Making high school community college transitions combine hstw and ccti
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Making High School/ Community College Transitions: Combine HSTW and CCTI. Gene Bottoms Senior Vice President Southern Regional Education Board [email protected] Southern Regional Education Board. Outcomes. Increase enrollment in postsecondary education.

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Making High School/ Community College Transitions: Combine HSTW and CCTI

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Making high school community college transitions combine hstw and ccti

Making High School/ Community College Transitions:Combine HSTW and CCTI

Gene Bottoms

Senior Vice President

Southern Regional Education Board

[email protected]

SouthernRegionalEducationBoard


Outcomes

Outcomes

  • Increase enrollment in postsecondary education.

  • Decrease the percentages of recent high school graduates having to take one or more remedial course.

  • Increase academic and skills achievement at the secondary and postsecondary levels.

  • Increase the percentages of students who obtain postsecondary degrees, certificates other recognized credentials.

SouthernRegionalEducationBoard

CCTI - Atlanta 03-18-06


High school community college transitions practices

High School/Community College Transitions Practices

Classroom high expectations

Focused learning culture

Redo work

Clearly indicated amount and quality of work to earn an A or a B

Amount of out-of-class work expected

SouthernRegionalEducationBoard

CCTI - Atlanta 03-18-06


High school community college transitions practices1

High School/Community College Transitions Practices

Rigorous program of academic studies

High school college-prep English (4 credits)

Mathematics – Algebra I and higher (4 credits)

Science – lab based (3 credits)

Social studies (3 credits)

Postsecondary

SouthernRegionalEducationBoard

CCTI - Atlanta 03-18-06


High school community college transitions practices2

High School/Community College Transitions Practices

Blended HSTW academic core with CCTI Career pathway

  • Blended academics

  • High-demand/high pay jobs

  • Technical literacy emphasis

  • Common end-of-course exams

  • Secondary/postsecondary

SouthernRegionalEducationBoard

CCTI - Atlanta 03-18-06


High school community college transitions practices3

High School Community College Transitions Practices

Extra Help and Extra Time

  • Extra help strategies – high school/postsecondary to meet course standards

  • Create peer study teams – secondary/postsecondary

  • Ninth grade catch-up strategy

SouthernRegionalEducationBoard

CCTI - Atlanta 03-18-06


High school community college transitions practices4

High School/Community College Transitions Practices

Extra Help and Extra Time

  • Early assessment of college readiness

  • Senior year remediation strategy/assess effectiveness

  • Support class/independent learners – secondary/postsecondary

SouthernRegionalEducationBoard

CCTI - Atlanta 03-18-06


High school community college transitions practices engaging research based teaching practices

High School/Community College Transitions PracticesEngaging Research-based Teaching Practices

  • Literacy across the curriculum – literacy goal

  • Numeracy across the curriculum

  • Contextually-based teaching

  • Cooperative learning

  • Socratic strategies

SouthernRegionalEducationBoard

CCTI - Atlanta 03-18-06


High school community college transitions practices engaging research based teaching practices1

High School/Community College Transitions PracticesEngaging Research-based Teaching Practices

  • Project-based learning

  • Improved classroom assessment

  • Teaching for understanding

  • Use of technology

SouthernRegionalEducationBoard

CCTI - Atlanta 03-18-06


High school community college transitions practices engaging research based teaching practices2

High School/Community College Transitions PracticesEngaging Research-based Teaching Practices

  • Independent research

  • Integrated work-based learning

  • Standards-based teaching

SouthernRegionalEducationBoard

CCTI - Atlanta 03-18-06


High school community college transitions practices5

High School/Community College Transitions Practices

Guidance, advisement and orientation

  • Student mentor/adviser – secondary/postsecondary

  • Orient students, teachers and parents to pre-requisite for success in community college

  • Develop six-year education plan with parents and review annually

  • Mutual planning by CC and HS guidance and advisement personnel

SouthernRegionalEducationBoard

CCTI - Atlanta 03-18-06


High school community college transitions practices6

High School/Community College Transitions Practices

  • Strategic leadership and support – administrative support is ongoing

  • Coordination by community college and high school leaders

  • Time for academic and technical teachers to do course development and common assessment planning

SouthernRegionalEducationBoard

CCTI - Atlanta 03-18-06


High school community college transitions

High School/Community College Transitions

  • Ongoing Professional Development

    • Time and support for professional development

    • Host concurrent professional development – secondary/postsecondary

    • Shared classroom observations

SouthernRegionalEducationBoard

CCTI - Atlanta 03-18-06


High school community college transitions practices7

High School/Community College Transitions Practices

  • Data and Effectiveness

    • Institutional accountability

    • Develop data systems that connect achievement to school/classroom practices.

SouthernRegionalEducationBoard

CCTI - Atlanta 03-18-06


Essential characteristics of career pathway secondary

Essential Characteristics of Career Pathway – Secondary

  • Rigorous academic core

  • Meets high school exit requirements

  • Meets postsecondary entry/placement requirements

  • Opportunities for students to earn college credit or have remedial instruction

SouthernRegionalEducationBoard

CCTI - Atlanta 03-18-06


Essential characteristics of career pathway secondary1

Essential Characteristics of Career Pathway – Secondary

  • Extra help to enable students to meet academic and technical course standards

  • Opportunities for students to earn college credit or remedial instruction

  • Pass national employer licensing exam.

SouthernRegionalEducationBoard

CCTI - Atlanta 03-18-06


Comparison of post high school activities by completing and not completing hstw curriculum

Comparison of Post-high School Activities by Completing and Not Completing HSTW Curriculum

  • 90% of completers have taken postsecondary courses, compared to 75% of non-completers.

  • 77% of completers are presently enrolled in further study, compared to 52% of non-completers.

  • 68% of completers have taken courses at colleges and universities, compared to 51% of non-completers.

  • 30% of completers who have worked since graduation work full-time, compared to 43% of non-completers.

SouthernRegionalEducationBoard

CCTI - Atlanta 03-18-06


Mathematics courses taken in high school and remedial mathematics study

Mathematics Courses Taken in High School and Remedial Mathematics Study

  • 81% of graduates who had completed four or more credits of college-preparatory mathematics in high school did not need to take remedial course work in mathematics upon entering college.

  • 90% of graduates who completed four credits in college-preparatory English did not require remedial course work in English.

SouthernRegionalEducationBoard

CCTI - Atlanta 03-18-06


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