An Introduction to After SWAC and After Adult Dual Credits SCWI Symposium May 15, 2018

Success of Students in Dual Credits Contributing Factors: Caring adult Team-approach and local decision making Data-based decision making Program flexibility Careful, criteria-based student selection Team approach to student support SCWI / IJECT

Dual Credit Students with an IEP

Feedback: Supports “Building rapport in order to meet the needs of these students needs to be priority as there were many social and personal challenges that were not allowing students to meet the needs of the program. Those challenges need to be addressed and met before a student would be willing to move forward with continuing education.” (RPT 6)

The purpose and anticipated outcomes of these new pilot activities Raison d’être et résultats anticipés de ces nouvelles activités pilotes The program is designed to explore and address barriers that might be preventing dual credit students in SWAC/ADC programs from continuing their education. Le programme a été conçu pour explorer et surmonter les obstacles qui pourraient décourager les élèves des programmes L’EAC/DRCA de poursuivre leurs études. SCWI / IJECT

The purpose and anticipated outcomes of these new pilot activities Raison d’être et résultats anticipés de ces nouvelles activités pilotes It will promote the value of postsecondary education and provide information to SWAC/ADC students regarding pathways, possibilities and supports. Cette activité veut promouvoir la valeur d’une éducation postsecondaire et fournir des renseignements au sujet des itinéraires, des possibilités et des soutiens à la disposition des apprenants des programmes L’EAC/DRCA. SCWI / IJECT

PSE Direct Registration Rates Direct Registration Rate for 2009-10 Cohort Dual Credit Non-Dual Credit College 31% 20% University 7% 35% Note: Of the full 2009-10 Grade 9 Cohort, 33022 (20%) students registered directly to college. OnSIS, OCAS, OUAC data. SCWI / IJECT

How many students did not directly register in PSE? 2009-10 Cohort Dual Credit Non-Dual Credit Did not register in college or university in the subsequent year after their 5th year in secondary school 62% 45% OnSIS, OCAS, OUAC data. Board-specific data is available from your board’s MISA lead. SCWI / IJECT

SWAC / L’EAC Approximately 3,320 students will participate in 100 School Within a College Dual Credit programs in 2017-18. Environ 3 320 élèves participeront à 100 programmes à double reconnaissance de crédit / L’école au collège en 2017 - 2018. SCWI / IJECT

SWAC / L’EAC Students typically spend one or two semesters at the college where they complete secondary school courses with their SWAC teacher and one or more college courses each semester. Dans le cadre des programmes L’école au collège, les élèves passent habituellement un ou deux semestres au niveau collégial où ils complètent des cours du niveau secondaire avec l’appui de leur enseignant de L’EAC, ainsi qu’un ou plusieurs cours au niveau collégial à chaque semestre. SCWI / IJECT

After SWAC and After ADC Après L’EAC et Après DRCA Ces élèves peuvent participer à ces programmes peu après avoir entamé le programme de L’EAC /DRCA. a pour but de guider les élèves vers les prochaines étapes à franchir, après qu’ils et elles ont complété le programme de la DRC. the program can begin with these students soon after they start their SWAC/ADC program intended to focus on the next steps for these students once they have finished their Dual Credit program SCWI / IJECT

What we know about who will be participating in these programs Participants à ces programmes It is quite likely that many of these students don’t know a lot about options available to them; don’t feel confident in making decisions about next steps; Il est fort probable que plusieurs de ces élèves : ne sont pas au courant des options qui leur sont disponibles ; ne sont pas confiants quant aux prochaines étapes à franchir ; SCWI / IJECT

What we know about who will be participating in these programs Participants à ces programmes It is quite likely that many of these students may not feel capable of succeeding in postsecondary education; Il est fort probable que plusieurs de ces élèves : ne se sentent pas capables de réussir dans un programme d’éducation postsecondaire ; SCWI / IJECT

What we know about who will be participating in these programs Participants à ces programmes It is quite likely that many of these students may have incomplete or incorrect information about admission requirements, application processes and costs; Il est fort probable que plusieurs de ces élèves : pourraient avoir des renseignements incomplets ou même faux au sujet des exigences d’admission, du processus de demande et des coûts qui y sont associés ; SCWI / IJECT

What we know about who will be participating in these programs Participants à ces programmes It is quite likely that many of these students have personal or social issues that create barriers to PSE. Il est fort probable que plusieurs de ces élèves : éprouvent des difficultés personnelles ou sociales qui pourraient nuire à la possibilité d’études postsecondaires. SCWI / IJECT

It’s also important to note that in spite of the many barriers and issues that they have faced, these students have a sincere desire to take advantage of the second chance that these programs offer. They want to do better, to be successful in earning their diploma, but they will need to be in a caring environment where they feel valued and are supported in reaching their goals. Simply being chosen to participate in the program will not guarantee their success. Il est important de souligner que malgré les nombreux obstacles et difficultés envisagés, les élèves souhaitent ardemment tirer avantage de la deuxième chance que représentent ces programmes. Ils et elles désirent s’améliorer et réussir à obtenir leur diplôme mais on doit leur offrir un milieu valorisant où ils sont soutenus et encouragés à atteindre leurs objectifs. Le fait qu’ils ont été choisis pour participer au programme ne garantira pas en soi leur succès. SCWI / IJECT

After SWAC and After ADC Après L’EAC et Après DRCA Includes four components: 3 small group conversations per class with a college advisor and dual credit teacher, if appropriate Comprend quatre composantes: Trois conversations (d’une heure) en petits groupes avec une conseillère ou un conseiller en éducation postsecondaire et un(e) enseignant(e) DRC, au besoin, sur les prochaines étapes au palier postsecondaire. SCWI / IJECT

After SWAC and After ADC Après L’EAC et Après DRCA Includes four components: 4 hours of one-on-one follow-up conversations with the college advisor Comprend quatre composantes: Jusqu’à quatre heures d’entretiens individuels et suivis avec une conseillère ou un conseiller en éducation postsecondaire. SCWI / IJECT

After SWAC and After ADC Après L’EAC et Après DRCA Comprend quatre composantes: 6 jours de huit heures pour le développement professionnel et la preparation des rapports des conseillères et des conseillers en éducation postsecondaire et l’enseignant(e) DRC (pour chaque classe) Includes four components: 6 eight hour days of PD and reporting for the college advisor and dual credit teacher (per class) SCWI / IJECT

After SWAC and After ADC Après L’EAC et Après DRCA Includes four components: Funded OCAS/OUAC applications for ADC/SWAC students Comprend quatre composantes: Financement des demandes des élèves adultes de programmes à DRC auprès de SACO/CDAUO SCWI / IJECT

Next Steps and Timelines Échéancier et prochaines étapes Successful strategies related to ADCs, After ADC, and After SWAC will be gathered and shared with RPTs Partage avec les EPR des stratégies gagnantes recueillies quant aux programmes DRCA, Après DRCA et Après L’ÉAC

Reporting requirements for After ADC and After SWAC activities Rapports Après L’EAC et Après les DRCA SCWI / IJECT

OCAS Vouchers – Semester 1 ADC and SWAC Students Semester 1 OCAS Vouchers – SWAC and ADC Students 533 vouchers redeemed 532 applications 1,685 program choices First, a bit of terminology. Each voucher entitles an applicant to up to 5 program choices, and when we’re looking at information by college, we cannot truly count unique “applications” since an applicant can apply to more than one college. Instead we count: College choices = how many different colleges the applicant selected Program choices = how many programs the applicant selected 2017-18 Semester 1 Data – OCAS SCWI / IJECT

OCAS Application – Semester 1 ADC and SWAC Students Top Program Choices* Program Choices Social Service Worker 105 Child And Youth Worker 79 Police Foundations 72 General Arts And Science - One-Year 67 Early Childhood Education 53 * Program choices = how many programs the applicant selected. Each applicant could make multiple choices. 2017-18 Semester 1 Data – OCAS SCWI / IJECT

Feedback: Transitions “By the end of the program the transformation in the students was incredible. They were all amazed that they were on the road to an OSSD and had applied to college. WOW!” (RPT 6)

Pre and Post ADC Observations (RPT 6) 75% were certain about their career directions at the outset, 88% are now certain about their career goals 90% stated attending college or university is important, now 100% believe attending is important

Pre and Post ADC Observations (RPT 6) 80% did not know how to access post-secondary on-line library resources, and now only 5% express concerns 45% expressed concerns about attending college at the outset, compared to 29% still expressing concerns about attending college after the program.

Pre and Post ADC Observations (RPT 6) 20% knew how to apply to college, now 100% understand the process and 71% actually applied to college via the support through the dual credit office with almost 80% of applicants choosing Durham

Questions? PhilHedges@kwic.com