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One School Can Do So Little ; Together , We Can Do So Much

One School Can Do So Little ; Together , We Can Do So Much. Building an Alliance for College Readiness The Futures Assembly – Bellwether Award “ Instructional Programs and Services” presentation. Dr. Elizabeth Roeger. ECC Dean, College Transitions & Developmental Education.

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One School Can Do So Little ; Together , We Can Do So Much

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  1. One School Can Do So Little; Together, We Can Do So Much Building an Alliance for College Readiness The Futures Assembly – Bellwether Award “Instructional Programs and Services” presentation

  2. Dr. Elizabeth Roeger ECC Dean, College Transitions & Developmental Education eroeger@elgin.edu

  3. Ms. Alison Douglas ECC Professor of English and Director of College Readiness adouglas@elgin.edu

  4. New member orientation Welcome to the District 509 Alliance for College Readiness!

  5. Elgin Community College District 509 School District 300 School District 301 School District U-46 School District 303

  6. Alliance Goal Create a lasting partnership that: • Increases academic success • Improves college readiness • Increases district’s college-going rate

  7. Alliance Guiding Values • Collaboration • Student success • Faculty and staff vision • Integration with institutional goals • Relationships across sectors • Data-informed decisions • Information sharing • Creativity

  8. 2006: National & ECC Data Source: ACT High School Profile, HS Graduating Class 2006 ; ECC Institutional Research office (2006)

  9. The Data @ ECC 76% some dev ed Need Entering students needed developmental reading, writingANDmath

  10. Questions?

  11. Our response How the Alliance was formed

  12. Regional Education Summit • Background • Leadership roles • College • Districts • Keys to success

  13. Critical Engagement Across Levels

  14. 76% of your high school grads need remedial courses! Well, if they had been ready for high school... Is that my fault? It’s the parents... I give up!

  15. What if we worked together?

  16. We’re concerned about the success of our students. How can we improve their success? Can I learn something from these people? How are we measuring success?

  17. Alliance Structure

  18. It’s a Push-me-Pull-you! Faculty need the autonomy to address student needs! The districts have annual goals and state mandates! Faculty Administrators

  19. Questions?

  20. Team and Project updates Selected best practices developed

  21. Language Arts Team Math Team Science Team English Learner Team Student Transitions Team English Learner Team Source: Conley, D.T, (2012), Available at https://collegeready.epiconline.org/portal/public/information/aboutfourkeys

  22. Common Core Dialogue (Think!) • Conversation • Teamwork • Silence • Deliverables Math Team, Science Team, & Language Arts Team

  23. Summer Bridge (Act & Know!) • Students “on the cusp” • Result of faculty questions and suggestions • Student success and faculty development • Results • Five Years • 150 students • 73% improve placement Math Team & Language Arts Team

  24. College Readiness Awareness Building (Go!) • Communications • Middle & high school students • Parents of high school students • College students • Engagement • High school events • College events • College & Career 101 Student Transitions Team

  25. Data Team

  26. Total College-Going Rate 76% District 509 Graduates College-Going Rate Total College-Going Rate 68%* Total College-Going Rate 64% *Subtotals do not sum to total college-going rate due to rounding (Source: National Student Clearinghouse Submission, 2009 graduating class)

  27. Math Study Course Taking Matters Disaggregate by HS High School “X” 87% dev took senior math High School “Y” 62%of developmental students did not take senior math

  28. 4th Year High School Math Course (Think!) • 12 faculty co-developed (high school and college) • Common Core State Standard alignment • Real-world applications • College entrance standard alignment • Districts considering adoption

  29. Questions?

  30. Results & Lessons Learned How do we know the work is having an impact? What works?

  31. College Readiness Trends 32% 24% 21% 18%

  32. Shifting Student Needs Fall 2006 Changes from fall 2006 through fall 2012 in the new student cohort Fall 2012

  33. College Readiness Trends

  34. Why do they participate? “The groups that meet for each content area have been able to see what students need at the next level.  Then, each group works together and a wealth of ideas are shared.  It is amazing to see how much is accomplished when goals are identified, and good educators work together and meet them.”

  35. Why do they participate? “The ongoing, organic nature of the work is very significant.  We cannot only become aware of problems and issues facing educators today, but we can also make a difference and act on our professional thoughts and beliefs.  The result is actions in the present that directly impact students and more information gathered for future initiatives.”

  36. Why do they participate? “I am a strong and avid believer that school districts and community colleges are not separate entities. It is where one places a divide between these two unions that causes a disconnect among educators, students, families, and communities. The Alliance has dissolved this notion and, in turn, solidifies and enforces the connection and the bond that must exist between school districts and higher levels of education. Once this bond is enforced, all stakeholders become invested and equal partners in what lies at the core of our profession...educating students. “

  37. Why do they participate? “I feel that not only has the Alliance provided students with support, but it has provided professional educators with a better and more in depth understanding of what college readiness really means. By working with college educators, I have had clarifying and enlightening conversations regarding the term "college readiness". Often, when there is a division between high schools and community colleges, valuable conversation does not exist. We cannot see ourselves as separate entities or our students will be separated. The Alliance provides the forum for such dialogue.”

  38. Lessons Learned • Organic development = high support and engagement • Messy, but meaningful • Engage those doing the work • One size does not fit all • Strong faculty leadership imperative • Institutional commitments matter • Share and celebrate results • Fostering space for dialog very important

  39. Questions? Thank you for joining us!

  40. Alliance Resources www.elgin.edu/collegereadiness

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