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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
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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