vital high school partnership irvine valley college and tustin unified school district
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Vital High School Partnership Irvine Valley College and Tustin Unified School District. Introductions. Glenn Roquemore, Ph.D. In the Beginning Mr. Richard Bray The Early College Concept Elizabeth Cipres, Ed.D. The Nuts and Bolts. Introductions. Adele Heuer, Principal Beckman High School - PowerPoint PPT PresentationTRANSCRIPT
Vital High School Partnership
Irvine Valley Collegeand
Tustin Unified School District
Vital High School Partnership
Irvine Valley Collegeand
Tustin Unified School District
IntroductionsIntroductions• Glenn Roquemore, Ph.D.
– In the Beginning
• Mr. Richard Bray– The Early College Concept
• Elizabeth Cipres, Ed.D.– The Nuts and Bolts
• Glenn Roquemore, Ph.D.– In the Beginning
• Mr. Richard Bray– The Early College Concept
• Elizabeth Cipres, Ed.D.– The Nuts and Bolts
IntroductionsIntroductions• Adele Heuer, Principal
– Beckman High School
• Dean Crow, Assistant Principal – Beckman High School– Beckman Stories
• Adele Heuer, Principal– Beckman High School
• Dean Crow, Assistant Principal – Beckman High School– Beckman Stories
In the BeginningIn the Beginning
• Two Key Factors– Demographic that is focused on
4-year Institutions• Community College – Why?
– High School/AA Degree Graduates at Commencement
• Hit and Miss
• Two Key Factors– Demographic that is focused on
4-year Institutions• Community College – Why?
– High School/AA Degree Graduates at Commencement
• Hit and Miss
In the BeginningIn the Beginning
• Decided to Bring the Classes to the Unified School District– Began with random courses – Failed– Worked with the Superintendent to find the
right courses –Success
• New Superintendent– Essential to the success of this program
• Decided to Bring the Classes to the Unified School District– Began with random courses – Failed– Worked with the Superintendent to find the
right courses –Success
• New Superintendent– Essential to the success of this program
A Superintendent’s Perspective
Mr. Richard BrayTustin Unified School
District
A Superintendent’s Perspective
Mr. Richard BrayTustin Unified School
District
A Superintendent’s Perspective
A Superintendent’s Perspective
Allows eligible high school students currently attending the Tustin Unified School District to simultaneously enroll at Irvine Valley College. The credits that students earn would be used toward both a high school graduation and are acceptable toward a college Associate or Baccalaureate degree, or Technical Certificate.
Allows eligible high school students currently attending the Tustin Unified School District to simultaneously enroll at Irvine Valley College. The credits that students earn would be used toward both a high school graduation and are acceptable toward a college Associate or Baccalaureate degree, or Technical Certificate.
Benefits of Dual Enrollment
Benefits of Dual Enrollment
• Enriches the course opportunities for outstanding high school students
• Shortens the time to attain a college degree• Saves students and parents money, as dual
enrollment students are exempt from paying application, registration, tuition, laboratory, and special fees if the class(es) taken are being used toward high school graduation
• Provides students with college credit that is transferable to a university
• Enriches the course opportunities for outstanding high school students
• Shortens the time to attain a college degree• Saves students and parents money, as dual
enrollment students are exempt from paying application, registration, tuition, laboratory, and special fees if the class(es) taken are being used toward high school graduation
• Provides students with college credit that is transferable to a university
• Allows students to earn credits toward high school graduation that are acceptable towards an Associate or Baccalaureate degree
• Reduces the cost of postsecondary education as participating students pay no application or tuition fees
• Eases the transition from high school to college exposing students to the expectation and rigor of postsecondary education
• Allows students to earn credits toward high school graduation that are acceptable towards an Associate or Baccalaureate degree
• Reduces the cost of postsecondary education as participating students pay no application or tuition fees
• Eases the transition from high school to college exposing students to the expectation and rigor of postsecondary education
Benefits of Dual Enrollment
Benefits of Dual Enrollment
• Allows students to use college library, labs, and other facilities and equipment
• Allows students to use college library, labs, and other facilities and equipment
Benefits of Dual Enrollment
Benefits of Dual Enrollment
Elizabeth Cipres, Ed.D.Dean of Guidance and
Counseling
Elizabeth Cipres, Ed.D.Dean of Guidance and
Counseling
AssumptionsAssumptions• Irvine Valley College and Tustin Unified
School District are collaborative partners• Memoriam Of Understanding (MOU) will be
developed between TUSD and IVC• Develop an advisory committee with equal
representation from TUSD and IVC staff• Dual credit (high school and college) for
successful completion of all IVC courses
• Irvine Valley College and Tustin Unified School District are collaborative partners
• Memoriam Of Understanding (MOU) will be developed between TUSD and IVC
• Develop an advisory committee with equal representation from TUSD and IVC staff
• Dual credit (high school and college) for successful completion of all IVC courses
• Will save college tuition fees if a student earns transferable units
• An Associate Arts degree will require some night or summer courses
• Will save time to earn a college degree• Classes offered for not just high school
students – adults can be in the same class• Must register through the college
• Will save college tuition fees if a student earns transferable units
• An Associate Arts degree will require some night or summer courses
• Will save time to earn a college degree• Classes offered for not just high school
students – adults can be in the same class• Must register through the college
AssumptionsAssumptions
• A Personal Learning Plan (PLP) will be developed in collaboration with the college and school district counseling staff
• IVC needs a minimum of 22 students per class
• College course grades count and will make up a students permanent college record
• A Personal Learning Plan (PLP) will be developed in collaboration with the college and school district counseling staff
• IVC needs a minimum of 22 students per class
• College course grades count and will make up a students permanent college record
AssumptionsAssumptions
• Classes free for high school students with the exception of materials and textbooks for some classes
• Begin program for 9th grade students in the summer prior to 9th grade
• Geography requirement could be waived if student successfully passes IVC World History course
• Classes free for high school students with the exception of materials and textbooks for some classes
• Begin program for 9th grade students in the summer prior to 9th grade
• Geography requirement could be waived if student successfully passes IVC World History course
AssumptionsAssumptions
• Program could expand to other high school campuses
• Will lower high school class size– Allocated same number of sections with
new college sections added• Will lower the number of Advanced
Placement courses offered– No need to offer since students will
receive college credit
• Program could expand to other high school campuses
• Will lower high school class size– Allocated same number of sections with
new college sections added• Will lower the number of Advanced
Placement courses offered– No need to offer since students will
receive college credit
AssumptionsAssumptions
• Some ROP courses can be taken through a 2 + 2 model for vocational certificates• Beneficial if TUSD staff is qualified to teach
most courses– Masters degree in subject area– Need to encourage TUSD instructors to submit
their application for employment to SOCCCD.– Standards– CST Tests
• Some ROP courses can be taken through a 2 + 2 model for vocational certificates• Beneficial if TUSD staff is qualified to teach
most courses– Masters degree in subject area– Need to encourage TUSD instructors to submit
their application for employment to SOCCCD.– Standards– CST Tests
AssumptionsAssumptions
• TUSD will market the program to incoming students.
• Schedule IVC classes during regular school hours
• IVC courses taught on District campuses will follow TUSD student expectations/discipline/etc.
• TUSD will market the program to incoming students.
• Schedule IVC classes during regular school hours
• IVC courses taught on District campuses will follow TUSD student expectations/discipline/etc.
AssumptionsAssumptions
• College schedule might not mirror high school schedule– Different holidays– Minimum days– Finals
• Develop a similar relationship with California State Fullerton at El Toro– Partnership with CSUF needs to be solidified.
Fullerton has suggested that 12 IVC transferable credits with passing grades mean student is automatically accepted into CSUF
• College schedule might not mirror high school schedule– Different holidays– Minimum days– Finals
• Develop a similar relationship with California State Fullerton at El Toro– Partnership with CSUF needs to be solidified.
Fullerton has suggested that 12 IVC transferable credits with passing grades mean student is automatically accepted into CSUF
AssumptionsAssumptions
• ADA credit for a high school student if they are enrolled in more than 240 minutes or 4 classes– Students take two IVC classes per semester (2
three unit classes or 6 college units/10 high school credits)
– Maximum number of college units during regular school hours – 6 units
– Maximum number of high school credits during the regular school day each semester – 20 high school credits
• ADA credit for a high school student if they are enrolled in more than 240 minutes or 4 classes– Students take two IVC classes per semester (2
three unit classes or 6 college units/10 high school credits)
– Maximum number of college units during regular school hours – 6 units
– Maximum number of high school credits during the regular school day each semester – 20 high school credits
AssumptionsAssumptions
Review of CurriculumHandouts
Review of CurriculumHandouts
Adele HeuerPrincipal
Beckman High School
Adele HeuerPrincipal
Beckman High School
Early College from a Principal’s PerspectiveEarly College from a
Principal’s Perspective
• High School in the 21st Century
• Advanced Placement vs. Early College
• Developing the Program
• Roadblocks Along the Way
• High School in the 21st Century
• Advanced Placement vs. Early College
• Developing the Program
• Roadblocks Along the Way
Early College from a Principal’s PerspectiveEarly College from a
Principal’s Perspective
• Unintended Results
• What We Have Learned
• Year Two of the Program 2008-2009
• Unintended Results
• What We Have Learned
• Year Two of the Program 2008-2009
Dean CrowAssistant Principal
Beckman High School
Early College from anAssistant Principal’s
Perspective
Early College from anAssistant Principal’s
Perspective Collaborative Effort
The Application Processo Written application and transcripto Timed write in blue books – 3 prompts
developed by High School English Department
o Parent/Student Information night
Collaborative Effort
The Application Processo Written application and transcripto Timed write in blue books – 3 prompts
developed by High School English Department
o Parent/Student Information night
Early College from anAssistant Principal’s
Perspective
Early College from anAssistant Principal’s
Perspective Working with Staff
The Application Processo Instructor Orientationo Support Staff
Working with Staff
The Application Processo Instructor Orientationo Support Staff
Early College from anAssistant Principal’s
Perspective
Early College from anAssistant Principal’s
Perspective Working with Schedules
o Calendar Differences Intersession: Fridays, winter break, spring
semester Bell Schedule, late start, min days, final
exams, assemblies
Students- treating them as college students while remembering that they are 14 years old
Working with Scheduleso Calendar Differences
Intersession: Fridays, winter break, spring semester
Bell Schedule, late start, min days, final exams, assemblies
Students- treating them as college students while remembering that they are 14 years old
Early College Program
Questions?
Early College Program
Questions?
