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

2. 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

3. 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

4. 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

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

6. 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

7. Data to 2013-14, SCWI Cohort Georgian Dual Credit students
All Ontario dual credit students
45% have registered for college after 4 years
32% have registered for college after 4 years
47% have registered for college after 3 years
30% have registered for college after 3 years
27 % have registered for college after 2 years
26% have registered for college after 2 years
15% have registered for college after 1 year
29% have registered for college after 1 year
Michelle

8. 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

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

10. 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
Students also have an individual session with the counsellor for further discussion of career/educational goals
Denis

11. 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

12. 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

13. 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

14. 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

15. 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

16. 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

17. 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

18. 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

19. 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

20. 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

21. 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

22. 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

23. 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

24. 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?

25. 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

26. 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

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

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

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

30. 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

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