Supporting K-12 Partners in College and Career Readiness Lori Suddick, Vice President of Learning April 2015 AACC Conference

Objectives for Presentation NWTC commitment to K-12 partnerships Career pathways that focus on K-12 students, community and the workforce Detailed examples of rural and urban district partners Hear voice of NWTC partners highlight benefits for their districts, students and workforce

NWTC District Profile Publicly supported to strengthen NE WI, spanning over 6.5 counties Serving over 40,000 students annually or 7,000 FTE Main campus: Green Bay, WI Two other satellite campuses, five Regional Learning Centers, three Regional Academies, two other sites (Business Incubator & Artisan Center) and three mobile training labs Offer over 100 associate degrees, technical diplomas, and apprenticeships; with additional certificates, contracted business services, personal enrichment and continuing education Serve 32 school districts, totaling 36 high schools

K12 Partnerships Through the Lens of NWTC Why partnerships with K12? Moral imperative Unmet workforce needs Increase skill levels for today’s jobs Remediation is costly Creation of a pipeline

Benefits of K-12 Relations Allows career exploration and exposure Provides students the opportunity to experience the rigor of a college level course Provides career pathways that may have been missing from the high school curriculum Allows students to earn college credit while in high school Promotes the NWTC curriculum products and meets labor market demands Strengthens NWTC & K-12 relationships Increases further recruitment, retention and persistence efforts with high school transcribed credit students Creates professional development options for teachers through Technical College training

NWTC K-12 Commitments Future 2018 Statement of Strategic Directions 1.Career exploration activities for 5-12 th grade 2.Share and educate K-12 partners on career and labor market information to help them in developing relevant career pathways 3.Create dual credit opportunities 4.Employ mobile instructional labs as a means to deliver high capital cost programs to school districts within the district 5.Work with its PK-12 districts to reduce remediation or developmental education upon entry to the college 6.Align its assessment tools with those utilized in K-12 7.Prioritize its efforts in support of K-12

What is a Career Pathway? A way of organizing education into a sequence of credentials that lead students in attainable steps toward better jobs and a degree or technical diploma. Each step of the path improves the learner’s career and earning opportunities, and provides a skillset needed by an industry. Three essential features make-up a Career Pathway: 1.Well-connected and transparent education, training, support services, and credential 2.Multiple entry points – for both well-prepared students and targeted populations 3.Multiple exit points

Dual Credit Options Dual Credit Youth Options Youth Apprenticeship Transcripted Credit Advanced Standing College Instructor K-12 Pays Tuition & Books High School Teacher Tuition Cost Neutral

Clusters

Roadmap to Success 12

Why K-12 Career Pathways? Student Success and curriculum relevancy Responsibility to labor market and our community Increasing demand for credentialed workforce Future 2018 Metrics

GBAPS: Industrial Welding, Design & Graphic Communications, Healthcare, Home Remodel/Construction, Engineering: Robotics & Animation, Marketing, Bay Link Manufacturing, Automotive Northwoods Technical Academy, Wausaukee, Crivitz & Pembine: Welding, Automotive, Healthcare, Engineering, Arts, AV Technology & Communication & Entrepreneurship Woodland Technical Academy, Florence, Niagara & Goodman: Healthcare Business, Engineering, Arts, AV Technology & Communication

Bonduel: Welding & CNC/Machining Manufacturing, Engineering, Business Management & Admin. Lakeview Regional Technical Academy: CTE Academy Model, Wolf Tech, Manufacturing, Business, Healthcare Marinette School District: Health Sciences

Career Pathway Cooperative: Gillett, Suring, Coleman, Lena Oconto School District Pulaski School District Oconto Falls School District Kewaunee School District West DePere School District Ashwaubenon School District Southern Door School District

Growth of Dual Credit Academic YearUnduplicated Student Count Duplicated Enrollment Count Total Credits% Growth of Student Count ,953+16% % % % baseline year Edware Dual Credit Students by High School (YO, YA, TC)

Transcripted Credit Student Enrolled in Post Secondary Academic Year HS Grads with TC Enrolled in PS in 1 st Year Enrolled in PS in 2 nd Year Enrolled In PS in 3 rd Year Unduplicated Enrolled in PS in last 3 years %NA %100 10%0 0%39% %79 9%34 4%38% %35 8%19 4%40% %40 10%12 3%43% Edware Transcripted Credit Students Enrolled in Post Secondary Courses

Completion Rates, Persistence & Performance High School and PathwayHS Graduates that completed TC coursework Enrollment into related NWTC Program Southwest HS – Welding54 Bonduel HS – CNC/Machining64 A comparison of students who took courses in high school for two programs revealed that they had higher program completion rates (8 of 8, 100%) versus students who enrolled directly from high school without taking courses in high school (36 of 54, 67%). Students who took courses in high school also had slightly higher gpa’s (3.0 vs. 2.91). While these results should be viewed with caution (e.g., small sample size, self-selected groups, non-statistical analyses, etc.), it does reflect our observation that students who take courses in high school appear to be more motivated, ready, more prepared, etc.

Rural High School Profile School District of Bonduel District Review Grades K4-12 Enrollment=840 Race/Ethnicity: American Indian or Alaska Native 3.2% Asian or Pacific Islander 0.1% Black not Hispanic 1.1% Hispanic 2.7% White not Hispanic 92.9% Student Groups Students with Disabilities 12.9% Economically Disadvantaged 42.7% Limited English Proficient 1.7% High School Report Card: Overall Accountability Score: Meets Expectations (71.0) – On-Track and Postsecondary Readiness 87.9/100 – HS Enrollment: Graduates: 63 graduates with 21% enrolling at NWTC WI DPI School Report Card

Computer Integrated Mobile Lab

Why a CIM Mobile Lab? Over 100 Machine Shops in NWTC’s district alone High-end CNC equipment 1151 job postings High entry level skills NEW Manufacturing Alliance Survey $34,000 median starting salary Lack of CNC Technology in K12

How It Works First three CNC courses transcribed (4 credits) 10 high schools per semester at 12 students each Visit each high school for 3.5 hours (4 periods) each week (am or pm) NWTC Lab Aide delivers, sets-up and assists the high school instructor High school instructors are trained at NWTC $5000 operating fee per semester for each high school – sponsorship opportunities

Bonduel: Growth of Manufacturing Pathway Partnership with NWTC impacts students and teachers Community response to partnership Business and industry response to partnership Advice to other secondary professionals Meaningful support and trust of Administration

Next Steps Bonduel is one of five schools that will pilot use of the Engineering Technology Mobile Modular Lab Five high school instructors will be trained on four NWTC courses during Spring 2015 These dual credit courses will be delivered by high school instructors at the high school location via the mobile lab Bonduel is also expanding to include a Business/Finance pathway Future planning includes a pathway focus on Information Technology

Urban High School Profile Green Bay Area Public Schools Southwest District Review Grades K4-12 Enrollment=21,006 Race/Ethnicity: American Indian or Alaska Native 5% Asian or Pacific Islander 7.3% Black not Hispanic 10.2% Hispanic 25% White not Hispanic 51.9% Student Groups Students with Disabilities 15.7% Economically Disadvantaged 60.9% Limited English Proficient 18.2% Southwest High School Report Card: Overall Accountability Score: Meets Expectations (70.4) On-Track and Postsecondary Readiness 81.8/100 HS Enrollment: Graduates: 272 graduates with 29% enrolling at NWTC WI DPI School Report Card

Green Bay Area Public Schools Pathways Career ClusterCareer PathwayRelated NWTC Program Agriculture, Food, & Natural Resources ** Agribusiness Systems and Plant Systems Sustainable Food and Agriculture Systems & Landscape Horticulture Transportation, Distribution & Logistics ** Facility and Mobile Equipment Maintenance Automotive Technology and Automotive Technician Manufacturing Production Welding & 7 other programs Manufacturing Manufacturing Production Process Development Electromechanical Technology & Automation Engineering Technology Architecture and Construction Construction Construction Technology & Structural Systems Arts, A/V Tech & CommunicationPrinting Technology Print Technology Arts, A/V Tech & CommunicationVisual Arts Photography Arts, A/V Tech & Communication Audio and Video Technology and Film Design and Graphic Communication Health SciencesTherapeutic Services Nursing Assistant & Practical Nursing MarketingMarketing Communications Marketing ** New Pathways for

Exploration to Implementation: Discovery Team to Dream Team Project overview & rationale for relevant, real-world experience Value of partnership: academic & business/industry Curriculum overview from middle school to high school Dual credit opportunities infused into Bay Link Opportunities for secondary and post-secondary students to work together Anticipated outcome of college and career ready students

Home Construction Partnership Greater Green Bay Habitat for Humanity (GGBHfH) and NeighborWorks partnership with NWTC and School Districts Construction Coordinator partnership with High School Teacher in supervising and teaching secondary students Apply classroom competencies in an applied setting, providing for a much higher level of learning 10 NWTC Dual Credits awarded Exposure and experience in workforce related to home construction and trades Relationship building and community awareness

12 Steps to Partnership Etiquette 1.Begin partnership conversations with high level leaders at K-12 and post- secondary levels 2.Involve other stakeholders early and often 3.Consider champion teachers, student interest, labor market needs and middle school curriculum supports to define career pathways 4.Identify a charter with clearly stated mission, vision and parameters 5.Collaborate to identify expense and training for pathway development 6.Identify timeline and work backwards 7.Use district board requirement to develop timeline 8.Phase in new pathways over a 3-5 year plan 9.Identify key K-12 contact to lead action steps 10.Work on marketing and recruiting plan for students/parents 11.Support K-12 partners through contacts, observations, accolades, recognition 12.Evaluate, adjust, and expand

K-12 partnerships are about “the people, the stakeholders, and the return on investment” “Transform lives, educational institutions and whole industries ” (The Career Pathways Effect: Linking Education and Economic Prosperity). Questions

Related Links CIM Mobile Lab Video NWTC Dual Credit Video advancement/dualCredit.wmv advancement/dualCredit.wmv