concurrent

Below are the featured concurrent sessions from the 2013 National Early College Conference. Click on the session title to navigate to its description. For resources from the sessions, go to 2013 conference resources.

Changing School Cultures, Changing Student Fortunes

Concurrent Session I & III: Powerful Teaching and Learning

Concurrent Session I – IMPERIAL
Concurrent Session II – ROYAL A

  • Julie Stolze – Lead Teacher, Rowan Early College High School
  • Cindy Misenheimer – Retired-Founding Principal, Rowan Early College High School
  • Carolyn Bayer – College Liaison, Rowan Early College High School
  • David Miller – Principal, Rowan Early College High School

What are some best practices for translating the NC New Schools Design Principles into the culture of an early college high school? Facilitated by three founding members of the Rowan Early College High School, participants will hold a core conversation about how the power of tradition and routine might transform student culture for powerful student outcomes.

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A Statewide Approach to Growing & Supporting Early College: Creating Momentum in Indiana

Concurrent Session I: Scaling Early College Design

IMPERIAL II

  • Janet Boyle – Assistant Executive Director, Center of Excellence in Leadership of Learning (CELL), University of Indianapolis
  • Tyonka Perkins – School Development Coordinator, Center of Excellence in Leadership of Learning (CELL), University of Indianapolis

Indiana has experienced unprecedented interest in and growth of Early College in the last two years. Due to the efforts of the Center of Excellence in Leadership of Learning (CELL), more than 30 schools have completed an Early College New Schools workshop, 50+ districts have attended informational meetings, and 7 high schools have successfully completed CELL’s Early College endorsement process and are now recognized as model sites in the state. Participants in this session will learn about CELL’s Early College initiative, which includes an Early College Network of schools, newsletters, workshops, advocacy efforts, and various outreach services. Participants will learn how to create interest in and growth of the Early College model in a state or region.

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Exploring Wild and Wonderful Careers-Career Education and Development in Early

College Concurrent Session I: Workforce Development

EMPIRE A/B

  • Porchia McDaniel – College Liaison, Early College of Forsyth
  • Rhonda Moyer – Liaison, Stokes Early College
  • Susan Phelps – Dean of Educational Partnerships, Forsyth Tech

Early College of Forsyth and Stokes Early College have created a comprehensive career education and development program for our students. The Career Exposure, Exploration, Experience, and Entrance program (CEEEE) is an intentional and purposeful set of activities designed to prepare students for entrance into college and the workforce. Each year students concentrate on one of the E’s of the career development model. In this session we will present how the CEEEE model was planned and results from the first year of implementation.

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Early College High School Online

Concurrent Session I & III: Powerful Teaching and Learning

Concurrent Session I: EMPIRE C
Concurrent Session III: ROYAL B

  • Dan Keast – Associate Professor, University of Texas of the Permian Basin
  • Dennis McEntire – Superintendent, Presidio Independent School District
  • Guadalupe Singh – Assistant Superintendent, Presidio Independent School District
  • David Watts – President, University of Texas of the Permian Basin

The University of Texas of the Permian Basin (UTPB) in Odessa, and Presidio Independent School District have created Texas’ first online Early College High School. Beginning our second year of operation, Presidio is 265 miles away from Odessa, yet Presidio’s students are achieving academically and experiencing the university environment through a summer bridge program that brings them to the UTPB campus for extended work. The UTPB/Presidio ECHS is a model for rural school districts that are unable to partner with a nearby higher education institution. No longer are rural districts in Texas automatically excluded from the Early College High School experience.

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Building and Supporting Instructional Leadership for Accelerated Student Learning

Concurrent Session I: Creating an Infrastructure for Early College

EMPIRE D

  • Paula Gama Garcia – Project Manager, Educate Texas
  • Nelda Cantu – Administrator for College Readiness, Pharr-San Juan-Alamo Independent School District
  • Ana Gonzalez – Director Federal Programs, Pharr-San Juan-Alamo Independent School District
  • Minette Duenas – Instructional Coach, Jefferson High School

In order for the model of early college to be successful all adults in the building need to adopt the fundamental belief that all students will be “accelerated rather than remediated.” In this session, leaders will learn about structures that should be considered to ensure that the mindset around “acceleration” is prevalent among all teachers. Leaders will recognize how to reorganize their time to ensure that a focus on instruction is constant and prevalent in all classrooms and students are making gains.

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College and Career Readiness for All: The Duplin Promise

Concurrent Session I: Creating an Infrastructure for Early College

EMPIRE E

  • Kevin Smith – Director of High School Curriculum and District-Wide Early College
  • Connie Harrell – Principal, North Duplin Jr./Sr. High School
  • Angelo Cavallaro – Principal, Rose Hill-Magnolia Elementary School
  • Sylvia Draughn – College and Career Liaison, Duplin County Schools
  • Robbie Futch – College and Career Liaison, Duplin County Schools
  • Selina Riley-Gurganus – College and Career Liaison, Duplin County Schools
  • Amy Wallace – College and Career Liaison, Duplin County Schools

A panel of high school principals and district leaders will share successes and challenges in implementing a district-wide early college model. The main focus will be on policies, structures and strategies that are affected and changes that have to be made K-12 to create opportunities for all students.

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College-Ready Writing in the Content Areas

Concurrent Session I: Powerful Teaching and Learning

ROYAL

  • Elizabeth Wiggs – English Teacher, Lee Early College
  • Whitney Coon – Math Teacher, Lee Early College
  • Lara Howard – History Teacher, Lee Early College

In order to be college-ready, students need to be able to write in all content areas. Writing is an excellent tool for assessment that also helps students learn and understand confusing or difficult material. We will provide attendees with lesson plans for using writing in the content areas. We will also examine a paragraph-writing system called TPEQEA (Topic, Point, Example, Quotation, Elaboration, Analysis). TPEQEA helps teachers effectively assess student learning while also preparing students for the kinds of well-organized writing they will need to produce in college and the workforce.

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Pieces of the Puzzle: Building Collaborative Relationships Between College and High School Partners

Concurrent Session I: Scaling Early College Design

CROWN

- Jenita Pace – Liaison, Haywood Early College – Matt Heimburg – English and Humanities Program Manager/High School Program Coordinator, Haywood Community College – Doris Greene – Principal, Haywood Early College Participants will gain practical and savvy ways to bring their college and high school faculty and staff together to facilitate student success. Topics will include strategies for collecting and sharing attendance and progress reports, and preparing students to utilize academic advising and other resources.

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“I would do it differently”: Utilizing Middle College High School Alumni Suggestions for School Improvement

Concurrent Session I: Powerful Teaching and Learning

BULL DURHAM

  • Montrischa Williams – Doctoral Candidate Education Policy, Organization & Leadership, University of Illinois Urbana Champaigne

This session will provide school leaders and administrators with suggestions for programmatic improvement from Middle College High School Alumni that have successfully transitioned into and graduated from four-year institutions. Session participants will walk away with advice on how to improve students’ college readiness experiences.

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Our Early College Students: The Message and the Messenger

Concurrent Session I: Powerful Teaching and Learning

PIEDMONT

  • Keith Hayashi – Principal, Waipahu High School
  • Christopher Manaseri – Dean, Leeward Community College
  • Reschi Karla Ramo – Waipahu High School Graduate/Leeward Community College Freshman
  • Ashley Escano – Senior Project Researcher, Waipahu High School
  • Mark Silliman – Early College Coordinator, Waipahu High School

The panel will discuss the challenge facing the State Department of Education and the University System in preparing students for college readiness, particularly for low income, new immigrant (non-native speakers of English), minorities and first generation college-goers. The panel will also discuss how four seniors researched the feasibility of implementing an Early College redesign of the high school by surveying students, parents, the school superintendent and university administrators. Participants will learn about the survey results, including student and administrator awareness of Early College benefits, financial and cultural barriers to higher education, factors that motivate students to participate in Early College, and requisite academic support.

Bring Your Own Device (BYOD) – To get the most out of the session download the Socrative App to your mobile device.

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Creating Authentic College Experiences When a High School Teacher is the College Professor

Concurrent Session I: Powerful Teaching and Learning

SANDHILLS

  • Adam Lowe – Executive Director, National Alliance of Concurrent Enrollment Partnerships (NACEP)
  • Stephen Jolley – Principal, Itineris Early College High School

Learn how to create an authentic college experience in ECHS that utilizes the concurrent enrollment model, where college-approved high school teachers instruct college courses. Effective school-based strategies will be drawn from Itineris ECHS (Utah), including a schedule and instructional approach modeled on a typical college experience. Best practices will also be drawn from the national standards and accreditation offered by the National Alliance of Concurrent Enrollment Partnerships (NACEP), an organization that works to ensure that college courses taught by high school teachers are as rigorous as courses offered on the sponsoring college campus. The standards provide a roadmap for partnerships that engage college faculty in the oversight of the content, quality, and effectiveness of courses taught at high school locations.

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Early College and Beyond: Transitioning to and Succeeding at the Four-Year Institution

Concurrent Session I: Powerful Teaching and Learning

CRYSTAL COAST

  • Kim Stezala – President, Stezala Consulting LLC
  • Alma Garcia – Program Officer, Educate Texas/Communities Foundation of Texas
  • Suzanne Sealey – Associate Director, Scholarships & Financial Aid, Texas A&M University
  • Leslie Gurrola – Strategy Manager, Greater Texas Foundation

By succeeding in rigorous high school and community college courses, ECHS students gain the knowledge, skills, confidence, and motivation to succeed at a four-year institution. How can we, as stakeholders invested in the success of early college students, ensure a smooth transition to a four-year institution and beyond? Drawing from a range of experiences with GTF Scholars, a $3.32 million scholarship program for graduates of Texas ECHSs, participants will engage in a conversation about challenges and successes of the transition to a four-year institution, including findings from the first two years of a comprehensive external evaluation. By focusing on transferability of credits, acclimation of ECHS students to the four-year campus and other topics, participants will explore lessons with implications for all ECHS students.

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Supports for College Students Success

Concurrent Session II: Powerful Teaching and Learning

IMPERIAL I

  • Dramaine Freeman – Career Counselor, Early/Middle College at GTCC-Jamestown
  • Sarah Jones – Exceptional Children, Early/Middle College at GTCC-Jamestown
  • Susan Kimbrough – College Student Coordinator/Teacher, Early/Middle College at GTCC-Jamestown
  • Elizabeth Vickory – Curriculum Facilitator, Early/Middle College at GTCC-Jamestown
  • Loretta Rowland-Kitley – Principal, Early/Middle College at GTCC-Jamestown

Presenters will share multi-tier strategic supports and strategies that have proven successful in preparing students of all ability levels to take college classes. For the last two years, over 93% of the students taking college classes at the Early College – GTCC – Jamestown earned a C or better. 100% of the students at the school have one or more risk factors for dropping out of high school. This session will focus on how to establish a similar program at any Early College.

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Pathways through Early College Coursework

Concurrent Session II: Scaling Early College Design

IMPERIAL II

  • Jennifer Kim – Senior Research Associate, NCREST
  • Elisabeth Barnett – Associate Director, NCREST
  • Chery Wagonlander – Director, Michigan Early Middle College Association
  • Scott Jenkins – Vice President for Student & Administrative Services, Mott Community College

This interactive session will focus on ways that experienced early and middle colleges help high school students from a range of backgrounds to succeed in college courses. Researchers from the National Center for Restructuring Education, Schools and Teaching (NCREST) at Teachers College, Columbia University will draw on data collected from over 50 schools affiliated with the Middle College National Consortium, the Michigan Early and Middle College Association, Memphis City Schools, and Bard High School Early College to guide and engage participants in a series of discussions on: 1) College readiness in Early College, 2) College course performance, and 3) Effective supports for college course-taking students.

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Standards-Based Instruction: Purposeful Design and Powerful Results

Concurrent Session II: Powerful Teaching and Learning

EMPIRE A/B

  • Sara Simmons – Associate Professor, The University of North Carolina at Pembroke

Are you seeking ways to engage all students with purposeful and powerful approaches to teaching and learning in order to graduate all students ready for college, careers, and life? The overarching goal of both the early college initiative and the Common Core State Standards is to graduate all students well prepared for further education and the workforce. As you know, the teacher – not the program or the standards – is the most important variable affecting student achievement. How can you help your teachers design powerful instruction for teaching to these new standards and for keeping students engaged? Join this session to examine the Teaching for I.M.P.A.C.T. Model, a proven, easy-to-use, six-step framework that will help teachers support the academic growth of all students by identifying specific instructional goals, planning targeted learning experiences, and assessing desired learning outcomes.

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Who We Serve: Recruiting and Selecting Candidates for Early Colleges

Concurrent Session II: Scaling Early College Design

EMPIRE C

  • Brandon Garland – Principal, Johnston County Early College Academy
  • Nicole Humphrey – Curriculum Specialist, Johnston County Early College Academy
  • Rodney Allred – Counselor, Johnston County Early College Academy

Student recruitment is a process not an event. Learn how one early college in rural North Carolina increased its applicant pool from 136 applicants to 612 in two years by inspiring first-generation and traditionally underrepresented students to apply.

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The Devil is in the Details! Developing a Comprehensive Plan for Digital Teaching and Learning

Concurrent Session II: Scaling Early College Design

EMPIRE D

(Please BYOD – Bring Your Own Device)

  • Verna Lalbeharie – Senior Program Director & Co-Lead, Digital Learning Collaborative, Friday Institute for Educational Innovation, NC State University
  • Emmy Coleman – Research Associate & Co-Lead, Digital Learning Collaborative, Friday Institute for Educational Innovation, NC State University
  • Jackie Bell – Research Associate, Digital Learning Collaborative, Friday Institute for Educational Innovation, NC State University

Increasing numbers of schools across the nation are dedicating resources to enter into the world of digital teaching and learning by implementing 1:1 computing initiatives. During this session, participants will explore the essential components of a comprehensive approach to planning digital teaching and learning. Come prepared to learn about a customized framework, including The Digital Transition Cycle, along with supporting tools and strategies to assist you in planning and implementing your Early College High School’s digital learning initiative.

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Building an Entrepreneurial Culture, Teacher Externships

Concurrent Session II: Workforce Development

EMPIRE E

  • Theresa Reynolds – Business Liaison, Valley Academy
  • Jennifer Morgan – Business Coach, Valley Academy
  • Justin Wheeles – Science Coach, Valley Academy

During this interactive session two teachers will discuss the rewards of their externships and how they use their experiences in the classroom. The session will address two questions: “Why do we need to learn about the culture of business?” and “Why would a teacher want to do an externship?” Participants will learn about the three types of externships.

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Adapting Early College for Off-Track Youth

Concurrent Session II: Scaling Early College Design

ROYAL

  • Lili Allen – Director, Back on Track Designs, Jobs for the Future

This session will explore the questions: “How do we ensure that young people who have struggled in school, fallen off-track, and dropped out can reengage with education and make successful transitions to postsecondary?” “How can the early college design be adapted for this population?” Participants will come away with an understanding of first steps in working with alternative schools and GED programs to strengthen the college-going culture, improve instruction, and build on-ramps to postsecondary education.

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Surry County Schools and Surry Community College: Bridging the Silos of K-12 and Community College in North Carolina

Concurrent Session II: Scaling Early College Design

CROWN

  • David Shockley – President, Surry Community College
  • Travis Reeves – Superintendent, Surry County Schools
  • Lauren Henderson – Surry Early College High School Super Senior

This session will highlight the successes and challenges of the Surry Early College High School of Design, located on the campus of Surry Community College in Dobson, North Carolina. The school has been in existence for seven years and has a three year graduation rate of 100%. The school has more than 360 students with a waiting list every year for new freshmen entering the program. The school’s success can be attributed to the positive school culture on the Surry Community College campus, the family atmosphere where all students feel a kinship to one another, the highly qualified staff of teachers, and the leadership of the Surry County Schools and Surry Community College. Presenters will discuss overcoming political silos, resolving calendar issues, policy issues, and how a positive relationship with Surry Community College was achieved.

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Student Scorecards and Other Strategies to Support the Successful Transition to College

Concurrent Session II: Powerful Teaching and Learning

BULL DURHAM

  • Wendi Hawk – Chief Academic Officer, Nevada State High School
  • John Hawk – Chief Operations Officer, Nevada State High School

During this session, participants will learn about strategies and techniques for identifying and meeting needs related to students’ transition to college, including utilizing meaningful assessments to measure progress toward college readiness, using peer mentors and student scorecards. Participants will work in groups to identify important themes that emerge during the transitional phases of students’ education and effective support interventions.

 

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Do Early Colleges Work? Results from a Rigorous, Experimental Study

Concurrent Session II & III: Scaling Early College Design

PIEDMONT

  • Julie Edmunds – Program Director, SERVE Center at the University of North Carolina at Greensboro

This session will provide an overview of results from a federally-funded, longitudinal experimental study that is examining the impact of the early colleges. The session will report impacts on high school academic performance, high school graduation and enrollment in postsecondary education. The session will also summarize some key lessons learned about implementation. Participants will have an opportunity to discuss the implications of these findings to their own setting.

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Building the Foundation of 9-14 Early College and Career Schools

Concurrent Session II & III: Scaling Early College Design

SANDHILLS

  • Adenike Huggins – Policy & Research Program Manager, Early College Initiative, City University of New York
  • Claire Riccardi – New School Development Specialist, Early College Initiative, City University of New York
  • Brian Donnelly – Early College Liaison, Early College Initiative, School Support and Development, City University of New York
  • Temeca Simpson – Program Manager, Corporate Citizenship & Corporate Affairs, IBM

This core conversation will focus on two key documents that help guide the planning and development of 9-14 Early College and Career Schools: the Skills Map, and the 6-year Scope & Sequence. Participants will learn about the necessary steps and aspects that need to be Considered to develop a skills map and program scope & sequence, based on the experiences of the City University of New York early college schools. This includes what should be included in a skills map, how the process informs staffing decisions, how it should reflect business/industry trends and projections, and necessary curricular modifications in order to bridge high school, college, and industry expectations.

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Year One of the Pathways to Prosperity State Network

Concurrent Session II & III: Workforce Development

CRYSTAL COAST

  • Amy Loyd – Executive Director, Pathways to Prosperity State Network, Jobs for the Future
  • Tobie Baker Wright – Senior Project Manager, Jobs for the Future

The Pathways to Prosperity State Network includes nine states that are designing 9-14 early college pathways to high skill careers that allow young people to enter the workforce with a certificate or other postsecondary credential. The session will address key questions, including: What are the challenges of preparing young people in the Pathways career areas (IT, health care, and advanced manufacturing)? How do pathways designers ensure that students experience work-based learning? How can career education be embedded in and compatible with rigorous academics? And why is career education a good option for a wide range of young people?

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Assessment-Based Instruction and Common Instructional Framework – The Early College Model

Concurrent Session III: Scaling Early College Design

IMPERIAL I

  • Jessica Parker – Teacher, Principal Intern, Cabarrus-Kannapolis Early College High School

Participants in this session will learn about the research undergirding early college and the elements of early college, including the Design Principles and Common Instructional Framework. The session will also include hands-on activities on how to put early college strategies into practice.

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Career Exploration Across the Curriculum

Concurrent Session III: Workforce Development

IMPERIAL II

  • Tara Goodfellow – Managing Director, Athena Educational Consultants, Inc.

Preparing students for tomorrow’s careers is not an easy mission to achieve! Join us as we travel to the future our students will experience. We will view workforce and labor projections, feedback regarding employer expectations, career coach observations, and best practices for teaching 21st century skills.

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Gateway to College National Expansion

Concurrent Session III: Creating an Infrastructure for Early Colleges

EMPIRE A/B

  • Laurel Dukehart, President, Gateway to College National Network
  • Nick Mathern, Associate Vice President, Policy & Partnership Development, Gateway to College National Network

Gateway to College National Network (GTCN) builds the capacity of colleges, school districts, and states to revolutionize education for high school dropouts and underprepared college students so that all young people can achieve college credentials. This session will highlight policy, funding, regulatory and programmatic challenges and opportunities based on GTCN expansion to 23 states.

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Using Common Instructional Framework (CIF) Resources to Inspire Educators and Accelerate Student Achievement

Concurrent Session III: Powerful Teaching and Learning

EMPIRE C

  • Sara Freedman – Instructional Coaching Specialist, Jobs for the Future

This session will introduce participants to a newly-produced package of curated videotapes focused on the six instructional strategies of the Common Instructional Framework (CIF) in high performing Early College High School classrooms. Participants will gain familiarity with the Early College Design Services (ECDS) videotapes and rubrics, learn how to use these resources to support professional development, and to promote a common understanding and culture of highly effective teaching and learning.

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Mathematics Instruction at the Early College: Rigor, Formative Assessment, and Lesson Planning

Concurrent Session III: Scaling Early College Design

EMPIRE D

  • Nina Arshavsky – Senior Research Specialist, The University of North Carolina at Greensboro

In this session, participants will explore the results of math classroom observations and interviews with mathematics teachers conducted during the experimental study of ECHS in North Carolina. Participants will discuss these results in the context of lesson planning and teaching in their own schools, share lesson planning processes, and explore how different lesson planning strategies may support implementation of rigorous instruction in math classrooms. Please bring a lesson plan template you use in your school and one-two best examples of completed lesson plans to share and discuss with your colleagues.

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A Systems Approach to Design and Supporting Early College High Schools

Concurrent Session III: Creating an Infrastructure for Early Colleges

EMPIRE E

  • Joe Edney – Strategy Analyst, NC New Schools
  • Pauline Younts – Director, Coaching Services, NC New Schools

Building innovative schools requires the right tools — not hammers and nails, but a set of research-based and field-tested tools demonstrated to support the creation of highly-effective teachers, administrators and schools. North Carolina New Schools partners with committed school, district and state leaders to inspire and support local educators to implement approaches to teaching and learning shown to improve student success. Participants will learn NC New Schools proven approach to Talent Development and its powerful tools for teaching, learning and leading.

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