The MAC: One Provider’s Story of Implementing a Transitions Center

Cynthia Gaede – I-BEST and Transitions Director

Cammie Ochoa – Program Specialist, Master Achiever Center

ACTIVITY

Transition Center Ideas & Practices:

1. Fill out the half-sheet, addressing these questions:

2. In a group of 4 to 5, discuss which three resources or additions you would implement and prepare to share with the larger group.

Green Sheet Blue Sheet

Question: What three resources would you include as part of a transitions center in order to best meet the needs or your students?

Question: What three resources would you never eliminate from your transitions center?

TRANSITIONS BEST PRACTICES

Clear definition of “transitions” Funding

“Transitions” atmosphere; attitude of institution

Low-cost for students

Non-academic resources and

support available to

students

Understanding of student and

community needs

Innovative Services

Set institutional goals

Institutional priority

INITIAL PLANNING

Question: What can we do to increase student transition rates?

Solutions: Support functions that align with instructional

efforts related to transitions Lessons From TRiO

Physical Space Intrusive Advising Access to Tutoring Connection with Support Services

THE MASTER ACHIEVER CENTER:MAC GOALS

MAC students will:

demonstrate higher retention rates

increase total number of momentum points earned

specifically increase number of momentum points by completing pre-college English or Math

self-assess at a higher level of independence regarding knowledge of college processes

INFRASTRUCTURE

• Dedicated space in Basic Skills buildingLocation

• 1 Full-time Advisor/Specialist• AmeriCorps PositionStaffing

• Student Services and Instruction• Steering Committee

Campus Connections

• TABdb• Google Docs

Data Tracking

• College Spark WashingtonFunding

Goal Setting

Career Exploration

Advising

Financial Planning

Barrier Mitigation

Workshops

Peer Mentoring

MAC FUNCTIONS

GOAL SETTING AND CAREER EXPLORATION

ICA Curriculum:

SMART GOALS

Self–exploration

Occupational Exploration

Career and Educational Planning

ADVISING Certificate/Degree Planning Class Registration Intrusive Advising

FINANCIAL PLANNING

FAFSA Application Support

Scholarship Search Guidance

Identify Program Specific Funding

Worker Retraining Opportunity Grant WorkFirst BFET

PRESENTATIONS AND WORKSHOPS

COMPASS Preparation Workshop

Tutoring and Resources Orientation The Math Learning Center Tutoring & Resource Center The Speaking Center The Writing Center

Registration Workshop

Beginning of Quarter Classroom Presentations

PEER MENTORING One-on-One Meetings FAFSA Application Support

RESOURCES Computers Books Student Achievement

Portfolio Start-up Kits

STUDENTS SERVED:

MAC VISITS

2011 2012

SEPTEMBER 12 JANUARY 42

OCTOBER 23 FEBRUARY 97

NOVEMBER 52 MARCH 42

DECEMBER 36 APRIL 125

TOTAL 123 MAY 183

JUNE 69

JULY 107

AUGUST 68

SEPTEMBER 58

OCTOBER 147

TOTAL 938

BASIC SKILLS PROGRAM

ABE 36

BRIDGE 40

ESOL 64

GED 77

I-BEST 72

OTHER 14

TOTAL 303

1ST YEAR RESULTS:

CategoryMeasurement

MethodActual Results

Retention RatesIncrease year to year retention from 48% to

65%

76% of MAC students were retained from

summer/fall through spring quarter

Momentum PointsIncrease from 3.4

points per student to 3.7 points per student

MAC students earned an average of 4.5 points per student

Developmental Education

Completion

Developmental Education taken within 2 years will increase

from 11% to 20%

In the first year, 9% of MAC students have

already earned momentum points

MAC EXPANSION

• I-BEST ABE/GED ESOL Student Expansion

• Part-time MAC Advisor/Specialist• FT AmeriCorps Member• Part-time Office Assistant

Program Expansion

• Already need bigger space!Location Expansion

IMPLICATIONS AND RECOMMENDATIONS

What worked:

Dedicated space for our students

Full-time, intensive advising supports

Keeping strong connections with existing

Student Services

Challenges:

Workshops and activities that meet the scheduling

needs of our students

Scaffolding – Building independence

Populations have different needs/advising pathways

The MAC model took best practices from TRiO and adapted them for our basic skills population

Questions?

Contact Information:Cynthia Gaede253.833.9111 ext. 2317cgaede@greenriver.edu

Cammie Ochoa253.833.9111 ext. 2016cochoa@greenriver.edu