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Making High School/ Community College Transitions: Combine HSTW and CCTI

Making High School/ Community College Transitions: Combine HSTW and CCTI. Gene Bottoms Senior Vice President Southern Regional Education Board gene.bottoms@sreb.org. Southern Regional Education Board. Outcomes. Increase enrollment in postsecondary education.

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Making High School/ Community College Transitions: Combine HSTW and CCTI

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  1. Making High School/ Community College Transitions:Combine HSTW and CCTI Gene Bottoms Senior Vice President Southern Regional Education Board gene.bottoms@sreb.org SouthernRegionalEducationBoard

  2. Outcomes • Increase enrollment in postsecondary education. • Decrease the percentages of recent high school graduates having to take one or more remedial course. • Increase academic and skills achievement at the secondary and postsecondary levels. • Increase the percentages of students who obtain postsecondary degrees, certificates other recognized credentials. SouthernRegionalEducationBoard CCTI - Atlanta 03-18-06

  3. High School/Community College Transitions Practices Classroom high expectations Focused learning culture Redo work Clearly indicated amount and quality of work to earn an A or a B Amount of out-of-class work expected SouthernRegionalEducationBoard CCTI - Atlanta 03-18-06

  4. High School/Community College Transitions Practices Rigorous program of academic studies High school college-prep English (4 credits) Mathematics – Algebra I and higher (4 credits) Science – lab based (3 credits) Social studies (3 credits) Postsecondary SouthernRegionalEducationBoard CCTI - Atlanta 03-18-06

  5. High School/Community College Transitions Practices Blended HSTW academic core with CCTI Career pathway • Blended academics • High-demand/high pay jobs • Technical literacy emphasis • Common end-of-course exams • Secondary/postsecondary SouthernRegionalEducationBoard CCTI - Atlanta 03-18-06

  6. High School Community College Transitions Practices Extra Help and Extra Time • Extra help strategies – high school/postsecondary to meet course standards • Create peer study teams – secondary/postsecondary • Ninth grade catch-up strategy SouthernRegionalEducationBoard CCTI - Atlanta 03-18-06

  7. High School/Community College Transitions Practices Extra Help and Extra Time • Early assessment of college readiness • Senior year remediation strategy/assess effectiveness • Support class/independent learners – secondary/postsecondary SouthernRegionalEducationBoard CCTI - Atlanta 03-18-06

  8. High School/Community College Transitions PracticesEngaging Research-based Teaching Practices • Literacy across the curriculum – literacy goal • Numeracy across the curriculum • Contextually-based teaching • Cooperative learning • Socratic strategies SouthernRegionalEducationBoard CCTI - Atlanta 03-18-06

  9. High School/Community College Transitions PracticesEngaging Research-based Teaching Practices • Project-based learning • Improved classroom assessment • Teaching for understanding • Use of technology SouthernRegionalEducationBoard CCTI - Atlanta 03-18-06

  10. High School/Community College Transitions PracticesEngaging Research-based Teaching Practices • Independent research • Integrated work-based learning • Standards-based teaching SouthernRegionalEducationBoard CCTI - Atlanta 03-18-06

  11. High School/Community College Transitions Practices Guidance, advisement and orientation • Student mentor/adviser – secondary/postsecondary • Orient students, teachers and parents to pre-requisite for success in community college • Develop six-year education plan with parents and review annually • Mutual planning by CC and HS guidance and advisement personnel SouthernRegionalEducationBoard CCTI - Atlanta 03-18-06

  12. High School/Community College Transitions Practices • Strategic leadership and support – administrative support is ongoing • Coordination by community college and high school leaders • Time for academic and technical teachers to do course development and common assessment planning SouthernRegionalEducationBoard CCTI - Atlanta 03-18-06

  13. High School/Community College Transitions • Ongoing Professional Development • Time and support for professional development • Host concurrent professional development – secondary/postsecondary • Shared classroom observations SouthernRegionalEducationBoard CCTI - Atlanta 03-18-06

  14. High School/Community College Transitions Practices • Data and Effectiveness • Institutional accountability • Develop data systems that connect achievement to school/classroom practices. SouthernRegionalEducationBoard CCTI - Atlanta 03-18-06

  15. Essential Characteristics of Career Pathway – Secondary • Rigorous academic core • Meets high school exit requirements • Meets postsecondary entry/placement requirements • Opportunities for students to earn college credit or have remedial instruction SouthernRegionalEducationBoard CCTI - Atlanta 03-18-06

  16. Essential Characteristics of Career Pathway – Secondary • Extra help to enable students to meet academic and technical course standards • Opportunities for students to earn college credit or remedial instruction • Pass national employer licensing exam. SouthernRegionalEducationBoard CCTI - Atlanta 03-18-06

  17. Comparison of Post-high School Activities by Completing and Not Completing HSTW Curriculum • 90% of completers have taken postsecondary courses, compared to 75% of non-completers. • 77% of completers are presently enrolled in further study, compared to 52% of non-completers. • 68% of completers have taken courses at colleges and universities, compared to 51% of non-completers. • 30% of completers who have worked since graduation work full-time, compared to 43% of non-completers. SouthernRegionalEducationBoard CCTI - Atlanta 03-18-06

  18. Mathematics Courses Taken in High School and Remedial Mathematics Study • 81% of graduates who had completed four or more credits of college-preparatory mathematics in high school did not need to take remedial course work in mathematics upon entering college. • 90% of graduates who completed four credits in college-preparatory English did not require remedial course work in English. SouthernRegionalEducationBoard CCTI - Atlanta 03-18-06

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