a y ear of p rogress the work reported herein was supported under the college and career transitions...
TRANSCRIPT
A YEAR OF PROGRESS
The work reported herein was supported under the College and Career Transitions Initiative (V051B020001) as administered by the Office of Vocational and Adult Education, U.S. Department of Education.
However, the contents do not necessarily represent the positions or policies of the Office of Vocational and Adult Education or the U.S. Department of Education, and you should not assume endorsement by the federal government.
Presenters Kathleen Beauman
Anne Arundel Community College
Ron KindellSinclair Community College
Linda MillerCorning Community College
Jean PettyAssistant CCTI Project Director
College and Career Transitions Initiative (CCTI)
Cooperative AgreementCooperative Agreementbetween
U.S. Department of Education, Office of Vocational and Adult Education
and
The League for Innovation in the Community College Consortium
Purpose of CCTICCTI will contribute to strengthening
the role of community andtechnical colleges in -
Easing student transitions between secondary and postsecondary education as well as transitions to employment, and
Improving academic performance at both the secondary and postsecondary levels.
CCTI anticipated outcomes
Decreased need for remediation at postsecondary level
Increased enrollment and persistence in postsecondary education
Increased academic and skill achievement at secondary and postsecondary levels
CCTI anticipated outcomes
Increased attainment of postsecondary degrees, certificates, or other recognized credentials
Increased entry into employment or further education
Local Partnerships
Community College led Secondary Schools Employers
Many also include state education agencies, 4-year colleges and universities, and other significant organizations.
- The Key to Our Success
CCTI Site Partnerships
1 - Miami- Dade Community College 6 - Corning Community College 11 - St. Louis Community College 2 - Northern Virginia Community College 7 - Maricopa Community College 12 - Lehigh Carbon Community College 3 - Ivy Tech State College 8 - Anne Arundel Comm unity College 13 - San Diego Community College District 4 - Central Piedmont Community College 9 - Lorain County Community College 14 - Prince George’s Community College 5 - Southwestern Oregon Community College 10 - Sinclair Community Coll ege 15 - Fox Valley Technical College
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1-Miami Dade College 6-Corning Com. College 11-St. Louis Com. College2-Northern Virginia Com. College 7-Maricopa Com. Colleges 12-Lehigh Carbon Com. College3-Ivy Tech State College 8-Anne Arundel Com. College 13-San Diego Com. College Dist.4-Central Piedmont Com. College 9-Lorain County Com. College 14-Prince George’s Com. College5-SW Oregon Com. College 10-Sinclair Com. College 15-Fox Valley Technical College
Transitions – Why Critical Today
For most Americans, education and training through and beyond high school is now a necessary condition (not just the most advantageous or desirable route) for developing skills required by most well-paying jobs.
65% of the fastest growing occupations require some postsecondary education or training.
By 2010, 42% of all U.S. jobs will require a vocational certificate, associate degree, bachelor’s degree or higher.
Bureau of Labor Statistics
National Statistics on High School Students For every 100 students who
enter the 9th grade: 21 do not graduate 79 graduate from high school 50 enter college within 2 years 49 complete some college 21 receive at least a baccalaureate
degree
Moreover,
Only 32% of all students in public high school leave high school prepared to attend college.*
*The Manhatten Institute
The Education Gap
The rates of high school graduation, college enrollment, postsecondary remediation, and completion vary significantly by race or ethnicity.
Achievement White Black Hispanic
Graduate from High School
93% 82% 63%
Enroll in College
48% 44% 35%
Leave Prior to Award
44% 61% 62%
Achieve BA/BS Degree
33% 18% 11%
Why is this important?
Because minorities are the fastest growing source of workers for the U.S. economy.
Yet, as the data shows:
Black and Hispanic students are: Less likely to graduate from high
school Less likely to enroll in college Less likely to complete a degree Less likely to be prepared for the
economy of the 21st century
Percent of students who take remedial courses
63% at two-year institutions
40% at four-year institutions
The Bridge ProjectStanford University
Old Paradigm
School Work Retirement
New Paradigm
Learning Swirl
Sch
oo
ling E
du
catio
n
Job Training
NewEmployer
Update
Skills
New Certificatio
nRe-
entr
y T
rain
ing H
igh
er Deg
reeNewCareer
Learning Swirl People in and out of education/
training all of their lives
5-7 Careers in lifetime
Numerous employers
Will require collaboration and partnerships to meet demand
Bottom Line …
Improving Transitions is a Critical Activity
Because …
We compete in a global economy …
“The United States has benefited from its size and the flexibility of its labor markets. But it cannot remain a first-rate economic power with scores and graduation rates that lag behind
those of other countries.”
Standards for What?Carnevale and Desrochers
“Education is the best bet to help us maintain our
competitive edge.”
Standards for What?Carnevale and Desrochers
CCTI Products
Virtual Reader
Inventory of Current Practices
Career Pathways
Toolkit
Data Collection
www.league.org/ccti
A Career P athw ay is a coherent, articulated sequence of rigorous academic and career courses, commencing in the ninth grade and leading to an associate degree, and/ or an industry-recognized certificate or licensure, and/ or a baccalaureate degree and beyond.
A Career Pathway is developed, implemented, and maintained in partnership among secondary and postsecondary education, business, and employers. Career Pathways are available to all students, including adult learners, and are designed to lead to rewarding careers.
Career Pathways TemplateCOLLEGE: CLUSTER:
HIGH SCHOOL(S): PATHWAY : PROGRAM:
GRADE ENGLISH MATH SCIENCE SOCIAL
STUDIES
OTHER REQUIRED COURSES RECOMMENDED COURSES
ELECTIVES CAREER AND TECHNICAL EDUCATION COURSES
9
10
11
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Y ear 1 1st Quarter
Y ear 1 2nd Quarter
Y ear 1 3rd Quarter
Y ear 2 1st Quarter
Y ear 2 2nd Quarter
AD
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PO
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Required Courses
Recommended Elective Courses
Electives
Career and Technical Education Courses
Credit-Based Transition Programs (e.g., Dual/Concurrent Enrollment, Articulated Courses, 2+2+2
Mandatory Assessments, Advising, and Additional Preparation
Funded by the Office of Vocational and Adult Education U. S. Department of Education (V051B020001)
Anne Arundel Community College Career Pathways Template
CLUSTER:
PATHWAY :
PROGRAM:
SOCIAL
STUDIES
9 English 9 (1)Algebra I or
Geometry (1)Biology (1)
US Government (1)
Health (.5)Physical Education
(.5)Keyboarding (.5)
Intro to Computers (.5)
10 English 10 (1)Geometry or Algebra II (1)
Chemistry or Earth, Space Science (1)
AP European History or World
Civ. (1)
Foreign Language (1)
Child Development I (1)
Bus. Pres (.5), Parenting (.5)
Intro to Teaching Prof. I (.5)
11AP English
Language or English 11 (1)
Algebra II or Pre-Calculus (1)
AP Sci. elective, Physics or Chem. or
Physical Sci. (1)
AP US History or US History (1)
Foreign Language (1)
Child Development II (1)
SAT Prep (.5), Psychology (.5)
Intro to Teaching Prof. II (.5)
12AP English
Literature or English 12 (1)
AP Calculus, Pre-Calculus or Math
elective (1)
AP Science or other science elective, (1)
AP Psychology (1)Prof. Career
Internship (.5-1)Found. of Ed.(3)
[Concurrent]
Content area courses if
Secondary Ed.
Content area courses if
Secondary Ed.
Year 11st
Semester
Composition and Intro to Lit. I
(3)
Fundamental Concepts of Math
I (4)
Fund. of Bio. or Envir. Sci. (4)
Intro to Psychology (3)
Foundations of Education (3)
Year 12nd
Semester
Composition and Intro to Lit. II
(3)
Fundamental Concepts of Math
Il (4)
General Physical Science (4)
World Geography (3)
Grow th and Development (3)
Year 21st
Semester
Fund. of Oral Comm. (3)
Fundamental Concepts of Math
Ill (4)
The Solar System (4)
Educational Psychology (3)
Introduction to Special Education
(3)
Year 22nd
Semester
American History 1 or 2 (3)
Foundations of Reading & Lang.
Arts (3)
Personal & Community Health
(3)
American Government (3)
Introduction to Fine Arts (3)
Career and Technical Education Courses
To complete the Associate of Arts in Teaching (AAT), a student must submit passing Praxis scores, and earn a 2.75 cumulative grade point average and a C or better in all coursew ork.
Upon successful completion of an AAT and acceptance into any Maryland public or private education program, a seamless transfer w ithout loss of credit is guaranteed.
(=High School to Com. College) (=Com. College to 4-Y r Institution) (=Opportunity to test out)
Required Courses
Recommended Elective Courses
Credit-Based Transition Programs (e.g. Dual/Concurrent Enrollment, Articulated Courses, 2+2+2
Mandatory Assessments, Advising, and Additional Preparation
Academy of Teaching ProfessionsMeade, North Co., Northeast, Old Mill, Severna Pk
Passage of Praxis exam required for AAT
Administer college placement exams (reading, math and writing) and other assessments to determine academic readiness and career skill preparedness; provide academic/career advising and additional preparation
OTHER ELECTIVE COURSES
CAREER AND TECHNICAL EDUCATION COURSES
REQUIRED COURSES
Education and TrainingCOLLEGE: Anne Arundel Community CollegeAnnapolis, Arundel, Chesapeake, Glen Burnie, Teaching/TrainingHIGH SCHOOL(S):
SE
CO
ND
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Y
AD
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T L
EA
RN
ER
EN
TR
Y P
OIN
TS
PO
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SCIENCEMATH
Accuplacer administered second sumester, 10th grade to assess college readiness and address areas of weakness
GRADE ENGLISHRECOMMENDED ELECTIVE COURSES
Funded by the U. S. Department of Education (V051B020001)
Rev: Sept. 2005
The Key To Our Success
College and Career Transitions Initiative
(CCTI)
EDUCATION AND TRAININGKathleen M. Beauman
Director, Business Education PartnershipsArnold, Maryland
Who We Are
Arnold
Arnold Glen Burnie Town Center Arundel Mills
During FY 2005, the college served 56,402 credit and non-credit students
• 20,920 credit students• 35,482 non-credit students
75,000 students 120 schools5,000 teachers
33.2% of high school
graduates enroll at AACC
College and Career Transitions Initiative (CCTI)
INFORMATION TECHNOLOGYLinda L. Miller
Tech Prep Coordinator/CCTI Project DirectorCorning, New York
Who & Where are we?
Corning Community College
Consortium covers…..Chemung, Schuyler and Steuben Counties (1200 sq.mi.) -base of the
beautiful Finger Lakes Region• 12 school districts = 14 high schools (population range: 150-1500)• 2 BOCES (Career & Technical Education Centers)• 2 Community Colleges• Business, Labor, Workforce Development, Community organizations
SCIENCE, TECHNOLOGY, ENGINEERING AND MATH
A College and Career Transitions Initiativeof
In collaboration with
League for Innovation in the Community College and
Miami Valley Tech Prep Consortium
Ron Kindell, Project Coordinator
Sinclair Community College
Ohio’s oldest community college
24,000 credit seeking students, Fall, 05
7 academic divisions
lowest tuition in Ohio
Vanguard College of the League for Innovation
MVTPC Organized in 1992 One of 26 Ohio consortia 10 pathways
Allied Health Automotive Technologies Biotechnology Business Technologies Criminal Science Digital Design
Technologies Exercise Science Engineering Technologies Environmental
Technologies Information Technologies
04-05 total pathway enrollment of 3100+
Federal Context Close the achievement
gap.
Create meaningful educational options that help students with diverse backgrounds and needs reach uniformly high standards.
Ensure that students attain these high standards at each level of their education careers.
The College and Career Transitions Initiative is designed to support the principles established in the No Child Left Behind Act of 2001, by investing in strategies to:
CCTI Vision A coherent sequence of academically
rigorous coursework that prepares students for fulfillment of state standards and for more advanced coursework in their occupational area of interest.
A coherent sequence of rigorous technical skill coursework for the 11th and 12th grades that culminates in dual/concurrent enrollment credit.
CCTI Site Team Organization
State of O hio M VTPC Business &Industry
SinclairCom m unity
College
High SchoolS ites
CCTI S iteTeam
League forInnovation
U.S Dept. ofEducation
(O VAE)
OUTCOME #1
Reducing the need for remediation of students entering postsecondary
education
Guidance Workteam
AACPS high school guidance counselors, AACC student services personnel and secondary faculty
Transitional barriers discussed and strategies developed and implemented
Parent Night
5:00 P.M. Dinner
6:00 P.M. CCTI Presentation
Kathleen M. Beauman, DirectorBusiness Education Partnerships
Dr. Andrew L. MeyerVice President for Learning
Colleen Eisenbeiser, DirectorTEACH Institute
Lois Burton, DirectorAcademic Support Center
AGENDAOctober 12, 2005
Analysis of Academic Levels of Students in the Academy of Teaching Professions
vs. Academic Levels for Incoming College Students
Reading & English Tests – Percentage of Placements
33.3
66.6
28.5
71.5
0
100
57.8
42.2
0
20
40
60
80
100
10-AOT 11-AOT 12-AOT 12-GeneralStudentsNeeds Assistance On Target/College Ready
Analysis of Academic Levels of Students in the Academy of Teaching Professions
vs. Academic Levels for Incoming College Students
Math Tests - Percentage of Placements
33
6766
34
81
19
94.9
5.4
0
20
40
60
80
100
10-AOT 11-AOT 12-AOT 12-General Students
Needs Assistance On Target/College Ready
Outcome #1 Administration of ACCUPLACER to 10th
and 11th grade students planned for this year in conjunction with the national Bridge Partnership Program
ACCUPLACER results will be used by each high school to provide Academic Intervention Services (AIS) as needed in accordance with the NYS Education Department mandate.
Outcome #1 TALK TIME, a series of open forum
opportunities, links secondary and postsecondary faculty, counselors, and administrators in direct conversation and discussion.
Each TALK TIME session is designed by discipline to enhance relationships, ideas, and initiatives.
Outcome #1 and Strategy
Strategy: Redesigned
engineering technologies pathway and articulation agreement.
Piloted dual credit math option.
Piloted computer-assisted remediation.
Outcome:Outcome:Reducing the need for remediation of students entering post-secondaryeducation.
Developmental Math at Sinclair, 03-04
Group Total
EnrollmentTotal
DevelopmentalPercent
Developmental
Young, Non-Tech Prep
3,778 1,454 38%
Young, Tech Prep
831 158 19%
CCTI Pilot #1
CCTI Pilot #2
12
13
1
0
8%
0%
OUTCOME #2
Increasing enrollment and persistence in
postsecondary education
Staffing Strategies
TEACH Institute faculty & staff
Full-time AACC Recruitment/ Advisement Coordinator
Part-time AACPS Teacher to support Academies of Teaching Professions
Outreach Activities
51 visits to high school classes reaching 1,130 students
6 Career Connections events in local high schools
Early Childhood Career Day at AACC
Local high school team meetings
AAT and Early Childhood Development Enrollment
Program Fall 02
Fall 03
Fall 04
Fall 05
% #
Associate of Arts in Teaching (AAT)
157 310 369 434 176% 277
Early Childhood Education 109 116 127 132 21% 23
AAT & Early Childhood Education Total 266 426 495 566 113% 300
Outcome #2 Student Handbook – designed as a student
“organizer” that tethers the student to program requirements, expectations, and information.
Student “E-BOARD” – electronic bulletin board with monthly information for Tech Prep/CCTI students.
Student Events- gatherings, featured information, various activities to promote connections and linkages.
Outcome #2 FYE- First Year Experience Course-
student success course at CCC. Implementation planned for high schools in 2006.
Individual Career Plan (ICP) Development – Counselors are the key to Career Pathway success!
HSSSE/CCSSE – Student Engagement Surveys for high school and college
Outcome #2 and StrategyStrategy: Focused professional
development. On-campus recruitment. On-campus orientation and
motivation. Targeted post-secondary
counseling/support services. Early orientation and
outreach (middle school). Investigate worksite-based
learning options.
Outcome:Outcome:Increasing enrollment and persistence in post-secondary education.
OUTCOME #3
Improving academic and skill achievement at
secondary and postsecondary levels
Improving Academic Skills Instructional Workteams:
AACPS Academy of Teaching Professions teachers and AACC Education faculty
Increased from 4 to 9 high schools
Professional Development
Development of Program Pathway Templates
Career Clusters-Human Services
Early Childhood Education
Academy of Teaching Professions
Early Childhood Education
AACC Challenge
Exam
Early Childhood
AAT
Early Childhood Education
Work
4-year College or University
Academy of Teaching Professions
Academy of Teaching
Professions
AAT
Early Childhood
Development
Special Ed Support
4-year College or University
Teaching Paraprofessiona
l
AACC University Consortium
College of Notre Dame of Maryland Baccalaureate program Graduate program
McDaniel College Graduate program Certification
University of Maryland, University College
2+2+1
Outcome #3
Certificates of Completion are awarded to Tech Prep/CCTI students upon successful completion of high school portion of their Pathway.
Work Based Learning experiences are insured for all Tech Prep/CCTI registered students.
Outcome #3
Women Exploring Technology – High school girls are introduced to technology-based programs while learning about real-world career opportunities from professional women in non-traditional positions.
Outcome #3 Math-Science-Technology Pipeline
Initiative- regional effort of coordination, led by Corning Inc., to emphasize M-S-T in Career Pathways.
“Classroom to Company” – Transforming the classroom setting, structure, and process into a business or “company” environment immerses students in a unique learning opportunity.
Outcome #3 and Strategy
Strategy: Expand/improve
instructional methodologies and communication among secondary and post-secondary technical and academic faculty.
Early/pre-college assessment.
Outcome:Outcome:Improving academic and skill achievement at secondary and post-secondary levels.
OUTCOME #4
Increasing the number of postsecondary degrees,
certificates, and licensures
New Course Delivery Method Created hybrid on-line classes
Introduction to Special Education Educational Psychology
Required for both AAT and career changers
Combination of on-line (2/3) and face-to-face (1/3)
Maintain student teacher relationship/ Modeling of good teaching practices
Outcome #4
“Common First Year Curriculum”- developed (and soon to be implemented) for all Information Technology Programs at CCC.
Designed to enhance the flexibility, choices, and opportunities for students in Career Pathways.
Outcome #4 Sequential certificates that
enhance multiple exit points are under development in several Career Pathways.
Statewide articulations and data-tracking system efforts are relentless!
Outcome #4 and Strategy
Strategy: Maximize post-secondary
dual enrollment options (2+2+2).
Maximize financial aid and other college transitions services.
Investigate teacher licensure options for engineering technologies graduates considering teaching careers.
Outcome:Outcome:Increasing the number of post-secondary degrees, certificates and licensures.
OUTCOME #5
Improving entry into employment and/or further education
New Program Initiative AAT Expansion
Early Childhood Education degree 2004-2005
Secondary Education degree fall 2005 in the following critical shortage areas:
- Chemistry - Math - Spanish
Paraprofessional Certificate
Special Education Support Certificate
Accelerated Cohort Format
AACPS Teaching Assistants seeking an AAT
Began May 2003 with 12-15 students
Accelerated model developed School year – 2 nights/week for 3 hours Summer – 4 days/week for 6-7 hours/day
Full-time workers earn an AAT degree (64 credits) in 3 ½ years
Outcome #5
Tech Prep/CCTI Pathway alignment with New York State Career and Technical Education (CTE) Endorsement process.
Regional Advisory Boards- linking secondary and postsecondary, for each career program.
Outcome #5 and Strategy
Strategy: Expand co-op
opportunities.
Promote dual admissions options (2+2+2).
Distribute employment forecast information.
Outcome:Outcome:Improving entry into employment and/or further education.
Keys to Successful Partnerships
Establish a project leader that is clearly identified and visible
Commit to the process
Develop well defined and established partnerships
Recognize your partners strengths, weaknesses and culture
Keys to Successful Partnerships
Institute an Advisory team that offers variety as well as depth
Communicate! Communicate!
Remember that the principles of CCTI can work for schools and communities of all sizes
Contact Information:
Kathleen M. BeaumanDirector, Business Education Partnerships
(T) 410.777.2777 (F) 410.777.7266
[email protected]/techprep
Contact Information:
Linda Miller Tech Prep Coordinator/CCTI Project Director
607-962-9278607-962-9113 (fax)
Thank you !
For More Information
Contact us at 937-512-2406
Via email at [email protected]
Or visit the Miami Valley Tech Prep Consortium website at www.mvtechprep.org
Contact Information:
Jean PettyAssistant Project Director
College and Career Transitions Initiative (CCTI)
661-589-2188 -or- 661-342-3840
[email protected]/ccti