A COACHING MODEL FOR PARTNERSHIPS IN DUAL ENROLLMENT Introduction - - PowerPoint PPT Presentation

A COACHING MODEL FOR PARTNERSHIPS IN DUAL ENROLLMENT

Introduction

• Dr. Maureen Sinclair

Project Director, CCPT Grant, Norco College

• Dr. April Moore

Assistant Superintendent, Escondido Union High School District formerly Director, Corona-Norco Unified School District Executive Board Member, California Coalition of Early & Middle Colleges, funded by The James Irvine Foundation

BUILDING UNDERSTANDING OF DUAL ENROLLMENT POSSIBILITIES THROUGHOUT CALIFORNIA BY

• ASSISTING IN PLANNING, LAUNCHING, AND IMPLEMENTING EFFECTIVE DUAL ENROLLMENT

PROGRAMS;

• GROWING A STRONG NETWORK OF PROFESSIONALS IMPLEMENTING DUAL ENROLLMENT

PROGRAMS ACROSS CALIFORNIA; AND

• GROWING THE NUMBER OF DUAL ENROLLMENT PROGRAMS IN CALIFORNIA WITH AN

EMPHASIS ON AB 288 CCAP AGREEMENTS.

Dual Enrollment CoachingSM is supported by a grant from The James Irvine Foundation.

Purpose of AB 288

Offering or expanding dual enrollment

• pportunities, consistent with the provisions of AB

288, for high school students “who may not already be college bound or who are underrepresented in higher education with the goal of developing seamless pathways from high school to community college for career technical education or preparation for transfer improving high school graduation rates, and helping high school pupils to achieve college and career readiness” Sec. 2 (a) and “underachieving students, those from groups underrepresented in postsecondary education, those who are seeking advanced studies while in high school, and those seeking a career technical education credential or certificate.” Sec. 1 (d)

Coaching Conversation Topics …and many more

Dual Enrollment Vision

CNUSD is dedicated to providing multiple opportunities for learning such that students graduate college, career, and life ready.

• ERHS: With a focus on CTE pathways

and building a post-secondary bridge, high school students will have the

• pportunity to take a limited number of

courses in specific pathways.

• JFK: Our middle college high school

students will have the increased

• pportunity to graduate with 1-2 years
• f college completed.

Faculty/Teacher Protections

• 11.5 This CCAP Agreement certifies that

any community college instructor teaching a course at the partnering high school campus has not displaced or resulted in the termination of an existing high school teacher teaching the same course on that high school campus. Sec. 2 (i)

• 11.8 This Agreement certifies that the

SCHOOL DISTRICT and COLLEGE comply with local collective bargaining agreements and all state and federal reporting requirements regarding the qualifications of the teacher or faculty member teaching a CCAP Agreement course offered for high school credit. Sec. 2 (l)

PROCESS TIMELINE

Based on one partnership’s journey…

CCAP AGREEMENT HIGHLIGHTS

3-year agreement Appendix Student supports

AB 288 Agreement: Norco College & ERHS

• 3 CTE pathways
• 90 students in year 1
• 180 students in year 2
• 7th period courses, each 2 days/week
• Norco College pays for instructors,

collects attendance/FTES

• CNUSD pays for books & instructional

materials, no ADA

• Different spring break
• Data reported to state, disaggregated

Pathways Fall 2017 # of students Guidance-45 90 Video Gaming 20-30 Business 30-40 English 1A 30 Engineering/ Math 20

DISCUSSION

Take a moment to complete the self- assessment. Where might your organization be ready to open the conversation?