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Create a Successful Transitions Program

Create a Successful Transitions Program. Charlene Gill & David Borden Austin Community College Austin, TX Building Bridges to Success: Strengthening Postsecondary Transition for Students in Adult Education. Workshop Overview. Part I (2:45—3:25): How to Create a Transitions Program

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Create a Successful Transitions Program

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  1. Create a Successful Transitions Program Charlene Gill & David Borden Austin Community College Austin, TX Building Bridges to Success: Strengthening Postsecondary Transition for Students in Adult Education

  2. Workshop Overview • Part I (2:45—3:25): How to Create a Transitions Program • Step-by-step process • Part II: (3:25—3:55): Application: Program Design • Participants work on designing their own programs • Part III: (3:55—4:05): Group Share, Q & A • Participants share designs and questions • Part IV: (4:05—4:15): Evaluations

  3. Workshop Overview PART I: • Overview of Transitions Program • Most Important Success Factor • Step-by-Step Instructions

  4. What is a Transitions Program? • KEY GOALS • Provide students with the skills, knowledge, and confidence to bridge the gaps—academic, psychological, and financial—between GED/high school and college • Ensure students achieve BOTH • College access • College success

  5. What is a Transitions Program? • Sites • Vary by program; most are housed at community colleges in Adult Education departments, but others may be set in community-based organizations, public schools, or even prisons • Students • Typically non-traditional—meaning they are over 25 years old, have been out of school for an average of 5 years or more, work full time, and have children or other dependents

  6. What is a Transitions Program? • Funding • Varies by program; some are funded by private business or non-profit organizations; others by their college or university. Most are grant funded by state or local governments (almost all are tentatively funded). • Evaluation • Also varies by program; some programs hire external evaluators, while others undergo mandatory evaluations by their funders

  7. QUIZ: The most important success factor of Transitions Program? • A). How much money the program is awarded. • B). How many hours the students attend each day. • C). Students’ performance on pre and post tests. • D). The program’s leaders’ dedication to the mission. • E). Which campus or site on which it is held. • F). None of the above

  8. The most important success factor of Transitions Program? • Answer: D). The Leaders’ dedication to the program’s mission. Hire a knowledgeable, dedicated, and caring leaders who believe in the program and the students. All else will fall into place.

  9. Misguided Leadership

  10. Lack of Leadership

  11. Strong, Positive Leadership

  12. Key features of Successful Transitions Programs The Program Leader(s): (ex: director or coordinator) • They CARE about the students. • They are DEDICATED to the students. • They are KNOWLEDEGABLE for the students. • They BELIEVE in the students.

  13. Key features of Successful Transitions Programs Student-Centered • Serve the best interest of the student—in the long run. • Staff, funders, and instructor needs count, too, but ultimately we all (staff, funders, and instructors) are investing in the students, so the best way to serve everyone is to serve the students.

  14. Key features of Successful Transitions Programs In other words, a guiding question to ask when facing any programmatic issue is: What is best for the students?

  15. Key features of Successful Transitions Programs Student-Centered= Center the program design on the students and their needs • Convenient Class Times • Flexible, Customized Instruction • Identify barriers specific to each cohort and teach success strategies

  16. Key features of Successful Transitions Programs Student-Centered= • Begin with the end in mind: College success • Develop long-term thinking and planning skills • Balance of support system with encouraged independence(demonstrate, supervise, release)

  17. Key features of Successful Transitions Programs Enforced Attendance Policy • 85% attendance required—in BOTH classes • Attendance checked daily by instructors, monitored by program coordinator/director • Incentives to encourage • Remember, though, life happens—be fair and understanding

  18. Key features of Successful Transitions Programs Intensive, Fast-Paced Design • 12—20 hours per week of intensive, fast-paced instruction DEVM0330+0370+0390 + DEVR0330+0370+0390 + DEVW0330+0370+0390 + =Transitions Program • Short Overall Time Commitment (vs D.E.) • 1 Semester (5, 8, 10, or 16 weeks)

  19. Key features of Successful Transitions Programs Rigorous, Collegiate Curriculum • Syllabi Mirror College Credit Classes • Eng 1301/1302 • Math 1332/1370/1342 • Grades (Unofficial) • Plenty of feedback

  20. Key features of Successful Transitions Programs Community, Cohort-Based • Students enter and exit together • Students work in study groups • Students take classes together afterward • Former students return to program to help and encourage new students

  21. Key features of Successful Transitions Programs College Success Activities • Study Skills/College Success Workshops • College Connection • Financial Aid Workshop • College Technology Workshop • Library Tour & Research Tutorials • Enrollment Event

  22. Key features of Successful Transitions Programs Incentives • $100 • $100 • $150 • $1,000 • iPad

  23. Remember, BELIEF in the students and DEDICATION to the mission are most important.

  24. STEP ONE: PLAN

  25. Determine Core Mission/ Goals • What is your program’s core mission, underlying philosophy, and goals? • How will you determine whether potential leaders believe in this mission and its goals? • Do you anticipate different or conflicting goals or requirements of your funders or institution? If so, how could you reconcile them?

  26. Outline How to Achieve Core Mission • How—exactly—will you measure your success in reaching goals and fulfilling program mission? • Who will measure this success? • How often? (each semester, each week, every year, once per month?) • What plans are in place in case of difficulties?

  27. Example: h

  28. Example: • How: • # of students become TSI complete • # of students who enroll in college & pass course • # of students who persist to 2nd semester & beyond • # of students who earn certificates and degrees • Who measures success: • Program Coordinator • Program Assistant • Instructors • College Advisors

  29. Example: • How Often: • On-going • Every semester • Overcome Difficulties: • Tutoring • Conferences • Math Levels • Bus Passes

  30. Develop Your Program Plans from the Mission Write Specific Plans: • Hiring Plan • Recruitment Plan • Design Plan • Evaluation Plan • Class Schedule

  31. Example: Hiring Plan • Coordinator hiring committee formed by May, 2014 • Coordinator hired by June 1, 2014; begins work in late June • Instructor hiring committee formed by mid-July • Instructors hired by August 1, 2014 • Assistant(s) hired as needed, by mid-August at the latest

  32. Example: Recruitment Plan (All conducted by Coordinator) • Student recruitment in GED Classes (July) • Newspaper advertisements (July and early August) • College homepage advertisements (late July & early August) • Partner institution recruiting (July & August) • Advisor notification (July & August) • Letters sent to students (late July)

  33. Example: Program Design Plan • 3 cohorts per year, total of 50 students • TSI & LASSI tests (pre & post) • 12 hours per week for 12 weeks (3 hours per night, 4 nights per week) • 60 hours of math, 60 hours of integrated reading/writing • 12 hours of study skills • College Connection, Enrollment Event, and Career Workshop

  34. Example: Evaluation Plan • Instructor Meetings Scheduled by late August • Class Observations Scheduled by mid-September • Mid-Semester Evaluations: Mid-October • Student Conferences: Early & Mid-October • External Evaluator Visit Complete by Nov 1 • End-of-Semester Evaluations Completed by final class date (All conducted by Coordinator)

  35. STEP TWO: Write Program Synopsis Include: • Your program’s core mission • Your program’s target goals • Your hiring, recruiting, and evaluation plans • Your course schedule and any standardized assessments/measures students will complete

  36. Example: Program Synopsis • https://docs.google.com/a/austincc.edu/document/d/1qhfx6KYEKjmGvrNy5Sw4YIwThdKBpvQM

  37. STEP THREE: Write Program Budget Include: • Director and/or coordinator • Instructors • Textbooks? • Scholarships? Incentives? Bus Passes? Parking Permits? • Other Office Supplies? • Testing Fees?

  38. Example: Budget • https://docs.google.com/a/austincc.edu/spreadsheet/ccc?key=0AgjgEQjWRIG7dGxTRTNTXzlkZ19jeDl

  39. STEP FOUR: Acquire Funding • Possible Funding Sources: • State Government • U.S. Dept. of Education • Workforce Solutions Boards • Your Community College

  40. References • “Complete College Texas.” Complete College • America Report, April 2013. • Connelly, David. College Knowledge. Jossey-Bass, • 2005. • Gittleman, Julia. “New England ABE-To- • College Transitions Project Evaluation Report.” NELRC. June, 2005.

  41. Part II: Your Turn

  42. Design Your Program Applying what you learned in the first part of the workshop, begin designing your own Transitions Program. Include in your design: • Program Mission Statement • Program Goals • Hiring, Recruitment, and Evaluation Plans • Course schedule • Potential Funding Sources • Budget

  43. Part III: Discussion Share Your Ideas w/the Group! • Optimum number of weeks & hours per week? • Course schedule? • Special visitors or presentations? • Student Recruitment Plan & Interview Questions? • Instructor Recruitment Plan & Interview Design? • Program Evaluation Plans?

  44. Thank you! Contact info: Charlene Gill (512) 223-5122 cgill@austincc.edu http://www.austincc.edu/transitions/

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