Symposium on Transitions Success Pathways to Student Success

Symposium on Transitions Success Pathways to Student Success

Overview of CTE Transitions • Why pathways? • Facilitating pathways • Programs of Study • CTE transitions activities • Student articulation processes and credit by exam • C-ID and CTE

Why pathways? • It’s the right thing to do – for students, for the state, for employers. • Significant investments have been made in facilitating the establishment of such pathways – it is critical that they meet their potential. • Perkins funding…

Perkins Language • Local Education Agency (LEA) … must provide at least one program of study that incorporates secondary and postsecondary elements; includes coherent and rigorous content aligned with challenging academic standards and relevant CTE in a coordinated, non-duplicative progression of courses that align secondary education with postsecondary education to adequately prepare students to succeed in postsecondary education; and leads to an industry -recognized credential or certificate at the postsecondary level, or an associate or baccalaureate degree.

Facilitating Establishment of Pathways • Keys to development AND effectiveness? • Simplicity. − Clear messaging. − Simple process. • Portability. − HS > CCC − Between CCCs • Productivity.

Statewide Career Pathways (SCP) • Project of the Academic Senate for California Community Colleges • SB 70 (2005) Education Code § 88532. • Improving linkages and CTE pathways between HS and CCC

Statewide Career Pathways (SCP) • SB 1070 (2012), Education Code § 88532. • Established the CTE Pathways Program • Develop and strengthen linkages and CTE pathways between HS and CCC to accomplish specified objectives • Included separate marketing campaign − whodouwant 2 b. com

Statewide Programs of Study • Program of Study (Po. S) Templates − SCP convenes faculty to develop templates − Po. S templates facilitate relationship discussion − Articulation and dual enrollment are part of Po. S discussion • Local Programs of Study are developed as a result of a local relationship between institutions

Programs of Study include • High School Courses • College Coursework: C-ID Course numbers • College Activities • Occupations specific to discipline • Certifications, Degrees, Outcomes • CTE transition activities: − Dual Enrollment − Concurrent Enrollment − Articulation

Programs of Study include • CTE transition activities: − Dual Enrollment − Concurrent Enrollment − Articulation

Dual Enrollment • High School students taking college courses on the high school campus for credit with both institutions. • Can be complicated to initiate • Detailed policy and protocols required

Concurrent Enrollment • High school students taking college courses for college credit. • No MOU is in place, typically • High schools may allow credit

Articulation Basics • What is articulation? • Why articulation versus other K 12 >>> CCC transition pathways? • What does articulation do and not do? − Local requirements versus credit granting • How is articulation created and implemented − Agreements and processes

Agreement Templates • Articulation Templates − SCP convenes faculty to develop templates − Articulation templates facilitate articulation discussion − Local agreements also housed in online repository • Local agreements are generated based on approved templates between a secondary school and a post-secondary institution, usually a community college

Articulation Agreements • Similar components to a course outline of record: − − − − Course description Prerequisite Course Content Competencies and Skills requirements Measurement Methods Sample Textbook End of Course assessment detail is key piece

Articulation VS Credit By Exam (CBE) • Articulation − Only waives local requirements – pre/corequisites, placement, etc. − Does not earn college credit – but can be the basis for allowing credit by exam (CBE)

Articulation VS Credit By Exam (CBE) • Credit By Exam (CBE) − Students complete proficiency/mastery exam for college credit. − Evaluation must be developed by appropriate faculty − Evaluation may be proctored • Process and procedures must be clear • White Paper on best practices available: http: //asccc. org/publications/academic-senatepapers

Credit by Exam – Issues and Challenges • Students not getting credit. • Why not? • Potential fixes?

C-ID and CTE • C-ID − Course Identification Numbering System − Descriptors describe courses • Transfer Model Curricula in CTE − “TMC” − 60 + 60 – response to SB 1440 • Model Curricula − Certificates − “Terminal” degrees

Questions to Consider Today • What are the best practices from today that can most impact our students in the HS CC pipeline? • What are practices currently in place that are counter to student success that may need adjustment? • What are the barriers to creating a best practice policy/protocol on my campus? How can those issues be resolved?

Questions • Thank you • http: //www. statewidepathways. org • http: //whodouwant 2 b. com/student/pathways • http: //www. asccc. org/ − For papers and this presentation

Michelle L. Pilati, Ph. D. Faculty Coordinator, C-ID (www. c-id. net) Immediate Past President, Academic Senate for California Community Colleges Professor of Psychology, Rio Hondo College mpilati@riohondo. edu Kris Costa Articulation Liaison, Statewide Pathways Project Academic Senate for California Community Colleges kris@asccc. org