ObjectivesObjectives

Understand the context for collaborationUnderstand the context for collaboration

Define what concurrent enrollment isDefine what concurrent enrollment is

Learn the steps that will enable you to Learn the steps that will enable you to DevelopDevelop a Successful Transitions Program a Successful Transitions Program

Discuss the Ongoing Process toDiscuss the Ongoing Process to Maintain Maintain the Program and Its Successesthe Program and Its Successes

Name That TuneName That Tune

Be first to stand upBe first to stand up Correctly answer the Correctly answer the

name of the songname of the song Win a prizeWin a prize

ContextContext• Confluence of events: Confluence of events: Go Higher! campaign, Go Higher! campaign,

Beyond Merger, Brookings Report, and Local Beyond Merger, Brookings Report, and Local Workforce Investment BoardWorkforce Investment Board

• We asked ourselves how education was faring in We asked ourselves how education was faring in our communityour community

1 in 5 students lacked a high school credential1 in 5 students lacked a high school credential

70% of students entering college needed a 70% of students entering college needed a remedial courseremedial course

What is What is Concurrent Enrollment?Concurrent Enrollment?

Concurrent enrollment programs are Concurrent enrollment programs are integrated pathways in which the student integrated pathways in which the student is enrolled in basic skills (ABE, GED, ESL) is enrolled in basic skills (ABE, GED, ESL) and occupational training at the same and occupational training at the same time. The student is in a basic skills time. The student is in a basic skills program in one institution such as a public program in one institution such as a public school or community based organization school or community based organization program and in occupational training at a program and in occupational training at a community college or other vocational community college or other vocational center.center.

--Lennox --Lennox

McLendonMcLendon

Name Name ThatThat Tune Tune

Educational Enrichment Educational Enrichment Services (EES)Services (EES)

• A concurrent enrollment program that began in 2003, between Jefferson County Public Schools and Jefferson Community and Technical College in Louisville, Kentucky to better meet the needs of low-functioning college students and students earning their GEDs with a goal of entering postsecondary education

• Partners had a shared vision of developing a seamless, integrated system of adult and postsecondary education

• To date, has served 6,500 concurently-enrolled students.

• Annually saves EES students approximately $400,000 in tuition.

EESEES

DVDDVD

BenefitsBenefits Combines resources of the adult education Combines resources of the adult education

and postsecondary education systemsand postsecondary education systems Increases accessibility of postsecondary Increases accessibility of postsecondary

educationeducation Addresses affordability issues by saving Addresses affordability issues by saving

students tuition students tuition Increases course completion at the lowest Increases course completion at the lowest

levelslevels Improves retention of the most at-risk Improves retention of the most at-risk

populationpopulation Demonstrates measurable learning level gainsDemonstrates measurable learning level gains

Challenges of Implementing Challenges of Implementing a Concurrent Enrollment a Concurrent Enrollment

ModelModel

• Determining how to fund the modelDetermining how to fund the model

• Dispelling misconceptions and overcoming Dispelling misconceptions and overcoming the “fear factor”the “fear factor”

• Aligning curriculaAligning curricula

• Defining roles and responsibilities Defining roles and responsibilities

• Integrating data tracking systemsIntegrating data tracking systems

• Aligning assessment and intake processesAligning assessment and intake processes

Name That TuneName That Tune

CCreate a Foundation reate a Foundation for Successfor Success

Review the policy and political environmentReview the policy and political environment

Research best practicesResearch best practices

Form an advisory council with the following stakeholdersForm an advisory council with the following stakeholders Local business leadersLocal business leaders Workforce investment board membersWorkforce investment board members Chamber of commerce leadersChamber of commerce leaders Library officialsLibrary officials Local education leaders (all levels, public and private)Local education leaders (all levels, public and private) Elected officialsElected officials

Be preparedBe prepared Do your homework (know the statistics and outline the benefits to each Do your homework (know the statistics and outline the benefits to each

respective department or organization and their constituents)respective department or organization and their constituents)• Ex. 80% of all incoming community college students assess needing some type of Ex. 80% of all incoming community college students assess needing some type of

developmental education servicesdevelopmental education services• Ex. 10% of all incoming freshmen at Jefferson Community and Technical College are GED Ex. 10% of all incoming freshmen at Jefferson Community and Technical College are GED

recipients recipients

Use the group’s expertise Use the group’s expertise Ask them to identify resources and gapsAsk them to identify resources and gaps

Identify possible barriers to successful implementationIdentify possible barriers to successful implementation

MMake the Pitchake the Pitch

Outline the benefits of the collaboration (GED Outline the benefits of the collaboration (GED recipients are the future students of the college)recipients are the future students of the college)

Discuss areas of collaborationDiscuss areas of collaboration Outline areas of similar outcomes/goalsOutline areas of similar outcomes/goals Explain the resources available and why it is Explain the resources available and why it is

beneficialbeneficial Share credentialsShare credentials Exert a willingness to work together/not take overExert a willingness to work together/not take over Agree to ground rules including financial supportAgree to ground rules including financial support

Convene a meeting with adult education Convene a meeting with adult education and college leaders:and college leaders:

Jointly draft a Memorandum of Jointly draft a Memorandum of Understanding that:Understanding that:

•Clearly details roles and responsibilitiesClearly details roles and responsibilities

•Ensures that the collaboration will survive changes Ensures that the collaboration will survive changes in leadershipin leadership

•Eliminates misunderstandings Eliminates misunderstandings

•Ensures that the partnership will be mutually Ensures that the partnership will be mutually beneficialbeneficial

Get It In WritingGet It In Writing

• Concurrent Enrollment:Concurrent Enrollment:• Ask college faculty and adult education Ask college faculty and adult education

instructors to form a committee to guide instructors to form a committee to guide assessment, curriculum development, assessment, curriculum development, alignment, and determine cut scores for referralalignment, and determine cut scores for referral

• Transition:Transition:• Discuss how to facilitate the transition of GED Discuss how to facilitate the transition of GED

recipients to collegerecipients to college– GED Express ClassesGED Express Classes– College Bound Introduction to College CourseCollege Bound Introduction to College Course– Scholarships to CollegeScholarships to College

Collaborate with FacultyCollaborate with Faculty

Name That TuneName That Tune

• Re-brand adult education services (EES, GAP, Leap, etc.)Re-brand adult education services (EES, GAP, Leap, etc.)

• Market components of the partnership Market components of the partnership

• Hold adult education classes in college classroomsHold adult education classes in college classrooms

• Mirror the college’s schedule and format (Ex. Use a Mirror the college’s schedule and format (Ex. Use a

syllabus) syllabus)

• Utilize campus and adult education support servicesUtilize campus and adult education support services

• Enter the concurrent courses into the college’s data base Enter the concurrent courses into the college’s data base

and student information into the adult education and and student information into the adult education and

college database college database

• Have students take both the adult education and the Have students take both the adult education and the

college assessmentscollege assessments

Integrate Adult Education into Integrate Adult Education into the College Structurethe College Structure

• Introduce one subject (Math, Introduce one subject (Math, English, Reading, or ESL) at a timeEnglish, Reading, or ESL) at a time

• Identify gapsIdentify gaps

• Determine what works and what Determine what works and what does not workdoes not work

• Refine the program based on Refine the program based on feedback from all stakeholdersfeedback from all stakeholders

Pilot Concurrent ProgramPilot Concurrent Program

Collect, Report, and Use DataCollect, Report, and Use Data

Combine ProcessesCombine Processes

• Track and report student progressTrack and report student progress– DemographicsDemographics– Assessment ScoresAssessment Scores– RetentionRetention– Course CompletionCourse Completion– Certificate/Degree CompletionCertificate/Degree Completion

• Build on SuccessesBuild on Successes

• Conduct formal monthly meetings with Conduct formal monthly meetings with leadership and other staff members from leadership and other staff members from adult education and the College (record adult education and the College (record minutes)minutes)

• Identify point persons for day-to-day Identify point persons for day-to-day operationsoperations

• Keep stakeholders informed of progressKeep stakeholders informed of progress– Advisory councilAdvisory council– Adult education StaffAdult education Staff– College xtaffCollege xtaff– College advisorsCollege advisors– Admissions counselors Admissions counselors – StudentsStudents– CommunityCommunity

CommunicateCommunicate

• Monitor data and gather feedbackMonitor data and gather feedback

• Maintain a willingness to adapt Maintain a willingness to adapt

• Plan for continuous improvementPlan for continuous improvement

Continue to Adapt and Continue to Adapt and RefineRefine

Results of EES Results of EES PartnershipPartnership

Retention Rates Fall 06 to Fall 07

0 20 40 60 80

EES Student

JCTC Student

Percentage

53%

70%

Tracking the Original EES Tracking the Original EES Students Students

(262 Students Entering Fall, 2003)(262 Students Entering Fall, 2003)

• Fall 2006: 52% (137) still enrolledFall 2006: 52% (137) still enrolled(compared to 20% of all 1st time students from (compared to 20% of all 1st time students from Fall, 2003)Fall, 2003)

• Fall 2007: 37% (97) still enrolledFall 2007: 37% (97) still enrolled(compared to 16% of all 1st time students from (compared to 16% of all 1st time students from Fall, 2003) Fall, 2003)

• Credentials earned: 66 Credentials earned: 66 (8 associates degrees, 9 diplomas, and 49 (8 associates degrees, 9 diplomas, and 49 certificates)certificates)

EES Results EES Results Fall 2003 to Fall 2007Fall 2003 to Fall 2007

English:English:

• 82% EES Completion Rate82% EES Completion Rate

• 89% Eligible to Mover to Next Course or 89% Eligible to Mover to Next Course or HigherHigher

Math:Math:

• 79% EES Completion Rate79% EES Completion Rate

• 90% Eligible to Move to Next Course or Higher90% Eligible to Move to Next Course or Higher

• Use the data and student Use the data and student success to publicize the success to publicize the program, recruit students, apply program, recruit students, apply for additional funding, and gain for additional funding, and gain recognition for both institutionsrecognition for both institutions

• Share best practicesShare best practices

Celebrate SuccessCelebrate Success

Name That TuneName That TuneCelebrate (Kool and the Gang)

Our Next StepsOur Next Steps

Continue to expand and improve EESContinue to expand and improve EES

Partnering to replicate the Partnering to replicate the Washington State I-BEST model Washington State I-BEST model

Stay informedStay informed

Explore new opportunities (American Explore new opportunities (American Recovery and Reinvestment Act)Recovery and Reinvestment Act)

ReviewReview

Create a policy framework at the state level to support Create a policy framework at the state level to support concurent enrollmentconcurent enrollment

Outline expectations, outcomes, roles and responsibilities Outline expectations, outcomes, roles and responsibilities for adult education and postsecondary education systemsfor adult education and postsecondary education systems

Obtain buy-in from leaders and staffObtain buy-in from leaders and staff Create teams of adult and postsecondary educators to align Create teams of adult and postsecondary educators to align

curriculumcurriculum Jointly develop mandatory referral cut scoresJointly develop mandatory referral cut scores Re-brand the adult basic education nameRe-brand the adult basic education name Integrate registration and data collection systemsIntegrate registration and data collection systems Track data and report successTrack data and report success Provide professional development for staffProvide professional development for staff Schedule regular meetings to ensure on-going Schedule regular meetings to ensure on-going

communicationcommunication Start with one subject and buildStart with one subject and build

Successful Implementation Strategies Successful Implementation Strategies

Questions?To find out more:

Call: Julie Scoskie (502) 485-3816Email: jscoskie@adulted.win.net

Go to: http://www.workforcetraining4u.com

and click on “EES/Transitions

Andhttp://kyae.ky.gov

and click on Reports/Research and then click on December 2008--Transitioning to Postsecondary Education

Thank You For Selecting Thank You For Selecting Our SessionOur Session