K14 Transition: Early College Credit, Improved Placement & Systems to Support and Sustain Presenters: Rebecca Lacocque Peralta Community College District, East Bay Career Pathways Director Gretchen Livesey, Oakland Unified School District, Linked Learning Director Naomi Castro Career Ladders Project, Director

Secondary & Postsecondary Partners K-12 Districts Alameda Unified School District Albany Unified School District Berkeley Unified School District Castro Valley Unified School District Emery Unified School District Hayward Unified School District Oakland Unified School District Piedmont Unified School District San Leandro Unified School District San Lorenzo Unified School District West Contra Costa Unified School District Alameda County Office of Education Community Colleges Berkeley City College Chabot College College of Alameda Contra Costa College Laney College Merritt College Cal State East Bay and UC Berkeley as unfunded post-secondary partners

Health & Biosciences Engineering & Advanced Manufacturing ICT & Digital Media ICT & Digital Media Public Service & Law Regional Industry Engagement Infrastructure Regional Data Systems Infrastructure Regional Strategies for Addressing Barriers to Inter-segmental Transitions Building Regional Infrastructure

East Bay Consortium Working Group Executive Committee EBCP Director East Bay Career Pathway Consortium K12 Directors County Office Pathways Director Community College Deans ROP Superintendent Superintendents from WCCUSD, OUSD, Alameda USD, San Lorenzo USD Chancellors from PCCD & CLP County Superintendent from ACOE LEA career pathways coordinators Core academic and CTE faculty Counselors WBL Coordinators (Liaisons) Data support personnel K12 Districts Coordinate employer engagement across the sub-region and in partnership with other regions Clearinghouse for region-wide, equitable allocation of work- based learning opportunities Workforce Intermediaries Community Colleges Strategic Advisement LPAT Facilitation Executive Liaison Support to K12 for Pathway Building Data Systems TA Providers PCCD & ACOE Data Support * Under contract with the Consortium Executive Steering Committee Campus Project Coordinators CTE faculty Employment Dev. Specialists (Workforce Coordinators) Counselors Data support personnel Local Pathway Action Teams: Pathway Design, ECC, WBL Health & Biosciences TA Providers ICT-DM Law & Public Service Eng. & Adv. Man.

OutcomeRegional (whole)Sub-regionalDistrict-to- District School Early College Credit Year 1 – RPAT’s - Regional learning (case for DE, best practices) Year 2 - Executive leadership team learning and leading (Enrollment Management, Strategic Partnership) LPAT’s – Meeting and forged partnership points-of- contact Context of pathway design for DE Convened administrators and faculty to make decisions; Forged DE agreement Revised AP for Articulation to enable credit w/out “residency” Identification of courses (not always w/in pathway) Get local to identify implementati on The EBCP Story

ACOE “Sub-Regional” in East Bay Career Pathways Consortium

Dual Enrollment – Implications Locally strong, logical partnerships District-to-District AB 288 framework Regionally Data sharing Program design and development

Dual Enrollment – Toolkit DRAFT

Dual Enrollment – Toolkit FAQ Definitions and Models Q: How is dual enrollment defined? Marketing, Communications, and Messaging Q: Why should high school students and their parents or guardians consider? Registration and Enrollment Q: Can we incorporate developmental English and math (basic skills or remedial) courses into the dual enrollment pathways? Policies, Regulations, and Legislation Q: What are the instructor qualifications for dual enrollment? Budgeting and Funding Q: Can both the secondary and postsecondary partners receive funding for the same instructional activity for dual enrollment courses?

AB 288 and non-AB 288 Comparison

To reach your Dual Enrollment outcomes for CCPT, where are you working locally? Regionally? District- to-district?

Why Improved Placement? The Call to Action About two thirds of all CC students in CA and nationally enroll in one or more remedial courses. (BPS cohort; CCCO 2009) Only 33% assigned to math and 46% assigned to English complete the remedial sequence. (Bailey, Jeong & Cho 2008) Nationally, less than 10% of the students in the lowest level of math, complete the sequence to enroll in a credit bearing college course, 7% statewide. Enrolling in remedial courses negatively affects students’ chances of earning a credential. (Dadgar 2012; Martorell & McFarlin 2011; Scott-Clayton & Rodriguez 2012)

The EBCP Story OutcomesRegional (whole) Sub-regional (multiple) District to District School Improved Placement Best practice sharing; Executive Steering Committee MOU for Data Sharing and Placement Agreements; Automation for Placement (counselors) CC faculty convened by district to determine placement rules

K-12 Systems Community College Systems Workforce & Employer Partners Strategic, Research- Based Reform (Technical Assistance)

Systems to Support & Mechanisms to Sustain

Resources: K16 Key interventions High-Quality Pathways Integrated Instruction (link) Improved Placement (EBCP) Early College Credit (EBCP) East Bay Career Pathways Site K16 Key interventions High-Quality Pathways Integrated Instruction (link) Improved Placement (EBCP) Early College Credit (EBCP) East Bay Career Pathways Site

PartnerPathway Developme nt Early College Credit Work-based Learning Improved Placement Counseling Alameda ✓✓✓✓✓ Albany ✓✓✓ Berkeley ✓✓✓✓ Castro Valley ✓✓✓ Emery ✓ Hayward ✓✓✓ Oakland ✓✓✓ Piedmont San Leandro ✓✓ San Lorenzo ✓✓✓ WCCUSD ✓✓✓✓

PartnerEarly College Credit Work-based Learning Data Sharing for Improved Placement Counseling Berkeley City College ✓✓✓✓ Chabot CollegeIn progress ✓ ✓ College of Alameda ✓✓✓✓ Contra Costa College ✓✓✓✓ Laney College ✓✓✓ Merritt College ✓✓✓

LPAT’s

OutcomesRegional (whole)Sub-regional (multiple) Local (CC and/or HS)School Pathway Development Professional Learning Series (K12); RPAT (year one 4x) Network Connection (Albany); summer bridges; LPAT (year two, monthly); Math alignment Program of Study dev’t; WBL alignment Cohort/master schedule A-G approvals Early College Credit Executive leadership team learning and leading (Enrollment management, Strategic Partnership) DE agreement – 2,000 enrolled (?)(PCCD/OUSD); revising AP for Articulation Dual enrollment courses Work-based Learning Sector strategy Rules of engagement NodeMerged advisory boards Curricular integration Improved Placement Best practice sharing; Executive Steering Committee MOU for Data Sharing and Placement Agreements; Automation for Placement (counselors) CounselingBest practice sharingCounseling collaboratives (CoP)

Faculty-to-Faculty (LPAT’s)

Local Pathway Action Teams

OUSD/PERALTA Dual Enrollment Pilot: Key Features FREE to students* 9-12 th graders** Enhances course offerings (no remedial courses) Dual credit (3 Peralta Units = 10 OUSD Units) Aligned to career pathways and/or college readiness courses Conveniently offered on campus During school day (mostly) *As long as student is not enrolled in more than 11 units per semester ** Should be on track to graduate as determined by administrator Accelerated path to and through college, saving time and money Introduction to and prep for college and careers Taught by Peralta faculty School pays books/materials, OUSD pays fees*** OUSD & Peralta faculty working together on pedagogy and student supports ***If course minimum cannot be met the high school may have to pay the difference by the average cost per student (see Form C), otherwise the course will be cancelled

COMPREHENSIVE PROGRAMS OF STUDY and COLLEGE PATHWAYS Greater structure - pathways can offer a comprehensive structure and process for reform. Integrated instruction with challenging academics emphasizing real world applications. Eased HS to College transitions with exposure to college thru early college credit, improved academic placement Student supports—academic, social-emotional, college and career guidance A systemic approach to work-based learning meeting industry standards; integrated/aligned with program of study; students gain exposure, exploration, experience, focus, income.

Year One: Mega-Regional ORGANIZATIONAL: K12/CC Working Group EBCP Executive Committee RPAT’S Counseling Collaboration FUNCTIONAL: Regional defining of CCPT goals Regional decision- making Regional faculty engagement

Year Two: Hybrid Sub-Regional: LPAT’s Counseling Collaboration Dual Enrollment MOU’s Math Teams Workforce Intermediary Nodes (K12/CC/WIB/CBO/Cha mber) Regional: Sector strategy development LPAT & Counseling Facilitator CoP

Year One: Mega-Regional ORGANIZATIONAL: K12/CC Working Group EBCP Executive Committee RPAT’S Counseling Collaboration FUNCTIONAL: Regional defining of CCPT goals Regional decision- making Regional faculty engagement

Year Two: Hybrid Sub-Regional: LPAT’s Counseling Collaboration Dual Enrollment MOU’s Math Teams Workforce Intermediary Nodes (K12/CC/WIB/CBO/Cha mber) Regional: Sector strategy development LPAT & Counseling Facilitator CoP

Dual Enrollment Dual Enrollment is Effective: Students are more likely to graduate from HS More likely to enroll in college More likely to pursue a bachelor’s degree More likely to persist in college Less likely to take basic skills courses in college Sources: Karp (2007), Speroni (2011), Hughes, Rodriguez, Edwards & Belfield (2012), Allen & Dadgar (2012) Dual Enrollment helps high school students see themselves as college students and prepare for college level work (Karp 2008)

DUAL ENROLLMENT TOOLKIT