PRESENTED BY DR. JANET BOYLE DR. DREW FINDLAY SUE AUFFENBERG EXECUTIVE DIRECTOR ASSISTANT DEAN OF DIRECTOR OF INSTRUCTION — CENTER OF EXCELLENCE SCHOOL COUNSELING IN EARLY COLLEGE GREENSBURG COMM. LEADERSHIP OF PROGRAMS HIGH SCHOOL LEARNING (CELL), VINCENNES UNIVERSITY UNIVERSITY OF INDIANAPOLIS SAUFFENBERG@ AFINDLAY@VINU.EDU BOYLEJ@UINDY.EDU 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 of Early College High Schools Targeted • Underserved – first generation, different Student ethnicities, F/R lunch, Populatio non-English speaking n • “Middle of the pack” • Designated pathway(s) Curricula • Grade 9-10 core & Plan of curriculum lays foundation Study for grade 11-12 dual credit
CORE PRINCIPLES continued • Passionate about this model, these kids Leadership • Defined roles & & Staffing responsibilities, collaborative Collabora- • Strong relationship with higher ed partner(s) tion & • Efforts to involve community Partner- & area businesses in ships supporting EC
CORE PRINCIPLES continued • Preparing students to be able Rigorous to handle the challenges of post-secondary education Instruction • Increase rigor in HS courses • Create a “sense of place” for the EC College- • Visuals, expectations, Going involvement Culture • Students need to visit college campuses!
CORE PRINCIPLES continued • Build a grade 9-12 continuum Supports of supports for • Attend to academic, social, Student emotional needs • Focus on HS success, then Success college Data • Monitor & adjust all program Collection, aspects along the way Analysis, & • Evaluate overall program effectiveness Use
School Structure College Each school’s needs Campus & goals should shape its EC School Whole Within a program. School School MANY Configur- ations EC works in Rural/small town Suburban Separate Cohort School Urban
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 1 st 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.
ENDORSED EARLY COLLEGE HIGH SCHOOL GREENSBURG COMMUNITY HIGH SCHOOL
Targeted STUDENT Population • Limited ethnic diversity • 21 st Century Scholars • 1 st 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 other 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 Administratio Everyone n & Everything 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 • 8 th 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
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