Building Postsecondary Transition Success Department of Labor Youth

Building Postsecondary Transition & Success Department of Labor – Youth. Build Education Training Scott Emerick, Edith Miller, and Krista Sabados with Metro Atlanta Youth. Build Staff & Students April 27, 2010

Agenda Ø Rationale for and Design of Postsecondary Education Initiative Ø Overview of Practices that Work for Student Success Ø Meaningful Partnerships with Postsecondary Institutions Ø Effective Transition and Ongoing Support Ø Academic Rigor and Alignment Ø Related Experiences of Students and Staff Ø Implications for Program Design and Delivery Ø Small Group Conversations and Report Out 2

The Case for Postsecondary Credentials “The goal of this administration is to ensure that every child has access to a complete and competitive education…. I ask every American to commit to at least one year or more of higher education or career training. This can be community college or a four-year school; vocational training or an apprenticeship. But whatever the training may be, every American will need to get more than a high school diploma. ” • Remarks of President Barack Obama Address to Joint Session of Congress February 24 th, 2009 3

The Case for Postsecondary Credentials Ø According to the US Bureau of Labor Statistics, by 2014, 75% of all new jobs require a PSE credential Ø 24 of 30 fastest growing career fields require PSE credential Ø Relative to individuals with a high school degree, graduates with: • some college and no degree earn 18 percent more; • associate’s degree earn 29 percent more; and • bachelor’s degree earn 62 percent more. Ø Democratic Leadership Council (DLC) released a report, “Tomorrow’s Fastest Growing Jobs and Why Community College Graduates Will Get Them. ” • visit DOL Community of Practice to download the report 4

The Case for Postsecondary Credentials Ø More than an economic case for PSE credential, moral imperative and equity of opportunity Ø Across all racial, ethnic and age groups, similarly dramatic increases for students by education attainment for employment, health and civic engagement Ø Individuals with PSE credential are more likely to vote, volunteer, lead stable families and guide their own children to success in adulthood (College Board and US Department of Health and Human Services) 5

Postsecondary Education Initiative Overview and Design Ø December 2008 – Launch of Three Year Initiative Ø Supporting comprehensive range of intervention strategies ensuring students complete degrees and credentials from postsecondary programs, including two- and four-year colleges, technical schools and apprenticeships Ø Pilot of 7 Youth. Build programs selected based on readiness and capacity to: • • strengthen postsecondary partnerships improve academic rigor deepen graduate supports ultimately increase the number of YB graduates who complete postsecondary credentials, build family sustaining careers and demonstrate leadership within their communities 6

Participating Programs and Partners Metro Atlanta Youth. Build (GA) Atlanta Metro Community College Youth. Build Brockton (MA) Massasoit Community College Youth. Build Columbus (OH) Columbus State Community College Youth. Build Mc. Lean College (IL) Heartland Community College Operation Fresh Start (WI) Madison Area College Youth. Build Philadelphia (PA) Community College of Philadelphia Portland Youth. Builders (OR) Portland Community College 7

Postsecondary Education Initiative 8

Pathways Connecting Youth. Build & Postsecondary Partners Previously: Limited integration between PSE and YB Programs Support Network During Youth. Build Program Implementation Limited follow-up after graduation as capacity allows Community Colleges and other PSE providers enroll student with limited support toward credential completion Low-income young adults with supports Low-income young adults in PSE Through PSE Initiative: Systems connect for preparation and supported transition to and through postsecondary credential completion Youth. Build Program Supports Shared Delivery Community Colleges and other PSE providers © 2008 Bill & Melinda Gates Foundation | Low-income 9 young adults are supported to and through PSE 9

PSE Pathways: Systems Alignment Low-income young adults are supported to and through PSE Youth. Build Program Efforts Shared Delivery Community Colleges and other PSE institutions • Quality Academic Offerings • Dual Enrollment • Course Development • Individual mentoring and counseling • Quality Developmental Ed • Providing space & resources • Economic incentives and resources (i. e. tuition support, book and transportation vouchers, FAFSA etc. ) • Tutoring • Academic advisement • Data Collection and Response • Registration support • Individual counseling • Accountability for retention and completion • Work study placements • Peer and cohort supports • Internships and work studies • Supporting students when life circumstances require 10 • Dedicated liaison(s) to YB students and staff

Elements of Our Success Ø Partnerships with Postsecondary Institutions Ø Effective Transition and Ongoing Supports Ø Academic Rigor and Alignment 11

Postsecondary Partnerships Ø Meaningful, sustainable, formal and mutually accountable Ø Reflect local context, student needs and existing resources Ø Strengthened with formal agreements (MOUs, articulation and data sharing agreements) Ø Timeline and process to review and recommit to partnership agreements to ensure integrated and effective services 12

Entering Into Strong Partnerships: Elements to Look for and/or Develop Ø Real evidence of a strong and consistent commitment at all levels of the institution for working with non-traditional students Ø Degree and credential programs that effectively relate to student interests, respond to labor market trends, and include strong connections w/ employers Ø Track record of success (data indicates high retention, job placement and advancement rates for students in specific degree/credential programs within high-demand career fields) Ø Readily accessible social, emotional, academic, financial aid and career/transfer support services/staff members (dedicated staff members to work with YB graduates) 13

Entering into Strong Partnerships: Elements to Look For and/or Develop Ø Innovative teaching practices and developmental education Ø Leadership development and service opportunities Ø Strong transfer support processes Ø Willingness to enter into formal agreements (Memorandum of Understanding, Articulation Agreement, and Data Sharing Agreement) which inform and sustain mutually accountable partnerships 14

Getting Started: Building Relationships with Postsecondary Stakeholders Ø Visit campus and approach staff/faculty in person (verses initially reaching out via calls and emails) Ø Arrive armed with clear vision and a list of targeted questions Ø Invite postsecondary staff and faculty to your Youth. Build program. Ø Include students in the conversations Ø Build PSE relationships horizontally and vertically Ø Ask for personal introductions to other key postsecondary staff and/or faculty 15

Tips to Create a Successful MOU – (See MOU Toolkit – in packet and online at COP) Ø Highlight goals and mission of both parties Ø Explicitly state objectives of partnership Ø Recognize intended outcomes of partnership Ø Identify specifics of target audience served by partnership Ø Describe roles/responsibilities of each partner org/institution Ø State the duration and timeline for reviewing agreement Ø Require names and signatures 16

Youth. Build Programs and PSE Partnerships Practices and Experiences Ø Metro Atlanta Youth. Build and Postsecondary Partners – Challenges, Progress and Future Opportunities Ø Coaching Perspective on Supporting Partnership Development at Youth. Build Programs Across the Country Ø Other Lessons from the Field and Models for Staffing the Partnership Ø Your Experience and Status in Developing Partnerships with PSE Institutions 17

Preview of Small Group Conversation #1: Picking the Right Postsecondary Partner(s) Ø Where do you stand in terms of selecting postsecondary partner(s)? Ø What is your Youth. Build program’s vision for a successful PSE partnership? In an ideal situation, what goals and activities would you like to develop in collaboration with your current/future PSE partner? Ø What have been your biggest challenges in establishing a partnership arrangement that supports your students successful transition to and through PSE? Ø What evidence/practices have you been considering in terms of selecting postsecondary partner(s)? Ø What are the most important roles/responsibilities for a current/potential postsecondary partner to play in supporting your students in attaining postsecondary credentials? Ø What are your priorities for improving/developing your postsecondary partnership(s) moving forward? 18

Elements of Our Success Ø Partnerships with Postsecondary Institutions Ø Effective Transition and Ongoing Supports Ø Academic Rigor and Alignment 19

Effective Transition & Ongoing Support Services Ø Expanded staffing capacity for transition and graduate support Ø Early and consistent exposure to postsecondary settings (tours, visits, class shadows, dual credit, speakers) Ø Academic advising, financial-aid support, and full range of counseling and guidance services (sending and receiving) § financial-aid includes ed-awards, IDA’s, scholarships, grants, loans, incentives, emergency supports, & financial literacy § See Financial Aid Tip Sheet* Ø Alumni/cohort support models for positive peer interactions to improve transition and retention 20

Transition and Ongoing Supports for Students in Postsecondary Settings Ø Metro Atlanta Youth. Build Model for Supporting Students/Graduates Through Postsecondary Completion Ø Students’ Perspective on Impact of Support Systems Ø Coaching Perspective on Effective Student Support Systems Ø Other Lessons from the Field and Costs for Graduate Support Ø Your Experiences Developing and Delivering Graduate Support Systems 21

Preview of Small Group Conversation #2 Providing Transition & Ongoing Student Supports Ø How are you currently handling staffing commitments for providing follow-up support for graduates? How are you or how do you plan to work with postsecondary partners to provide shared services around counseling, academic advising and financial aid? (consider existing arrangements, cost implications, challenges and advantages). Ø Do you have experience or interests in creating co-location agreements with postsecondary institutions? (Youth. Build program staff co-located at postsecondary institutions for offices and space to meet with YB graduates and/or other student activities conducted at postsecondary institutions). Ø Are you engaging students and graduates to support the transition needs of their peers? (Peer-support agreements – consider student cohort group arrangements, alumni groups as recognized campus groups, and peer mentoring efforts). Ø What are your priority needs/plans for improving graduate support services? 22

Elements of Our Success Ø Partnerships with Postsecondary Institutions Ø Effective Transition and Ongoing Supports Ø Academic Rigor and Alignment 23

Academic Rigor & Preparation Ø Strong relationships and instructional rigor improves academic content knowledge, skills and behaviors Ø Relevant instruction with experiential and project-based learning Ø Technology integrated throughout the curriculum Ø Focus on deepening critical thinking skills Ø Strong culture of reading, writing and numeracy Ø Meaningful assessment helps drive instruction & readiness 24

Academic Rigor and Alignment Ø Metro Atlanta Youth. Build Efforts to Improve Academic Rigor Ø Students’ Perspective on How YB Academic Preparation Related to Postsecondary Classroom Experiences Ø Coaching Perspective on Addressing Academic Alignment with Postsecondary Partner Institutions Ø Other Lessons from the Field and Priorities for Academic Improvements Ø Your Academic Program Experiences and Preparing Students for Postsecondary Success 25

Preview of Small Group Conversation #3 Supporting Academic Rigor and Alignment Ø What is your experience or interest in establishing expanding dual credit opportunities? Consider coursework of interest, impact on students, challenges and successes, existing articulation agreements. What challenges have you or do you expect to experience in this work? Ø Have you worked with postsecondary institutions to review curriculum and instruction for alignment purposes? What has your experience been like? If this is something you would like to pursue, consider who should be involved, with what frequency/timing and whether you need a formal arrangement to support the work. Ø What are you currently doing to increase students’ access to postsecondary placement testing – consider when in the academic calendar, with what frequency, with what financial costs, and how to use the test as diagnostic indicator to inform teaching and fit within other assessment efforts. Ø Are you improving academic remediation/acceleration with bridge coursework and other intensive preparation between YB completion and postsecondary enrollment? Ø What are your priorities for improving academic rigor and alignment in your Youth. Build program? 26

Implications for Your Program: Financing PSE Opportunities Ø Financial-aid support and full range of financial advising from both sending and receiving institutions: § fully leverage AMC ed-awards, IDA’s, scholarships, federal grants, loans, incentives, emergency supports Ø Supporting financial aid options with comprehensive financial literacy curriculum (Ford PAS) Ø Resources for identifying financial aid opportunities Ø Strategies and Targets for Program Sustainability related to PSE Programming and Partnerships 27

Implications for Your Program: Important Design Elements to Consider 1. Summer Bridge Programs; College Success Coursework; Learning-to-Learn Camp; Transitional Programming During Spring Break 2. Student Cohort Models, Learning Communities, Mixed Cohort Approaches 3. Curriculum and Instructional Alignment Processes w/ Postsecondary Partners – Formal Reviews, Ongoing Meetings, Classroom Observations, Shared Learning 4. Access to Postsecondary Placement Testing – Comprehensive Assessment Practices and Diagnostic Scores to Inform Instruction 5. Dual Credit Opportunities – Articulation Agreements 6. Proactive Data Sharing with PSE Institutions 7. Collaborative Staffing Models – Especially for Student Support Services 28

Small Group Conversation #1: Picking the Right Postsecondary Partner(s) Ø Where do you stand in terms of selecting postsecondary partner(s)? Ø What is your Youth. Build program’s vision for a successful PSE partnership? In an ideal situation, what goals and activities would you like to develop in collaboration with your current/future PSE partner? Ø What have been your biggest challenges in establishing a partnership arrangement that supports your students successful transition to and through PSE? Ø What evidence/practices have you been considering in terms of selecting postsecondary partner(s)? Ø What are the most important roles/responsibilities for a current/potential postsecondary partner to play in supporting your students in attaining postsecondary credentials? Ø What are your priorities for improving/developing your postsecondary partnership(s) moving forward? 29

Small Group Conversation #2 Providing Transition & Ongoing Student Supports Ø How are you currently handling staffing commitments for providing follow-up support for graduates? How are you or how do you plan to work with postsecondary partners to provide shared services around counseling, academic advising and financial aid? (consider existing arrangements, cost implications, challenges and advantages). Ø Do you have experience or interests in creating co-location agreements with postsecondary institutions? (Youth. Build program staff co-located at postsecondary institutions for offices and space to meet with YB graduates and/or other student activities conducted at postsecondary institutions). Ø Are you engaging students and graduates to support the transition needs of their peers? (Peer-support agreements – consider student cohort group arrangements, alumni groups as recognized campus groups, and peer mentoring efforts). Ø What are your priority needs/plan for improving graduate support services? 30

Small Group Conversation #3 Supporting Academic Rigor and Alignment Ø What is your experience or interest in establishing expanding dual credit opportunities? Consider coursework of interest, impact on students, challenges and successes, existing articulation agreements. What challenges have you or do you expect to experience in this work? Ø Have you worked with postsecondary institutions to review curriculum and instruction for alignment purposes? What has your experience been like? If this is something you would like to pursue, consider who should be involved, with what frequency/timing and whether you need a formal arrangement to support the work. Ø What are you currently doing to increase students’ access to postsecondary placement testing – consider when in the academic calendar, with what frequency, with what financial costs, and how to use the test as diagnostic indicator to inform teaching and fit within other assessment efforts. Ø Are you improving academic remediation/acceleration with bridge coursework and other intensive preparation between YB completion and postsecondary enrollment? Ø What are your immediate priorities for improving academic rigor and alignment? 31

Report Out and Next Steps Ø Report Out from Groups – Responses to Final Questions Ø Conversation about Prioritizing and Supporting the Work Ø Resources to Support the Work and Downloading from COP Ø Next Steps 32