A Replicable Model TM Get Focused Stay Focused

A Replicable Model: TM Get Focused. . . Stay Focused! ™ Initiative developed at Santa Barbara City College 1

During their transitional years, students make three important choices: 2 MAJOR CAREER COLLEGE

Think about the students you know. In what order do most people make these choices? 3 MAJOR COLLEGE CAREER

In what order should these elements be considered to render success? COLLEGE MAJOR 4 CAREER

CAREER determines MAJOR which determines what COLLEGE 5

Think back to your college experience. . . Would you have done anything differently? 6 If so, why?

Top four responses in a survey of 444 people who graduated in the U. S. between 2006 and 2011 Been more careful about selecting my major or chosen a different major 37% Done more internships or worked part time 29% Would have started looking for work much sooner while still in college 24% Would have taken more classes to prepare for a career 7 20% Source: John J. Heldrich Center for Workforce Development at Rutgers University Reported in The Wall Street Journal, May 22, 2012

Activity Pair up. Decide who will be Kelly Green and who will be the counselor. Kelly Green comes to the counselor for advice. Kelly is considering dropping out of school. 8

Let’s begin with the end in mind. . . 9

What if every entering freshman had that could be used an online 10 -year by counselors for plan 10 advisement and instructors for academic coaching?

Activi ty With the same try advising Kelly Green partner, again. Kelly is considering dropping out of school. Counselor’s task: Convince Kelly to stay using information from the 11

Academci Coaching withthe 10 -year Plan 12

TM A Grade 9 -14 Collaborative Model Delivering Guidance through Classrooms, Advisories, and the Counseling Office 13

TM Initiative Goals for ALL entering college freshmen: College and Career Ready Informed, Declared Major College or Post-secondary 14 Path 10 -year Career & Education Plan

1 0 0 0 1 WHYA 10 -YEA 1 R PLA N ? 10 1010 15

10 0 1 10 10 1 0 0 16

Kid s In Parents’ Pockets Eroding Retireme nt 17 Savings

What Research Tells Us About Student Success 18

Report from the 21 st-Century Commission on the Future of Community Colleges American Association of Community Colleges 19 April 2012 Reclaiming the American Dream Community Colleges and the Nation’s Future A Report From the 21 st-Century Commission on the Future of Community Colleges American Association of Community Colleges With Support from Bill & Melinda Gates Foundation, Kresge Foundation, ACT, and Educational Testing Service

Recommendations from the s t Su c c e Stu d e n s in e in g C o ll e g Adva n c m u n it y t h ae li f o r n ia C o m s C ns o f e n d a t io Re c o m m u n it y e fo rn ia C o m m t. Chali Ta s k lle g e s. Su c c e s s C Stoud e n t Fo rc e L L EG N IT Y C O ES NT STUDE SS SUC C E C A L IF O 1 20 MMU R N IA C O 2 3 4 5 6 7 8 9 California Community College Student Success Task Force January 2012

Advan c in g S tu d e n t C a lif o Su c c e r n ia C s s in th ommu e n it y C Re c o m o lle g e m end s atio n s C alif o rn o f the ia C o m m u nit y Stu d e nt C o lleg e Su c c e s s s Ta s k Fo rc e “Research from the Institute for Higher Education Leadership and Policy shows that students who entered a program [of study] in their first year were twice as likely to complete a certificate, degree or transfer as students who entered a program after their first year. ” C A L IFO R N IA C OM M U N STUD E S U C C EN T SS 1 21 2 3 4 5 6 IT Y C O L LE 7 8 G ES 9 Advancing Student Success in the California Community Colleges: Recommendations of the California Community Colleges Student Success Task Force, p. 30

RECOMMENDATION: Every Matriculating Student Needs an Education Plan “Every student who enrolls to pursue a certificate, degree, or transfer objective, and in many cases even those seeking career advancement, needs a Student Education Plan that represents the sequence of courses that can get them from their starting point to attainment of their educational goal. . Expanded in Su c c e ss g Stu d e n t lle g e s A d v a n c in u n it y C o t h e lif o r n ia C o m m Ca o f the e n d atio n s s Rec o m m y C o lleg e C o m m u nit C alifo rn ia s k Fo rc e c c e s s Ta Stu d e nt Su UN N IA C O M M EG E IT Y C O L L S T U D E NS SUC C ES C A L IFO R 1 22 2 3 4 5 6 7 8 9 resources for career exploration are essential. ” Advancing Student Success in the California Community Colleges Recommendations of the California Community Colleges Student Success Task Force, p. 23

“. . . there is a difference between systematic exploration and the blind trial and error experienced by too many students. Helping students make informed choices about their education is a critical strategy to help increase student success in the California Community Colleges. ” 23 Advancing Student Success in the California Community Colleges Recommendations of the California Community Colleges Student Success Task Force, p. 23

RECOMMENDATION: Guidance is Key to Student Success “The current matriculation model assumes that students will clarify their educational objective in the course of meeting with a counselor. However, many students never see a counselor. ” n Su c c e s s i g St u d e n t n i t y A d v a n c in m u t haelif o r n i a C o m C e s C o lle g s of the e n d a t io n ges Rec o m m n it y C o lle Com m u ce C a lif o r n ia Ta s k F o r Su c c e s s S tu d e n t UN IA C O M M G ES IT Y C O L L E T S T U D E NS SU C C ES C A L IFO R N 11 24 22 33 44 55 66 77 88 99 Advancing Student Success in the California Community Colleges Recommendations of the California Community Colleges Student Success Task Force, pp. 22 -23

RECOMMENDATION: Guidance is Key to Student Success yet. . . “. . . colleges were unable to provide all students with access to counseling services to help them clarify and refine their educational objectives and assist with the development of education plans to achieve those objectives. Student to counselor ratios range from 800 to 1, 800 to 1 in the community colleges. ” 25 Advancing Student Success in the California Community Colleges Recommendations of the California Community Colleges Student Success Task Force, pp. 22 -23

Current model that taxes guidance departments and underserves students 26 Model with a comprehensiv e guidance course culminating with a 10 -year Plan

Career and Education Plans upon entering college Critical to College Completion 27 Advancing Student Success in the California Community Colleges Recommendations of the California Community Colleges Student Success Task Force, p. 23

If Guidance is Key to Student Success A new model for delivery of guidance: 28 Comprehensive Guidance in the Classroom

Redesign for Colleges In the “Reimagined” Community College: “All or most students would complete a student success course in their first term and enter a structured program of study as soon as possible. ” 29 American Association of Community Colleges. (2012, April). Reclaiming the American Dream: A report from the 21 st-Century Commission on the Future of Community Colleges.

Howcanthis bedoneefficiently? With either a Freshman Transition Course that culminates in creation of a 10 -year Career and Education Plan during the freshman year of high school 30 or…

a 3 -unit Student Success Course that culminates in creation of a 10 -year Career and Education Plan during the freshman year in college 31

TM Step 1: Students GET 32

Dual Enrollment Freshman Transition Santa Barbara City College in partnership with four local high schools 33 www. whatworkscareerchoices. com/deft. html

Dual Enrollment Freshman. Transition 34

Get Focused. . . Stay Focused! ™ Model 35 ALL freshmen take a semester-long, comprehensive guidance course that culminates in the development of an online 10 year Plan.

“Stay Focused!” in the 10 th, 11 th, and 12 th grades 36 to

College Completion has become a national priority 37

Overview: Get. Focused. . . Stay Focused! ™ 38

In answer tothequestion, “In a Get Focused. . . Stay Focused! ™ Initiative. is dual enrollment required for the Freshman Transition course? ” 39 No, but. . .

The “magic” of DEFT ‣ Freshmen experience college level work and gain confidence that they can do it. ‣ They are more likely to take more dual enrollment or AP courses -- they understand the benefits because of their 10 -year Plan. ‣ They 40 are more likely to stretch themselves to take the courses that qualify them for admission to their state’s university system (such as A-G in California).

Outcomes for Schools ‣ Increased attendance ‣ Higher academic achievement ‣ Higher concurrent enrollment rates 41 ‣ Higher completion rates: high school, career pathways, and college

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What is the bottom line? Economic Self. Sufficiency 43

Economic Self. Sufficiency Preparing all students for their decade of transition with a career- inclusive 10 -year plan Annual updatingof students’ 10 -year plans Workforce entry 44 Workforce entry at a level that matches or exceeds students’ educational preparation. Post-secondary entry & completion Every student completes post-secondary education or training with the skills or degree that matches their lifestyle and career expectations. High school: 10 th-12 th grades Each student’s academic preparation and achievement matches their personal career goals. Freshman Transition Standards. Entering Freshman

50 Dr. David Superintendent, Santa Barbara Unified Cash School District