Supporting K-12 Partners in College and Career Readiness

Lori Suddick, Vice President of Learning

April 2015

AACC Conference

Objectives for Presentation

• NWTC commitment to K-12 partnerships

• Career pathways that focus on K-12 students, community and the workforce

• Detailed examples of rural and urban district partners

• Hear voice of NWTC partners highlight benefits for their districts, students and workforce

NWTC District Profile• Publicly supported to strengthen NE WI,

spanning over 6.5 counties• Serving over 40,000 students annually or 7,000 FTE• Main campus: Green Bay, WI • Two other satellite campuses, five Regional

Learning Centers, three Regional Academies, two other sites (Business Incubator & Artisan Center) and three mobile training labs

• Offer over 100 associate degrees, technical diplomas, and apprenticeships; with additional certificates, contracted business services, personal enrichment and continuing education

• Serve 32 school districts, totaling 36 high schools

K12 PartnershipsThrough the Lens of NWTC

Why partnerships with K12?

• Moral imperative

• Unmet workforce needs

• Increase skill levels for today’s jobs

• Remediation is costly

• Creation of a pipeline

Benefits of K-12 Relations • Allows career exploration and exposure

• Provides students the opportunity to experience the rigor of a college level course

• Provides career pathways that may have been missing from the high school curriculum

• Allows students to earn college credit while in high school

• Promotes the NWTC curriculum products and meets labor market demands

• Strengthens NWTC & K-12 relationships

• Increases further recruitment, retention and persistence efforts with high school transcribed credit students

• Creates professional development options for teachers through Technical College training

NWTC K-12 CommitmentsFuture 2018 Statement of Strategic Directions

1. Career exploration activities for 5-12th grade

2. Share and educate K-12 partners on career and labor market information to help them in developing relevant career pathways

3. Create dual credit opportunities

4. Employ mobile instructional labs as a means to deliver high capital cost programs to school districts within the district

5. Work with its PK-12 districts to reduce remediation or developmental education upon entry to the college

6. Align its assessment tools with those utilized in K-12

7. Prioritize its efforts in support of K-12

What is a Career Pathway?

A way of organizing education into a sequence of credentials that lead students in attainable steps toward better jobs and a degree or technical diploma. Each step of the path improves the learner’s career and earning opportunities, and provides a skillset needed by an industry.

Three essential features make-up a Career Pathway:1. Well-connected and

transparent education, training, support services, and credential

2. Multiple entry points –for both well-prepared students and targeted populations

3. Multiple exit points

Dual Credit Options

Dual Credit

Youth Options

Youth Apprenticeship

Transcripted Credit

Advanced Standing

College Instructor

K-12 Pays Tuition & Books

High SchoolTeacher Tuition Cost

Neutral

https://www.wicareerpathways.org/CareerPathways

Clusters

12

Why K-12 Career Pathways?

• Student Success and curriculum relevancy

• Responsibility to labor market and our community

• Increasing demand for credentialed workforce

• Future 2018 Metrics

GBAPS: Industrial Welding, Design & Graphic Communications, Healthcare, Home Remodel/Construction, Engineering: Robotics &

Animation, Marketing, Bay Link Manufacturing, Automotive

Northwoods Technical Academy, Wausaukee, Crivitz & Pembine: Welding, Automotive, Healthcare, Engineering, Arts, AV

Technology & Communication & Entrepreneurship

Woodland Technical Academy, Florence, Niagara & Goodman:Healthcare Business, Engineering, Arts, AV Technology &

Communication

Bonduel: Welding & CNC/Machining Manufacturing, Engineering, Business

Management & Admin.

Lakeview Regional Technical Academy: CTE Academy Model, Wolf Tech, Manufacturing,

Business, Healthcare

Marinette School District: Health Sciences

Career Pathway Cooperative: Gillett, Suring, Coleman, Lena

Oconto School District

Pulaski School District

Oconto Falls School District

Kewaunee School District

West DePere School District

Ashwaubenon School District

Southern Door School District

Growth of Dual Credit

Academic Year Unduplicated Student Count

Duplicated Enrollment Count

Total Credits % Growth of Student Count

2014-15 2387 4433 10,953 +16%

2013-14 2050 3481 8879 +20%

2012-13 1706 2724 6983 +7%

2011-12 1600 2620 6837 +71%

2010-11 868 1492 3991 baseline year

Edware Dual Credit Students by High School (YO, YA, TC)

Edware Transcripted Credit Students Enrolled in Post Secondary Courses

Transcripted Credit Student Enrolledin Post Secondary

Academic Year

HS Grads with TC

Enrolled in PS in 1st Year

Enrolled in PS in 2nd Year

Enrolled In PS in 3rd Year

Unduplicated Enrolled in PS in last 3 years

2014 1323 383 29% NA NA NA

2013 1047 301 29% 100 10% 0 0% 39%

2012 900 225 25% 79 9% 34 4% 38%

2011 458 127 28% 35 8% 19 4% 40%

2010 417 127 30% 40 10% 12 3% 43%

Completion Rates, Persistence& Performance

High School and Pathway HS Graduates that completed TC coursework

Enrollment into related NWTC Program

Southwest HS – Welding 5 4

Bonduel HS – CNC/Machining 6 4

A comparison of students who took courses in high school for two programs revealed that they had higher program completion rates(8 of 8, 100%) versus students who enrolled directly from high school without taking courses in high school (36 of 54, 67%).  Students who took courses in high school also had slightly higher gpa’s (3.0 vs. 2.91). 

While these results should be viewed with caution (e.g., small sample size, self-selected groups, non-statistical analyses, etc.), it does reflect our observation that students who take courses in high school appear to be more motivated, ready, more prepared, etc.

Rural High School Profile School District of Bonduel

2013-14 District Review

• Grades K4-12

• Enrollment=840

• Race/Ethnicity:

American Indian or Alaska Native 3.2%

Asian or Pacific Islander 0.1%

Black not Hispanic 1.1%

Hispanic 2.7%

White not Hispanic 92.9%

• Student Groups

Students with Disabilities 12.9%

Economically Disadvantaged 42.7%

Limited English Proficient 1.7%

• High School Report Card: Overall Accountability Score: Meets Expectations (71.0)

– On-Track and Postsecondary Readiness 87.9/100

– HS Enrollment: 306

2013 Graduates:

63 graduates with 21% enrolling at NWTC WI DPI School Report Card

Computer Integrated Mobile Lab

Why a CIM Mobile Lab?

• Over 100 Machine Shops in NWTC’s district alone

• High-end CNC equipment

• 1151 job postings

• High entry level skills

• NEW Manufacturing Alliance Survey

• $34,000 median starting salary

• Lack of CNC Technology in K12

How It Works

•First three CNC courses transcribed (4 credits)•10 high schools per semester at 12 students each •Visit each high school for 3.5 hours (4 periods) each week (am or pm)•NWTC Lab Aide delivers, sets-up and assists the high school instructor•High school instructors are trained at NWTC

•$5000 operating fee per semester for each high school – sponsorship opportunities

Bonduel: Growth ofManufacturing Pathway

• Partnership with NWTC impacts students and teachers

• Community response to partnership

• Business and industry response to partnership

• Advice to other secondary professionals

• Meaningful support and trust of Administration

Next Steps

• Bonduel is one of five schools that will pilot use of the Engineering Technology Mobile Modular Lab

• Five high school instructors will be trained on four NWTC courses during Spring 2015

• These dual credit courses will be delivered by high school instructors at the high school location via the mobile lab

• Bonduel is also expanding to include a Business/Finance pathway

• Future planning includes a pathway focus on Information Technology

WI DPI School Report Card

Urban High School ProfileGreen Bay Area Public Schools Southwest

2013-14 District Review• Grades K4-12• Enrollment=21,006• Race/Ethnicity:

American Indian or Alaska Native 5%Asian or Pacific Islander 7.3%Black not Hispanic 10.2%Hispanic 25%White not Hispanic 51.9%

• Student GroupsStudents with Disabilities 15.7%Economically Disadvantaged 60.9%Limited English Proficient 18.2%

• Southwest High School Report Card: Overall Accountability Score: Meets Expectations (70.4)On-Track and Postsecondary Readiness 81.8/100HS Enrollment: 1176

2013 Graduates:272 graduates with 29% enrolling at NWTC

** New Pathways for 2015-16

Green Bay AreaPublic Schools Pathways

Career Cluster Career Pathway Related NWTC Program

Agriculture, Food, & Natural Resources **

Agribusiness Systems and Plant Systems

Sustainable Food and Agriculture Systems & Landscape Horticulture

Transportation, Distribution & Logistics **

Facility and Mobile Equipment Maintenance

Automotive Technology and Automotive Technician

Manufacturing Production Welding & 7 other programs

ManufacturingManufacturing Production Process Development

Electromechanical Technology & Automation Engineering Technology

Architecture and ConstructionConstruction

Construction Technology & Structural Systems

Arts, A/V Tech & Communication Printing TechnologyPrint Technology

Arts, A/V Tech & Communication Visual ArtsPhotography

Arts, A/V Tech & CommunicationAudio and Video Technology and Film

Design and Graphic Communication

Health Sciences Therapeutic Services

Nursing Assistant & Practical Nursing

Marketing Marketing CommunicationsMarketing

• Exploration to Implementation: Discovery Team to Dream Team

• Project overview & rationale for relevant, real-world experience

• Value of partnership: academic & business/industry

• Curriculum overview from middle school to high school

• Dual credit opportunities infused into Bay Link• Opportunities for secondary and post-secondary students to

work together

• Anticipated outcome of college and career ready students

Home Construction Partnership

• Greater Green Bay Habitat for Humanity (GGBHfH) and NeighborWorks partnership with NWTC and School Districts

• Construction Coordinator partnership with High School Teacher in supervising and teaching secondary students

• Apply classroom competencies in an applied setting, providing for a much higher level of learning

• 10 NWTC Dual Credits awarded• Exposure and experience in

workforce related to home construction and trades

• Relationship building and community awareness

12 Steps to Partnership Etiquette

1. Begin partnership conversations with high level leaders at K-12 and post-secondary levels

2. Involve other stakeholders early and often

3. Consider champion teachers, student interest, labor market needs and middle school curriculum supports to define career pathways

4. Identify a charter with clearly stated mission, vision and parameters

5. Collaborate to identify expense and training for pathway development

6. Identify timeline and work backwards

7. Use district board requirement to develop timeline

8. Phase in new pathways over a 3-5 year plan

9. Identify key K-12 contact to lead action steps

10. Work on marketing and recruiting plan for students/parents

11. Support K-12 partners through contacts, observations, accolades, recognition

12. Evaluate, adjust, and expand

K-12 partnerships are about “the people, the stakeholders, and the return on investment”

“Transform lives, educational institutions and whole industries”(The

Career Pathways Effect: Linking Education and Economic Prosperity).

Questions

Related Links

• CIM Mobile Lab Video http://www.youtube.com/watch?v=Gxr2xs3jMoQ

• NWTC Dual Credit Video http://video.nwtc.edu/college advancement/dualCredit.wmv