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1 60% associates degree
2. 100% associates degree
3. 100% passing the Accuplacer
4. 100% students in college classes above a C in all classes

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Pass with C's or higher
Follow academic pathways per interest (no school career theme)
Complete programs, degrees, or certificates
Accumulate as many credits as desired
Graduate with an associate's degree (or certificate) with the goal to attend a four year college

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At least 60 hours of credit...enrolling as a junior when enrolling in a four-year institution

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At least 60 hours of credit...enrolling as a junior when enrolling in a four-year institution

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Career Academy - focus is on getting certificates, diplomas, and applied degrees - 17 pathways

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Career Academy - focus is on getting certificates, diplomas, and applied degrees - 17 pathways

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General Education Credits - UCETC courses that add to an AA or AS degree preparing students to take those credits to a four-year institution

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General Education Credits - UCETC courses that add to an AA or AS degree preparing students to take those credits to a four-year institution

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Charter School - college instructors come to the students in 9-10 grade.  Then students are allowed to be full-time college students earning college credit.  School is a grade 6-12 program.

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Charter School - college instructors come to the students in 9-10 grade.  Then students are allowed to be full-time college students earning college credit.  School is a grade 6-12 program.

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To receive the transferable credits and to ultimately earn an Associates Degree.

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Access to college grades & attendance
Unprepared students
Communication with professors (ex. missing Starfish alerts)
Resistance to change
Middle School vs High School vs College Rigor
Missing the "high school experience"

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Schedules - no catering to student needs within the community college so the impact on high school semester schedules in significantly altered to meet the demands of the CC schedules 

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Schedules - no catering to student needs within the community college so the impact on high school semester schedules in significantly altered to meet the demands of the CC schedules 

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Motivation, grades, don't know furture career, lack writing skills, lack of organization of students, Communication with CC instructiors, college ready skills, placing into college english & math, placement tests, low expectations from county, time management, advanced rigor and expectations, differnces in grading with CC, # of grades low in CC vs # at HS

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Scheduling - no catering to the needs of students within the early college setting by the schedulers at the CC to meet their needs and this negatively impacts the other needs of the high school students with regard to the high school requirements. 

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Scheduling - no catering to the needs of students within the early college setting by the schedulers at the CC to meet their needs and this negatively impacts the other needs of the high school students with regard to the high school requirements. 

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Scheduling with partners
Bus transportation is needed by the vast majority of our students and the need for that when the public school is out and transportation does not run for students who still have a college course demand.
Gap time is another obstacle that is created by the scheduling gaps that occur when the partner institution does not match the student needs with regard to both the college courses and high school courses.

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Student's taking responsibility to submit assignments and pass classes

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Continue communication between high school and college to share academic data
Promote college activities and events
Share outcome data with community stakeholders
Advertise your successes
Get school/students involved in the community
Teacher to parent communication
Communicate needs/concerns with college administration

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Purchasing courses rather than paying for credit hours

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Purchasing courses rather than paying for credit hours

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STAE - version of AVID, tied in with WH, wkly update of grades instead of going to the learning lab, counselor has mthly meetings with students 11-13, PRIDE - each teacher has a grp to check in with to work on skills and fun stuff 2x mth on friday, peer tutoring, depts mtgs with CC subjects, RISE process of early colleges, monitoring process for acadeimc center, communication with CC, 4th yr mtg with liasion, 5th yr mtg with counselor, Starfish to monitor grades

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Revisiting the master schedule ongoing with the Community College through the College liaison 

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Revisiting the master schedule ongoing with the Community College through the College liaison 

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Offering college classes in elective areas for students who are also working on readiness skills for the college courses ahead

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Offering college classes in elective areas for students who are also working on readiness skills for the college courses ahead

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Sophomore Review Year - to support varied student areas of need (including those who are Exceptional Children and those who may have an altered interest in other areas of learning).

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Sophomore Review Year - to support varied student areas of need (including those who are Exceptional Children and those who may have an altered interest in other areas of learning).

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I appreciated the expertise shared from other Early College experts who have been established longer than us.  Some of the issues we are facing, they have overcome.

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Facing similar issues
Resources/support vary per school community

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Great to share ideas and practices that application in other schools as well.

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Monitoring Student attendance while at the college

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Monitoring Student attendance while at the college

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College Professors posting grades sporadically 

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College Professors posting grades sporadically 