Julie Scoskie Joyce Griffith Jefferson County Public Schools Adult & Continuing Education

1. Improving Postsecondary Access and Affordability Adult Basic Education/Concurrent Enrollment Julie Scoskie Joyce Griffith Jefferson County Public Schools Adult & Continuing Education

2. Objectives Understand the context for collaboration Define what concurrent enrollment is Learn the steps that will enable you to Develop a Successful Transitions Program Discuss the Ongoing Process to Maintain the Program and Its Successes

3. Name That Tune Be first to stand up Correctly answer the name of the song Win a prize

4. Context • Confluence of events: Go Higher! campaign, Beyond Merger, Brookings Report, and Local Workforce Investment Board • We asked ourselves how education was faring in our community • 1 in 5 students lacked a high school credential • 70% of students entering college needed a remedial course

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

6. Name That Tune

7. Educational Enrichment 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.

8. EES DVD

9. Benefits Combines resources of the adult education and postsecondary education systems Increases accessibility of postsecondary education Addresses affordability issues by saving students tuition Increases course completion at the lowest levels Improves retention of the most at-risk population Demonstrates measurable learning level gains

10. Challenges of Implementing a Concurrent Enrollment Model • Determining how to fund the model • Dispelling misconceptions and overcoming the “fear factor” • Aligning curricula • Defining roles and responsibilities • Integrating data tracking systems • Aligning assessment and intake processes

11. Name That Tune

12. Create 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

13. Make the Pitch Outline the benefits of the collaboration (GED recipients are the future students of the college) Discuss areas of collaboration Outline areas of similar outcomes/goals 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 Convene a meeting with adult education and college leaders:

14. Get It In Writing • 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

15. Collaborate with Faculty • 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

16. Name That Tune

17. Integrate Adult Education into the College Structure • 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 and college database • Have students take both the adult education and the college assessments

18. Pilot Concurrent Program • Introduce one subject (Math, English, Reading, or ESL) at a time • Identify gaps • Determine what works and what does not work • Refine the program based on feedback from all stakeholders

19. Combine Processes Collect, Report, and Use Data • Track and report student progress • Demographics • Assessment Scores • Retention • Course Completion • Certificate/Degree Completion • Build on Successes

20. Communicate • 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 xtaff • College advisors • Admissions counselors • Students • Community

21. Continue to Adapt and Refine • Monitor data and gather feedback • Maintain a willingness to adapt • Plan for continuous improvement

22. 53% 70% Results of EES Partnership

23. Tracking the Original EES Students (262 Students Entering 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: 66 (8 associates degrees, 9 diplomas, and 49 certificates)

24. EES Results 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

25. Celebrate Success • 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

26. Name That Tune Celebrate (Kool and the Gang)

27. Our Next Steps Continue to expand and improve EES Partnering to replicate the Washington State I-BEST model Stay informed Explore new opportunities (American Recovery and Reinvestment Act)

28. Review Successful Implementation Strategies Create a policy framework at the state level to support concurent enrollment Outline expectations, outcomes, roles and responsibilities for adult education and postsecondary education systems Obtain buy-in from leaders and staff Create teams of adult and postsecondary educators to align curriculum Jointly develop mandatory referral cut scores Re-brand the adult basic education name Integrate registration and data collection systems Track data and report success Provide professional development for staff Schedule regular meetings to ensure on-going communication Start with one subject and build

29. Questions? To find out more: Call: Julie Scoskie (502) 485-3816 Email: jscoskie@adulted.win.net Go to: http://www.workforcetraining4u.com and click on “EES/Transitions And http://kyae.ky.gov and click on Reports/Research and then click on December 2008--Transitioning to Postsecondary Education

30. Thank You For Selecting Our Session