses in which they earned a letter grade (DE and transfer level), and 80% of their first transfer-level core courses.

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Changed relationships with adults: our

students tell us that their relationships with program staff have changed their attitudes toward school and changed their lives.

Gateway to College National Network Membership

Partner colleges receive:  On-site training for Gateway staff  Technical assistance with curriculum alignment and program implementation  Program materials and course guidelines  Instructional coaching for college faculty  Ongoing professional development  Data analysis and program evaluation

Essential Elements of Gateway to College

Gateway to College programs all follow 5 Essential Elements which provide guidance for the service we provide to students and ensure consistency of model design: 

Significant Dual Credit

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Sustainable Partnerships

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Holistic Student Support

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Innovative Teaching & Learning

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Intentional Collaboration

The 5 Principles of Holistic Student Support

Caring Relationships Safe Environments Strengths Based Mindset Solution Focused Approach Community Connections

Academic Progress When compared with a baseline group of college students who have already earned a High School Diploma or GED, Gateway students attain:

 Higher success rates for developmental math and English courses 1  Higher success rates for students passing out of developmental course sequences to transfer-level classes 2 1,2 Gerlaugh, K., Thompson, L., Boylan, H. & Davis, H. (2007). National Study of Developmental Education II: Baseline Data for Community Colleges. Research in Developmental Education. 20 (4) Retrieved from: www.ncde.appstate.edu

The Principles of Holistic Student Support are Integral to the Program

Key Cognitive Strategies Key Content Knowledge Academic Behaviors Contextual Skills and Awareness Non-Cognitive Variables

College Readiness

Integrated, Outcomes-based Rigor Relationships Relevance Constructing Meaning Personal Growth Assessment

Principles of Teaching and Learning Principles of Holistic Student Support

Caring Relationships Safe Environments Strengths Based Mindset Solution Focused Approach Community Connections

“This program is so different than high school. I feel challenged academically, and that is something I haven’t felt in a long time.” “It’s an opportunity of a lifetime. Being in Gateway means doing something with your life and going somewhere.” “At home I never saw the model of ‘you can be anything, you are intelligent,’ but now I can see it.” “Being in a learning community, we learn from each other. Collectively, we are better together.” “Gateway to College saved my life.”

Thank You!

Juanita Comeau

Director, Gateway to College Program-Madison College Center for College & Career Transitions EM: [email protected]

PH: (608)246-6596

Claudia Mikkelson

Resource Specialist, Gateway to College Program-Madison College EM: [email protected]

PH: (608)243-4204

Andrew McKinney

Resource Specialist, Gateway to College Program-Madison College EM: [email protected]

PH: (608)259-2937

Campus Connections

       Joint MMSD and Madison College project Target are 18-22 year olds in Special ed who typically would not be considering college Eleven are currently enrolled 1 full time MMSD staff assigned to the college (Eric Hartz) HS pays for College Success Course and books for any developmental courses needed Student is responsible for any other tuition or a third party such as DVR DVR at the table but reluctant to enter into an “agreement” taking each student on a case by case basis

Ongoing Options

 Even without a “program” HS students can start Madison College  18-21 year olds can take a variety of classes  Be sure to contact DRS BEFORE the semester starts  Great way to get to know college with HS support

Using Dual enrollment options for students with disabilities is a high effective strategy for ensuring a smooth transition to post secondary education options or other post high school opportunities. Should be considered regularly with 18-21 programing.