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Focus on Freshmen July 20-23, 2013 Marriott LAX Dr. Diane Hollems

Focus on Freshmen July 20-23, 2013 Marriott LAX Dr. Diane Hollems. Introductions. Welcome!. Strand Overview What is “ Get Focused…Stay Focused!™ ” ? What is a “ Progression in Education Model ” ? How does Dual Enrollment work in the model? www.getfocusedstayfocused.org.

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Focus on Freshmen July 20-23, 2013 Marriott LAX Dr. Diane Hollems

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  1. Focus on FreshmenJuly 20-23, 2013Marriott LAXDr. Diane Hollems

  2. Introductions

  3. Welcome! Strand Overview • What is “Get Focused…Stay Focused!™”? • What is a “Progression in Education Model”? • How does Dual Enrollment work in the model? • www.getfocusedstayfocused.org

  4. The GFSF Strand at FOF • What’s in it for Me? • SBCC Progression in Education Model (PEM) • The Foundation Course of PEM: Career Choices • For college freshmen—Career Choices & Changes • The Key to Post-Secondary Success • Matriculating from Secondary to Post-Secondary • Keeping the Focus • Where Do We Go From Here?

  5. Session One What’s in it for Me? Accountability Measures for both College and High School

  6. Session Overview: • Dropout Statistics—High School & College • Factors Impacting Dropout Rates • Strategies to Remedy Dropout • Reducing the Need for Remediation • Improving Accountability Outcome Measures • Activity

  7. Dropout & Remediation Statistics • National high school dropout is 30% • College dropout rate is nearly 50% • 25% of students entering 4-year universities and 61% of students entering community colleges enrolled in at least one remedial course (U.S. Department of Education) • Only 17% of students who take remedial reading will complete a bachelor’s degree (Wirt et al., 2004)

  8. Factors Impacting Dropout Rates • Contributing factors to dropout • Lack of focus and intrinsic motivation • Need for remediation and delayed progress • Familial and societal issues • Socioeconomic issues

  9. Strategies to Remedy Dropout • High School: • AVID • Linked Learning • Continuation Schools • Tutoring Programs • Upward Bound • Algebra Academies • Summer School • Early College • Post-Secondary: • Basic Skills/Remediation • Learning Communities • Counseling • Student Support Services • Extended Opportunities Programs & Services • Cal-Works • Transitions Program • Transfer Achievement Program

  10. Reducing the Need for Remediation

  11. U.S. Department of Education (March 2011) “College Completion Tool Kit”

  12. Improving Accountability Outcome Measures • High School: • AYP/API (California) • Standardized Test Scores • Graduation Rates • College-going Rates • Student Progress and Achievement – Closing the “Achievement Gap” • College: • Reducing the need for Remediation • Increase Course Success Rates • Persistence Rates • Transfer Rates • Degree/Certificate Completion

  13. U.S. Department of Education (March 2011) “College Completion Tool Kit”

  14. U.S. Department of Education (March 2011) “College Completion Tool Kit”

  15. Activity 1 Improving Outcome Measures[worksheet: session 1, activity 1] • At your current institution, what do you see as a key area in need of improvement with regards to “outcome measures” • What current programs, if any, are in place to address these issues?

  16. Point to Ponder: • What if there were a program, that reached ALL students, designed to increase intrinsic motivation???

  17. Activity 2Equity and Access[worksheet: session 1, activity 2]

  18. Session Two Get Focused…Stay Focused!™SBCC Progression in Education Model A Comprehensive Approach for Assuring Post-Secondary Success for EVERY student!

  19. Point to Ponder: • What if there were a program, that reached ALL students, designed to increase intrinsic motivation??? • What are your thoughts?

  20. Session Overview: • Short history of the Santa Barbara City College Dual Enrollment Program • Three Key Operating Principles • Partnerships are valuable! • Where are you right now? • A Progression in Education Model (PEM) that incorporates the 9th grade Career Choices course • Career Choices & Changes for post-secondary • Time for you to plan

  21. SBCC Dual Enrollment • 1998: legislation changed and program went from 4 sections at the high schools to 34 • Built relationships • Had a “customer-service” focus • By 2008: More than 100 sections taught at the high schools • In 2009: began building the Dual Enrollment Freshmen Transition course in 4 high schools which grew into Get Focused…Stay Focused!™

  22. Three Core Values

  23. Program Core Value #1: Planning Prior to the start of our program, SBCC administration met extensively with high school administrators and faculty to build relationships and create a plan that would be a “WIN” for everyone, especially students and their parents.

  24. Program Core Value #2: Access & Customer Service The Dual Enrollment Program has been built with the philosophy that SBCC will bring college classes to each high school to provide access.

  25. Program Core Value #3: Building and Sustaining Relationships Collaboration Building and sustaining relationships is our #1 priority in program management.

  26. The Dual Enrollment Freshman Transition Course:Career Choices • How it came about • Buy-in from the two high school districts • Getting started • Grant money is helpful • Choosing the right teachers • Professional development for teachers is critical

  27. Dual Enrollment & Freshman Transition Initiative • February 2009: Attended Career Choices workshop • April 2009: SBCC hosted a similar workshop presented by Academic Innovations and attended by 30 local educators • May 2009: 20 local educators attended Lead Teacher Institute in Santa Barbara • Fall semester 2009: Career Choices (semester-length) curriculum began in two area high schools

  28. Dual Enrollment & Freshman Transition Initiative • August – September 2009: Meetings held at SBCC to determine which department should house Career Choices • October 2009: Professional Development Studies department submitted course modification to curriculum committee for a 3-unit, Pass/No Pass “Personal Planning” course • Instructor Minimum Qualifications = Bachelor’s Degree • Spring semester 2011: College credit awarded to 170 students • Spring 2012: College credit awarded to 429 students • To date: Over 1,000 local students have dually enrolled for PRO 138d SBCC credit

  29. Quick Recap • SBCC built the relationships before introducing the GFSF concept • Grant funds helped get the GFSF program going • Ongoing collaboration and professional development is key

  30. Activity: Where are we Right Now? Time to Plan! Take a few minutes to work with your team to complete the worksheet titled, “Where are we Right Now?” [Session 2, Activity 1]

  31. The Get Focused…Stay Focused!™Progression in Education Model (PEM) • What is PEM? • Begins with 8th grade Bridge program • 9th grade Career Choices course with creation of 10-Year-Plan • 16 hour follow-up modules in 10th, 11th, & 12th grades, tied to English Common Core, revisit 10-Year-Plan • [Note: College freshmen taking the Career Choices & Changes curriculum integrate their 10-year Plan with the college’s education plan software] • Enter college with FOCUS, a 10-Year Career & Education Plan, and an informed, declared major • Continue in college on a FOCUSED educational track and complete on time • If basic skills are needed, complete them in an accelerated time frame

  32. Activity: How to Create a Win-Win Program • Community college participants: Where do we want to go as far as pursuing Dual Enrollment? Building a college Freshman Transition (first-year experience) course and program? • High school participants: Where do we want to go in building a GFSF program? If you have an existing program, what areas of resistance might you be experiencing, and how can you share the “What’s in it for Me?” principles to foster all-school buy-in? • Team worksheet: Bring the two together! Create a mind map or visual representation of the “big picture”.

  33. Activity How to create a win-win program[Worksheet: Session 2, activity 2]

  34. Session Recap • You’ve heard about the Freshman Transition (Seminar) course and talked about building relationships • You’ve also heard about the GFSF (follow up) model and how it can benefit the student as he or she transitions from high school to college • You’ve begun the planning process • Remember—this is just the beginning. In each session, you will learn more about each of these concepts!

  35. Point to Ponder: • What new relationships could you foster at your current institution in this effort?

  36. Session Three Career Choices:The Foundation Course of Get Focused…Stay Focused!™A Dual Enrollment Freshman Transition Course

  37. Point to Ponder: • What new relationships could you foster at your current institution in this effort? • Your thoughts?

  38. Session Overview • Structure of the SBCC Dual Enrollment Program • Course Offerings • Career Choices Curriculum • Resource Materials • Activity

  39. SBCC Dual Enrollment: Program Details • We offer college classes on-site at our local high school campuses, before school, during the day, and after school. This is in addition to K-12 students taking classes on the main SBCC campus. For the purposes of this session, we will just be discussing Dual Enrollment classes taught at the high school campuses.

  40. SBCC Dual Enrollment: Program Details • Classes at high school sites are offered in 15 academic and 16 career technical disciplines, with more than 100 classes each semester (credit is awarded on an SBCC transcript that semester) • Our enrollment is between 2,500 and 3,000 (non-duplicative headcount) per year (fall and spring only)

  41. SBCC Dual Enrollment Program: Course Request Process • See Handout (Pink)

  42. Dual Enrollment:Post Course Approval Communication • See Handout (Goldenrod)

  43. Dual Enrollment Student Application Process & Student Support • See Handouts (Blue & Yellow)

  44. ROP & Dual Enrollment • SBCC credit is awarded for ROP classes • ROP instructor must meet the MQs • SBCC course outline must be followed • College textbook must be used • SBCC now claims funding for these classes

  45. Dual Enrollment Resource Information Community College Research Center (CCRC) Education & Career Transition Teachers College, Columbia University http://ccrc.tc.columbia.edu James Irvine Foundation ‘Dual Enrollment’ Opportunities in California http://www.irvine.org/publications/new-publications

  46. Why GFSF?Benefits to all Stakeholders • Students: Student-centered/whole person approach, self-identified goals which lead to informed choices and higher student engagement • Parents: Engaged children, free/reduced cost for college courses, demystifying the college-going process • Secondary school: Change in school climate/culture, reduced dropout/suspension rates, higher student engagement, informed students help chart their own course, school-wide access to students’ 10-year Plans

  47. Why GFSF?Benefits to All Stakeholders • Post-Secondary Institution: College/career informed students, reduced need for remediation, students entering with a declared major, students on track to completion/transfer • Community: Partnerships with schools, students prepared for the workforce, contributing members of society

  48. Activity: Cultivating Buy-In[Worksheet: Session 3, Activity 1] • Identify your partnership stakeholders. Be specific. • Whose buy-in do you need in order to create a GFSF program? • Who are the visionaries with whom you work? We are often reactive – how can we be proactive???

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