Transcript of CA Career Pathways Trust: East Bay Career Pathways Consortium December 4, 2014 Chabot College.
- Slide 1
- CA Career Pathways Trust: East Bay Career Pathways Consortium
December 4, 2014 Chabot College
- Slide 2
- Secondary & Postsecondary Partners K-12 Districts Alameda
Unified School District Albany Unified School District Berkeley
Unified School District Castro Valley Unified School District Emery
Unified School District Hayward Unified School District Oakland
Unified School District Piedmont Unified School District San
Leandro Unified School District San Lorenzo Unified School District
West Contra Costa Unified School District Alameda County Office of
Education Community Colleges Berkeley City College Chabot College
College of Alameda Contra Costa College Laney College Merritt
College Cal State East Bay and UC Berkeley are included as unfunded
post-secondary partners Alameda County Office of Education
- Slide 3
- Collective Impact the commitment of a group of important actors
from different sectors to a common agenda for solving a specific
social problem. (Source: Collective Impact, Stanford Social
Innovation Review, Winter 2011)
- Slide 4
- Collective Impact initiatives involve a centralized
infrastructure, a dedicated staff, and a structured process that
leads to a common agenda, shared measurement, continuous
communication, and mutually reinforcing activities among all
participants. (Source: Collective Impact, Stanford Social
Innovation Review, Winter 2011)
- Slide 5
- Collective Impact Although rare [] successful examples of
collective impact are addressing social issues that, like
education, require many different players to change their behavior
in order to solve a complex problem. (Source: Collective Impact,
Stanford Social Innovation Review, Winter 2011)
- Slide 6
- The Complex Problem The Complex Problem: A skills gap,
unemployment + unfilled jobs Remediation crisis, high
non-completion rates
- Slide 7
- Project goal and strategy GOAL: develop pathways that prepare
students for further education and rewarding employment STRATEGY:
regional and local teams, with crosscutting support
- Slide 8
- High school completion or higher Less than high school
completion Bachelors or higher degree Percentage of persons 25
through 29, by highest level of educational attainment: Selected
years, 1940 through 2010 Year Percent
- Slide 9
- Built when a HS diploma could get you a good job Not aligned to
real labor market demand Lacks adequate support for transition to
college Students arrive and end up in remediation It doesnt do
enough to help students set goals Does not reflect the new
priorities of K12 education
- Slide 10
- Integrates academic and career themed curriculum Strengthens
opportunities for college credit in HS That incorporates work and
project based learning Provides early matriculation and advising
Defines students as shared customers Allows students to ID many
options for work or continuing education
- Slide 11
- K12 / Community College / K14 Pathways High School pathways --
defined Community College pathways defined K-14 pathways the
innovation
- Slide 12
- Student Transitions K-12 Post Secondary High Quality Career
Pathways Better Jobs & Lives CCSS & CTE Integration, Early
College Credit Integrated Counseling Services Improved Academic
Placement
- Slide 13
- Student Transitions Pathways Imperative Remediation Crisis
Improved Placement (Y1) CCSS, NGSS -- Matriculation and Persistence
Completion Early College Credit and Early Experiences
Curriculum
- Slide 14
- Early College Credit Early opportunities for high school
students to explore college and career options and enroll in
college courses while still in high school Includes dual
enrollment/credit, concurrent enrollment and summer bridge Provides
a supportive and aligned bridge into college and career pathways
for students Creating dual enrollment courses is an excellent way
for community college faculty and high school instructors to engage
ongoing conversations around aligning curricula and pathways
- Slide 15
- Early College Credit: An Opportunity to Improve Student
Outcomes Dr. Diane Hollems Dean of Education Programs
- Slide 16
- Reduce Remediation by Improving College Academic Placement John
J. Hetts Former Director of Institutional Research Long Beach City
College
- Slide 17
- Santa Barbara City College Dual Enrollment Program (The
Overview) CCPT Meeting Chabot College December 4, 2014 Diane
Hollems, Ph.D.
- Slide 18
- Introduction Dr. Diane Hollems Dean of Education Programs
- Slide 19
- Overview of this Presentation Why Dual Enrollment (vs.
Articulation)? Benefits to stakeholders SBCC Dual Enrollment
Program core values Outcome data Relationships with Secondary
Schools
- Slide 20
- Why Dual Enrollment? We found that everything covered in the
traditional CTE articulation meeting could be mirrored in doing a
SBCC/high school articulation meeting. This covers both general
education courses and CTE.
- Slide 21
- Slide 22
- Program History & 3 Core Values
- Slide 23
- California Dual Enrollment Legislation Senate Bill 292 Ed.
Code, section 76300 Senate Bill 338
- Slide 24
- Senate Bill 292 (1996): School districts can claim full ADA for
dually enrolled students as long as they are enrolled in and attend
high school for 240 minutes a day. HS ADA & College FTE: SBCC
requires that each student be enrolled in HS only classes for 240
minutes per day (~ 4 or 5 periods per day), anything above that can
be Dual Enrollment and claimed by SBCC.
- Slide 25
- Senate Bill 338 (2003)/Ed Code 76001: 1.A CC may admit special
part-time (fees may be waived, up to 11 units) and full- time
students (fees can not be waived). 2.Class open to the general
public, if on the high school campus it must be during a time that
the campus is open to the public. 3.Class is advertised, if only on
web then advertised 30 days prior to the start of class. 4.A CC may
restrict admissions/enrollment by: age, grade level and
demonstrated eligibility such as assessment. 5.Principal approval
and parent approval is required. SBCC Guidelines SBCC waives all
fees for part-time students taking the class on the high school
campus, but not for 12 or more units. We have an MOU with our local
high school districts and have a process by which we contact the
regular SBCC students that have enrolled. Are classes are coded
off-campus with the high school location (e.g., DPHS, SBHS, etc.).
We advertise our classes 30 days prior to the time they start. Some
of our classes are restricted such as math or English that require
placement into the correct level in order to be enrolled in the
class. We also adhere to pre-requisites for foreign language
classes. We secure principal/counselor, parent and student
signatures to enroll.
- Slide 26
- Program Core #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.
- Slide 27
- Program Core #2: Service: The Dual Enrollment Program has been
built with the philosophy that SBCC will bring college classes to
each high school to provide access.
- Slide 28
- Program Core #3: Collaboration: Building and sustaining
relationships is our #1 priority in program management.
- Slide 29
- Benefits to all Stakeholders: Post-Secondary Institution:
Students generate a transcript Students stay on pathway FTEs are
collected on students enrolled in the DE section Secondary school:
Change in school climate/culture Students head start on career
pathway Students motivated to take more Dual Enrollment and/or AP
classes Students generate a college transcript Parents: Substantial
savings on the students college education Demystifying the college
process
- Slide 30
- SBCC Dual Enrollment Program Details: 1.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 K12
students taking classes on the main SBCC campus. For the purposes
of this presentation, we will just be discussing Dual Enrollment
classes taught at the high school campuses. 2.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). 3.Our enrollment is
between 2,500 and 3,000 (non-duplicative headcount) per year (fall
and spring only).
- Slide 31
- Outcome Data Former 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%) 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
- Slide 32
- Relationships with Secondary Schools & Districts
- Slide 33
- Contact Information: Dr. Diane Hollems Santa Barbara City
College 721 Cliff Drive Santa Barbara, CA 93109 (805) 693-8281
hollems@sbcc.edu
- Slide 34
- Thank You!
- Slide 35
- L. Karen Monroe Superintendent-Elect, Alameda County Schools
Career Pathways and the Common Core: Innovative Solutions for
Brighter Futures
- Slide 36
- Health & Biosciences Engineering & Advanced
Manufacturing ICT & Digital Media ICT & Digital Media
Public Service & Law Regional Industry Engagement
Infrastructure Regional Data Sharing Infrastructure Regional
Strategies for Addressing Barriers to Inter-segmental Transitions
Building Regional Infrastructure
- Slide 37
- Pathway Development Career Connections Successful Transitions
East Bay Career Pathways Priorities
- Slide 38
- Slide 39
- Challenge for K12: Prepare for college AND career 20 th
century: college or career 21 st century: college and career
Pathways can deliver on this promise
- Slide 40
- 3 strongest predictors of lifetime earnings Years of schooling
completed Cognitive achievement measured by test scores Various
non-cognitive skills College & career pathways can improve all
of these. Source: Making it Real: How High Schools Can Be Held
Accountable for Improving Students Career Readiness. PACE Policy
Brief 13-2
- Slide 41
- Shift from voc ed to CTE 1917 federal law defined voc ed as
prep for occupations not requiring a bachelors or advanced degree
By the 1980s tracking students into programs that did not give them
the option of going to college was increasingly seen as unfair and
inefficient Federal law started to require integration of
vocational and academic education, renamed voc ed as CTE in
2006
- Slide 42
- Dilemma for high schools: Most students in first year of high
school expect to complete a college degree or more (72% of those
who gave an answer; 56% of whole sample) but only about 1/3 of
25-29 year olds have bachelors degrees, and that number is growing
very slowly. Sources: US Dept of Education, National Center for
Education Statistics: The High School Longitudinal Study of 2009,
NCES 2011-327, 2011. Digest of Education Statistics 2010.
- Slide 43
- College & career pathways Postsecondary education should be
an option for all who want it More focused and engaging curriculum,
with work-based learning, motivates students to learn and graduate
Students gain work-related skills to help support them through
college, or to enter labor market without degree
- Slide 44
- Research has found benefits during high school Compared with
similar students at the same high schools, career academy students
show more improvement in attendance, grades, credits earned, and
are more likely to stay in high school
- Slide 45
- and after high school Maxwell study found academy students more
likely to finish bachelors degree MDRC random-assignment study
found positive effects on earnings 8 years after high school, with
no reduction in postsecondary educational attainment Source: Career
Academies, a Proven Strategy to Prepare High School Students for
College and Careers
http://casn.berkeley.edu/resources.php?r=158&c=1
- Slide 46
- CPA and California 12th-grade graduation rates, 2004-05 and
2009-10 Source: Profile of California Partnership Academies
2009-10, http://casn.berkeley.edu/resources.php?r=293&c=1
- Slide 47
- CPA and California graduates completing a-g course requirements
for CSU and UC, 2004-05 and 2009-10
- Slide 48
- Strategy for change Regional teams for Pathways and Transitions
Communicate best practices Identify gaps and priorities Commission
local action teams May continue to operate after CCPT funding ends
Local teams Develop solutions to challenges identified by regional
teams Report back to regional teams Brokering of Work Based
Learning and Career Placement Cross-cutting infrastructure Industry
engagement intermediary Data sharing platform: CalPass PLUS
- Slide 49
- Regional Teams Meet October 2 December 4 February 5 May 7
Smaller design teams work on issue-areas and bring them back to the
regional teams Design teams innovate and propose solutions Design
teams refine their proposed models and move to implementation
Larger region implements design team innovations
- Slide 50
- Assessment, Placement & Remediation Inter-segmental Student
Supports Dual & Concurrent Enrollment practices Strong
Pathways: College & Career Success Industry Engagement
Intermediary Platform Data sharing platform: CalPass PLUS Health
& Biosciences Engineering & Advanced Man. ICT & Digital
Media ICT & Digital Media Public Service & Law
- Slide 51
- Pathway Devt Teams SeptOctNovDecJan 2015 FebMarAprilMayJune
2015 October 2 AM: Launch PM: Regional Pathway Teams: Overview Dec.
4 Regional Pathway Teams: Dual Enrollment Dec. 4 Regional Pathway
Teams: WBL May 7 Regional Pathway Teams: Pathway Quality
Transition: -Placement -Student Supports Transition: -Student
Supports -Placement Transition: --Student Supports -Placement
Administrators: Early College Credit Administrators: Work Based
Learning & Career Placement Agreements Administrators: Pathway
Systems Development (internal) Transition Teams Data Sharing Team
On-gong Data Sharing and Definitions Meetings East Bay Career
Pathways Project Timeline Year One Student Supports Placement/
Remediation Transition Teams: Eng/Manuf ICT/DM Health Science
Public Service Local Pathway Work: Leadership Teams Administrators
Leadership Teams: Working Group PD Bi-weekly Business Meetings:
Monthly Business; Monthly Pathway Development Support
- Slide 52
- YEAR ONE Colleges and high schools locally: Deepen K12-college
connections Get more students enrolled by starting/expanding
college and career pathways Improve pathway quality by: Aligning
K-12/college curricula Increasing and integrating work-based
learning and credit- based internships Transitioning more students
to college Enroll students early (dually/concurrently) Better
remediation, improved academic placement Improve matriculation,
outreach, exposure
- Slide 53
- Colleges and high schools regionally: Learn practices from
peers, experts and local teams to begin, improve, expand pathways
Hear and respond to industry needs Inventory and action planning
Move progressively towards taking action on issues to be addressed
regionally (and/or sub-regionally/locally) Learning Communities
YEAR ONE
- Slide 54
- 54
- Slide 55
- Distributive Leadership R-PAT Working Group
- Slide 56
- Slide 57
- K-12 Integrated Counseling Post Secondary Student Transitions
Improved Academic Placement CCSS & CTE Integration, Early
College Credit High Quality Career Pathways Better Jobs