1. Intentional Advising and Completion in Cooperative Innovative High Schools
Fall Webinar
2016
Isaac

2. WELCOME and INTRODUCTIONS
North Carolina Community College System Office – Dr. Lisa Eads
University of North Carolina General Administration – Dr. Tracey Ford
North Carolina State University – Thomas Griffin
North Carolina Department of Public Instruction – De McKenzie
North Carolina Department of Public Instruction – Isaac Lake
Isaac

3. Evaluation of CIHS: from NC General Statute 1115C-238.55
“The State BOE and governing boards shall evaluate the success of students in CIHS. Success shall be measured by:
High school retention rates
High school completion rates
High school dropout rates
Certification and associate degree completion
Admission to four year institutions
Post-graduation employment”
Isaac

4. CIHS: Vital Elements of Success
Vision and Focus: What makes your school unique? What outcomes are you promising to students and families? Pathways to Completion: How will you ensure your students complete diplomas, degrees, or transferable credit? Instructional Leadership and Practice: How will staff work together to ensure transformative learning occurs daily? Operating Procedures: daily schedule, transportation, lunch, and etc.
Isaac

5. Intentional Advising in CIHS
What are the most essential practices and strategies to support students to complete degrees, credentials, transferable credit? How are staff and students actively engaged in a student-centered advising process? How can we ensure personalization in the development of curriculum pathways?
Isaac

6. Vital Elements: Pathways to Completion
What are the most essential practices and strategies to support students to complete degrees, credentials, transferable credit?
Personalized four and five year plans/pathways
Academic and affective supports
Formative assessment to identify readiness gaps
Rigor and scaffolding: every class, every day
Structured times to support students in college coursework
Creating a culture of success
Collaborating with your college partner
Isaac

7. North Carolina Current Worker Supply vs
North Carolina Current Worker Supply vs. Future Job Demand by Educational Attainment
Lisa

8. Student Success Students make informed decisions
Student Success Pathway
Students make informed decisions
Students progress through programs that lead to valuable credentials, without unnecessary detours
Students are provided integrated, targeted supports and interventions when they are most effective
Lisa
Roadmap to completion that includes
connected courses, programs, and support
services.

9. Overall Considerations for CIHS Curriculum Design
Is your curriculum connected to local workforce needs?
Are CTE programs (certificates, diplomas, and degrees) options for students?
Are students enrolled in transfer degrees accessing the university(s) 4 year plans to select courses within the AA or AS degrees?
How are student pathways (high school and college programs) aligned?
Dual Credit Chart
HS Articulation Agreement (CTE)
How is your CIHS program preparing students to be career and college ready?
When are students expected to test “college ready”?
What supports are in place to help students become “college ready”?
When students exit the CIHS program, what credentials and skills do they have that are the result of their time in the CIHS program?
How are you tracking completion of college certificates, diplomas, and/or degrees?
Lisa

10. Comprehensive Articulation Agreement
Emphasizes Completion:
Students who complete the associate degree before transfer earn better grades at the senior institution and are more likely to complete the baccalaureate degree. (Success!)
For students who complete the associate degree and follow the 4 year plan published by the university - all credits will transfer and the student should have only two more years of course work to complete the 4 year degree.
To access the full CAA, go to:
Lisa

11. Transfer Degrees and UGETC Courses
Transfer Course List
UGETC courses are listed in bold
Pre-major electives included in the list To access the CAA transfer course list, go to:
Lisa

12. Curriculum Standards: Implications
UGETC and ACA 122 – required for AA, AS, and AE
Not required that students take them first – but they should!
Colleges may possibly limit teaching some courses taught previously for all students (not just CIHS/CCP students) unless they are included on university 4 year plans – Academic decision.
Why? Many students look for courses that will fill their schedule, not necessarily the right courses to complete their degrees (2 and 4 year).
Lisa

13. CIHS and Intentional Advising
With the changes to the 2014 CAA, advising can no longer be a “one size fits all” template.
Beyond the UGETC courses, students should be advised to take courses based on their intended major and university/college they intend to transfer to.
University plans should be consulted when advising students beyond the UGETC courses.
Lisa

14. Making College Transfer More Intentional
Step 1: Complete Universal General Education Transfer Component (UGETC) Courses and ACA 122 Step 2: Select Intended Transfer Major & Desired Transfer Institution(s) Step 3: Complete Additional General Education and Pre-Major Prerequisites, Based on University’s Published Degree Plan
Lisa

15. CIHS and Career and Technical Pathways
Types of CTE Programs:
Certificates
Diplomas
Associate in Applied Science (AAS)
Lisa

16. CIHS and Intentional Advising
High school counselors should consider students’ PLAN scores in making pathway recommendations.
College Career Technical Education courses may be used to provide partial or full fulfillment of a four-unit career cluster.
Where possible, students should be granted articulated credit based on the local or state North Carolina High School to Community College articulation agreement.
Lisa

17. Stackable Credentials
As students complete a certificate or diploma, see if there are opportunities to earn additional college credit or stackable credentials while still enrolled in the CIHS program.
Example: Student earns one CTE certificate and wants to enter another CTE program/certificate while still in the CIHS program.
Example: Student completes a CTE certificate and wishes to move on to the CTE diploma in the same discipline while still in the CIHS program.
Example: Student completes at CTE certificate or diploma and wishes to move on to the full AAS degree in the same discipline while still enrolled in the CIHS program.
Lisa

18. Advising Tips
Students should be enrolled in the degree program that best meets their long-term academic and career goals.
If a student is unsure about their long-term academic goals and is seeking a transfer degree (an AA or AS), they should enroll in the AS degree as it offers more math and science courses needed to be competitive for admission to some universities.
Lisa

19. CIHS Curriculum Maps and Community College Performance Measures
To date, CIHS and other CCP dual enrollment students have not been included in the Performance Measures for NC Community Colleges.
In the 2016 proposed measures, CIHS students and CCP dually enrolled students in transfer pathways will be included in the Performance Measures.
Lisa

20. CIHS Curriculum Maps and Community College Performance Measures
So, what does this mean for CIHS curriculum planning?
Timing of English and math courses in the curriculum map is now very important. Consider when students will take their first college level English and first math courses.
Performance Measures Impacting CIHS curriculum design - Percentage of first‐time Associate Degree seeking and transfer pathway students passing a credit‐bearing English and Math course with a “C” or better within their first two academic years.
Lisa

21. What questions do you have so far?
All

22. University of North Carolina
Minimum Requirements
Freshman or Transfer
College Transfer Pathways
Bilateral Agreements
Tracey or Tommy

23. University of North Carolina Minimum Admissions Requirements (MAR) and Minimum Course Requirements (MCR)
Required to meet MAR and MCR
20 years old or younger with fewer than 24 transferable credits
MAR cumulative weighted high school GPA and new SAT 880, old SAT 800, or ACT 17 Composite.
MCR – UNC minimum high school courses
Exempt from UNC MAR and MCR
21 years or older
Any age with 24 or more transferable college credits (does not include AP, IB or credit by exam)
Active duty service member or veteran with 3 or more years of active duty service
Tracey or Tommy

24. University of North Carolina
Meeting these minimum requirements does not guarantee admission to a specific UNC institution or a specific program at a UNC institution.
The CAA includes the Transfer Assured Admissions Policy (TAAP). This provision guarantees that a NC community college AA or AS graduate with a 2.0 GPA or higher will be admitted to at least one UNC institution. The TAAP does not guarantee admission to a specific UNC institution or a specific program at a UNC institution.
Tracey or Tommy

25. University of North Carolina
Freshman or Transfer
The term freshman is often used as shorthand to describe a student enrolling in a college right after graduating from high school. A more accurate term is first-year student.
A transfer student has attended another postsecondary institution after graduating from high school.
First-year students from early college high schools enrolling at UNC institutions can expect to receive college credit for their transferable courses. The CAA does apply to early college high school graduates.
Tracey or Tommy

26. North Carolina Law House Bill 97 Session 2015
COLLEGE GRADUATES/UNC ADMISSION POLICY
SECTION (a) The Board of Governors of The University of North Carolina shall adopt a policy to require each constituent institution to offer to any student who graduated from a cooperative innovative high school program with an associate degree and who applies for admission to the constituent institution the option of being considered for admission as a freshman or as a transfer student. The constituent institution shall also provide written information to the student regarding the consequences that accompany each option and any other relevant information that may be helpful to the student when considering which option to select.
Starting this fall, UNC institutions allow these specific students to choose how they want to apply. The universities are also providing information on their websites regarding the implications of choosing freshman or transfer. UNC institutions vary widely in the competition for freshman and transfer admission requirements.
Tracey or Tommy

27. UNC Transfer Pathways and Bilateral Agreements
CAA Baccalaureate Degree Plans (BDPs) aka College Transfer Pathways
Built to use as a guide along with academic advising to help students plan their transfer for specific majors by UNC institution. The objective is to provide a smooth transfer of credit and specify courses that satisfy both pre-major requirements and community college degree requirements.
Bilateral Agreements
UNC institutions and individual NC community colleges have direct agreements in place to transfer technical AAS credits or the full AAS degree to apply toward bachelors degrees.
Example – 2Plus Program at UNCG
Tracey or Tommy

28. What other questions do you have?
All

29. Contact Information
Lisa Eads NC Community Colleges System Program Coordinator
Tracey D. Ford University of North Carolina General Administration Assistant Vice President, Academic and Student Affairs
Thomas H. Griffin NC State University Associate Vice Provost and Director, Undergraduate Admissions
Sneha Shah-Coltrane NC Department of Public Instruction Director, Advanced Learning
De McKenzie NC Department of Public Instruction State Consultant
Isaac Lake NC Department of Public Instruction State Consultant