With IEBC’s model of evidence-based data and collaboration as the foundation for all our work and student readiness and success as our goal, IEBC has developed strategies and processes to facilitate faculty-led collaborative initiatives aimed at smoothing students’ transitions through their educational careers and into the workplace. The projects described below are all grounded in data to address institutional and regional problems and to provide resources, such as alignment guidebooks, for scaling the work to other disciplines or institutions.

In a new partnership with the California Community Colleges Chancellor’s Office (CCCCO) and IEBC, regional implementation of Caring Campuses prepares to heighten implementation of the Vision for Success and increase classified staff student engagement recognizing that colleges need to involve classified staff more intentionally if the Vision for Success is to be realized.

Southwestern College called on IEBC to help the college work with its student equity planning committee to ensure implementation of the basic infrastructure, designed to help the college scale up its efforts. IEBC President Brad Phillips led the college team through the process with a data-informed focus. Read more to learn about Southwestern College’s transformational work and measurable results.

Some projects have been directed at creating a college going culture for students, such as I’m Taking My Parents to College, which introduced middle school students and their parents to careers, educational requirements and financial aid available for college. MoCHA was a bridge course developed to help students prepare for the math skills necessary for Chemistry. With the East County Education Alliance, IEBC assisted with the establishment of goals and coaching and facilitating initial working teams and councils.

The Intersegmental Alignment section highlights five projects, all involving in-depth collaboration:  ECAP (English Alignment), South County Education Collaborative,  ACCESS (Aligning Curricula and Career Education for Student Success), SLATE (Strategic Linking of Academic and Technical Education) and GC PASS (Gulf Coast Partnership for Achieving Student Success). The ACCESS, SLATE and GC PASS projects focused on aligning curriculum from K-12 to post-secondary resulted in curricular guides to be used as resources following the alignment.

California Transitions focuses on K-12 to postsecondary student transition, success and completion and includes access to the IEBC In-SITES® suite of tools (Instant Strategic Information Tracking Educational Success) – web-based tools that assist educators in using their own student data to improve instruction and student outcomes.

Creating a Caring Campus

In a new partnership with the California Community Colleges Chancellor’s Office (CCCCO),   regional implementation of Caring Campuses prepares to heighten implementation of the Vision for Success and increase classified staff student engagement. Colleges need to involve classified staff more intentionally if the Vision for Success is to be realized.

Intersegmental Alignment

The examples of IEBC intersegmental work include subject-specific linkage of K-12, community college and university such as ECAP; collaborative partnering within regions, such as the Gulf Coast Partnership and the South County Education Collaborative; curriculum alignment work that connected academic and career education as ACCESS has done, or a combination of high school and college staff with technical education staff in discipline-specific work as in SLATE. GC PASS, ACCESS and SLATE all developed contextualized curriculum guides. Learn more about all of these in the sections below.

English Alignment (ECAP)

Armed with longitudinal data and guided by IEBC staff, a team of high school, community college, and university English instructors in a Southern California suburban community learned important information about their students and made changes in classroom practice.  The result was improved student transition and success and a 50% reduction in remediation at the post-secondary level by focusing on improving expository reading and writing skills in the 9th through 12th grades.

In the 6 years after ECAP was introduced, high school student enrollments in college transfer-level English courses grew from 36 percent to 57 percent, and enrollment in basic skills courses decreased. Enrollment and persistence in college transfer-level English courses increased and success increased from 68 to 86%. Those who persisted to the next level course of English composition were 100 percent successful. Click here for more information about ECAP.

South County Education Collaborative

IEBC is facilitating a collaborative partnership between Southwestern College and the Sweetwater Union High School District with the goal of improving student preparedness to succeed in college, increase college-going rates, and improve college completion rates by aligning curriculum in basic skills disciplines of English and math. IEBC provides professional development and monthly support for participating faculty from both institutions to conduct a curriculum gap analysis to support curriculum guide development for English and math and assisted with strategies for localizing the work.

“We’re not just talking about alignment of curriculum, but alignment of expectations,” said Rhea Faeldonea, an assistant principal at Hilltop Middle School who is among the co-leaders of the effort. “To date, there has been a lot of clarifying of assumptions.”

For more information, see Working Together.

Aligning Curricula and Career Education for Student Success (ACCESS)

IEBC developed a process and facilitated regional groups of faculty from both high schools and community colleges across California with the goal of aligning 11th grade through college level math and English composition competencies and producing contextualized “real world” applications in assignments and assessments as guides for faculty to understand relevant standards of rigor applied to those competencies. Funded by the William and Flora Hewlett Foundation, the James Irvine Foundation, the Evelyn and Walter Haas Jr. Fund, and the Girard Foundation, this project included over 100 faculty participants working collaboratively over a period of two years and resulted in aligned curricular guides with sample contextualized applications.

The ACCESS Guides include aligned high school and college math and English Composition academic competencies along with embedded real world applications in assignments and assessments. They are the result of many passionate discussions about math and English Language Arts among more than 200 K–12 and postsecondary math and English faculty and career technical education (CTE) instructors throughout California. The goal of these discussions was to define the exit and entrance competencies that students should possess from 11th grade through college level math and English courses to make student transitions more successful. CTE instructors worked with math and English faculty to develop assessments that teachers can use to measure whether students are meeting expectations, and make these assessments apply to real world experiences. These guides are unique in three distinct ways:

1. They take an important step beyond listing gaps between high school and college writing by providing sample assessments that measure mastery of the core competencies.

2. They are the result of educational segments working in unison.

3. They answer the often-asked question from students: “Where will I ever have to use this?”

For more information, see the English and Math curricula guides.

Strategic Linking Of Academic and Technical Education (SLATE)

Funded by the James Irvine Foundation, SLATE was established with the following objectives:

1. Establish English and mathematics cross-discipline, intersegmental faculty councils called Contextualized Learning Councils (CLCs) to create teaching materials and methodologies that provide context and links to real-world applications.

2. Develop, publish, and disseminate contextualized curricular units connecting academic disciplines and technical education in the following areas: English, mathematics, bio-science, business, environmental science, industrial technologies, mechatronics/manufacturing and product design, public health, public safety, social science, and statistics.

3. Develop a model of faculty professional development.

To achieve these (SLATE) objectives, IEBC established nine English and math CLCs across California. The SLATE model of curriculum development combines challenging subject matter centered on a common theme that guides the students as they acquire and actively apply new skills and knowledge. Teaming over 100 high school and college English and mathematics faculty with faculty from career technical industry sectors and pathways, the SLATE model integrated rigorous academics with real-world experiences, an approach that transforms education into a personally engaging, meaningful experience — and opens students to career and college opportunities.

Under the guidance of IEBC staff, participating faculty produced contextualized lessons in eight guides on topics that include environmental tipping points, public safety, applied algebra, sustainability, journalism, small business, construction and transportation.

Each lesson in the following guides contains all the information faculty need to teach the lessons, including objectives, step-by-step guidelines for implementing activities, assessments, materials, and hand-outs:.

• English and Environmental Science

• English and Public Safety

• English and Small Business

• English, Journalism and Media Arts

• English, Mathematics and Environmental Science

• Mathematics and Automotive

• Mathematics and Industrial Technology

• Mathematics, Engineering and Manufacturing: Applied Algebra

• Mathematics, Engineering and Manufacturing: Measurement

Gulf Coast Partnership for Achieving Student Success (GC PASS)

Using an IEBC-developed process and facilitated by IEBC staff, Texas Gulf Coast regional high school and community college faculty met regularly for three years to demonstrate ways in which high school English and math curricula can be aligned with community college curricula to provide students with increasing depth and rigor as they transition from one grade level to the next in high school and then from high school to college. The consensus thought was that broad alignment of curricula such as this should allow students to transition seamlessly.

The project was funded by a grant from The Houston Endowment to The University of Texas at Austin’s Student Success Initiatives to support the GC PASS initiative, the primary goals of which were to:

• increase college readiness among high school graduates,

• ease student transitions between high school and community college,

• increase student success in community college developmental courses.

The project involved eight community colleges and 11 independent school districts, Houston A+ Challenge, IEBC and the University of Texas at Austin.

East County Education AllianceThe English Curriculum Alignment Guide and its counterpart, the Mathematics Curriculum Alignment Guide, are the culmination of those three years of ongoing collaboration between eight community colleges and 11 independent school districts (ISDs) in the Texas Gulf Coast region.

To access the guides, click here for the Math guide and here for the English guide.

East County Education Alliance (ECEA)

The East County Education Alliance is a multi-year partnership between a community college district and its feeder high school district to increase the number of students who graduate from high school prepared to succeed in college, and are prepared from college ready to succeed in the workforce. IEBC’s work with the Alliance and executive leadership centered around their mission, goals and activities, coaching and facilitation of their working teams and councils, and evaluation of the project including developing logics models.

Click here for more information.

California Transitions

California Transitions focuses on K-12 to postsecondary student transition, success and completion and includes access to the IEBC In-SITES® suite of tools (Instant Strategic Information Tracking Educational Success) – web-based tools that assist educators in using their own student data to improve instruction and student outcomes. With streamlined agreements (MOUs) in place, and at no cost to member institutions, California Transitions participants benefit from IEBC’s expertise in facilitating action-oriented collaborations and, with data in hand, moving beyond data access to meaningful data use.

California Transitions was established by IEBC to build on our many years of local and regionally-oriented, intersegmental work that we began in California more than a decade ago.  Our specialty is working closely with teams – involving schools, colleges, universities and others who share our commitments, goals and values – to develop authentic collaborations and to understand and apply data effectively.

California Transitions includes IEBC’s work with specific populations such as student athletes and foster youth, as well as statewide endeavors such as the Irvine Foundation’s Linked Learning initiative.

Learn more about our approach to California Transitions and about our foster youth work. Click here for more details about the MOU data agreements.

Collaboration Handbook

Based on almost 20 years of experience developing and facilitating faculty-based collaborations across educational segments, IEBC is creating a step-by-step process for collaborative alignment, including regional readiness, roles and responsibilities, alignment steps, protocols and procedures for the work as well as necessary templates.  Coming soon.