SAN ANTONIO COLLEGE Travis ECHS at SAC The Travis Early College - - PowerPoint PPT Presentation

SAN ANTONIO COLLEGE

Travis ECHS at SAC

The Travis Early College High School Program (ECHS) affords students, who are traditionally underserved, access to higher education. Students have the

• pportunity to earn up to two years of college credit

(60 hours) and/or an associates degree while earning a high school diploma. San Antonio College has partnered with SAISD and Travis Early College High School since 2008.

San Antonio College

Program Staff

Ray Hernandez, M.A. Director Early College Programs

• Directs TECHS operations at SAC and coordinates with TECHS

Principal, Adrianna Arredondo. Ruby Pena, M.S. Academic Program Coordinator

• Assists with TECHS operations at SAC

Fidel Bem, Advising Team Lead

• Conducts TECHS academic advising in conjunctions with TECHS

Counselor, Jovita Ratnayeke.

• Dr. Erik Anderson, Interim Faculty Liaison
• Coordinates SAC faculty teaching TECHS and supports student

academics in conjunction with Director, Ray Hernandez and Principal, Adrianna Arredondo Cynthia Marquez, A.A. Senior Generalist of Student Success

• Coordinates TECHS Registration

Travis ECHS

Program Staff

Adrianna L. Arredondo, Principal

• Directs operations at Travis ECHS and the ECHS program at SAC,

maintains scheduling, hiring and budget autonomy.

• Dr. Irene O. Cruz, Assistant Principal
• Supports operations at Travis ECHS and the ECHS program at SAC, to

include course requests, master scheduling, testing, programs, textbooks and attendance Jovita Ratnayeke, Lead Counselor

• Supports Travis ECHS students through registration, testing, advising of

high school and college course completion in conjunction with SAC advisor, and providing social/emotional support. Teaching Staff

• Highly qualified ECHS teachers who work directly with the ECHS

students, including adjunct high school faculty qualified to teach college- level courses.

Why choose an EARLY COLLEGE HIGH SCHOOL?

Early College High Schools (ECHS) are innovative high schools that allow students least likely to attend college an

• pportunity to earn a high school diploma and 60 college

credit hours. Early College High Schools:

 provide dual credit at no cost to students  offer rigorous instruction and accelerated courses  provide academic advising and social support services

to help students succeed

 increase college readiness  reduce barriers to college access.

(https://tea.texas.gov/ECHS/)

Benchmark 1: Target Population TECHS Application process

 The ECHS shall identify, recruit, and enroll

subpopulations that are historically underrepresented in higher education

 Prospective student applies during 8th grade. A

weighted system lottery used to determine eligibility.

 Selected students participate in TECHS Summer

• Bridge. Parents and students attend orientation in

the summer.

 9th grade students enroll in 4 core courses, AVID, 2

elective courses, and 2 support classes.

Benchmark 2: Partnership Agreement

The Early College High School shall have a current, signed Memorandum of Understanding (MOU) for each school year that:

 Defines the partnership between the school district(s) and the

institution(s) of higher education (IHE) and addresses topics including, but not limited to, the ECHS location; transferability of college credit between; the allocation of costs for tuition, fees, and textbooks; and student transportation

 States that the school district hall pay for college tuition, fees, and

required textbooks to the extent those charges are not waived by the partner IHE

 Defines an active partnership between the school district(s) and the

IHE(s), which shall include joint decision making procedures that allow for the planning and implementation of a coherent program across institutions

 Includes provisions and processes for collecting, sharing, and reviewing

program and student data to assess the progress of the ECHS.

Benchmark 3: Leadership Initiatives

The ECHS shall establish a leadership team that includes high-level personnel with decision-making authority who meet regularly and report to each organization. The following must be addressed:

a.

Annually review the MOU for necessary revisions

b.

Assume shared responsibility for meeting annual

• utcomes-based measures and providing annual

c.

Monitor progress on meeting the Blueprint, including reviewing data

d.

Guide mid-course corrections as needed

Benchmark 4: Curriculum and Support

 Travis ECHS provides a rigorous course of study

that enables all participating students to receive a high school diploma and complete the core curriculum or the associated degree or at least 60 credit hours toward a baccalaureate degree during grades 9-12. The high school will provide students with academic, social, and emotional support during their course of study.

Academic advising for EARLY COLLEGE HIGH SCHOOL

All students participate in academic advising through the AVID classroom on a daily basis: Focus on Writing, Inquiry, Collaboration, Organization, Critical Reading, College and Career Exploration, Academic Support/Advocacy

 12th Grade - Individual Advising with all seniors during Fall & Spring to ensure

college degree plan understanding & completion

 11th Grade - Group Advising during Fall; Individual Advising during Spring - Credit

check & projection of degree completion (evening session w/student & parents)

 10th Grade - Group Advising during Spring; Moving toward individual advising –

understanding college degree plan

 9th Grade - Group Advising (evening session w/ student & parents) during Fall on

college expectations; Small Group Advising – ‘College 101’ during Fall

Academic Advising

 Overall goal is to mirror services available to

general SAC students

 Advising services have become much more

intentional

 Provide support to students requiring more intense

individual advising and resources

Benchmark 5: Academic Rigor and Readiness

Travis ECHS administers the Texas Success Initiative, TSI, college placement exam to all accepted students to assess readiness, design individual instructional plans, and enable students to begin college courses based on their performance.

SAC Course scheduling

 9th grade – Spring semester enroll in 2 SAC elective

designated courses to include EDUC 1300 (Student Development) and KINE 1304

 10th grade – Fall/Spring enroll in 2 TECHS/SAC

designated elective courses per semester

 11th grade – Fall/Spring enroll in 4 TECHS/SAC

designated core courses per semester to include some mixed SAC courses

 12th grade – Fall/Spring enroll in 4 TECHS/SAC, but

individual schedules may vary based on graduation requirements (core/elective)

TSI & College Readiness- Class of 2018

Grade Level Subject College Ready

12 Writing 100% 12 Reading 98% 12 Math 97%

TSI & College Readiness- Class of 2019

Grade Level Subject College Ready

12 Writing 100% 12 Reading 100% 12 Math 89%/99%

TSI & College Readiness 2019

Grade Level Subject College Ready

9 Writing 76% 9 Reading 40% 9 Math 17%

Grade Subject College Ready 10 Writing 99% 10 Reading 95% 10 Math 65%

TSI & College Readiness 2019

Grade Subject College Ready 11 Writing 100% 11 Reading 97% 11 Math 68%/93%

TSI & College Readiness 2019

TSI & College Readiness 2019

Grade Subject College Ready 12 Writing (MC) 100% 12 Reading 99% 12 Math 83%/99%

2018 End of Course Accountability

98 97 100 100 90 62 81 94 24 31 30 64

• ENG. I/II
• ALG. I

BIOLOGY US HISTORY Approaches Meets Masters

2019 End of Course Accountability

99.5 94 99 100 94.5 74 95 99 24.5 38 42 80

• ENG. I/II
• ALG. I

BIOLOGY US HISTORY Approaches Meets Masters

TEA Awards Travis 4 Distinctions

 Academic Achievement in English

Language Arts/Reading

 Academic Achievement in Mathematics  Top 25 Percent: Comparative Closing the

Gaps

 Post-Secondary Readiness

Challenges for EARLY COLLEGE HIGH SCHOOL

 Transitioning to the academic rigor and pace of

the Early College High School program

 Time management and balancing high school

course load, college classes, extracurriculars, and home life

 Alamo College Instructors inconsistent use of

CANVAS—student online feedback medium

 Choosing a best-fit/best-match 4-year institution  Transitioning to a 4-year institution post-

graduation

Travis ECHS Degree Completion Rates

2019 93 85 (91.4%) 2 (2.0%) 91(98.0%) 6 2018 96 86 (90.0%) 10 (10.4%) 95 (99.0%) 2 Cohort Total Students in Cohort # of Students Completing the Associate of Arts Level I Certificate Completion in Leadership (PBAD) Total students Crossing Stage at SAC Received Neither AA nor Certificate

Travis Spring 2018 Graduation Report

Total Graduate Hours 6087 Percentage Total Males 37 39% Total Females 59 61% Total AA Graduates 86* 90% Total Certificate Graduates 10* 10% Both Total AA & Certificate Graduates 2* 2% Total Non-College Graduate (N/A) 2 2% Total Students 96 Average Hours (Total) 63 Average Hours (Degree) 66 Average Hours (Non-Degree) 49

*2 Students awarded both AA and Certificate.

Travis Spring 2018 Graduation Report (continued)

Race American Indian or Alaska Native 6 6% Asian 1 1% Black or African American 4 4% Native Hawaiian or Other Pacific Islander Regulatory Race 1 1% White 83 86% White American Indian or Alaska Native 2 2% Ethnicity Hispanic 89 92% Not Hisp/Latino 7 7% Total Students 96