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

Pivot Point

2001 2005– Health Discoveries•Targeting NAC - ESL students

2005- 2008 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?