Supporting dual credit students in their transition to post secondary Central Lakes Regional Planning Team Michelle

Workshop participants Michelle Rao, Chair RPT/Manager, School College Partnerships, Georgian College Susan Bin, School within a College Teacher, Simcoe Muskoka Catholic DSB Denis Nugent, School within a College Teacher, Simcoe County DSB Nicole Lindros, Mental Health and Addictions Transitions Worker, Georgian College Michelle

ABOUT US… Central Lakes RPT is one college & five school boards representing Simcoe County, Muskoka and Grey/Bruce We run our Flex program (School within a College) on four campuses with a total of nine sections this year, expanding to 12 next year As our program matured, and as the college recognized the opportunity to generate applicants through Flex, we developed a multi step transition plan In part the plan recognized and fortified what was already happening Michelle

Mental Health & Addictions Transition Worker Funded through the Mental Health Innovation Fund created by MTCU to support students (postsecondary & transitioning) in accessing mental health services Goals: identify gaps in services, promote best practice sharing, create partnerships, and support innovative approaches Pilot Project: Georgian College partnered with Centennial College to hire a youth transition worker Relationship between Student Success Services and SWAC MHIF future is unknown; we don’t know if we will continue or if other colleges can apply Nicole

Question from us Michelle How are you currently supporting your dual credit students to transition to post secondary?

The importance of transition The Focus of Dual Credit Programs Dual credit programs are intended to assist secondary school students in completing their OSSD and making a successful transition to college and/or apprenticeship programs. The primary focus is on students who face significant challenges in completing the requirements for graduation but have the potential to succeed.. Dual Credit Programs, Policy and Program Requirements, 2013 Michelle

Data to 2013-14, SCWI Cohort Georgian Dual Credit students All Ontario dual credit students 2009-10 45% have registered for college after 4 years 32% have registered for college after 4 years 2010-11 47% have registered for college after 3 years 30% have registered for college after 3 years 2011-12 27 % have registered for college after 2 years 26% have registered for college after 2 years 2012-13 15% have registered for college after 1 year 29% have registered for college after 1 year   Michelle

5600 students have taken a dual credit at Georgian College 531 students with dual credits on their transcripts have graduated from Georgian 913 students with dual credits on their transcripts are/have been registered at Georgian Data to January 2016 Michelle

transition plan: Step 1 Use of career assessments and career websites to help students narrow their choices Michelle

Step 1: Students complete a Typefocus interest and values self assessment to obtain their personality type College career counsellor explains Personality types The connection between personality and careers www.typefocus.com Students also have an individual session with the counsellor for further discussion of career/educational goals Denis

Benefits Helps students form goals which = higher attendance and engagement Provides self-awareness and allows them to see similarities and differences with peers May point them to college as specific programs are identified for them Connect to Designing your Future (GWL 3O) or Navigating the Workplace (GLN 4O) Credits Students can return to Typefocus later to look at other career paths if goals change Denis

Nicole’s role during Career Assessment Goal setting Helping students identify and understand their barriers to success Work on realistic and relevant strategies to overcome those barriers mental health, addictions, housing, economic, lack of supports Nicole

Step 2: Success Stories and Inspiration Dual credit graduates now at Georgian come to SWAC class We are able to run reports in our Banner information system that identifies students from dual credit now at Georgian Students also drop by or stay in touch with SWAC teachers Michelle

Step 2: SWAC grads speak informally to share their paths to college and answer questions Have included Social Services Worker Electrical Techniques Fitness and Health Promotion Hairstyling Now that our program has been in existence for 5 years, we have seen some amazing successes including a student who graduated from SWAC while pregnant who is now a college graduate Susan

Step 2: Former students regularly come to class to share what they learned and what they are currently doing in college. Have included: Computer programing Engineering Pre Health General Arts and Science Adult upgrading Student completing two last dual credits to graduate Each former student has a different pathway that resonates with different current students Denis

Step 3: Program Exploration Once program areas of interest are identified, we connect students to program coordinators We set up field trips to other campuses or one-on-one or program tours with dean Transition Worker Role: Use decision making strategies to help students narrow their focus (i.e. pros versus cons, visioning exercises) Michelle then Nicole

Step 3: SMCDSB: Took an in depth tour of Health and Wellness led by the Associate Dean as part of Health for Life course (PPZ3C) Field Trip/Tour of Orillia campus for students interested in Human Services Programs SCDSB: Also takes place within dual credit context: sometimes done within dual credits Professional customer service class toured the fitness facility, golf management, culinary and hospitality programs, finishing in the dining room for a meal Susan and Denis

Top-up credits in program exploration SWAC students who are successful in a dual credit are invited to take top-up credits Students are matched to an area of interest Results have been great! Susan

Step 4: Application process Students apply to college with help of guidance and registrar’s office and financial aid staff Can involve a return visit from college staff Transition Worker Role: Can provide one on one support with college and financial aid applications Help identify campus & community supports Help create budgets and arrange housing Michelle and Nicole

Step 4: Student Services/Guidance/Registrar’s office provides application and OCAS info Students get started on Chromebooks in class during or after this session with teacher support Encouraged to start a profile, even if they are unsure about applying Assure uncertain students that “It’s not a done deal until you pay.” Financial aid office talks to the students about OSAP and budgeting Connect to budgeting assignment Students play with the OSAP calculator to see what might happen Denis

Step 5: Graduation All school boards stage a graduation on the college campus for SWAC students Families are invited, food is served, graduation gowns are sometimes rented Michelle

Graduation: Students given opportunity to graduate in home schools and/or with SWAC Graduation Picture Day offered at the college Awards, valedictorian, special school board guests Denis/susan

Step 6: Admissions Students who have been accepted to college are invited to a spring session with staff from the Registrar’s office and Financial Aid to answer all the questions that come up. Our goal is to help break down the barriers that may exist. We serve food! Michelle

Possible Barriers: Live at home vs residence or housing OSAP, RESPs or Cosigned loan Choosing courses within a program Coming up with the down payment Testing to exempt from basic communications course Transferring Dual credit courses Denis—Nicole?

Step 7: Orientation - September Hosting a breakfast welcome for students and connect them to First Generation services Welcome them and congratulate them Allow them to transition to existing college supports Michelle

Why is all of this important? What difference does it make? “I thought I might go to college at some point, but since coming to SWAC I have applied and been accepted to Pre Health Science for next year!” “I would definitely not be graduating, or even going to school if it were not for SWAC” “I used to skip and was always getting into trouble in high school”. “I like it here because we’re like a family”. “There is no drama here.” “I see people I know who are already in college” Susan

Before we talk about transitions, we build community. Susan Here are some examples

SMCDSB Dual Credit Leadership camp Grocery store visit/nutritionist In class ice breakers Susan

SCDSB Team/rapport building trip Leadership day Trampoline Centre Bring Transition Worker and Dual Credit Faculty to build connections Denis

Other ideas Breakfast for learning grants Breakfast and snack daily Pizza days as needed (especially mid semester blahs) Talk students through problems with each other, making them talk it out Problems with significant others Liaison with Georgian and community services Denis

What ideas are you using to build community? Questions? What ideas are you using to build community?