college transition 101
INITIATIVE
of west virginia
WEST VIRGINIA COUNCIL FOR COMMUNITY & TECHNICAL COLLEGE EDUCATION
Council Members
Robert Brown, Chair
James Cava, Jr., Secretary
Jerry Berry
Ralph Kelly
John Panza
Clarence Pennington
Nelson Robinson
Gregory Smith
Greg Wooten
David Hendrickson, Ex-Officio
Stanley Hopkins, Ex-Officio
James L. Skidmore, Chancellor
Kathy J. D’Antoni, Vice Chancellor
college transition 101 INITIATIVE
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table of contents
Foreword................................................................................................................................................................................................ 4
Background ............................................................................................................................................................................................ 5
Focus....................................................................................................................................................................................................... 6
Components of the Model.................................................................................................................................................................. 7
Program Goals...................................................................................................................................................................................... 10
Student Outcomes ............................................................................................................................................................................. 12
Additional Outcomes......................................................................................................................................................................... 15
College Transition 101 Locations ...................................................................................................................................................... 16
Student Testimonials ........................................................................................................................................................................... 18
Instructor Comments........................................................................................................................................................................... 22
Summary & Recommendations ......................................................................................................................................................... 26
college transition 101 INITIATIVE
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foreword
The College Transition 101 initiative funded by the West Virginia Legislature and a Claude Worthington Benedum Grant has
shown great success over the past three years. College Transition 101 is designed to address the barriers that limit access
to higher education for low income and first generation college-going students. To date, there have been 1,210 students
who have earned at least three hours of free college credit.
This initiative focuses on improved collaboration between secondary and postsecondary education and enhanced
communication with parents. The effort can best be characterized as the opportunity to bring together key stakeholders
and resources to address the college-going and college retention issue that has significant economic and quality of life
implications for West Virginia and its citizens.
The following report exemplifies the valuable work being carried out by the community
and technical colleges in West Virginia. All colleges and high schools participating in
the College Transition 101 initiative should be commended for their dedication and
involvement in helping students across the state achieve their potential.
Kathy J. D’Antoni, Ed.D.
Project Director
Community and Technical College System of West Virginia
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background
Today’s reality that students must continue their education beyond high school
in order to obtain gainful employment requires education systems to design
effective and efficient transitions from secondary to postsecondary education
for all students.
In the report, Pathways to College Access and Success published by the
Community College Research Center, researchers found it was important to
encourage the participation of disadvantaged and lower-achieving students in
credit based transition courses. The report stated one important way is to
create and encourage broad access to career pathways that build students’
skills over a series of semesters. The pathways should include high school
courses aligned with college entry requirements, developmental courses that
build students’ skills, articulated (EDGE) courses, and college courses taught in
the high school.
West Virginia’s college-going and graduation rates for community and technical
colleges rank below the national average. This creates a major concern for West
Virginia’s economic growth. To address the problem, West Virginia’s community
and technical colleges, in following national research practices, have become
pro-active in developing career transition pathways for students who have been
left out of the traditional college-going pathways in the past.
In 2007, the West Virginia Legislature set forth in its budget, a line item to fund
the development and on-going implementation of a for-credit College Transition
101 course for a targeted population of high school students. The initiative is in
its third year.
college transition 101 INITIATIVE
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focu
fo c u s
It is the intent of the College Transition 101 initiative to establish a career pathway for the middle majority of high school
students who are first generation college-going students. For the past three years, all ten community and technical
colleges have offered a for-credit College Transition 101 course in at least two high schools or career technical centers in
their service area. College Transition 101 provides more students the opportunity to access college credit courses while
in high school and to provide the ancillary services necessary to effectively and efficiently transition from high school to
postsecondary education. At the end of the 2009 school year, 1,450 students will have completed the College Transition
101 course and participated in various ancillary activities.
college transition 101 INITIATIVE
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components of the model
At the beginning of each school year, the community & technical colleges work in collaboration with local school districts
to identify which schools (high schools or career technical centers) will participate in the college transition initiative.
College Transition 101 teachers from the participating schools and colleges attend an orientation workshop held in late
summer.
There are four components to the College Transition 101 initiative: Requisites, 10th Grade Year, 11th Grade Year and 12th
Grade Year.
Requisites
At the end of ninth grade, twenty student cohorts across the state are identified to
participate in the College Transition 101 initiative. The requirements for participation
are:
•
•
•
must be a first generation college-going student
must have a GPA of 2.2 or higher
must receive a teacher/counselor recommendation
A parent/student orientation workshop is held for the participants. The parent/
student orientation explains the College Transition 101 initiative, its requirements and
student’s expectations to the parents and students. Parents, guardians, mentors and
students are then asked to sign a contract of intent for their student to participate the
next three years in the various activities of the College Transition 101 initiative and to
enroll in a community and technical college after high school graduation.
college transition 101 INITIATIVE
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components of the model
Tenth Grade Year
During the 10th grade, the student cohort will be enrolled in a 3 hour for-credit college orientation course. A standardized
College Transition 101 course syllabus is used by every participating school. The college credit course contains the
following elements:
•
•
•
•
•
•
•
•
Study skills
FAFSA application
Accuplacer assessment and diagnosis
Development of a career pathway for each student
“Soft” skills training
Career exploration
Standard college orientation instruction
Developmental math and English
The time sequence of the College Transition 101 course is as follows:
Monday, Wednesday and Friday, the college credit portion of the curriculum is
taught. On Tuesday and Thursday, students receive developmental education
instruction that addresses their individual academic deficiencies in math and English.
college transition 101 INITIATIVE
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Eleventh & Twelfth Grade Years
The Tech Prep initiative partners with the College Transition 101 initiative
for the remaining two years of high school. Tech Prep resources are
used to help College Transition 101 students meet their individual
education plans. Resources include counseling, FAFSA assistance,
career activities, and additional developmental education, if necessary.
College and high school counselors schedule meetings throughout the
year in order to address any challenges students may be experiencing
and to assist students in completing their FAFSAs. Additionally, College
Transition 101 students are enrolled in EDGE courses (free college
credit), dual credit and/or college courses offered at the high school.
college transition 101 INITIATIVE
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program goals
•
Increase the number of students who have the opportunity to obtain
college credit while still in high school
•
Increase the number of high school students who make informed
decisions about career goals
•
Increase the number of students matriculating to postsecondary
education
•
Provide successful student matriculation to postsecondary without
developmental coursework
•
Increase the number of students obtaining an associate degree
•
Increase the curriculum alignment and sequence discussions between
high school and college faculty
•
Develop a time shortened/cost saving model for college students
•
Improve the GPA of students at the high school level
college transition 101 INITIATIVE
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note
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student outcomes
1400
1200
1000
435
435
800
600
2008-Jan 2009
400
2007-2008
2006-2007
303
400
200
400
375
150
375
100
0
College Transition
101
college transition 101 INITIATIVE
EDGE
Developmental Math
& English
Page 12
400
350
300
250
285
99
2008-Jan 2009
200
109
110
150
2007-2008
2006-2007
100
50
-
90
120
80
Dual Credit
college transition 101 INITIATIVE
0
Tutoring
Additional
Developmental
Education
Page 13
student outcomes
800
700
252
600
500
400
2008-Jan 2009
264
304
2006-2007
63
300
2007-2008
200
250
250
-
0
100
-
College Advising
college transition 101 INITIATIVE
FAFSA Assistance
200
Other Significant
Activities
Page 14
additional outcomes
•
The Office of Institutional Education Programs (OIEP) has
implemented the College Transition 101 initiative in eight of their
youth facilities and are planning to offer College 101 Transition in
their adult facilities at a later date
•
County school systems are seeing positive results in student
achievement as a result of the College Transition 101 initiative
and have implemented additional College 101 classes in an
effort to reach more students
•
College Transition 101 textbooks were provided for 1,210 first
generation college-going students
•
Teaching manuals and supplies were provided for 40 classroom
teachers
•
Professional development was provided for 40 classroom
teachers
college transition 101 INITIATIVE
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college transition 101 locations
Cabell Midland High School
Hannan High School
Huntington High School
Mason Co. Career Center
Poca High School
Point Pleasant High School
Spring Valley High School
Tolsia High School
Wahama High School
Hedgesville High School
Martinsburg High School
Montcalm High School
Nicholas Co. High School
Summers Co. High School
Woodrow Wilson High School
Hampshire High School
Moorefield High School
Tucker Co. High School
Union Education Complex
college transition 101 INITIATIVE
Riverside High School
Valley High School
Page 16
Calhoun Co. High School
Doddridge Co. High School
Gilmer High School
Tygart Valley High School
Clay Co. High School
Hurricane High School
Sissonville High School
Winfield High School
Burch High School
Chapmanville High School
Lincoln Co. High School
Logan Senior High School
college transition 101 INITIATIVE
Brooke Co. High School
Cameron High School
John Marshall High School
Wheeling Park High School
Ritchie Co. High School
Roane Co. High School
St. Mary’s High School
Williamstown High School
Wirt County High School
Page 17
student testimonials
College Transition 101 is a great, tremendous and wonderful class. It really helps
you find out what you want to do in college. It gives you a good outlook on life.
This class helps you set goals and teaches you responsibility. This class is a real
challenge which makes you feel like a “real” college student. One of the most
important purposes for this class is to give you college credit. Also, the EDGE
program will follow you through your sophomore, junior, and senior years to help
you get even more college credit in high school.
This class also gives you an opportunity to make a difference in your life. My
most favorite thing in this class was when we went on a campus visit. The campus
visit really gave me a good outlook on where I wanted to go and what college was
like. I would suggest taking this class to others because it would be a great step
towards a better future. If I can do it, you can. Be smart and take that
chance.
- Kayla Treadway
college transition 101 INITIATIVE
Page 18
The College Transition 101 class has taught me so much. This class has
taught me how to organize my time, find information about my career, and it
has also helped me decide where to go to college. But the best part about
the class is that you receive three hours of college credit. There are not
So far, the College Transition 101 class at Hurricane High
really any cons about the class.
School has been a great experience. I feel that the class has
- Kevinimprove
Nester immensely. I feel
helped my organizational skills
more successful at studying and also I feel I will do better in
life with the skills I have been taught. With such a small classto-teacher ratio, I get more attention from my teacher, and we
can focus on things that are a priority to me and my future
career. I highly recommend this program if you need to have
your organizational skills improved tremendously.
- Courtney Sealey
college transition 101 INITIATIVE
Page 19
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college transition 101 INITIATIVE
Page 20
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college transition 101 INITIATIVE
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- Megan P
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Page 21
instructor comments
“Overall, the College 101 Transition Initiative has been very
successful and is having a positive impact on students. As the
initiative continues to grow in our consortium, it will continue
to be successful in helping high school students to transition to
postsecondary education.”
- Instructor, College Transition 101
WV Northern Community College
“We need more programs like the College Transition 101
Program.”
- Instructor, College Transition 101
WV State Community & Technical College
college transition 101 INITIATIVE
Page 22
•
“Students walked away with a sense of accomplishment and pride after completion of the College Transition 101
course.”
•
“Comments were gathered from each student following the course. The feedback was outstanding from ‘I never
knew I could really go to college and complete a college course, but this class has shown me I can.’ ‘I loved the site
visit to WVSCTC; I have now decided I’m going there to college.’ ‘I learned more about myself in this class than any
other class ever.’ ‘It has taught me how to visualize and see myself as successful in life.’ ‘This class has meant so much
to me. It has taught me how to find my career. I am so glad I was one of the students picked for this class.’ ‘College
Transition 101 class was the best thing for me. The reason why I say this is because I was never planning on going to
college but now I am. I was shown how many classes I can take in high school to apply toward a degree in college.’”
•
“Some instructors from the high school were very surprised at the strong turnaround in some of the students and the
positive attitude they have carried into their other classes. These instructors were so excited about the positive
changes; they are discussing the course with other potential students.”
•
“An introductory meeting was held at Hurricane High School for 9th graders in May, 2007 to introduce the course to
them for next year. The students from this first class were asked to attend and all of the students wanted to
participate. They spoke to the 9th graders directly about how at first they were unsure about this class, but now it was
the best decision they had made. Some students talked about the “Self-Talk” process and how much it helped them
to think positively. Others spoke about their decision to go to college, when they always thought they never could
because of grades or finances. We received an amazing response to the 9th graders signing up for the course next
year from this presentation.”
•
“There were some speeches the students gave this semester that were as good as any speech I have heard in a
typical Speech 101 course.”
college transition 101 INITIATIVE
Page 23
instructor comments
•
“The interest and the coursework for most students were challenging. Watching the students who sometimes fall
through the cracks getting needed attention and their realization that they were “special” helped some students to
achieve success rather than to sit quietly. Students responded in positive ways to reading critically, writing formally
and informally, discussing with specific support to their ideas, and becoming actively involved in a group.”
•
“We did mock job interviews and there were at least four or five I would hire for a job myself. They just lack job
experience, but they have plenty of life experience.”
•
The students commented to me that they gained a great deal from this program and several recommended it to
friends who were upcoming sophomores. This program gives students a head start in implementing their college and
career pathways and by the end of the course, students recognize its importance.”
•
“The students were very involved and excited about taking a college class. Teachers reported improvement from the
participants in their classes. All of the students’ math and English grades increased. All participants completed the
class and earned an A or B. These students now talk about “when” they go to college, not “if” they go to college.”
•
“The students reported using strategies learned in the course in all of their other classes and how much it really
helped. The students felt they were more successful in other classes from using the learning strategies, better note
taking, and test taking skills. The classroom teachers noticed their improvements throughout the year.”
college transition 101 INITIATIVE
Page 24
•
“We took last year’s group to a West Virginia legislative session in March 2008. This was an excellent trip for these
students. An issue that cropped up while they were there affects WVU at Parkersburg. That was House Bill 3215 that
changed our status from a WVU affiliated college to a stand-alone community college. Those students got to see
legislation in action that will ultimately affect them as students in college.
We also took last year’s students to a career fair in Marietta, Ohio to learn about good paying positions in the MidOhio Valley and then took them to Washington State Community College to learn about different vocation programs
that are not offered at WVU-P.”
•
“Wheeling Park has had the same academic teachers working on College Transition 101 for the two years of the
program – this makes for continuity in the program and progresses quite smoothly.”
college transition 101 INITIATIVE
Page 25
su
summary & recommendations
The College Transition 101 initiative has proven to be very effective in achieving its
purpose. The dollars set forth in state budget for the College Transition 101 initiative
supports 20 sites annually. Due to the positive outcomes witnessed by local school
districts, twenty additional sites have been added and paid for by the county school
systems. The partnership with the Claude Worthington Benedum Foundation has
given the initiative additional dollars to purchase college textbooks for students and
to provide professional development for faculty members who teach the course.
Providing the middle majority of students the opportunity to take a college credit
course and to establish a college transcript while in high school is making a difference
in students’ lives. Study skills are being learned, academic deficiencies are being
addressed early, first college-going generation students are interacting with college
personnel while in high school, students’ career goals are being set, and the students’
ability to take college classes at the high school gives them the opportunity to access
a time-shortened, cost saving career path toward a college degree.
Based on the positive results of the past three years, the following recommendations
are suggested:
•
•
Sufficient funding to allow all West Virginia high schools to participate in the
College Transition 101 initiative
Amend the state financial aid rule so that high school students can access
financial aid dollars to pay for college classes offered at the high school
college transition 101 INITIATIVE
Page 26
college transition 101 INITIATIVE
Page 27
1.866.TWO.YEAR
wvctcs.org
college transition 101 INITIATIVE
Kathy J. D’Antoni, Ed.D.
Project Director
Community and Technical College System of West Virginia
1018 Kanawha Boulevard, E, Suite 700
Charleston, West Virginia 25301