Creating a Successful Transitions/Concurrent

Enrollment Program

In Ten Easy Steps

Julie Scoskie, Director

Jefferson County Public Schools Adult and Continuing Education

Definitions

Concurrent - operating or occurring at the same time

Transition - passage from one state, stage, subject, or place to another

• Understand the context for collaboration• Adopt a common language (Transition and

Concurrent Enrollment)

• Learn the 10 steps that will enable you to Develop a Successful Transitions Program

• Discuss the Ongoing Process to Maintain the Program and Its Successes

Our Goals Today

Name That Tune & Artist

• Stand up

• Correctly answer both the name of the song and artist

• Win a prize

Kentucky’s Context for Collaboration

House Bill 1 (1997):Post-Secondary Education Reform in Kentucky

A seamless, integrated system of postsecondary education leading to greater numbers of citizens attaining college/university degrees and/or the completion of the training necessary to develop a workforce with the skills to meet the needs of new and existing industries, and benefit from continuing education.

Senate Bill 1 (2000): The Restructuring of Adult Education

A seamless, integrated system of adult education services resulting in greater numbers of adults with GEDs and entering postsecondary education and/or training.

Result: •Aggressive enrollment and attainment goals for the community and technical college system and the adult education providers.

• Increased access and affordability for students.

State-wide Concerns:The “Pipeline Leakage” Problem

For every For every 100100 Kentucky 9th graders: Kentucky 9th graders:

• 65 graduate from high school• 37 enter college• 24 are still enrolled in sophomore year • 12 graduate with a four-year degree in 6 years

Source: Tom Mortenson, Public School Graduation and College-Going Rates of Students Directly from High School, 2004; NCES, IPEDS Fall 2004 Retention rates and 2004 Graduation Rate Survey; U.S. Census Bureau, 2005 American Community Survey (ACS)

Local ImperativesMerged Government and the Brookings Report

Historic Opportunity“The Louisville region stands at a historic juncture. As (the 2003) merger creates the 16th largest municipality in the U.S. the new city has an opportunity to seize the moment, ‘get it right,’ and chart its destiny as one of the most progressive American cities.” (Brookings Report)

Serious Challenges• The new city faces serious human capital and quality of life challenges that

threaten future competitiveness, including

• A workforce severely limited in size and skill

• Low educational attainment which limits competitiveness in the “knowledge economy.”

One Solution• Promote increased educational attainment from GEDs to Ph.D.s.

Name That Tune

A Spoonful of Sugar

Julie Andrews

Step 1Create a Foundation for Success• Review the Policy and Political Environment

• Research Best Practices

• Form an Advisory Council with the following stakeholders– Local Business Leaders– Workforce Investment Board Members– Chamber of Commerce Leaders– Library Officials– Local Education Leaders (all levels, public and private)– Elected Officials

• Be prepared– Do your homework (know the statistics and outline the benefits to each respective

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

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

GED recipients

• Use the Group’s Expertise – Ask them to identify resources and gaps

• Identify Possible Barriers to Successful Implementation

Name That TuneAin’t Too Proud to Beg!

The Temptations

Step 2 Make the Pitch

Convene a meeting with adult education and college leaders:

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

• Discuss areas of collaboration

• Outline areas of similar outcomes (vision and mission)

• Explain the resources available and why it is beneficial

• Share credentials

• Exert a willingness to work together/not take over

• Agree to ground rules including financial support

Jointly draft a Memorandum of Understanding that:

•Clearly details roles and responsibilities

•Ensures that the collaboration will survive changes in leadership

•Eliminates misunderstandings

•Ensures that the partnership will be mutually beneficial

Step 3Get It In Writing

Name That TuneCome Together—The Beatles

• Concurrent Enrollment:• Ask college faculty and Adult Education instructors to

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

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

recipients to college– GED Express Classes– College Bound Introduction to College Course– Scholarships to College

Step 4Collaborate with Faculty

• Re-brand Adult Education Services (EES, GAP, Leap, etc.)

• Market components of the partnership

• Hold Adult Education classes in college classrooms

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

• Utilize campus and Adult Education support services

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

student information into the Adult Education data base

• Have students take both the Adult Education and the

College’s assessments

Step 5Integrate Adult Education to the

College Structure

• Introduce one subject (math, English, reading, or ESL) at a time

• Identify gaps

• Determine what works and what doesn’t work

• Refine the program based on feedback from all stakeholders

Step 6Pilot Concurrent Program

Collect, Report, and Use Data

Step 7Combine Processes

• Track and report student progress– Demographics– Assessment Scores– Retention– Course Completion– Certificate/Degree Completion

• Build on Successes

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

• Identify point persons for day-to-day operations

• Keep stakeholders informed of progress– Advisory Council– Adult Education Staff– College Staff– College Advisors– Admissions Counselors – Students– Community

Step 8Communicate

• Monitor data and gather feedback

• Maintain a willingness to adapt to meet changing needs and shifting student populations

• Plan for continuous improvement

Step 9Continue to Adapt and Refine

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

• Share best practices

Step 10Celebrate Success

Name That TuneCelebrate—Kool and the Gang

Results

Retention Rates Fall 06 to Fall 07

0 20 40 60 80

EES Student

JCTC Student

Percentage

53%

70%

ResultsResults of EES Fall 2003 to Fall 2007:

English:

• 82% EES Completion Rate

• 89% Eligible to Mover to Next Course or Higher

Math:

• 79% EES Completion Rate

• 90% Eligible to Move to Next Course or Higher

Results

Tracking the Original 262 EES Students from Fall, 2003

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

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

• Credentials earned: 43 (8 associates degrees, 5 diplomas, and 30 certificates)

Questions?To find out more:

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

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

and click on 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 Our Session