Vital High School Partnership Irvine Valley College and Tustin Unified School District

Introductions Glenn Roquemore, Ph.D. –In the Beginning Mr. Richard Bray –The Early College Concept Elizabeth Cipres, Ed.D. –The Nuts and Bolts Glenn Roquemore, Ph.D. –In the Beginning Mr. Richard Bray –The Early College Concept Elizabeth Cipres, Ed.D. –The Nuts and Bolts

Introductions Adele Heuer, Principal –Beckman High School Dean Crow, Assistant Principal –Beckman High School –Beckman Stories Adele Heuer, Principal –Beckman High School Dean Crow, Assistant Principal –Beckman High School –Beckman Stories

In the Beginning Two Key Factors –Demographic that is focused on 4-year Institutions Community College – Why? –High School/AA Degree Graduates at Commencement Hit and Miss Two Key Factors –Demographic that is focused on 4-year Institutions Community College – Why? –High School/AA Degree Graduates at Commencement Hit and Miss

In the Beginning Decided to Bring the Classes to the Unified School District –Began with random courses – Failed –Worked with the Superintendent to find the right courses –Success New Superintendent –Essential to the success of this program Decided to Bring the Classes to the Unified School District –Began with random courses – Failed –Worked with the Superintendent to find the right courses –Success New Superintendent –Essential to the success of this program

A Superintendent’s Perspective Mr. Richard Bray Tustin Unified School District A Superintendent’s Perspective Mr. Richard Bray Tustin Unified School District

A Superintendent’s Perspective Allows eligible high school students currently attending the Tustin Unified School District to simultaneously enroll at Irvine Valley College. The credits that students earn would be used toward both a high school graduation and are acceptable toward a college Associate or Baccalaureate degree, or Technical Certificate.

Benefits of Dual Enrollment Enriches the course opportunities for outstanding high school students Shortens the time to attain a college degree Saves students and parents money, as dual enrollment students are exempt from paying application, registration, tuition, laboratory, and special fees if the class(es) taken are being used toward high school graduation Provides students with college credit that is transferable to a university Enriches the course opportunities for outstanding high school students Shortens the time to attain a college degree Saves students and parents money, as dual enrollment students are exempt from paying application, registration, tuition, laboratory, and special fees if the class(es) taken are being used toward high school graduation Provides students with college credit that is transferable to a university

Allows students to earn credits toward high school graduation that are acceptable towards an Associate or Baccalaureate degree Reduces the cost of postsecondary education as participating students pay no application or tuition fees Eases the transition from high school to college exposing students to the expectation and rigor of postsecondary education Allows students to earn credits toward high school graduation that are acceptable towards an Associate or Baccalaureate degree Reduces the cost of postsecondary education as participating students pay no application or tuition fees Eases the transition from high school to college exposing students to the expectation and rigor of postsecondary education Benefits of Dual Enrollment

Allows students to use college library, labs, and other facilities and equipment Benefits of Dual Enrollment

Elizabeth Cipres, Ed.D. Dean of Guidance and Counseling Elizabeth Cipres, Ed.D. Dean of Guidance and Counseling

Assumptions Irvine Valley College and Tustin Unified School District are collaborative partners Memoriam Of Understanding (MOU) will be developed between TUSD and IVC Develop an advisory committee with equal representation from TUSD and IVC staff Dual credit (high school and college) for successful completion of all IVC courses Irvine Valley College and Tustin Unified School District are collaborative partners Memoriam Of Understanding (MOU) will be developed between TUSD and IVC Develop an advisory committee with equal representation from TUSD and IVC staff Dual credit (high school and college) for successful completion of all IVC courses

Will save college tuition fees if a student earns transferable units An Associate Arts degree will require some night or summer courses Will save time to earn a college degree Classes offered for not just high school students – adults can be in the same class Must register through the college Will save college tuition fees if a student earns transferable units An Associate Arts degree will require some night or summer courses Will save time to earn a college degree Classes offered for not just high school students – adults can be in the same class Must register through the college Assumptions

A Personal Learning Plan (PLP) will be developed in collaboration with the college and school district counseling staff IVC needs a minimum of 22 students per class College course grades count and will make up a students permanent college record A Personal Learning Plan (PLP) will be developed in collaboration with the college and school district counseling staff IVC needs a minimum of 22 students per class College course grades count and will make up a students permanent college record Assumptions

Classes free for high school students with the exception of materials and textbooks for some classes Begin program for 9th grade students in the summer prior to 9th grade Geography requirement could be waived if student successfully passes IVC World History course Classes free for high school students with the exception of materials and textbooks for some classes Begin program for 9th grade students in the summer prior to 9th grade Geography requirement could be waived if student successfully passes IVC World History course Assumptions

Program could expand to other high school campuses Will lower high school class size –Allocated same number of sections with new college sections added Will lower the number of Advanced Placement courses offered –No need to offer since students will receive college credit Program could expand to other high school campuses Will lower high school class size –Allocated same number of sections with new college sections added Will lower the number of Advanced Placement courses offered –No need to offer since students will receive college credit Assumptions

Some ROP courses can be taken through a model for vocational certificates Beneficial if TUSD staff is qualified to teach most courses –Masters degree in subject area –Need to encourage TUSD instructors to submit their application for employment to SOCCCD. –Standards –CST Tests Some ROP courses can be taken through a model for vocational certificates Beneficial if TUSD staff is qualified to teach most courses –Masters degree in subject area –Need to encourage TUSD instructors to submit their application for employment to SOCCCD. –Standards –CST Tests Assumptions

TUSD will market the program to incoming students. Schedule IVC classes during regular school hours IVC courses taught on District campuses will follow TUSD student expectations/discipline/etc. TUSD will market the program to incoming students. Schedule IVC classes during regular school hours IVC courses taught on District campuses will follow TUSD student expectations/discipline/etc. Assumptions

College schedule might not mirror high school schedule –Different holidays –Minimum days –Finals Develop a similar relationship with California State Fullerton at El Toro –Partnership with CSUF needs to be solidified. Fullerton has suggested that 12 IVC transferable credits with passing grades mean student is automatically accepted into CSUF College schedule might not mirror high school schedule –Different holidays –Minimum days –Finals Develop a similar relationship with California State Fullerton at El Toro –Partnership with CSUF needs to be solidified. Fullerton has suggested that 12 IVC transferable credits with passing grades mean student is automatically accepted into CSUF Assumptions

ADA credit for a high school student if they are enrolled in more than 240 minutes or 4 classes –Students take two IVC classes per semester (2 three unit classes or 6 college units/10 high school credits) –Maximum number of college units during regular school hours – 6 units –Maximum number of high school credits during the regular school day each semester – 20 high school credits ADA credit for a high school student if they are enrolled in more than 240 minutes or 4 classes –Students take two IVC classes per semester (2 three unit classes or 6 college units/10 high school credits) –Maximum number of college units during regular school hours – 6 units –Maximum number of high school credits during the regular school day each semester – 20 high school credits Assumptions

Review of Curriculum Handouts Review of Curriculum Handouts

Adele Heuer Principal Beckman High School Adele Heuer Principal Beckman High School

Early College from a Principal’s Perspective High School in the 21 st Century Advanced Placement vs. Early College Developing the Program Roadblocks Along the Way High School in the 21 st Century Advanced Placement vs. Early College Developing the Program Roadblocks Along the Way

Early College from a Principal’s Perspective Unintended Results What We Have Learned Year Two of the Program Unintended Results What We Have Learned Year Two of the Program

Dean Crow Assistant Principal Beckman High School

Early College from an Assistant Principal’s Perspective  Collaborative Effort  The Application Process o Written application and transcript o Timed write in blue books – 3 prompts developed by High School English Department o Parent/Student Information night  Collaborative Effort  The Application Process o Written application and transcript o Timed write in blue books – 3 prompts developed by High School English Department o Parent/Student Information night

Early College from an Assistant Principal’s Perspective  Working with Staff  The Application Process o Instructor Orientation o Support Staff  Working with Staff  The Application Process o Instructor Orientation o Support Staff

Early College from an Assistant Principal’s Perspective  Working with Schedules o Calendar Differences  Intersession: Fridays, winter break, spring semester  Bell Schedule, late start, min days, final exams, assemblies  Students- treating them as college students while remembering that they are 14 years old  Working with Schedules o Calendar Differences  Intersession: Fridays, winter break, spring semester  Bell Schedule, late start, min days, final exams, assemblies  Students- treating them as college students while remembering that they are 14 years old

Early College Program Questions?