ARIZONA DUAL ENROLLMENT STATEWIDE CONFERENCE. Friday, April 27, :00 a.m. 4:15 p.m. Phoenix College Bulpitt Auditorium

Transcription

1 ARIZONA DUAL ENROLLMENT STATEWIDE CONFERENCE Friday, April 27, :00 a.m. 4:15 p.m. Phoenix College Bulpitt Auditorium

2 2018 PLANNING COMMITTEE Dr. E.J. Anderson Dr. Patti Beltram Dean Holbrook James Jones Jennifer Kaufman Adam Lowe Michael Matos Dr. Rob Morales Heather Mulcaire Dr. Ray Ostos Jennie Patteson Nora Shelton Austin Shepard Nora Talavera Leah Smith-Thompson Vashi Worley Rosanne Yniguez Rio Salado College Peoria Unified School District Yavapai College National Alliance of Concurrent Enrollment Partnerships Phoenix College Yavapai College National Alliance of Concurrent Enrollment Partnerships Estrella Mountain Community College Tempe Union High School District GateWay Community College Phoenix College CONFERENCE HOSTED BY Hosted by the Maricopa County Community Colleges District (MCCCD) in partnership with the National Alliance of Concurrent Enrollment Partnerships (NACEP) and the Western Maricopa Programs of Study Consortia (WMPOS). Maricopa Center for Learning and Instruction

3 KEYNOTE SPEAKERS GENERAL KEYNOTE DR. JOEL VARGAS Vice President, School and Learning Designs JOBS FOR THE FUTURE As vice president, Joel Vargas leads the work of Jobs for the Future s High School Through College team and helps to set the organization s priorities and direction. He also researches and advises on state policies to promote improved high school and postsecondary success for underserved students. He has helped policymakers and intermediary organizations develop state and federal policies that expand early college schools and other school designs incorporating college coursework into high school. Since joining JFF in 2002, Dr. Vargas has designed and implemented a research and state policy agenda for implementing Early College Designs; created policy frameworks, tools, and model legislation; written and edited white papers, research, and national publications; provided technical assistance to state task forces and policy working groups; served on a number of national advisory groups; and organized and presented at national policy conferences. Dr. Vargas has directed, initiated, and studied a variety of middle school and high school programs designed to help more underrepresented students get into and through a postsecondary education. He also has been a teacher, editor, and research assistant for the Civil Rights Project at Harvard University. He is coeditor of two JFF books: Double the Numbers: Increasing Postsecondary Credentials for Underrepresented Youth (Harvard Education Press) and Minding the Gap: Why Integrating High School with College Makes Sense and How to Do It (Harvard Education Press). In 2005, Dr. Vargas was featured in the Chronicle of Higher Education as one of Higher Education s Next Generation of Thinkers. He received a B.S. in Journalism from Boston University and an Ed.D. from the Harvard Graduate School of Education. PLENARY KEYNOTE TIM CARTER Yavapai County Superintendent YAVAPAI COUNTY EDUCATION SERVICE AGENCY Tim was raised in southern Arizona. He graduated from Tombstone High School, and attended Glendale Community College prior to receiving a Bachelor of Science degree from Grand Canyon College and a Master of Arts in Secondary Educational Leadership from Northern Arizona University. Tim completed the requirement for an Arizona Superintendent Certificate at the University of Phoenix. Tim started teaching and coaching in 1973 at Alchesay High School in the White Mountains. In 1977, he and his wife Linda moved to southwestern Arizona where he taught and coached at Antelope High School. The Carters moved to Prescott in 1979, where Tim taught American Government and Introduction to Law at Prescott High School, while coaching track, cross country and the Mock Trial Team. Linda taught and coached at Granite Mountain Middle School for many years before becoming a counselor. Tim joined the administrative ranks at Prescott High School in He served as assistant principal for student services prior to being promoted to principal, the position he held until his retirement in In retirement, Tim taught American Government and Education courses at Yavapai College and School Law and School Finance for the University of Phoenix. He also worked with the Adult Probation Department of the Superior Court. Certified by the Arizona Supreme Court, Tim has taught Defensive Driving for over three decades. Tim also enjoys teaching Hunter Education as a certified instructor for the Arizona Game and Fish Department. Tim was unanimously appointed as the Yavapai County School Superintendent by the Board of Supervisors effective July 1, He ran successfully for the position in 2006, 2008, 2012 and Tim clearly enjoys providing educational services through the Yavapai County Education Service Agency to the 26 school districts, 24 charters schools, and 102 campuses throughout the county.

4 AGENDA 8:00 9:00 a.m. Registration (Bulpitt Auditorium) 9:00 9:30 a.m. Welcome and Opening Remarks (Bulpitt Auditorium) Dr. Patti Beltram, Peoria Unified School District Director for Career & Technical Education/ Co-chair for Western Maricopa Program Of Study Dr. Karla Fisher, Provost, Dr. Christina Haines, Interim President, Phoenix College Dr. Ray Ostos, District Director of Student Affairs, Rosanne Yniguez, Director of Maricopa Dual Enrollment, 9:30 10:30 a.m. General Session Keynote Presentation (Bulpitt Auditorium) 10:30 10:45 a.m. Break 10:45 11:45 a.m. Breakout Session I Delivering on the Promise of Dual Enrollment Nationally: The Role of Quality, Equity, and Growth Dr. Joel Vargas, Vice President, Jobs for the Future The Pipeline to Student Success: From Dual Enrollment to Completion, Guided Pathways Will Pave the Way Dr. Gregg Busch and Thomas Kluding, Pima Community College Collaboration, Community, and Best Practices: The Building Blocks of Discipline-Specific Dual Enrollment Professional Development Dr. Christine Denecker, University of Findlay DB 222 Beyond the Discipline: Embedding College-Ready Skills into Dual Enrollment Courses Dr. Elizabeth (Betsy) Desy, Southwest Minnesota State University DB 224 Meeting Higher Learning Commission (HLC) Expectations: Quality Assurance and Quality Enhancement Megan Garvy, Mesa Community College Offering Dual Credit in Every Subject in a Small High School Glen Lineberry, Miami High School; Anita Fernandez, Prescott College; and Rickey Jackson, Northland Pioneer College

5 11:45 12:20 p.m. Lunch (outside Freshman Plaza) 12:20 12:30 p.m. Transition to Bulpitt Auditorium 12:30 1:15 p.m. Plenary Session Keynote Presentation (Bulpitt Auditorium) 1:15 1:30 p.m. Break Arizona A-F School Accountability System and How High Schools and Colleges Can Partner to Support These Metrics Tim Carter, Yavapai County School Superintendent, Yavapai County Education Service Agency 1:30 2:30 p.m. Breakout Session II Introduction to NACEP s Standards for Program Quality Dr. Christine Denecker, University of Findlay DB 222 DB 224 Beyond the Discipline: Embedding College-Ready Skills into Dual Enrollment Courses Dr. Elizabeth (Betsy) Desy, Southwest Minnesota State University Guided Pathways: From Early College to Completion Megan Garvy, Mesa Community College Advising Dual and Concurrent Enrollment Students to Soar in College Classes Mary Perez, Colorado Springs School District 49 2:30 2:45 p.m. Break 2:45 3:45 p.m. Breakout Session III Guided Career Pathways Bob Brown and Claudia Bermudez, Rio Salado College Collaboration, Community, and Best Practices: The Building Blocks of Discipline-Specific Dual Enrollment Professional Development Dr. Christine Denecker, University of Findlay Advising Dual and Concurrent Enrollment Students to Soar in College Classes Mary Perez, Colorado Springs School District 49 3:45 4:00 p.m. Break 4:00 4:15 p.m. Closing Remarks (outside Freshman Plaza)

6 BREAKOUT SESSIONS BREAKOUT SESSION I 10:45 11:45 a.m. The Pipeline to Student Success: From Dual Enrollment to Completion, Guided Pathways Will Pave the Way Dr. Gregg Busch and Thomas Kluding, Pima Community College This session will provide concrete examples of how guided pathways may be integrated into dual enrollment to provide clear, direct tracks to student completion along the educational pipeline, from dual enrollment to community college to the university. As Complete College Arizona Consortium, an alliance member of Complete College America, expands across the state more and more colleges and universities will be embracing the proven initiatives of student success and completion embodied in this national movement of educational reform. Collaboration, Community, and Best Practices: The Building Blocks of Discipline-Specific Dual Enrollment Professional Development Dr. Christine Denecker, University of Findlay One part of the design of a successful dual enrollment program is the support provided via professional development to the teachers participating in the programs. This session includes building blocks for integrating formal and informal discipline-specific professional development. Examples will be shared from English composition and literature dual enrollment programs. The strategies discussed can be extrapolated to foster collaboration, community, and best practices in other disciplines. DB 222 Beyond the Discipline: Embedding College-Ready Skills into Dual Enrollment Courses Dr. Elizabeth (Betsy) Desy, Southwest Minnesota State University Dual enrollment courses can serve as a unique venue for helping high school students make a successful transition to college by embedding college-readiness skills into discipline-based courses using a focused and intentional approach. This session will present a basic framework for embedding college-readiness skills into a dual enrollment course using an introductory biology course as an example. Participants will be actively engaged in identifying desirable college-readiness skills that will better prepare students for success in college. DB 224 Meeting Higher Learning Commission (HLC) Expectations: Quality Assurance and Quality Enhancement Megan Garvy, Mesa Community College Mesa Community College has established a college-wide model to elevate quality assurance (accreditation criteria) and quality enhancement (instructional practice) by positioning academic integrity at the heart of dual enrollment programming. Discover strategies to infuse academic support of dual enrollment course offerings. Explore tools to increase efficient practices for scheduling, training, evaluation, and communication with Google apps and Canvas. BREAKOUT SESSION II 1:30 2:30 p.m. Now You See Me! Overcoming Distance through Live Digital Instruction Dr. Richard Harris and Renell Helster, Northland Pioneer College How does a college that covers 21,000 rural square miles deliver live, interactive college courses to hundreds of high school students? By connecting college instructors and high students with cutting-edge technology and a network of audio-visual linked classrooms. Via the innovative TALON Project, college professors deliver instruction in mathematics, English, Spanish, and American Government to underserved high school students across Navajo and Apache Counties. Our presentation will include videos of classrooms in action and data from three semesters of the project. Introduction to NACEP s Standards for Program Quality Dr. Christine Denecker, University of Findlay Learn how NACEP s national standards demonstrate best practices that ensure college courses taught by high school instructors are of the same quality as courses offered on college campuses. The session will demystify the intent behind the standards and strategies for implementation.

7 DB 222 Beyond the Discipline: Embedding College-Ready Skills into Dual Enrollment Courses Dr. Elizabeth (Betsy) Desy, Southwest Minnesota State University Dual enrollment courses can serve as a unique venue for helping high school students make a successful transition to college by embedding college-readiness skills into discipline-based courses using a focused and intentional approach. This session will present a basic framework for embedding college-readiness skills into a dual enrollment course using an introductory biology course as an example. Participants will be actively engaged in identifying desirable college-readiness skills that will better prepare students for success in college. DB 224 Guided Pathways: From Early College to Completion Megan Garvy, Mesa Community College GPS is enhanced when dual enrollment course offerings are positioned for students to build strong foundational skills with academic content and college navigation. During this session, participants will explore a draft version of MCC s GPS maps to align pathway map courses to the MCCCD Dual Enrollment Course Catalog and consider advisement practices that foster student success. The integration of Institutional Student Learning Outcomes (ISLOs) in pathway map design and integrated into course design will also be addressed. Advising Dual and Concurrent Enrollment Students to Soar in College Classes Mary Perez, Colorado Springs School District 49 How can we help high school students succeed in the college setting? Vetting high school students for college readiness and solid college advising strategies can be two of the most important steps to successful dual and concurrent enrollment. We will discuss and share ideas and resources to strengthen your high school pipelines in Dual/Concurrent Enrollment for your program. BREAKOUT SESSION III 2:45 3:45 p.m. Guided Career Pathways Bob Brown and Claudia Bermudez, Rio Salado College A guided career pathway can help maximize a student s early college credit opportunities by knowing how to align high school classes, dual enrollment, online or in-person credits, and credits by evaluation (AP or CLEP) with a student s current high school track. The student success coach provides a personalized student support system for information, advice, and encouragement. Collaboration, Community, and Best Practices: The Building Blocks of Discipline-Specific Dual Enrollment Professional Development Dr. Christine Denecker, University of Findlay One part of the design of a successful dual enrollment program is the support provided via professional development to the teachers participating in the programs. This session includes building blocks for integrating formal and informal discipline-specific professional development. Examples will be shared from English composition and literature dual enrollment programs. The strategies discussed can be extrapolated to foster collaboration, community, and best practices in other disciplines. Advising Dual and Concurrent Enrollment Students to Soar in College Classes Mary Perez, Colorado Springs School District 49 How can we help high school students succeed in the college setting? Vetting high school students for college readiness and solid college advising strategies can be two of the most important steps to successful dual and concurrent enrollment. We will discuss and share ideas and resources to strengthen your high school pipelines in Dual/Concurrent Enrollment for your program.

8 PHOENIX COLLEGE North Gym G R T F H ART M To North Parking N NORTH South Gym Hannelly Center HC HB Sophomore Square D SU AU Freshman Square AD DB 1202 West Thomas Road Phoenix, AZ To West Parking A B Ed & Verna Pastor Plaza L (LIB) C E 11th Avenue AU Bulpitt Auditorium Thomas Road EVALUATION AND ASSESSMENT Please take a moment to complete the conference evaluation. Your feedback will be used to develop next year s conference. Evaluation and Assessment: THANK YOU Thank you to Phoenix College for hosting the Arizona Dual Enrollment Statewide Conference. Maricopa Center for Learning and Instruction (MCLI) 2411 W. 14th Street Tempe, AZ maricopa.edu Chandler-Gilbert Estrella Mountain GateWay Glendale Mesa Paradise Valley Phoenix Rio Salado Scottsdale South Mountain The Maricopa County Community College District (MCCCD) is an EEO/AA institution and an equal opportunity employer of protected veterans and individuals with disabilities. All qualified applicants will receive consideration for employment without regard to race, color, religion, sex, sexual orientation, gender identity, age, or national origin. A lack of English language skills will not be a barrier to admission and participation in the career and technical education programs of the District. The Maricopa County Community College District does not discriminate on the basis of race, color, national origin, sex, disability or age in its programs or activities. For Title IX/504 concerns, call the following number to reach the appointed coordinator: (480) For additional information, as well as a listing of all coordinators within the Maricopa College system,