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Vital High School Partnership Irvine Valley College and Tustin Unified School District

Vital High School Partnership Irvine Valley College and Tustin Unified School District. Introductions. Glenn Roquemore, Ph.D. In the Beginning Mr. Richard Bray The Early College Concept Elizabeth Cipres, Ed.D. The Nuts and Bolts. Introductions. Adele Heuer, Principal Beckman High School

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Vital High School Partnership Irvine Valley College and Tustin Unified School District

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  1. Vital High School PartnershipIrvine Valley CollegeandTustin Unified School District

  2. Introductions • Glenn Roquemore, Ph.D. • In the Beginning • Mr. Richard Bray • The Early College Concept • Elizabeth Cipres, Ed.D. • The Nuts and Bolts

  3. Introductions • Adele Heuer, Principal • Beckman High School • Dean Crow, Assistant Principal • Beckman High School • Beckman Stories

  4. In the Beginning • Two Key Factors • Demographic that is focused on 4-year Institutions • Community College – Why? • High School/AA Degree Graduates at Commencement • Hit and Miss

  5. In the Beginning • Decided to Bring the Classes to the Unified School District • Began with random courses – Failed • Worked with the Superintendent to find the right courses –Success • New Superintendent • Essential to the success of this program

  6. A Superintendent’s Perspective Mr. Richard Bray Tustin Unified School District

  7. A Superintendent’s Perspective Allows eligible high school students currently attending the Tustin Unified School District to simultaneously enroll at Irvine Valley College. The credits that students earn would be used toward both a high school graduation and are acceptable toward a college Associate or Baccalaureate degree, or Technical Certificate.

  8. Benefits of Dual Enrollment • Enriches the course opportunities for outstanding high school students • Shortens the time to attain a college degree • Saves students and parents money, as dual enrollment students are exempt from paying application, registration, tuition, laboratory, and special fees if the class(es) taken are being used toward high school graduation • Provides students with college credit that is transferable to a university

  9. Benefits of Dual Enrollment • Allows students to earn credits toward high school graduation that are acceptable towards an Associate or Baccalaureate degree • Reduces the cost of postsecondary education as participating students pay no application or tuition fees • Eases the transition from high school to college exposing students to the expectation and rigor of postsecondary education

  10. Benefits of Dual Enrollment • Allows students to use college library, labs, and other facilities and equipment

  11. Elizabeth Cipres, Ed.D. Dean of Guidance and Counseling

  12. Assumptions • Irvine Valley College and Tustin Unified School District are collaborative partners • Memoriam Of Understanding (MOU) will be developed between TUSD and IVC • Develop an advisory committee with equal representation from TUSD and IVC staff • Dual credit (high school and college) for successful completion of all IVC courses

  13. Assumptions • Will save college tuition fees if a student earns transferable units • An Associate Arts degree will require some night or summer courses • Will save time to earn a college degree • Classes offered for not just high school students – adults can be in the same class • Must register through the college

  14. Assumptions • A Personal Learning Plan (PLP) will be developed in collaboration with the college and school district counseling staff • IVC needs a minimum of 22 students per class • College course grades count and will make up a students permanent college record

  15. Assumptions • Classes free for high school students with the exception of materials and textbooks for some classes • Begin program for 9th grade students in the summer prior to 9th grade • Geography requirement could be waived if student successfully passes IVC World History course

  16. Assumptions • Program could expand to other high school campuses • Will lower high school class size • Allocated same number of sections with new college sections added • Will lower the number of Advanced Placement courses offered • No need to offer since students will receive college credit

  17. Assumptions • Some ROP courses can be taken through a • 2 + 2 model for vocational certificates • Beneficial if TUSD staff is qualified to teach most courses • Masters degree in subject area • Need to encourage TUSD instructors to submit their application for employment to SOCCCD. • Standards • CST Tests

  18. Assumptions • TUSD will market the program to incoming students. • Schedule IVC classes during regular school hours • IVC courses taught on District campuses will follow TUSD student expectations/discipline/etc.

  19. Assumptions • College schedule might not mirror high school schedule • Different holidays • Minimum days • Finals • Develop a similar relationship with California State Fullerton at El Toro • Partnership with CSUF needs to be solidified. Fullerton has suggested that 12 IVC transferable credits with passing grades mean student is automatically accepted into CSUF

  20. Assumptions • ADA credit for a high school student if they are enrolled in more than 240 minutes or 4 classes • Students take two IVC classes per semester (2 three unit classes or 6 college units/10 high school credits) • Maximum number of college units during regular school hours – 6 units • Maximum number of high school credits during the regular school day each semester – 20 high school credits

  21. Review of Curriculum Handouts

  22. Adele Heuer Principal Beckman High School

  23. Early College from a Principal’s Perspective • High School in the 21st Century • Advanced Placement vs. Early College • Developing the Program • Roadblocks Along the Way

  24. Early College from a Principal’s Perspective • Unintended Results • What We Have Learned • Year Two of the Program 2008-2009

  25. Dean Crow Assistant Principal Beckman High School

  26. Early College from anAssistant Principal’s Perspective • Collaborative Effort • The Application Process • Written application and transcript • Timed write in blue books – 3 prompts developed by High School EnglishDepartment • Parent/Student Information night

  27. Early College from anAssistant Principal’s Perspective • Working with Staff • The Application Process • Instructor Orientation • Support Staff

  28. Early College from anAssistant Principal’s Perspective • Working with Schedules • Calendar Differences • Intersession: Fridays, winter break, spring semester • Bell Schedule, late start, min days, final exams, assemblies • Students- treating them as college students while remembering that they are 14 years old

  29. Early College ProgramQuestions?

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