2022 Bellwether Binder

Earn a Degree, Graduate Early Program Promotes College Mindset in Vulnerable Students Instructional Programs and Services Title of Page Here

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Table of Contents Critical Issue Addressing the Issue • • • •

Research Collaboration Student Preparation Wrap-Around Supports

Performance Indicators and Outcomes • •

Student success Expansion

Shared Lessons • • • • • • • • • •

Increased the number of and types of ENGAGE events.

Increase required parent/family meetings to explain the program.

Revised the application process to reduce barriers to applying to the program.

Created a wait list process and promoted alternatives for students not accepted.

Revised the degree plan to gradually increase the amount of college-level work.

Improved strategies for collecting data for program evaluation.

Created targeted interventions to keep students in the program.

Created a StartUp Calendar and Administrator Handbook for high schools.

Provided internal professional development opportunities for high school and college faculty.

Established weekly partnership meetings.

Appendices • • • • • • • • • •

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Appendix Appendix Appendix Appendix Appendix Appendix Appendix Appendix Appendix Appendix

A: EDGE Blueprint B: EDGE MOU C: EDGE 8th Grade Application (English) D: Introduction to College 9th Grade Preparatory Class E: ENGAGE Student Success Plan F: Dual Credit Faculty Liaisons G: EDGE StartUp calendar H: Dual Credit Programs Strategic Plan I: EDGE Degree Plan J: EDGE Administrators’ Manual

TCC EDGE Program: Table of Contents

Critical Issue Tulsa Community College is proud of its unique early college program, Earn a Degree, Graduate Early, or EDGE, the first early college program in Oklahoma, operating under a policy exception from the Oklahoma State Regents for Higher Education (OSRHE). According to Jobs for the Future, early college programs are focused interventions that support traditionally underserved populations and that enable “more students, particularly low-income and minority students, to experience rigorous high school and college coursework that leads to improved outcomes” (Jobs for the Future, 2014). TCC’s Dual Credit Program fits that definition. Designed to address equity by recruiting underserved students, the program helps students earn an associate degree while completing their high school graduation requirements, at no cost to the students or their families.

TCC EDGE Students earn a degree by their high school graduation.

The critical issue our program addresses is our community’s need for more students, especially under-resourced students, to earn a degree.

Whether financially unable or academically

unprepared—or both—many Tulsa-area students give up on their dream of obtaining a college degree. They may enroll in college classes they can’t pass or take costly developmental education classes, which can derail their efforts to advance. The benefactors of EDGE, therefore, are Tulsa-area high school students who possess the desire but not the means to attend college, during or after high school graduation. The Tulsa community also benefits from a more educated workforce.

Our 2015 strategic plan included strategies to improve student success, two of which pertain specifically to high school students: (1) increase student recruitment efforts, emphasizing traditionally underserved students and (2) work with local high schools to improve college readiness. While TCC has for decades offered high school students the opportunity to earn college credit, our dual enrollment program attracted mostly high-achieving, college-bound students. Our commitment to equity combined with our strategic plan meant we needed to help under-resourced high school students pursue a college degree.

At the same time, area high schools were eager to provide more dual credit opportunities to students. TCC, therefore, partnered with Union High School district (Union) to develop an early college program that could be replicated throughout the state. Now in its fifth year, EDGE has demonstrated statistically significant outcomes. According to the National Alliance for Concurrent Enrollment Partnerships (NACEP), the national average for credit hours earned in an early college program is 23, and just over half of all early college students earn a college degree before graduating high school. As table 1 indicates, our program exceeds the national averages.

TCC EDGE Program: Critical Issue

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We believe our approach to this nationally-recognized model for increasing equity works because of our extensive research into model programs as well as our collaboration with our high school partners. Other features unique to our program include professional development opportunities that bring together high school and college faculty, “transition” classes embedded into the high school curriculum to prepare students for college classes, and intentionallydesigned engagement activities that guide students through the program.

Table 1: Early College Students

College Credits Earned During High School

63

EDGE - Union H.S. National Average

23

Percentage of Students Earning an Associate Degree During High School EDGE - Union H.S. National Average

63% 57%

Addressing the Issue Step 1: Research We wanted to know what the necessary resources would be to serve students who face socio-economic challenges to a traditional college education, who are first-generation college students, and who are from populations under-represented on college campuses. TCC’s first step in developing EDGE, therefore, was to study the many successful early college programs offered in 28 states, many of them established through support from the Bill and Melinda Gates foundation. In addition to reading many articles on successful early college programs and attending the annual National Alliance of Concurrent Enrollment Partnerships (NACEP) conference, the dual credit coordinator and dual credit faculty chair, along with Union High School staff and TCC’s President, Dr. Leigh Goodson, visited two independent high school districts in Texas.

We also had experiences of our own to draw upon. Since 2010, TCC had been working with Union and Tulsa Public school districts to recruit under-resourced students into our dual credit program. While those efforts were somewhat successful, for an early college program, we needed a more intentional recruitment strategy, and students needed to begin taking college courses their sophomore year. State policy, however, prevented students from enrolling in college classes before their junior year. In 2017, therefore, TCC applied for and was granted an exception to conduct an early college pilot.

Step 2: Collaboration Once the policy exception was granted, TCC worked with Union to develop a program that would be sustainable and replicable throughout the state. Internally, TCC dual credit staff worked with advising, bursar, career services, university transfer, and enrollment. We also worked with department chairs and deans to create an Associate of Arts Liberal Arts degree plan with 4

TCC EDGE Program: Addressing the Issue

The financial agreement with our partners ensures students can earn 61 credit hours at no cost. courses that fulfill the Oklahoma State Department of Education’s high school graduation requirements so that students complete both degrees simultaneously. An advisory committee was formed to facilitate communication as the program was being developed and launched.

In addition, TCC developed the EDGE Blueprint (see Appendix A), composed of seven guiding principles that reflect key design questions from Columbia University’s research on early college programs as well as elements from the Texas state blueprint. Because the intent in offering a cost-free program is to serve students with the greatest financial need, TCC’s EDGE Blueprint’s first guiding principle is focus population and equity. The financial agreement with our partners ensures students can earn 61 credit hours at no cost.

Using the Blueprint as our guide, TCC and Union developed a Memorandum of Understanding (MOU) (see Appendix B), which spells out the financial agreement between the high school and college; a recruitment strategy for 8th graders, beginning with parents’ meetings at the middle school; and an 8th grade application (see Appendix C), which students and their parents complete. A committee of faculty and staff from both institutions reviewed the applicants and selected 55 eighth grade students, 70% of whom were from under-resourced families, to participate in the 9th grade preparatory curriculum.

Step 3: Preparing Students The second guiding principle of the Blueprint is academic rigor and readiness. Included in the MOU, therefore, is the stipulation that the high school provide a “rigorous 9th grade high school schedule.” While Union identified advanced science and English classes for the first cohort of EDGE students, students also needed to develop non-cognitive skills crucial to college success, and other high schools needed to be able to replicate Union’s college preparatory strategies. To that end, TCC faculty collaborated with Union High School faculty to develop a year-long, 9th grade college readiness class, Introduction to College (see Appendix D). TCC faculty have also developed college readiness or “transition” classes in math and English. Based on Community College Research Center research, these courses prepare EDGE students to place into and succeed in their required math and English classes.

TCC EDGE Program: Addressing the Issue

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Step 4: Wraparound Supports The third guiding principle of the Blueprint, curriculum and support, is founded on the understanding that students will need academic, social, and emotional support to succeed in their college courses. Both TCC and Union developed plans to provide inescapable support to each student, plans that employ a gradual release of student responsibility, building a ramp for each student to be successful not just in their TCC classes but on a four-year college campus.

TCC’s support comes primarily from a student engagement program, ENGAGE Student Success Plan (see Appendix E). The first event, a two-day summer bridge, begins with cohort-identity building. Throughout the 9th grade year, students meet monthly and participate in events that emphasize the skills they’re learning in Introduction to College. In the 10th grade, students begin college coursework, and the ENGAGE events increase college-knowledge with group advising and career development. By the 11th grade, the focus shifts to majors and university transfer, and in the 12th grade, students are fully involved in tailoring their Liberal Arts degree to their transfer major and university (see Shared Lessons).

In addition to providing student support, the EDGE program meets NACEP standards as well as the OSRHE policy requirement to provide a “collegiate environment” at any off-campus location. Protocols for creating this environment include a syllabus review to ensure all courses enforce the same policies and teach the same student learning outcomes; a review of faculty credentials and an orientation for all faculty who teach EDGE courses; full-time faculty liaisons (see Appendix F) to support adjuncts who teach EDGE courses; and an orientation for students and family to explain college expectations and policies (e.g., FERPA, ADA policy, the college academic calendar).

Performance Indicators and Outcomes Our research indicated that the early college high school model had the potential to “mitigate the traditional educational attainment gaps between advantaged and disadvantaged students” and to increase the number of high school students who enroll in college classes and complete a degree (American Institute for Research, 2014). We wanted EDGE to meet these goals. To measure the success of EDGE, the college focused on the key performance indicators. As these KPIs make clear on table 2, the program has been tremendously successful.

We wanted to expand the program to other schools, especially those with student populations that would most benefit from EDGE, so another measurement of the program’s success is our capacity to replicate EDGE. Beginning in 2020, TCC applied for and was granted permission to expand the program. Two Tulsa Public High Schools (McClain and Memorial) started their EDGE programs in 2020; in 2021, KIPP Tulsa and Charles Page

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TCC EDGE Program: Performance and Outcomes

Table 2: Total Union High School Concurrent Students

Persistence Rates (Fall to Spring) Course Success Rates (Number of C or Better Grades) TCC GPA Percentage of Underrepresented Student Population*

Union H.S. - EDGE

Union H.S. - Non-EDGE

92.9%

75.9%

293

212

3.17

3.15

53.9%

46.1%

* Of the 128 non-white concurrent students at Union High School

programs in 2020; in 2021, KIPP Tulsa and Charles Page High School, a rural school district, adopted EDGE. TCC now works with five high schools, each of which serves under-resourced, first-generation students. Moreover, four-year graduation data from these school districts indicate that graduation rates for black, Hispanic, and English language learners ranged from 3% to 19% lower than white students.

Our Union partners were invaluable in developing EDGE, but past experience made us acutely aware of differences among school districts, so in planning the pilot, we made sure to consider challenges inherent in replicating the Table 3: Graduation Rates for Economically program at other schools. First, included Disadvantaged Students in the Blueprint is a startup calendar High School Graduation Rate (see Appendix G). Because the program requires a full year of planning, districts McLain 64% must indicate their interest in adopting Memorial 75% EDGE in the spring. The year-long preparation includes developing strong No Data Available KIPP Tulsa relationships with teachers, counselors, Charles Page 80% and principals and provides time for TCC staff to learn the unique culture of the high Union 87%

TCC EDGE Program: Performance and Outcomes

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school. Professional development for faculty teaching Introduction to College and the math and English transition classes is also part of the planning year. (see Shared Lesson) Second, TCC limits each cohort to 60 students per campus location and combines students from different high schools into single cohorts so that even our smallest schools can select students to participate. Although high schools select students, the dual credit staff reviews the applicants to ensure that 80% are under resourced or are first-generation college students—students for whom the program was designed. When more than 60 students apply and meet the selection criteria, they are put on a wait list and allowed to participate in the 9th grade preparatory year and in cohort activities. If space in the EDGE program does not become available, they can participate in other dual credit programs.

While these two steps help us manage the expansion, interest in EDGE has always been strong, and enrollments in other dual credit programs have been increasing. The college, therefore, assigned an additional administrative assistant to work in the dual credit office and hired a consultant to help develop a five-year strategic plan (see Appendix H) for dual credit programs.

The plan included the addition of two coordinators to assist with EDGE events and to work with high school counselors. In 2019, a new coordinator came on board. The second position will be filled in 2022. The college also accelerated plans to create an electronic dual credit student enrollment portal. The portal promises to streamline the enrollments for all students and to allow dual credit coordinators, who previously handled enrollments, to focus on student support.

Perhaps the biggest challenge in expanding is financial sustainability. Union had the support of a local philanthropy to offset implementation costs for the pilot program, something other districts could not count on. As the program has grown, the cost of instruction has increased.

Working with our Chief Financial Officer, we developed a sustainable funding structure of $125 per credit hour per student. This cost is a break-even point for the college and provides a substantially reduced cost to each school district.

As evidenced by the continued interest in EDGE and in the successful expansion, (see table 4) TCC has managed our resources to ensure the program is sustainable and replicable.

Table 4: Number of EDGE Students

Number of EDGE Students JANUARY 2022

115

126

60 46 32

SENIORS

JUNIORS

SOPHOMORES

FRESHMAN

8TH GRADE (RECRUITED)

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TCC EDGE Program: Performance and Outcomes

Shared Lesson As the program has expanded, we have remained consistently focused on the critical issue it was designed to address: helping more students—particularly under-resourced students—earn a degree. That goal is reflected in the EDGE blueprint’s guiding principles. Our most important lesson is having guiding principles to shape the program. With these principles in mind, we have made several changes: 1. Increased the number/types of ENGAGE events.

With the first cohort, we realized that EDGE students relied too heavily on high school staff, so to help students become resourceful and independent, we dramatically increased number and types of ENGAGE events. We added a summer Bridge program before 9th grade and another before 10th grade, both offered at a TCC campus to reinforce students’ perception of themselves as college students. In addition, we wanted ENGAGE events to emphasize skills and concepts taught in Introduction to College, so dual credit coordinators are familiar with the curriculum and participate in the summer workshop.

2. Increase required parent/family meetings to explain the program.

We have developed several strategies to improve communication with parents/guardians, many of whom work multiple jobs, have no college experience, and/or speak only Spanish. TCC and the high schools schedule multiple meetings, both day and night, and a Spanish interpreter is always available; promotional materials are also in Spanish. Finally, embedded in TCC’s ENGAGE summer bridge program is a required parents’ meeting.

3. Revised the application process to reduce barriers to applying to the program.

Initially, the 8th grade application required two essays, similar to a college application. The intent was to ensure students had a genuine interest in the program, not to assess writing skills, but the requirement intimidated some students, so we now require only one essay. We also make the application available in Spanish and in English, electronically and in print, and we hold application workshops at the middle school or high school.

4. Created a wait list process and promoted alternatives for students not accepted.

When their students were not selected as part of the first cohort, either because of the 60-student limit or because of the requirement to accept 70% (now 80%) under-resourced students, many parents were upset; therefore, we developed a wait list, and we make sure all parents know that TCC offers other opportunities for students to earn college credit before high school graduation.

5. Revised the degree plan to gradually increase the amount of college-level work.

Feedback from students, faculty, and faculty department chairs indicated we needed to revise the degree plan (see Appendix I) to help students adjust to the demands of college-level learning. In addition, because students who earn all high school graduation requirements are eligible to graduate high school early and leave the program, we moved one core requirement to second semester senior year. Built into the degree plan is an opportunity for Spanish-speaking students to earn additional college credits by taking TCC’s Spanish advanced placement exam.

The most significant improvement has been to tailor 19 credit hours to meet each student’s postsecondary plans. EDGE students research different four-year degree options and meet with TCC advisors who help them select courses that will transfer. Students take these 19 hours at a TCC campus, which increases their college knowledge, helps them become more independent, and connects them with college-level supports (e.g., writing center, library).

TCC EDGE Program: Shared Lesson

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6. Improved strategies for collecting data for program evaluation.

Built into the original plan are research questions that help measure the program’s success.

Because the research involves students younger than 18, parents and students need to complete assent and informed consent forms. To emphasize the importance of completing these forms, our TCC researcher now attends parents’ meetings and participates in one of the 9th grade ENGAGE events. This summer, the researcher will present at the Introduction to College workshop so that he can connect teachers to the research questions, many of which measure the skills taught in the Introduction to College class.

7. Created targeted interventions to keep students in the program.

We’ve made several improvements to help struggling EDGE students. We provide workshops to help rising 10th graders meet the reading proficiency requirement before they begin taking college classes. We ask TCC faculty to send weekly “early alerts” for students whose grades fall below a 70%, and these students are required to participate in Friday workshops so that the high school can determine the type of intervention the students need. As a means of improving the program, we collect an exit survey from any student who needs to withdraw from EDGE completely, but because of these interventions, almost all students can remain with their cohort, taking college classes, even if they don’t graduate with the degree.

8. Created a StartUp Calendar and Administrator Manual for high schools.

Along with limiting the adoption cycle to spring, we created a StartUp calendar and an administrator manual (see Appendix J), both of which provide clear instructions for our high school partners. Also provided is guidance for promoting the program, recruiting and selecting qualified students, and identifying teachers for Introduction to College and the English and math transition classes.

9. Provided internal professional development opportunities for high school and college faculty.

The first time TCC offered the Introduction to College workshop, we hired an external consultant. We’ve learned that a better approach is to pay the TCC faculty who developed and revised the curriculum and who can provide specific strategies for teaching each unit of the curriculum. These instructors are also available throughout the year to answer questions about the curriculum and to revise the curriculum as needed.

10. Established weekly partnership meetings.

Perhaps the most important lesson learned is the need to develop strong partnerships through consistent communication and mutual understanding of the demands each partner faces. To that end, both the dual credit director and the dual credit coordinators hold weekly meetings with high school staff. In addition, TCC’s academic affairs vice-president and district superintendents attend an annual EDGE Summit, an informational meeting that highlights one of our high school partners.

We know we have more lessons to learn as we continue to expand the program, but the fact that so many EDGE students succeeded, despite what we didn’t know at first, inspires us to continue working with our high school partners to offer more students this transformative experience.

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TCC EDGE Program: Shared Lesson

Appendix A EDGE Blueprint This is an excerpt from the EDGE Blueprint. The full document may be read here.

Key design questions from Columbia University’s research also informs the blueprint and are expressed in the seven guiding principles. The guiding principles answer key questions, guide research and assessment, and ensure sustainable programs that improve student success. TCC and partner districts will collaboratively achieve the design elements within each guiding principle. The EDGE Memorandum of Understanding further supports the Blueprint with Program and operational procedures. The full document may be read at TulsaCC.edu/ Bellwether.

Key Design Questions

Blueprint Guiding Principles

What students will we serve?

1. Focus Population and Equity

How do we get students ready to begin college coursework?

2. Academic Rigor and Readiness

What blend of high school and college courses will students take?

3. Curriculum and Support

How do we support students in their college coursework?

What does high school collaboration really 4. Leadership and Partner-ship Initiatives mean?

What core structures does the school need?

5. School Design

Where will the school be located?

How will we find and support faculty?

How do we obtain and keep sustainable funding?

6. Funding

How will we know if we’re succeeding?

7. Research, Program Assessment, and P.D.C.A. cycle of improvement

Guiding Principle One: Focus Population and Equity Recruitment and Admission Guiding principle one, focus population, is the foundational element of early college programs.

TCC and partner districts strive to increase equity in higher education and dual credit programs by offering early college information, recruitment, admission, and processes that are inclusive of under resourced, first-generation, and under-represented student populations. While the EDGE admission committee accepts applications from all students, EDGE is committed to the priority of serving under resourced, first-generation, and under-represented minority students in grades 10 – 12, and the committee will ensure that a minimum of 80% of each cohort will be representative of these attributes.

Appendix A

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Appendix B EDGE MOU This is an excerpt from the EDGE Blueprint. The full 2018 and 2021 documents may be read at TulsaCC.edu/Bellwether.

EDGE Pilot Financial Agreement 2018-2019 TCC will waive all application fees, tuition, and any other fees for the students selected into the ECHS program.

Based on the AY 2017-2018 tuition/fees charged by TCC for off-campus concurrent enrollments, TCC would lose $135,810 for the four years of cohort 1 if all students were maximally enrolled in college courses and TCC would provide instructors for 120 sections. To mitigate that tuition/ fee loss, UPS will pay TCC $1,100 for each ECHS section taught by a TCC instructor at the UCA campus.

EDGE Expansion Financial Agreement 2021-2022 Funding for the EDGE Program is a cooperative endeavor between the partner district and Tulsa Community College, which means that both entities intend to financially support students within the early college model. It is expected that TCC will provide tuition waivers through the Oklahoma tuition waiver program for concurrently enrolled high school students. TCC also minimizes costs to the district by using Open Educational Resource (OER) textbooks whenever appropriate. Upon annual approval by the district’s board of education, the district will share the costs of the Program.

Because concurrent enrollment tuition and fee rates are set by the OSRHE, and funding is dependent on legislative and OSRHE allocations to higher education, the district cost may change annually. In general, however, it is expected that the high school cost will be represented per student at the reduced rate of $125.00/credit hour (TCC resident student cost $142.00/credit hour) before applicable tuition waivers are deducted.

Any state reimbursements by the OSRHE will decrease the cost per student, which will be updated annually based on the previous year’s reimbursement by the OSRHE. As a result, the annual per student cost may differ and should not be considered a locked rate for the degree program.

In addition, it is expected that the district will be responsible for transporting high school students, providing course materials as needed, and developing leadership within the district focused on the following (1) faculty collaboration, (2) operations, (3) senior leadership. The EDGE Program is a cooperative partnership that requires both TCC and district support; therefore, the Program is only sustainable as described in this agreement.

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Appendix B

Appendix C EDGE 8th Grade Application (English) This is an excerpt from the EDGE 8th grade student application (English). The full document may be read at TulsaCC.edu/Bellwether.

Recommendations The applicant should obtain one letter of recommendation from someone within the eighthgrade staff (e.g., a teacher or counselor). A second letter of recommendation from someone (not a family member) outside the school is optional or a second letter may come from another 8th grade teacher. Please place the recommendation(s) in one envelope. On the outside of the envelope please write: “EDGE Recommendations for ____________” and include the 8th grader’s name. Leave this envelope with your 8th grade school counselor or the appropriate school representative.

Essay Instructions: We want to learn more about you; please write one essay in English for the EDGE application. Each applicant will choose from the prompts below.

Address the prompt in approximately 500 words (not fewer than 450).

Avoid grammatical and spelling errors as well as redundancy.

Complete all responses independently—no help from parents or teachers.

If you are submitting the application on paper: • Attach to the back of the application before submitting • Write in print letters in black or blue ink.

• Write only on one side of the notebook paper.

• Observe the margins of the notebook paper.

• Staple your application to your essay.

• Do not use folders or report covers.

Choose one prompt from the list below: 1. Discuss what you feel will be your biggest challenge in participating in the EDGE program in high school.

2. Explain what you think the following quote means and how it might apply to your life now or in the future. “It’s easier to build strong children than it is to repair broken men.” - Fredrick Douglass 3. Describe a real-world problem you have encountered or witnessed and propose a means of improving the problem.

4. Define what leadership means to you and give examples, positive or negative, from your life.

Your essay should demonstrate what you learned about leadership and how you hope to use those lessons.

Appendix C

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Appendix D Intro to College 9th Grade Preparatory Class This is an excerpt from the Introduction to College Summary. The full document may be read at TulsaCC.edu/Bellwether. The full curriculum is available upon request.

Introduction to College A College Preparatory Course for High School Students Introduction Introduction to College, a year-long course developed by a committee of Union High School and Tulsa Community College faculty, is designed to prepare students to take college courses while in high school. Based on David T. Conley’s College Knowledge and other research, the class helps students in three areas of college readiness: cognitive strategies, learning skills/ techniques, and transfer knowledge. Conley’s research also focuses on content knowledge, but this class does not address these other two areas. Instead, TCC offers a transition English (College Preparatory English or CPE) and a transition Mathematics class (Pre-Calculus Learning Community or PCLC). In addition, high school classes, particularly Advanced Placement courses, should help students develop the content knowledge needed to succeed in college classes.

TCC’s College Success class (COLL 1003) reinforces concepts taught in Introduction to College.

TCC encourages all high school students to take COLL 1003 as one of their first college classes.

In addition to providing students with the skills and strategies they need to succeed in college classes, this course will help students meet the Oklahoma State Regents requirements to enroll in college courses.

The Instructor Any credentialed high school instructor who participates in the TCC professional development workshop may teach this course. While the instructor is free to develop teaching strategies and a semester calendar, they are asked to follow certain assignments and policies, which will be discussed during the workshop. In addition, both before and during the year, a full-time TCC professor will provide support and guidance to the high school instructor and will invite input from the high school instructor to improve the course.

Course Materials All materials for the course are posted on TCC’s course management system, Blackboard. The high school instructor will be placed in the Introduction to College Blackboard site, where they will find course materials organized around these units: 1. Defining and Assessing College Readiness 2. Overcoming Obstacles 3. Becoming a Proactive Learner 4. Working Collaboratively to Solve Problems 5. Developing a Growth Mindset 6. Improving Learning Through Metacognition 7. Understanding College Culture 8. Engaging in Critical Inquiry 9. Re-Assessing College Readiness

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Appendix D

Appendix E ENGAGE Student Success Plan This is an excerpt of selected months from the ENGAGE calendar. The full document may be read at TulsaCC.edu/Bellwether.

9th Grade: August Focus: Intro to EDGE Program 1. 1. Introduce cohort building games 2. Highlight expectations, documents, and advantages 3. Intro skill development such as soft skills, GRIT, and growth mindset 4. Explain survey questionnaires

9th Grade: October Focus: Overcoming Obstacles 1. Roadblocks- GRIT, self-confidence, and time management 2. Learned helplessness- avoiding challenges, negative responses, and changing circumstances 3. Solutions- perceptions, utilizing support, and problem solving

10th Grade: November

10th Grade: February

Focus: Near Peer Panel 1. First year questionnaire review-perspectives, experiences, and difficulties 2. Junior/Senior Panel- experiences, advice, and skill development 3. Prep for full time college enrollment - junior year

Focus: Bird’s Eye View 1. Resources- ICAPP, University Transfer, and Career Services website usage 2. Transfer partner/TCC speaker 3. Liberal Arts degree options - STEM, Non-STEM, and majors 4. Emphasize Oklahoma Promise

11th Grade: September

11th Grade: November

Focus: Stay on Your Path 1. Assign first half of Student Degree Advisory Worksheet - major and transfer choices 2. Explain transfer maps 3. Recap degree research and time management tools 4. Transfer partner/TCC speaker

Focus: Interest Options 1. Career Exploration- highlight Liberal Arts Degree 2. Analyze Type Focus results 3. Assign second half Student Degree Advisory Worksheet for Advising Prep Workshop 4. Review semester experience

12th Grade: August

12th Grade: October

Focus: Senior Orientation 1. Review resources- Success Coach, Tutoring Centers, and Advisors 2. Promote cohort - student study groups, team support, and network 3. Finish strong - review GRIT, time management, and goals 4. Remind Student Life opportunities on campus s

Focus: Next Step to Graduation 1. Present Tulsa Achieves, FAFSA, and TCC scholarships 2. Explain graduation - application, documents, degree audits, and awarding Summer diplomas 4. Transfer partner/TCC speaker 5. Advisors meet with students individually afterwardss

9th Grade: June Focus: First Admission and Enrollment 1. Admission- college application, eligibility documents, and college ID 2. Campus- introductions, tours, and program speakers llment- placement workshop, Accuplacer testing, and self-portal enrollment

10th Grade: April Focus: Transfer Partner Speakers 1. Discuss majors, scholarships, and opportunities from various institutions 2. Remind Fall enrollment 3. Discuss Math transition course in the Fall and repercussions if not taken

11th Grade: February Focus: Group Advising & Workshop 1. Utilize Degree Advisory spreadsheet 2. Remind ramifications - GPA, withdrawal, cohort enrollment, and non-degree completion 4. Explain Freshman scholarship status and departmental exams

12th Grade: February Focus: Beyond EDGE Options 1. Explain option if additional credits needed 2. Explore program based TCC options 3. Review transfer universities 4. Review Tulsa Achieves opportunity and assist with applications

Appendix E

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Appendix F Dual Credit Faculty Liaisons This is an excerpt from the Faculty Liaison Responsibilities. The full document may be read at TulsaCC.edu/Bellwether.

Oversight and Support for Adjuncts Teaching 600-sections Because practices for mentoring adjuncts differ somewhat among academic schools and departments, full-time faculty serve as liaisons to provide the following additional support and oversight to adjunct faculty teaching 600 sections: • Learn Oklahoma State Regents’ for Higher Education (OSRHE) and TCC’s policies regarding dual credit by attending the Dual Credit faculty orientation and referring to the OSRHE Academic Affairs Procedures Handbook.

• OSRHE policy requires faculty teaching at off-site locations participate in professional development related to “pedagogy, instructional design, course management, and student engagement strategies.” Our orientation for this group is open to all faculty teaching 600-sections. Faculty liaisons should promote the orientation and verify that adjunct faculty teaching at an off-site location meet this OSRHE requirement before the beginning of the semester.

• Help plan and participate in the orientation. Typically, orientations will be offered once or twice during spring semester and several times during the summer, with at least one virtual orientation.

• Review each adjunct instructor’s syllabus before the start of the semester to make sure each syllabus follows the college-wide syllabus template and includes departmental policies. If you need to suggest changes to a syllabus, copy the instructor’s faculty department chair. Ask the instructor to send a revised version of the syllabus to you so that the director of dual credit can verify that a liaison has approved all adjunct faculty syllabi.

• Help adjunct faculty create a “grade to date” column in the TCC grade book and remind them to make sure the grade book is up-to-date.

• If necessary, review an adjunct instructor’s Blackboard site using TCC’s Online Mentor checklist.

• Email or call adjunct faculty frequently (2-3 times during the first month of the semester, less often as the semester progresses) and meet with faculty as needed. Liaisons can provide guidance to help faculty deal with classroom management issues, grade disputes, struggling students, excessive absences, or any other academic issues that arise. For non-academic issues, refer faculty to the director of dual credit.

• Remind faculty to report students in danger of failing to Starfish. The Dual Credit office receives Starfish notifications for high school students and will work with the high school administration to help students in danger of failing.

• During week 9 or 10, ask for a midterm grade distribution. Faculty can email the Blackboard grade book or just a list of grades for each class. Liaisons should note whether grades are inflated or whether too many students are not passing. In either case, liaisons should offer the instructor support and guidance and/or should report the issue with the faculty department chair.

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Appendix F

Appendix G EDGE StartUp Calendar This is an excerpt from the EDGE StartUp Calendar. The complete calendar and details may be found in the EDGE Blueprint. The full document may be read at TulsaCC.edu/Bellwether.

March

TCC: Send EDGE Blueprint, EDGE MOU, and EDGE Parent Interest Survey links in English/Spanish to district superintendents.

TCC Dual Credit Annual Meeting - EDGE adoption year opens.

- District administrators may request additional EDGE information

April

Districts who choose to adopt EDGE please notify TCC with a letter from the District Superintendent to TCC President Dr. Leigh Goodson. Leigh.goodson@tulsacc.edu or 6111 East Skelly Drive, Tulsa, OK 74135.

Please include in the letter your commitment to the following: - Blueprint principles and guidelines - MOU agreement (Board approval forthcoming) - District alignment of Dual Credit Policies (see September) - Selection of the district team - 9th grade advanced curriculum (see August) - Transportation (see August) TCC: email District their 21-22 MOUs and addendum for Dual Credit Programs including EDGE for district school board approvals

May

ALL: Collaborative media announcement coordinated by TCC with designated media leads

June

ALL: review 8th grade application process 1. District start date/end date 2. District cohort maximum 3. Form (paper, Qualtrics, both) 4. OK Promise, application workshops All: Collaboratively review and develop recruitment materials, parent/student information meeting slide decks, and communication materials: emails and texts.

District: Identify 1. HS team (Principal, asst. principal, counselor) 2. HS point person (counselor?)

June-July

August

ALL: Prepare website TCC: Add district website link Partners submit High School Curriculum Guide with Dual Credit Policies: 1. Cross-walked course guide indicating core and elective credit Continued on full document 2. Course weights, 3. High school 9th grade advanced courses, advanced science, advanced English, Introduction to College elective 4. Class sequence for EDGE students 5. College / HS plan of study crosswalk ALL: Set dates/times/ locations (Zoom, in person, both.)

- Parent meeting - OK Promise workshops - Application prep workshops

Appendix G

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Appendix H Dual Credit Programs Strategic Plan This is an excerpt from the Dual Credit Programs Strategic Plan. The full document may be read at TulsaCC.edu/Bellwether.

Dual Credit Programs Five Year Strategic Plan Purpose statement The purpose of TCC Dual Credit Programs is to improve college readiness and decrease cost and time-to-college completion for secondary students in Oklahoma.

Goals 1. Growth in under-resourced students’ enrollment and credit hour completion.

2. Improved student experience.

3. Improved secondary partner experience with students in mind.

4. Improved internal collaboration with students in mind.

5. Expanded proactive knowledge-sharing and communication.

6. Enhanced culture of shared success.

Key Performance Indicators 1. Unduplicated student count (disaggregated) 2. Equity outcomes: credit hours, student count, retention (fall Jr.- fall Sr.) 3. Credit hours: attempted and completed, course completion, grade distribution (disaggregated) 4. Credentials awarded: certificates, degrees (disaggregated) 5. Transition courses: students’ eligibility for college coursework, attempted and completed (disaggregated) 6. 30-hour completion including Math and English completion Goal #1 Growth in under-resourced students’ enrollment and credit hour completion TCC Beliefs and Values: YOU BELONG HERE, EVERYONE CAN LEARN, and EXCELLENCE IS OUR CULTURE Five strategies: 1. Expand diverse populations through the EDGE (Earn a Degree, Graduate Early) program.

2. Target specific programs for partnership development.

3. Target specific sites for partnership development.

4. Develop and launch a plan to set annual growth targets.

5. Redesign partner engagement with a focus on credit hour completion in under-resourced student populations.

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Appendix H

Appendix I EDGE Degree Plan This is an excerpt from the EDGE Liberal Arts degree with high school crosswalk. Details may be found in the EDGE Administrators’ Manual. The full document may be read at TulsaCC.edu/ Bellwether.

9th Grade Year Full Preparatory Year: All high school classes Advanced English 9* Advanced Biology* Introduction to College Success*[TCC college intro class] OK Hist/US Govt. (District may opt for another necessary HS class. Student will take POLS 1113 the sr. year) Appropriate Math Elective of choice SUMMER after 9th grade High school Geometry if enrolled in Algebra I in 9th grade *required of student

10th Grade Year Fall Semester

Spring Semester

Advanced English 10*

Advanced English 10*[TCC transition English prep class]

Appropriate HS Science

Appropriate HS Science

Appropriate HS Math – at least Algebra 2*

Appropriate HS Math*

HS elective

HS elective

College Success - COLL 1003

Introduction to Sociology - SOCI 1113

Public Speaking – COMM 1113

Nutrition – BIOL 1483 11th Grade Year

Fall Semester

Spring Semester

Composition I – ENGL 1113

Composition II – ENGL 1213

Introduction to Psychology – PSYC 1113

US History Civil War to Present Day – HIST 1493

Introduction to Art Appreciation – ART 1113

Introduction to Philosophy – PHIL 1113

Appropriate HS Math*[TCC transition math prep]

PreCalculus I – MATH 1513

HS elective

Appropriate HS Math or HS elective

SUMMER after 11th grade Choose One: Biology for Majors – BIOL 1214 or Biology for Non-Majors – BIOL 1114 12th Grade Year Fall Semester

Spring Semester

Introduction to Literature – ENGL 2413

American Federal Government – POLS 1113

Cultural Geography – GEOG 1043

Course in student’s field of major

Course in student’s field of major

Course in student’s field of major

Course in student’s field of major

Course in student’s field of major

HS course of student’s choice*

HS course of student’s choice*

Appendix I

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Appendix J EDGE Administrators’ Manual This is an excerpt from the EDGE Administrators’ Manual. The full document may be read at TulsaCC.edu/Bellwether.

Eighth Grade Recruitment Recruitment timeline (details outlined below June-July

•

TCC and high school team: • Review 8th grade application • Review PowerPoint for student (in class presentations) • Review PowerPoint for parent meetings

September-November

•

TCC and high school team: • Set dates for parent meetings and application deadline with TCC (leadership meetings) • Review and update website with new dates: OKP workshops, parent meetings, appliation opening and closing dates, application workshops for parents/students High school team: • Host OK Promise workshops for 8th grade families • Send save the date for 8th grade parent meetings and application dates/deadlines

•

December

•

High school team: • Present to 8th grade classes (either December or January) • Email PowerPoint used in 8th grade classroom to parents along with save the date for parent meetings and applications

January

•

TCC and high school team: • Present to parents High school team: • Open link to application on website • Have paper applications available at 8th grade sites • Host OKP workshop and /or application workshops for parents High school team: • Organize applications • Select committee • Plan internal cohort reveal

•

February

•

March

•

•

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Appendix J

High school team: • Select cohort • Send cohort data to TCC - see TCC researcher spreadsheet • Coordinate with TCC media for all-cohort announcement TCC • Confirm cohort % • Release external media