Presented by Adela Sáenz, Liz Strongman, Teresa Romaneschi, Eric Chapman, and Keith Marler

– Health Discoveries Targeting NAC - ESL students Work Discoveries Level 3-5 ESL and Native English Speakers TANF Clients Transition to short-term training programs Work Discoveries (Cornerstone) Larger numbers of Native English Speakers History

2010 Administration Changes and Economy changed programs and entry requirements Shift to COMPASS test preparation 2012 – Pivot Point Greater definition of how we work and fit in at the college Teaching team integration and “planning” Honing and contextualization of curriculum History (Cont.)

Students Teaching Team Workforce Education Professional Technical Programs or ABE Pivot Partnerships

Student-focused Community-based Transition-oriented Responsive to demographic shifts economic needs What is Pivot Point?

Age Gender Race Entry and Exit Points Educational backgrounds Learning Styles Skill level Goals Pivot is all about Diversity

Create a learning environment that successfully assimilates and synthesizes: A diverse population Open enrollment A variety of skill levels Numerous risk factors and challenges Academic/career goals What do we do in Pivot Point?

1. Direct connection with administration 2. New student orientations 3. Overlapping instruction 4. Builds Cohorts 5. Students take the Responsibility How Does Pivot Work?

Excellent Administrative Support Commitment to the program Hiring and supporting trained and experienced instructors Trust (allows fearless creation and learning) with interest Invested interest, not invasive micro-managing Registration Access to student services Consistent Funding Discipline - “Send them to me” Resources (computer lab, books, supplies as needed) Direct connection with administration

 Introductions  Registration/funding paperwork  Academic assessments  Explanation of the uniqueness and advantages of the program  Invitation to participate in a cohort experience New Student Orientations

Collaboration among instructors Content reinforcement Individualized instruction Overlapping Instruction

Students Help Students Building a Cohort

64.8% Transition Rate to College Programs Former students come back to visit and speak to new students Retention and Transition

Transition and Retention class Supportive re-entry into academic environment Re-programming of traditional top-down academic mentality From the island of misfit toys to “I belong here” Open enrollment How Does Pivot Fit in at the College?

Too much for one person to cover well Expertise (Specialization vs. Generalization) Workload Patience Administration Special Populations Different teaching techniques Collaboration and Integration Why the Team?

Academic and Technical Content Reading Writing and Grammar Math Computer applications What Do We Teach?

Educational/Life Success Skills Study Skills Job Search Skills Organizational Skills Program and Career Research Test-taking Skills What Do We Teach?

Cohort building Fearless learning and confident participation Conscious balancing of strengths and challenges (i.e. risk factors, learning styles, time management, reflection) Using resources Taking Responsibility Full engagement and enjoyment of learning What Do We Foster?

COMPASS Scores (improvement and placement into 100-level classes) CASAS Scores (state ABE requirements and some short-term programs) GED tests Instructor Assessments by subject Transition and completion of programs Getting a job Students’ completion of their identified goals How Do We Measure Success?

Special Challenges –Log-ins, registration, IBC, grading, and other square peg issues “What do you do?” Build a cohesive team Create effective communication systems Practice flexibility Access special population services Work-around schedule conflicts Chaos into Cohesion

Open door (daily entrance option) Fridays Weekly Goal Sheets Career Pull-out (Individual Advising) Flexible Partial Schedules/Attendance Preference learning Study Buddies (sharing personal contact information) Class Observation Project We need to build more time in to the program to dream and create Lessons Learned

Monday - Thursday 11:00am - 4:30pm Reading (11-12:00) Break time (12-12:30) Math (12:30-2:30) Writing/Computers/Grammar (2:30-4:30) (Washington State requires 10 minutes of break time for every hour in class) The Week

Does your college allow for adaptability and flexibility? Can you prioritize and allow for cohort building? How about overlapping instruction ? Do you allow time for collaboration? Is there room for content reinforcement? Is individualized instruction possible? How do you encourage students to take the Responsibility? Contracts? Can you arrange direct Connection with your administration? Do your instructors have invested but not invasive administrative support? Does your orientation prepare students and set appropriate expectations? How Can Pivot Work At Your College?