focus on freshmen july 20-23, 2013 marriott lax dr. diane hollems

Focus on FreshmenJuly 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

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?

What’s in it for Me? Accountability Measures for both

College and High School

Session One

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

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)

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

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

Reducing the Need for Remediation

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

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

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

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

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?

•What if there were a program, that reached ALL students, designed to increase intrinsic motivation???

Activity 2Equity and Access

[worksheet: session 1, activity 2]

Get Focused…Stay Focused!™SBCC Progression in Education Model

A Comprehensive Approach for Assuring Post-Secondary Success

for EVERY student!

Session Two

•What if there were a program, that reached ALL students, designed to increase intrinsic motivation???

•What are your thoughts?

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

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!™

Three Core Values

Program Core Value #1: Planning

Prior to the start of our program, SBCCadministration met extensively with highschool administrators and faculty to buildrelationships and create a plan that wouldbe a “WIN” for everyone, especiallystudents and their parents.

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.

Program Core Value #3: Building and Sustaining

Relationships

Collaboration

Building and sustaining relationships is our #1 priority in program management.

The Dual Enrollment Freshman Transition Course:

Career Choices

How it came aboutBuy-in from the two high school districtsGetting startedGrant money is helpfulChoosing the right teachersProfessional development for teachers is

critical

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

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

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

Activity: Where are we Right Now?

Time to Plan!Take a few minutes to workwith your team to complete

the worksheet titled, “Where are we Right Now?”

[Session 2, Activity 1]

The Get Focused…Stay Focused!™Progression in Education Model (PEM)

• What is PEM?Begins with 8th grade Bridge program9th grade Career Choices course with creation of 10-Year-Plan16 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

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”.

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

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!

•What new relationships could you foster at your current institution in this effort?

Career Choices:The Foundation Course of

Get Focused…Stay Focused!™ A Dual Enrollment

Freshman Transition Course

Session Three

•What new relationships could you foster at your current institution in this effort?

•Your thoughts?

Session Overview

• Structure of the SBCC Dual Enrollment Program

• Course Offerings• Career Choices Curriculum• Resource Materials• Activity

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.

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)

SBCC Dual Enrollment Program: Course Request Process

• See Handout (Pink)

Dual Enrollment:Post Course Approval

Communication

• See Handout (Goldenrod)

Dual Enrollment Student Application Process

& Student Support

• See Handouts (Blue & Yellow)

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

Dual Enrollment Resource Information

Community College Research Center (CCRC)Education & Career Transition Teachers College, Columbia Universityhttp://ccrc.tc.columbia.edu

James Irvine Foundation‘Dual Enrollment’ Opportunities in Californiahttp://www.irvine.org/publications/new-

publications

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

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

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???

Curriculum: Career Choices

• Who am I? What do I want? How do I get it?• Exploration of three careers of interest• Budget building/Financial Literacy• Creation of online 10-year Career &

Education Plan• Career Technical Education (CTE) link• Personal development

The Beginnings...• SBCC came to my principal with the idea of offering a dual-

enrollment professional development studies course to every freshmen (pass/no pass)

• We previously had offered a computer operations course that seemed to be loosing its relevance

• We had to find a class to back up the single semester Health Course

• I was an English and ELD teacher, who was given the opportunity to teach the course

Our Program• Freshmen Seminar/Career Choices is a graduation

requirement, thus every student is enrolled. Students may enroll in a three-unit, pass/no pass, CTE course through SBCC.

• Students are not required to dually enroll, but are strongly encouraged to do so. Why not get college credit if they have to take and pass the course to graduate?

• First semester half of our freshmen class take Freshmen Seminar and the other half take Health; at second semester the students switch from Freshmen Seminar to Health or vice versa.

All About the Partnerships...• Santa Barbara City College: Provides dual-enrollment

credit, application workshops, career and education planning presentations, and helps in organizing field trips

• Academic Innovations: Provides the text and curriculum resources that allow the course to run smoothly

• Academy of Healing Arts: Comes in every Tuesday for 10 weeks and educates our students on Emotional Intelligence

• Partners in Education: A local non-profit organization arranges guest speakers from various industry sectors

Career Choices Provides a Solid Foundation

• We use the 80 hour lesson plan to pace our semester, allowing room for the various other activities

• We begin the semester with the pre-surveys and end the semester with the post-survey. An absolute must if you want evidence that your students are growing

• Our final project is a Career Portfolio that incorporates the 10-year Plan

College and Career Readiness

• We achieve this through GFSF by:

• Exposing every student to the 15 industry sectors and pathways available on our campus

• Requiring every student to research and articulate the education and training necessary for their specific career interest

• Educating students on the various college systems in California and financial aid available to them

GFSF 10th grade follow-up module:

• How Carpinteria High School has been implementing the 10th grade module

California Community College System, the Board of

Education and the State of California have already created many amazing

resources, GFSF simply puts them in every student’s

hands.

For Example:• www.whodouwant2b.com: Includes information on California

High School and Community College courses, career options, and financial assistant

• www.icanaffordcollege.com: Presents many different types of financial aid provided year round

• California Career Zone: A new way to explore Careers that California has to offer

• CCCApply: A service provided free of charge to help students and parents plan for college

• Roadtrip Nation: To help students define their own paths in life and gain exposure to careers they don’t know exist; Roadtrip Nation shares hundreds of interviews featuring leaders from all walks in life

CHS Student = SBCC Student• Because the course was part of our students’

regular school day, we realized that freshmen quickly forgot that they were college students. In order to remind them we:• Hung an SBCC banner in the classroom

• Brought all students on a campus tour and had them attend a CTE fair

• Had a representative from the dual enrollment program speak to our Freshmen Seminar Classes on College and Career Readiness

At the End of Our First Year We Saw

Huge Gains!

Pre and Post-Test Demonstrated:

• A clearer understanding of how high school is relevant to the “real” world

• An appreciation for how hard parents work in order to provide

• A drop in suspension/expulsion rates• An increase in enrollment in both AP and CTE

courses

Now What?

• We had an entire class of students who had 10-year plans, similar vocabulary, and conversation points

• We did not want this to simply be one class, one year, we wanted these positive changes to continue throughout the next three years

One Graduating Class at a Time...• We presented a brief summary of the Career Choices

curriculum at a faculty meeting, but our main focus was on the 10th grade teachers

• We held a professional development training for the teachers who primarily taught the 10th grade

• We brought in a student panel to share their experience

• We showed them the curriculum, had them go online to the 10 year plan, and explained our vision for the next three years

• Our hope being that every year each student would revisit and update their 10-Year Plan as they progress through Carpinteria High School..and it’s happening through the GFSF modules!!

• Motivated students also started the GFSF club!

In Conclusion, GFSF Provides:

• Equal access to information for every student

• A necessary foundation for every student to make decisions regarding their future

• Exposure to the various career industries

• Confidence that they can, in fact, take and succeed in a college level course

Supplemental Materials

Career Choices Relates to Career Pathways & Academies• Career Choices informs students about pathways

available at their school• Dual Enrollment offers classes in all local academies• Dual Enrollment works closely with all academy

directors• Participation in industry-based advisory meetings• The SB 70 Grant sponsors professional development

activities

GFSF Initiative: Potential Pitfalls

• 9th graders understanding what it means to be enrolled in a college course

• Instructors teaching with college rigor• Struggling student issues• Funding for textbooks and consumable

workbooks• Logistics of implementing the online 10-Year

Plan• Touch points (from the college perspective) of

connecting with students in 10th, 11th, and 12th grades

• The need for a point person at the college and the high school for frequent interaction

GFSF Initiative: Potential Pitfalls

• Finding the appropriate college department can be tricky

• Most community colleges would choose to “house” the course in their Personal Development department, which requires a Master’s Degree in Counseling

• SBCC has a “Professional Development” department, which requires a Bachelor’s Degree. In order to be acceptable to all parties at the College, no psychometrics (Myers Briggs, etc.) could be included in the course

Activity: Identifying Existing Assets

[Worksheet: Session 3, Activity 2]• Who will administer your program and

manage student enrollment?• Who are your best teachers and how will

you get their buy-in?• What courses might you be able to offer

through a Dual Enrollment model?

[Refining your Action Plan]

•What is your vision for an effective Freshman Transition Model?

Session Four

The Key to Post-Secondary Success:

Follow-up Curriculum for grades 10, 11 & 12

and All-School Buy-in

[Refining your action plan]•What is your vision for an effective Freshman Transition Model?

Session Overview

• GFSF Modules• Backward Mapping• Common Core Standards - College and

Career Readiness• Implementation• Leadership

Get Focused…Stay Focused!™ Module Development:

• January 2012: Team developed curriculum in first draft form at the request of local administrators

• February 2012: Over 40 teachers, counselors and administrators spent a day reviewing and editing the modules

• Spring 2012: Modules edited for use in 12/13• We’ll talk more about implementation later in

the session

Get Focused…Stay Focused!™ Modules:

• In 10th Grade: Developing Attitudes and Aptitudes that Promote College & Career Readiness

• In 11th Grade: Determining Your Informed Major and Post-Secondary Education Path

• In 12th Grade: Preparing to Act on Your 10-Year Career & Education Plan

GFSF 10th grade follow-up module:

Let’s look at the 10th grade module workbook

This demonstrates the scope and sequence of the modules

Backward Mapping

Common Core Standards

• Implementation of Common Core & the College and Career Readiness Standards

• Contexualized lesson development – breaking down the silos

• Real-world learning experiences that prepare students with transferable job skills

• Reinforcing the message to students to prepare for college-level work so as to reduce the need for remediation

Implementation

• 10th Grade – Fall 2013 for all schools• Carpinteria High School implemented during the 2012-

13 school year• CHS will implement all modules in English; SBUSD will

implement 10th grade module in English classes• 11th Grade – Fall 2014—likely implemented in Social

Studies• 12Th Grade – Fall 2015—likely implemented in Economics• Logistics:

• Computer carts• Continued curriculum refinement

Leadership• Executive Planning Committee

• Members from various institutions• Quarterly meetings

• District Leadership Teams• District and site-based administrators• Quarterly meetings

• School Site-based Implementation Teams• Administrative leaders, counselors, multiple

grade-level teachers• Site-specified meeting & training schedule

Activity:Identifying Partnership Strengths[Worksheet: Session 4, Activity 1]

• If your school uses the Career Choices curriculum, how could the school implement the follow-up modules?

• If your school doesn’t use the curriculum, what would be your first step in implementing GFSF?

Activity:Implementing GFSF

[Worksheet: Session 4, Activity 2]

Matriculating from Secondary to Post-Secondary:

A Truly Seamless Approach

Session Five

• If your school uses the Career Choices curriculum, how could the school implement the follow-up modules?

• If your school doesn’t use the curriculum, what would be your first step in implementing GFSF?

Session Overview

• Initiative Goals• Utilizing the 10-year Plan to make

Informed Choices• Addressing Points of Transition

• Shift from a “send-off” model to a “hand-off” success!

• Strategies for Engaging High School and College Counselors

GFSF Initiative Goals for High School Graduates

• College and Career-Ready• Informed, Declared Major• College or Post-Secondary Path• 10-year Career & Education Plan

Utilizing the 10-year Plan• How the Student can use the 10-year Plan:

• Self-articulate Career & Educational Goals• Check on progression toward goals• Provide as a framework when meeting with counselors

• How Teachers/Counselors can use the 10-year Plan:• Identify students’ goals and monitor student progress• Engage learners and frontload important concepts for career

and education planning/development• Guide students toward appropriate resources

• How the college can use the 10-year Plan:• Guide to advising for new students• Support students on self-identified path

Addressing Points of Transition

• From “send-off” to “hand-off”• 8th - 9th Grade transition• 12th – Post-Secondary transition

• Community College• 4-year College/University• Trade School• Apprenticeship• Internship• Workplace

Activity:Buy-in from Counselors

[Worksheet: Session 5, Activity 1]

Dual Enrollment Outcome DataFormer dual enrollment students* who matriculate to SBCC:

• Are more likely to enroll full-time in college (67% compared to 54%)

• Require less remediation and placed at the college transfer level course at a higher rate than their direct entry peers (Math: 26.4% compared to 18%; Reading: 25.9% compared to 9.9%; Writing: 34.8% compared to 14.6%)

• Note: Former Dual Enrollment students who participated in courses at both their high school and on the college campus scored at the college level at the highest rate: Math: 43%, Reading: 36%, and Writing: 50%

• Earn a higher average cumulative GPA (after three academic years , 2.47 vs. 2.02)

• Earn more transferable college units (after three years, 43 vs. 29)

*Note: Sample was comprised of 764 first-time college students who graduated from a local service-area high school in spring 2008 and matriculated to SBCC in fall 2008

Get Focused…Stay Focused!™

Longitudinal Research Project• SBCC is partnering with the University of

California Evaluation Center housed at UCSB in a longitudinal research study of the GFSF Initiative

• More than 7,000 high school students are surveyed each academic year

• The college MIS data and high school data will be analyzed

• The goal of this study is to validate the GFSF Initiative!

Strategies for Engaging High School & College Counselors:

• Create a shared-vision of what students’need• Professional Development to use the online

10-year Plan• Navigating two systems and political waters…

•How do secondary and post-secondary institutions interface in your environment?

Keeping the Focus:

Students taking Ownership of their Future

Session Six

•How do secondary and post-secondary institutions interface in your environment?

Session Overview

• Importance of Follow-Up• Importance of Follow-Through• Importance of Students’ Self-

Empowerment• Career Choices and Changes

• Chapters 11-15 Highlights

Importance of Follow-up

• Updating the 10-year Plan• Fostering students’self-awareness of

growth and change• Adapting plans in line with work-force

trends• Knowing the appropriate major and which

schools offer that major

Importance of Follow-Through• Students learn to set goals, but equally

important is acting on and achieving goals

• Providing tools to make successful transitions and to develop professional and educational portfolios

• Students learn to self-advocate

Importance of Self-Empowerment

• Fluid theme throughout GFSF• Students develop metacognitive abilities

• There are many sites with superficial exploratory options; the 10-year Plan is different because it is student-created, requires critical thinking and self-analysis, and it is ongoing

Career Choices and Changes• Chapter 11: Your Skills Inventory

• What are transferable skills• Student Education Plan

• Chapter 12: Study Skills for the Life-Long Learner• Vision + Energy = Success

• Chapter 13: Making Changes• Sometimes Change Takes Money• Changing Your Life Often Means Changing Your Priorities

• Chapter 14: Beginning the Job Search• Chapter 15: Where Do You Go from Here?

• Your Action Plan for the Next 10 Year

Transferable (21st Century) SkillsStudents must:

• Learn how to research and synthesize data and then present it with good informational graphics

• Be able to work in a team and collaborate with others professionally and interpersonally

• Must work ethically and responsibly• Be able to complete a comprehensive project and then do a

presentation • Learn to be innovative and creative• Possess good problem-solving and decision-making skills• Function as autonomous and self-directed individuals yet

possess good team skills• Continue to evolve their digital media skills

Activity:The Importance of transferable

(21st century) skills[Worksheet: Session 6, Activity 1]

•Begin to formulate your own plan of action in your mind – we’ll work on this tomorrow

Where Do We Go From Here?

A Plan for Success

Session Seven

Session Overview

• Reflection and Synthesis Activity• Team 90-Day Action Plan Development• Whole Group Share-out• Final Q & A• Survey/Feedback

Activity: Reflection and Synthesis

[Worksheet: Session 7, Activity 1]

• Use the Worksheet titled “Dollars and Sense” to discuss how you can realistically implement a GFSF model. For example, will you pursue grants? Does the school district have textbook funds to purchase the books?

• How will you pay the teachers? How will you select the teachers? With what college department will the 9th grade course be aligned?

Activity:90-Day Action Plan

[Worksheet: Session 7, Activity 2]

90-Day Action Plan

Whole-Group Share Out

• 5 Minute Sales Pitch• What are you taking away?

• 9th grade course, PEM, GFSF• Relationship building• Creative financing

Strand Conclusion

•Final Q & A•Survey/Feedback

Thank you!!!!Contact Info:• Dr. Diane Hollems

Dean, Educational Programs, Santa Barbara City College

hollems@sbcc.edu; (805) 683-8281• Dr. Lauren Wintermeyer

Dual Enrollment Coordinator, SBCC

lawintermeyer@sbcc.edu; (805) 730-3020