a y ear of p rogress

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 M. Beauman

Anne Arundel Community College

Linda L. MillerCorning Community College

Jennifer D. SteinwedelIvy Tech State College

Laurance J. WarfordCCTI 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 strengtheningthe role of community and technical

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

1

2

3

4

5

6

7

8 14

9

10

11

12

13

15

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

NewEmployer

Update

Skills

New

Cer

tifi

cati

on

Re-

entr

y Tr

aini

ng

Hig

her D

egree

Job Training

Education

NewCareer

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

SE

CO

ND

AR

Y

12

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

UL

T

LE

AR

NE

R

EN

TR

Y

PO

INT

S

PO

ST

SE

CO

ND

AR

Y

Y ear 2 3rd Quarter

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)

Central Piedmont Community College Career Pathways

Template

C O L L E G E : C e n t r a l P i e d m o n t C o m m u n i t y C o l l e g e C L U S T E R : I n f o r m a t i o n T e c h n o l o g y

H I G H S C H O O L : P h i l l i p O . B e r r y A c a d e m y o f T e c h n o l o g y P A T H W A Y : N e t w o r k S y s t e m s

P R O G R A M : N e t w o r k A d m i n i s t r a t i o n T e c h n o l o g y ( M i c r o s o f t )

G r a d e E n g l i s h M a t h e m a t i c s S c i e n c e S o c i a l S t u d i e s

R e c o m m e n d e d E l e c t i v e ( A c a d e m i c

a n d C a r e e r ) C o u r s e s

R e q u i r e d C a r e e r a n d O t h e r

E l e c t i v e C o u r s e s

H e a l t h / P E 9 E n g l i s h I ( A d v , A G )

A l g e b r a I o r G e o m e t r y ( A d v . , A G ) o r A l g e b r a I I

( A d v . o r A G ) o r P r e -C a l c u l u s

A c t i v e P h y s i c s o r B i o l o g y ( A d v . , A G )

W o r l d H i s t o r y ( A d v o r A G ) F i n e A r t s R e q u i r e m e n t o r

E l e c t i v e C o u r s e

F o u n d a t i o n s o f I n f o r m a t i o n T e c h n o l o g y

a n d C p m p u t e r A p p l i c a t i o n s 1

H e a l t h / P E

1 0 E n g l i s h I I ( A d v . o r A G )

G e o m e t r y ( A d v . , A G ) o r A l g e b r a I I ( A d v . o r A G ) o r

P r e - C a l c u l u s o r C a l c u l u s A B A P

B i o l o g y ( A d v . , A G ) o r C h e m i s t r y ( A d v o r A G ) o r E n v . S c i e n c e

E c o n o m i c , L e g a l & P o l i t i c a l S y s t e m s

( A d v . o r A G ) C o m p u t e r E n g i n e e r i n g T e c h

1 ( A + H a r d w a r e c e r t t e s t )

N e t w o r k i n g I

S e c o n d L a n g u a g e I

1 1 E n g l i s h I I I ( A d v . , A G , P a c e s e t t e r o r A P )

A l g e b r a I I ( A d v . o r A G ) o r C a l c u l u s A B A P o r

C a l c u l u s B C A P

C h e m i s t r y ( A d v o r A G ) o r P h y s i c s

( A d v , A G o r A P ) o r E n v . S c i e n c e

U . S . H i s t o r y ( A d v . A G o r A P ) C o m p u t e r E n g i n e e r i n g T e c h

2 ( A + O p . S y s . c e r t t e s t ) o r N e t . E n g 2 ( C i s c o )

N e t w o r k A d m i n i s t r a t i o n . I I ( M i c r o s o f t )

A f t e r 1 0 t h o r 1 1 t h g r a d e , a s s e s s f o r c o l l e g e r e a d i n e s s ; p r o v i d e a c a d e m i c / c a r e e r a d v i s i n g a n d a p p l y a p p r o p r i a t e e n r i c h m e n t s

E n g l i s h I V ( A G , P a c e s e t t e r o r A P )

A d v a n c e d M a t h o r C a l c u l u s A B A P , o r

C a l c u l u s B C A P

A d d i t i o n a l S o c i a l S t u d i e s o r S c i e n c e

A d v a n c e d S t u d i e s / G u i d e d

I n t e r n s h i p

I n t e r n e t P r o t o c o l s ( D u a l C r e d i t - C o l l e g e

E x p e r i e n c e ) Hig

h S

ch

oo

l R

eq

uir

ed

an

d

Re

co

mm

en

de

d A

ca

de

mic

an

d

Ca

ree

r C

ou

rse

s

1 2

C o l l e g e E x p e r i e n c e

s e l e c t i o n A d d i t i o n a l S o c i a l

S t u d i e s o r S c i e n c e

V o i c e & D a t a C a b l i n g ( D u a l C r e d i t - C o l l e g e E x p e r i e n c e )

A d m i n i s t e r c o l l e g e p l a c e m e n t e x a m s ( r e a d i n g , m a t h , a n d w r i t i n g ) a n d o t h e r a s s e s s m e n t s t o d e t e r m i n e a c a d e m i c r e a d i n e s s a n d c a r e e r s k i l l p r e p a r e d n e s s ; p r o v i d e a c a d e m i c / c a r e e r a d v i s i n g a n d a d d i t i o n a l p r e p a r a t i o n

Y e a r 1 1 s t

S e m e s t e r

C I S 1 1 0 I n t r o t o C o m p u t e r s

C I S 1 3 0 S u r v e y o f O p e r a t i n g S y s t e m s

N e t 1 1 0 D a t a

C o m m / N e t w o r k i n g

E N G 1 1 1 E x p o s i t o r y W r i t i n g

C I S 1 7 4 N e t w o r k S y s t e m

M a n a g e r I

Y e a r 1 2 n d

S e m e s t e r

C I S 1 7 5 N e t w o r k M a n a g e m e n t

C I S 1 1 5 I n t r o t o P r o g r a m m i n g a n d L o g i c

3 H o u r s a p p r o v e d B u s i n e s s C I S 2 7 4 N e t w o r k

S y s t e m M a n a g e r I I

N E T 1 1 2 S e c u r i t y F u n d a m e n t a l s

Y e a r 1 S u m m e r

S e m e s t e r

E N G 1 1 4 P r o f e s s i o n a l R e s e a r c h

C O M 1 1 0 I n t r o t o C o m m u n i c a t i o n s

S e l e c t 3 h o u r s a p p r o v e d S o c i a l

S c i e n c e

S e l e c t 3 h o u r s a p p r o v e d

H u m a n i t i e s

Y e a r 2 1 s t

S e m e s t e r

C I S 2 7 5 N e t w o r k M a n a g e m e n t I I

N e t 1 2 5 R o u t i n g & S w i t c h i n g I ( 1 s t s h o r t

s e m e s t e r )

N E T 1 2 6 R o u t i n g & S w i t c h i n g I I ( 2 n d s h o r t s e m e s t e r )

C I S 1 5 2 D a t a b a s e C o n c e p t s & A p p s

S e l e c t 3 h o u r s a p p r o v e d M a t h e m a t i c s ( d e p e n d s o n

H S m a t h )

Co

lle

ge

Re

qu

ire

d a

nd

R

ec

om

me

nd

ed

Ac

ad

em

ic

an

d C

are

er

Sp

ec

iali

za

tio

n

Co

urs

es

Y e a r 2 2 n d

S e m e s t e r

N E T 2 2 5 A d v . R o u t i n g & S w i t c h i n g I ( 1 s t

s h o r t s e m e s t e r )

N E T 2 2 6 A d v . R o u t i n g I I ( 2 n d s h o r t s e m e s t e r )

C I S 2 8 7 N e t w o r k S u p p o r t

C I S 2 7 7 N e t w o r k D e s i g n & I m p l .

H i g h S c h o o l R e q u i r e d C o u r s e s

M a n d a t o r y A s s e s s m e n t s , A d v i s i n g , a n d A d d i t i o n a l P r e p a r a t i o n

R e c o m m e n d e d A c a d e m i c C o u r s e s

R e c o m m e n d e d C a r e e r - R e l a t e d C o u r s e s

C r e d i t - B a s e d T r a n s i t i o n P r o g r a m s ( e . g . D u a l / C o n c u r r e n t E n r o l l m e n t , A r t i c u l a t e d C o u r s e s , 2 + 2 + 2 )

Ad

ult

Le

arn

er

En

try

Po

ints

C o l l e g e R e q u i r e d a n d R e c o m m e n d e d A c a d e m i c a n d C a r e e r S p e c i a l i z a t i o n C o u r s e s

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 the past year, the college served 54,374 credit and non-credit students

• 20,479 credit students• 33,895 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 TECHNOLOGY

Linda L. MillerTech Prep Coordinator/CCTI Project Director

Corning, 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

Your Community College

Who Are We?

Location: Columbus, Indiana Population: 35,000

CCTI Partnerships with: Ivy Tech State College C4 Columbus Area Career

Connection Columbus Regional Hospital

Columbus

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

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

AGENDAApril 27, 2004

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

Administered ASSET to pre-determined Health Careers students, Juniors, and Seniors

Students were placed in Skills Tutor, a self-paced, web-based tutorial program, as needed

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

40 visits to high school classes reaching 788 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

Change 03-04 Change 02-04 Change 00-04

ProgramFall

2000Fall

2001Fall

2002Fall

2003Fall

2004 # % # % # %Associate of Arts in Teaching (AAT) * * 157 310 369 59 19.0% 212 135.0% * *Early Childhood Education 107 104 109 116 126 10 8.6% 17 15.6% 19 17.8%AAT & Early Childhood 107 104 266 426 495 69 16.2% 229 86.1% 388 362.6%

* Cannot be calculated program did not exist in prior year

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.

Outcome #2 Individual Career Plan (ICP)

Development – Counselors are the key to Career Pathway success!

New Career Pathway: Web Technology

HSSSE/CCSSE – Student Engagement Surveys for high school and college

Outcome #2

Created interactive-informational CD to distribute to students interested in pursuing their education as a Surgical Technologist

In the process of developing student mentoring program at each level of education to form a learning community

OUTCOME #3

Improving academic and skill achievement at

secondary and postsecondary levels

Improving Academic Skills Instructional Work teams:

AACPS Academy of Teaching Professions teachers and AACC Education faculty

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 Technicia

n

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 “Educators in Business – A

Summer Experience” – provides opportunities for teachers to work in partner business settings.

“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

Professional development events and workshops simultaneously involve secondary and postsecondary institutions Administrators at all levels highly

involved with the planning and promotion of these events

Workshops based on area needs and requests

Outcome #3

Career Pathway designed to meet standards of academic and/or technical honors diploma All career-based instruction

designed not only to meet needs identified by employers, but also professional standards

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 Student Success Course –

Currently in the development stage at CCC. Plans include: mandatory for all first time college students at CCC, and concurrent enrollment offerings for high school seniors.

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

Developing multiple Credit-Based transition programs (Dual Credit and Articulation) at secondary and four-year institutions

Outcome #4 Development of the Central Service

Technician Technical Certificate at Ivy Tech to meet regional employment needs – linking into two-year and 4-year degrees Certificate program available for high

school students as well as adults, with a heavy site-based learning component

OUTCOME #5

Improving entry into employment and/or further education

New Program Initiative AAT Expansion

Early Childhood Education in place 2004-2005

Secondary Education anticipated in 2005 in the following critical shortage areas:

- Chemistry - Physics- Math - Spanish

Paraprofessional Certification

Letter of Recognition for Special Education Technician

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 2 ½ years

Outcome #5

Tech Prep/CCTI Pathway alignment with New York State Career and Technical Education (CTE) Endorsement process.

CCC: ICT Reform in progress. Program design, using an ICT umbrella approach, will align with NCTT national standards.

Outcome #5

Ivy Tech is providing academic and career-related counseling to all health careers students at the secondary level

Expansion of health career programs at Ivy Tech has been based on needs identified by employers in the region

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:

Ms. Kathleen M. BeaumanDirector, Business Education Partnerships

(T) 410.777.2777 (F) 410.777.2822

kmbeauman@aacc.eduwww.aacc.edu/techprep

Contact Information:

Linda L. Miller Tech Prep Coordinator

CCTI Project Coordinator

607-962-9278607-962-9113 (fax)

miller@corning-cc.eduwww.corning-cc.edu/techprep/

Thank you !

Contact Information:

Jennifer D. SteinwedelCCTI Project Coordinator

(812) 372-9925 x230

jsteinwe@ivytech.eduwww.ivytech.edu

Contact Information:

Laurance J. WarfordProject Director

College and Career Transitions Initiative (CCTI)

541-687-1952 -or- 480-705-8200 x230

warford@league.orgwww.league.org/ccti