PRESENTED BY DR. JANET BOYLE DR. DREW FINDLAY SUE AUFFENBERG - - PowerPoint PPT Presentation

PRESENTED BY

• DR. JANET BOYLE

EXECUTIVE DIRECTOR CENTER OF EXCELLENCE IN LEADERSHIP OF LEARNING (CELL), UNIVERSITY OF INDIANAPOLIS BOYLEJ@UINDY.EDU

• DR. DREW FINDLAY

ASSISTANT DEAN OF INSTRUCTION— EARLY COLLEGE PROGRAMS VINCENNES UNIVERSITY AFINDLAY@VINU.EDU

SUE AUFFENBERG

DIRECTOR OF SCHOOL COUNSELING GREENSBURG COMM. HIGH SCHOOL SAUFFENBERG@ GCHS.K2.IN.US

“ ”

The Center of Excellence for Leadership in Learning (CELL) has been the primary advocate, provider of technical assistance, and catalyst for the Early College High Schools in Indiana since 2006. CELL has promoted the core elements of the Early College model, created a network to support schools implementing Early College, and designed an endorsement process to recognize successful and well- functioning Early College schools in Indiana. Because of CELL’s leadership with the Early College High School model, the Commission for Higher Education will look to CELL, working in partnership with the Commission, to be the organization authorized to endorse Early College schools in Indiana.

2013: Teresa Lubbers, Commissioner of the Indiana Commission for Higher Education issues a letter to all school districts recognizing CELL as the only authorized entity to endorse Early College High Schools.

CORE PRINCIPLES

• f Early College High Schools
• Underserved – first

generation, different ethnicities, F/R lunch, non-English speaking

• “Middle of the pack”

Targeted Student Populatio n

• Designated pathway(s)
• Grade 9-10 core

curriculum lays foundation for grade 11-12 dual credit

Curricula & Plan of Study

CORE PRINCIPLES continued

• Passionate about this model,

these kids

• Defined roles &

responsibilities, collaborative

Leadership & Staffing

• Strong relationship with

higher ed partner(s)

• Efforts to involve community

& area businesses in supporting EC

Collabora- tion & Partner-

ships

CORE PRINCIPLES continued

• Preparing students to be able

to handle the challenges of post-secondary education

• Increase rigor in HS courses

Rigorous Instruction

• Create a “sense of place” for

the EC

• Visuals, expectations,

involvement

• Students need to visit college

campuses!

College- Going Culture

CORE PRINCIPLES continued

• Build a grade 9-12 continuum
• f supports
• Attend to academic, social,

emotional needs

• Focus on HS success, then

college

Supports for Student Success

• Monitor & adjust all program

aspects along the way

• Evaluate overall program

effectiveness

Data Collection, Analysis, & Use

School Structure

Each school’s needs & goals should shape its EC program. EC works in



Rural/small town



Suburban



Urban

MANY Configur- ations College Campus School Within a School Cohort Separate School Whole School

CELL’s Pathway to Early College Endorsement

EARLY COLLEGE THROUGHOUT INDIANA

• Within the last 5-7 years,

steady growth

• Slowed down during HLC

extension request

• Back on track & growing!
• 30 Endorsed High Quality

ECHSs

• New Schools Workshop

scheduled for fall with 6- 10 more schools

Traditional Early College Overview

• A partnership between school district and institution of higher education that

allows a guided accelerated pathway for students to obtain a General Studies Associates or 30 credit certificate while obtaining a Core 40 high school diploma

• Delivers a rigorous, integrative, and innovative curriculum in a small, supportive

learning environment designed to serve diverse populations

• Distinctive mission for students to be “college ready” and life long learners

CTE Early College Overview

• The goal of CTE Early College is to prepare students for college and careers.
• Students work toward completion of certificate of graduation (30 credits) in a

program area.

• Certificates fulfill 1st year requirements for associate degrees.
• Most programs are housed within 2-year, ½ day regional career centers and

serve juniors and seniors.

• Program courses are offered at the centers and academic courses are offered at

sending schools.

• VU administrators advise students and work with partner administrators to

deliver college curriculum.

GREENSBURG COMMUNITY HIGH SCHOOL

ENDORSED EARLY COLLEGE HIGH SCHOOL

Targeted STUDENT Population

• Limited ethnic diversity
• 21st Century Scholars
• 1st Generation
• Free and Reduced Lunch
• High School Counselors are pivotal
• Junior High School on board

CURRICULUM & Plan of Study

• Well-established TGEC Pathway/

Increase

• 2015 - Present
• Opportunity to earn credits toward
• ther degrees
• Administrative commitment
• Strong and growing Higher Education

Partners

Rigorous Instruction / EXPECTATIONS

• Dedicated and innovative faculty
• Strong alignment with Ivy Tech

Faculty and Dual Credit Teachers

• Excellent support for Professional

Development

• Administrative commitment

SUPPORTS for Student Success

Everyone & Everything

Administratio n Higher Education Partners

COLLABORATION and PARTNERSHIPS

• Strong Partnership with Ivy Tech
• Administrative commitment
• Community Partners

LEADERSHIP and Staffing

• Strong consistent leadership
• High level of involvement
• Expectations
• Receptive to ALL

DATA Collection, Analysis, & Use

• Information

collected

• Junior High

involvement

• 8th grade

Parent/Student Enrollment

• Preparing for

College & Career

BEYOND ENDORSEMENT

• Additional School Counselor
• GWEC
• EWIN Grant Recipient
• Work toward Achieving High

Reliability Status

• New High School Vision