Not a “Magic Bean” - An Enrollment Management Approach to P-16 Pathway Development

1. Not a “Magic Bean” - An Enrollment Management Approach to P-16 Pathway Development

2. “For every complex problem there is a simple solution, and it’s wrong.” -H.L. Mencken

3. Career Pathway Development - It’s about building systems • Simply recruiting & retaining more students should not be the goal • Learning and helping students reach their highest educational aspirations is the goal • Focus needs to be placed on those resources which promote learning & success • Retention is the by-product

4. 6 Leading Reasons for Student Attrition (Tinto) • Academic Difficulty • Insufficient skills/poor study habits • Uncertain/weak/narrow goals • Feelings of isolation • Adjustment difficulties • Financial inadequacies

5. Retention extends beyond the institution • Awareness of the economic needs of the region/state/nation • Engagement business partners • Determine what are their strategic needs • Pathways need to be addressed with a P-16 mindset

6. What Retention isn’t! • Lowering Standards • Vaccination approach – “We’ll add a course or change a policy to fix it” • Solely the responsibility of a single entity What Retention is! • Helping students in reaching their educational goals • Engages faculty/staff across institutions and instructional levels • Integrated into the missions of all partners

7. Using the League for Innovation College & Career Transition Initiative (CCTI) as a Program Model CCTI - One of two major USDE-OVAE funded initiatives, the other being the Career Clusters project. These two initiatives represent the “What” and “How” 2006 Perkins IV legislation.

8. Five CCTI Outcomes • Decrease the need for remediation at the postsecondary level • Increased enrollment and persistence in postsecondary education • Increase academic and skill achievement at secondary and postsecondary level. • Increased attainment of postsecondary degrees, certificates, or other recognized credentials • Increased entry into employment or further education

9. Decrease the need for remediation at the postsecondary level Increased enrollment and persistence in postsecondary education Increase academic and skill achievement at secondary and postsecondary level. Increased attainment of postsecondary degrees, certificates, or other recognized credentials Increased entry into employment or further education (S203-B.v)Enrolled in remedial mathematics, writing, or reading courses upon entering postsecondary education (S203-B.i) Enroll in postsecondary education(S203-B.ii) Enroll in postsecondary education in the same field or major as the secondary tech prep students were enrolled at the secondary level (S203-B.ii) Enroll in postsecondary education in the same field or major as the secondary tech prep students were enrolled at the secondary level(S203-B.iv) Successfully complete as a secondary school student, courses that award postsecondary credit at the secondary level (S203B.iii/C.ii) Complete a State or industry-recognized certification or licensure(S203-C.iii) Complete a 2-year degree or certificate program w/in the normal time for completion of such a program (S203-C.i) Are placed in a related field of employment not later than 12 months after graduation from the tech prep program(S203-C.iv) Complete a baccalaureate degree program w/in the normal time for completion of such a program CCTI Outcomes 2006 Perkins Tech Prep Performance Indicators

10. Career Pathways A Career Pathway… • is a coherent, articulated sequence of rigorous academic and career courses, commencing in the ninth grade and leading to an associate degree, and/or an industry-recognized certificate or licensure, and/or a baccalaureate degree and beyond. • is developed, implemented and maintained in partnership among secondary, postsecondary education, business and employers. Career Pathways are available to all students, including adult learners, and are designed to lead to rewarding careers.

11. Pathway Development • P-16 pathways require an alignment of workplace and college expectations and readiness • Academic (Math, ELA, Science) • Career Technical skills addressed via secondary/college summits. College syllabi and evaluation instruments made available to secondary instructors

13. Pathway Planning • Career Fields standards Document • Consortium refinement • Local industry review • Secondary-postsecondary leveling • Building-level refinement • Curriculum mapping • Facilities and Resources • Teacher licensure • On-going monitoring and refinement

15. Better Accountability and Assessment Phasing out of Articulated Credit over the next 3 to 4 Years: “Articulated credit” is defined by completion of high school courses with a C or better with approval of secondary Tech Prep site

16. End of Course Exams: These courses can be taken during the junior or senior year of the Tech Prep program at SCC or a proficiency examination can be administered by SCC faculty during the junior and senior years of the Tech Prep program. Course credit and grade will be posted to a SCC transcript if student scores “C” or higher Portfolio Assessment of Credit: Starting 2007-2008 for Graphic Arts Earning College Credit

17. Articulation and Dual/Concurrent Credit • Articulation agreements define: • Entrance criteria • Dual/concurrent credit • Assessment procedures and standards • Delivery • Faculty orientation • Proficiency exam • Annual reviews and updates

18. Awarding Dual Enrollment Credit • Courses which are articulated are posted to the students transcript and noted as a “Y”. • Moving away from this notion. Industry-based certificates will be recognized as part of CT2 • Proficiency and portfolio credit are posted with a letter grade of “C” or better. • MVTPC consortium reimburses SCC faculty • This process is undergoing a streamlining at the college for 2008-09 • Sheer size of Tech Prep is causing change at the college • Eliminate unnecessary steps for students and college faculty

19. What was the impact of the CCTI pilots? • Data collected • Program retention @ secondary level • College transitions • Need for remediation • Retention to the second year at Sinclair

20. Professional Development • TIES - Teachers in Industry for Educational Support (TIES) • Network w/ educators & business professionals, and engages in educational presentations, workforce representative panel discussions, local worksite tours, and curriculum development. • Topics: Tech Prep, career pathways, Ohio career fields, local workforce employment and development, team-building, and problem-based learning. MVTPC provides - $300 stipend. • Optional graduate credit will be available - 2 graduate semester credits from UD at the cost of $205 per credit. Max 35 participants • BIS 160 Proficiency Workshop – • Curriculum alignment between 35 secondary & 4 college faculty and staff. • 4 days covering 3 content section and SAM (Simulation Assessment Modules) testing • High demand course across multiple programs of study • $20,000+ investment by MVTPC

21. Professional Development (cont.) • Tech Prep staff meets with Sinclair academic advising staff to review consortium mission, operations, articulation agreements, and scholarship information • Starting fall 2007, MVTPC will host a deans & chairs luncheon • MVTPC reports directly to college provost and is on the college’s provost & instruction councils

22. Continued enhancements Electronic registration for proficiency courses - Better communication between secondary and college faculty • Develop on-line proficiency testing via Angel software for critical gateway courses • BIO 107 Human Biology • MAT 101 Elementary Algebra • Make on-line practice tests available 24/7

23. Online Proficiency Registration • Proficiency Course Delivery Form

25. Continued enhancements • 10th Grade “Early College Connection” programs • Value added for career-tech recruitment • Consists of on-campus parent/student contact • Follow up letters to parents explaining Tech Prep • 11th Grade Tech Prep Orientations • Held at College • Involves chairs and f/t college faculty • Half day event • 11th & 12th Grade College events • Showcase • Early Placement Testing & EMPT • Special Pathway related events • 12th Grade College Transitions Nights • Reinforces parent/student connections w/ college faculty, advisors, andenrollment personnel

26. 2006-07 Research Project • Repeat design elements from 2002 study. • Additional elements for 2007 comparing the Tech Prep cohort to non-Tech Prep traditional age cohort: • Direct placement into ENG 111 & MAT 101 • Success in ENG 111 & MAT 101 as defined as a “C” or better • Success in MAT 108 or higher math classes (OTM) with a “C” or better • Fall to Fall retention rates whether at Sinclair or enrolled at any other state supported college or university. • If a DEV placement is required: • Amount and success rates in DEV classes • If Tech Prep students require DEV coursework, do they need as much as they’re non-Tech Prep counterparts and are they more successful? • After completion of DEV and successfully enroll and complete ENG 111 & MAT 101 when compared to a non-Tech Prep population. • Expect that there will be no significant difference with these two populations since they would receive the same treatment.

27. CCTI Data

32. Contact Us Visit the Miami Valley Tech Prep for copies of this presentation & CCTI information at: www.mvtechprep.org