Tunxis Community College
College Career Pathways Initiative-Overview
Our challenge is to provide opportunities for every student to succeed in the 21st century workplace. Providing these opportunities requires that programs keep pace with a rapidly changing business and economic environment. Our high school students must have a strong academic education, obtain Career and Technical Education skills, and be prepared to transition to some postsecondary education.
What are Career Pathways? The College Career Pathways initiative helps match education and workplace needs. Through partnerships with post-secondary institutions, the school districts, business, and industry, Pathways identify and group courses within Career and Technical Education (CTE) areas of study that offer students depth of knowledge and skill, linked with specific post-secondary programs culminating in degrees or certificates.
The goals are to: ➣ Maximize opportunities for students ➣ Increase student awareness of careers and education and training ➣ Strengthen the planning process using individualized student Plans of Study ➣ Ease student transitions between secondary and postsecondary education through concurrent enrollment, articulation agreements, skill assessment recognition, comprehensive counseling and guidance, regional and state planning ➣ Align training with employer needs ➣ Provide strong academic skills and real-world problem solving skills
The objectives that must be addressed in order to meet these goals are: ➣ Provide students with information, curriculum choices, and career counseling around High School to College and Career Pathways that allow students to reach their full potential ➣ Establish strong links between high school and college programs through concurrent enrollment and articulation in order to improve transitions and student success in post-secondary education ➣ Provide Career and Technical Education opportunities in high school that allow students to concentrate on a pathway ➣ Provide strong academic skills and real-world problem solving skills, especially in math, science, language arts and computer skills
The components of a specific pathway: ➣ Represent the entire spectrum of careers available to students entering the workforce ➣ Reflect the full range of work requirements (entry level to highly specialized) ➣ Reflect the full range of educational requirements (high school graduation to advanced degrees)
The anticipated outcomes of pathways include: ➣ Increased academic and skill achievement at secondary and post-secondary levels ➣ Decreased need for remediation at the post-secondary level ➣ Increased enrollment and persistence in post-secondary education ➣ Increased attainment of post-secondary degrees, certificates, or other recognized credentials ➣ Increased rate of entry into employment or future education ➣ Savings of time and money for students
Following are the benefits of Career Pathways: ➣ Students use Pathways to investigate a wide range of career choices. Pathways make it easier for students to understand the relevance of required courses and select elective courses more wisely ➣ Parents learn what academic and technical courses their children need for college and a variety of career fields. Pathways and the high standards that go with them reassure parents that their children will be fully prepared for college and the workplace ➣ School counselors use Career Pathways to help students explore options for the future. Current information on the academic, technical and college requirements for a wide range of careers will be readily available ➣ Teachers use Pathways to promote programs, increase student participation, and encourage students to persist in training beyond high school ➣ Schools use Pathways to organize to meet the demands of post-secondary education and the expectations of employers ➣ Employers partner with schools to contribute to the development of high academic standards that help students prepare for work and help workers keep their skills up to date. Employers gain workers who are prepared to learn new skills, adjust to technological change, and advance their careers
The role of public education and higher education:
Teachers/Instructors ➣ Help align courses as part of developing articulation agreements ➣ Identify and address gaps ➣ Coach students ➣ Provide orientation for the future ➣ Market College career Pathways to students and parents
Counselors ➣ Help students gather good information ➣ Help students make meaningful plans ➣ Utilize College Career Pathways as a tool
Parents ➣ Seek career information ➣ Have conversations with students ➣ Participate in student career planning activities (Plans of Study, etc.)
Administrators ➣ Provide leadership to articulation development ➣ Strengthen concurrent enrollment opportunities ➣ Inform decision makers ➣ Facilitate staff development opportunities
Pathways will build on existing programs. This initiative takes strong educational practices and pulls them into a comprehensive program, building upon and tying together: ➣ Comprehensive Counseling and Guidance ➣ Concurrent Enrollment ➣ Articulation of courses between school districts and colleges ➣ Parent involvement ➣ Regional planning as a cooperative effort of higher and public education
Pathways will address national and state educational issues such as: ➣ New Federal Carl Perkins Career and Technical Education legislation ➣ Federal and national programs of study (clusters/pathways) ➣ High school reform initiatives ➣ High school to college transitions ➣ High school graduation rates ➣ High school graduation requirements ➣ Economic needs of highly trained workers
Students need the help of parents and counselors to create educational plans that are aligned with future career and college goals. The College Career Pathways initiative, when fully implemented, will be an effective tool for accomplishing this goal.
Overview of Responsibilities for Implementation
Secondary Education Pathway Responsibilities • Offer CTE pre-high school preparation programs. • Begin preparation for college and career with individual career/education Plans of Study at the 9th grade level • Develop and enhance curriculum to prepare students for college level work • Assess for college readiness and apply appropriate enrichments • Use junior and senior years to prepare students for college and/or help students earn college credits • Offer credit-based transitions programs such as concurrent enrollment
Combined Secondary and Post-Secondary Responsibilities • Develop College Career Pathways with articulation agreements and curriculum alignment • Provide professional development opportunities for secondary and postsecondary faculty • Provide awareness and planning opportunities for students and parents
Post-Secondary Pathway Responsibilities • Establish clear expectations for college entrance • Offer concurrent enrollment options • Develop articulation agreements from secondary to post-secondary and from colleges to universities • Incorporate creative delivery strategies such as distance learning and online courses
Business/Industry/Employer Responsibilities • Provide guidance to faculty and staff regarding student preparation • Provide students with work-based experiences such as internships and apprenticeships • Offer employer-sponsored initiatives such as faculty externships, employer-staff loans, student scholarships, etc. • Obtain industry/employment assistance with curriculum development and industry standards
Student Plans of Study A comprehensive counseling and guidance program, and in particular the individual Student Plans of Study component, is critical to the success of the College Career Pathways Initiative. The process includes:
• Objectives by grade level • Assessments • Advisement • Goal setting and planning processes • Student direction
The written document that results includes the student’s: • Goals • Next-step plans • Four-year-plus plans • Education and career goals • Graduation requirements and progress • Parent or guardian signature
Comprehensive counseling and guidance enhances the opportunities for students and their parents to understand the full range of high school and post- secondary education and career options. Students are supported in the development of a plan that helps connect their personal characteristics (e.g., interests, aptitudes, work values) with education and occupation goals that can help them maximize their potential.
CTE Pathways: Giving Students the Edge
Did you know . . .
• College Career Pathways has 62 career pathways within eight areas of study. Each pathway is structured so students can investigate a wide range of career choices. Pathways make it easier for students to understand the relevance of required courses and helps students choose elective courses more wisely. • College Career Pathways show students a direct connection between doing well in high school and being able to transition smoothly to post-secondary opportunities or getting a good job when they graduate. • College Career Pathways equip students with the technical skills and academic knowledge needed to prepare for future employment and/or a successful transition to post-secondary education. • Students who focus on a College Career Pathway acquire the skills necessary for entry into well paid careers with high potential for rapid financial growth, increased levels of responsibility, and a high degree of personal satisfaction. • Each College Career Pathways features career exploration and Work-Based Learning (WBL) opportunities connected to a student’s career interest area. • Over one-third of all courses available within the eight areas of study offer concurrent enrollment credit. Students have the opportunity to earn college credit while in high school, saving time and money, putting students on the fast- track to earning an industry license or associate’s degree. • According to the National Center on Education, a combination of 60% academic courses and 40% Career and Technical Education is the most effective dropout prevention program in the American high school. • Statistics indicate that the more Career and Technical Education courses students take, the less likely they are to suffer periods of unemployment. Career and Technical Education graduates find employment 2.2 times faster than graduates from general education programs. High school students who graduate with a Career and Technical Education concentration are 2.5 times more likely to be employed while pursuing post-secondary education. According to the U.S. Bureau of Labor Statistics, 18 of the 20 fastest growing occupations within the next decade will require Career and Technical Education.
Career Pathways Definitions
Career Clusters “An organizing tool defining CTE using 16 broad clusters of occupations and 81 pathways with validated standards that ensure opportunities for all students regardless of their career goals and interests.”
Career clusters are groupings of occupations and industries. These groupings are used as an organizing tool for curriculum design, instructional and guidance models, and to create a seamless transition between secondary and postsecondary education.
Career Pathway “A career pathway is a coherent, articulated sequence of rigorous academic and career related courses, commencing in ninth grade and leading to an associate degree, and/or an industry recognized certificate or licensure, and/or a baccalaureate and beyond.”
A Career Pathway represents a grouping of occupations within a cluster based on commonalities.
Programs of Study (Pathways) as Defined in Perkins “State approved programs, which may be adopted by local education agencies and postsecondary institutions to be offered as an option to students when planning for an completing future coursework, for career and technical content areas.”
Programs of Study • Incorporate secondary education and postsecondary elements; • Include coherent and rigorous content aligned with challenging academic standards and relevant career and technical content in a coordinated, non- duplicative progression of courses that align secondary education with postsecondary education to adequately prepare students to succeed in postsecondary education; • May include the opportunity for secondary education students to participate in dual or concurrent enrollment programs or other ways to acquire postsecondary education credits; and • Lead to an industry-recognized credential or certificate at the postsecondary level, or an associate or baccalaureate degree.
Plans of Study • A sequenced listing of courses, booth academic and CTE/degree major, that connects the student’s high school and postsecondary educational experiences. • A set of course descriptions for the CTE/degree major courses based on knowledge and skill statements College Career Pathways Coordinators – Community Colleges 20010
College Name/Position/Address Telephone/Fax E-Mail Asnuntuck Julie Cotnoir 860-253-3019/ [email protected] Community College Career Pathways Coordinator 860-253-3067 College Asnuntuck Community College 170 Elm Street Enfield, CT 06082 Capital Renee DePastino 860-906-5014/ [email protected] Community College Career Pathways Coordinator 860-233-2299 College Capital Community College 950 Main Street Hartford, CT 06105 Gateway Salvatore Savo, Jr. 203-285-2412/ [email protected] Community College Career Pathways Asst. 203-285-2319 College Coordinator Gateway Community College 88 Bassett Road North Haven, CT 06473 Gateway Robert Conte 203-285-2338/ [email protected] Community College Career Pathways Asst. 203-285-2319 College Coordinator Gateway Community College 88 Bassett Road North Haven, CT 06473 Housatonic Dr. Cheryl Shain 203-332-5176 [email protected] Community High School Outreach Coordinator College Housatonic Community College 900 Lafayette Blvd. Bridgeport, CT 06604-4704 Manchester James Balcome 860-512-2607 [email protected] Community College Career Pathways Coordinator 860-512-3371 College Manchester Community College Great Path, MS #14 Manchester, CT 06045-1046 Manchester Robert Henderson 860-512-3312/ [email protected] Community Director, Cooperative Education 860-512-3371 College Manchester Community College Great Path Manchester, CT 06045-1046 Middlesex Deborah Kleckowski 860-343-5800 [email protected] Community College Career Pathways Coordinator x6720/ College Middlesex Community College 860-344-2789 100 Training Hill Road Middletown, CT 06457 Naugatuck Robert Rubbo 203-575-8069/ [email protected] Valley College Career Pathways Coordinator 203-575-8003 Community Naugatuck Valley Community College College 750 Chase Parkway Waterbury, CT 06708
G:\CCP handbook\pdf\3-CCP Coordinators.docx College Career Pathways Coordinators – Community Colleges 20010
College Name/Position/Address Telephone/Fax E-Mail Norwalk Gail Howard, Director 203-857-7281 [email protected] Community Cooperative Education College Norwalk Community College 188 Richards Ave. Norwalk, CT 06854-1655 Norwalk Gail Stevens 203-857-7186 [email protected] Community College Career Pathways Coordinator College Norwalk Community College 188 Richards Ave. Norwalk, CT 06854-1655 Northwestern Ruth Gonzalez 860-738-6442/ [email protected] Connecticut College Career Pathways 860-738-6443 Community Coordinator/ College Bilingual Ed. Assistant. Northwestern Connecticut Community College Park Place Winsted, CT 06098 Quinebaug Honora (Nora) Butts 860-774-1130 [email protected] Valley College Career Pathways Coordinator ext. 354/ Community Quinebaug Valley Community 860-774-7768 College College 742 Upper Maple Street Danielson, CT 06239 Three Rivers Sharon Koch 860-885-2600/ [email protected] Community College Career Pathways Coordinator 860-885-2606 College Three Rivers Community College 574 New London Turnpike Norwich, CT 06360 Tunxis Sylvia Seaver 860-255-3500/ [email protected] Community College Career Pathways Coordinator 860-255-3737 College Tunxis Community College 271 Scott Swamp Road Farmington, CT 06032 Community Paul Susen 860-244-7612/ [email protected] College System Academic Officer 860-566-1308 Office Community College System Office 61 Woodland Street Hartford, CT 06105 Community Corby Coperthwaite 860-244-7604 [email protected] College System Director of Planning and Assessment 860-566-1308 Office Community College System Office 61 Woodland Street Hartford, CT 06105
G:\CCP handbook\pdf\3-CCP Coordinators.docx College Career Pathways Coordinators – Community Colleges 20010
College Name/Position/Address Telephone/Fax E-Mail Central Office – Mary Skelly 860-807-2236/ [email protected] CT Technical Tech Prep Coordinator/Consultant 860-807-2196 High School Central Office –CT Technical High System School System 25 Industrial Park Road Middletown, CT 06457 University of Shannon E. Weaver, Ph.D. 860-486-4684/ [email protected] Connecticut – Project Director 860-486-3452 School, College University of Connecticut – of Liberal Arts Department of Human Development & Family Studies 348 Mansfield Rd. Unit 2058 Storrs, CT 06269-2058 University of Katherine Brophy, Ph.D. 860-486-5608 [email protected] Connecticut Program Coordinator 860-486-3452 School College University of Connecticut School of Liberal Arts Department of Human Development & Family Studies 348 Mansfield Rd. Unit 2058 Storrs, CT 06269-2058 University of Patricia Jepson 860-486-2920/ [email protected] Connecticut – Project Director/ 860-486-4643 Radcliffe Hicks Advisory Center Director School of University of Connecticut – Agriculture Radcliffe Hicks School of Agriculture 1376 Storrs Road - Unit 4090 Storrs, CT 06269
G:\CCP handbook\pdf\3-CCP Coordinators.docx
Tunxis Community College
Policy for Awarding Credit to College Career Pathways Students
Juniors and seniors in consortium high schools are eligible to become College Career Pathways students and to receive up to 14 CCP credits if they follow the procedures of the program. All College Career Pathways students must complete a Tunxis Community College Career Pathways Admissions application to be enrolled as a College Career Pathways student and receive college credit for articulated courses.
Students must appear on a course roster for an articulated course.
The high school teacher for the articulated course must submit a grade of C or better for the student to the college by July 1 of the academic year the student completes the course. Articulated courses in the Business Office Technology program require a submitted grade of B or better in order to merit credit.
If a student believes that there has been an error or omission in their College Career Pathways grade record, they must notify the college Registrar no later than the September 1 after their graduation date in order to apply for corrections.
If a student has a Tunxis Community College Career Pathways Admissions application on file and applies for corrections within this time period, the college will consider changes/additions to the student’s record if accompanied by a high school transcript documenting the student’s achievement in the articulated course, and a letter from the College Career Pathways Coordinator or a guidance counselor at the high school verifying the student’s status as a College Career Pathways student.
If at any time a College Career Pathways student requests a correction to their records and it can be determined by the presence of a Tunxis Community College Career Pathways Admissions application and a roster on file at TCC from the high school documenting the award of a grade to that student, the record will be immediately corrected.
Tunxis Community College
Site Visit for New Course Articulation
High School:______TCC Course Title:______High School Course Title(s):______TCC Reviewer:______Date(s) of Review:______
Classroom Instruction
1. Are the lessons plans covering the material that is required in this course? Do the lesson plans meet the objectives of the course? Are the objectives being met? Attach Curriculum.
2. What text and lab book, if applicable, is (are) being used? Is the text appropriate? Explain.
3. Team Teacher Program : High School Teacher and TCC teacher will attend two class sessions. Is the instruction at the appropriate level for this course? Does the instructor exhibit appropriate teaching methodology? Do the methods appear effective? Written report from both participants.
2
4. What guest speakers or additional learning modes did the course have? What methods are used to teach this class? Are multiple teaching methods used? Include observations of discussion, lecture, demonstration, audio/visual, computer-aided, etc.)
5. What methods are used to assess students in this course? Are multiple methods of assessment used? Evaluate samples of graded student work. Is student work at the level expected for college credit?
6. Review a sample topic exam and the summative final. Is the exam material at the appropriate level for this course? Does the exam test students at the recall, application and analysis levels? Are the exams comparable to those used at TCC?
3
Laboratory Instruction (if applicable)
1. Is there sufficient time for lab (i.e. 1-2 hour lab per week)?
2. What lab requirements does the high school have for this course? List the required equipment.. Is the equipment in the lab equal or comparable to that used at the college?
Summative Evaluation
1. What are the strengths of the course?
2. What specific areas need to be improved or modified?
3. Please state clearly your recommendations regarding articulation, modifications, and items that should be included as requirements in the formal articulation agreement.
Comments by the Reviewer
4
Signatures
______Date______Faculty Reviewer
______Date______Program Coordinator
______Date______Dean of Academic Affairs
Tunxis Community College
Request for Articulation Form
High School Address CCP Contact ______Phone e-mail TCC Course Title High School Course Title Instructor(s): Phone e-mail Phone e-mail
Other courses currently articulated at TCC:
Other courses currently articulated at other colleges:
Rationale for articulation:
Principal’s Signature Date
Phone: 860 255 3737 [email protected] fax: 860 255 3514 College Career Pathways
Learning for Life College Career Pathways Initiative: Overview
Our challenge is to provide opportunities for every student to succeed in the 21st century workplace
It requires that programs keep pace with a rapidly changing business and economic environment
Our high school students must have a strong academic education, obtain Career and Technical Education skills, and be prepared to transition to some postsecondary education What are College Career Pathways?
Pathways identify and group courses within Career and Technical Education (CTE) areas of study that offer students depth of knowledge and skill, linked with specific post-secondary programs culminating in degrees or certificates. Career Clusters
Career clusters are groupings of occupations and industries. These groupings are used as an organizing tool for curriculum design, instructional and guidance models, and to create a seamless transition between secondary and postsecondary education. Career Pathways
A career pathway is a coherent, articulated sequence of rigorous academic and career related courses, commencing in ninth grade and leading to an associate degree, and/or an industry recognized certificate or licensure, and/or a baccalaureate and beyond. TCC Career Clusters and Pathways
Business, Management & Administration Business Financial Management & Accounting Marketing EARLY CHILDHOOD EDUCATION
Human Services Early Childhood Development & Services Law, Public Safety, Corrections & Security Criminal Justice Law Enforcement Services
Science, Technology, Engineering & Mathematics Engineering and Technology TCC Articulated Programs of Study
Communication A.S., Media Technology Certificate Early Childhood Education AS Accounting, A.S and Certificate Business and Accounting Marketing, A.S. Business Office Technology, A.S. and Certificates Early Childhood Education, A.S., CDA Certificate Criminal Justice, A.S. and Certificate Industrial Technology Financial Accounting Business Office Technology The Goals
Maximize opportunities for Ease student transitions students between secondary and Increase student awareness postsecondary education of careers and education and through concurrent training enrollment, articulation Strengthen the planning agreements, skill assessment process using a Student recognition, comprehensive Education Occupation Plan counseling and guidance, (SEOP) regional and state planning Align training with employer needs Provide strong academic skills and real-world problem solving skills The Objectives
Provide students with information, curriculum choices, and career counseling around High School to College and Career Pathways that allow students to reach their full potential Establish strong links between high school and college programs through concurrent enrollment and articulation in order to improve transitions and student success in post-secondary education Provide Career and Technical Education opportunities in high school that allow students to concentrate on a pathway Provide strong academic skills and real-world problem solving skills, especially in math, science, language arts and computer skills The Components
Represent the entire spectrum of careers available to students entering the workforce Reflect the full range of work requirements (entry level to highly specialized) Reflect the full range of educational requirements (high school graduation to advanced degrees) Benefits of Career Pathways
Students investigate a wide range of career choices, understand the relevance of required courses and select elective courses more wisely Parents learn what academic and technical courses their children need for college and career fields. Make Exploration Exciting
School counselors use Career Pathways to help students explore options for the future. Teachers use Pathways to promote programs, increase student participation, and encourage students to persist in training beyond high school Schools use Pathways to organize mechanisms to meet the demands of post-secondary education and the expectations of employers Employers partner with schools to contribute to the development of high academic standards that help students prepare for work. Employers gain workers who are prepared to learn new skills, adjust to technological change, and advance their careers The Role of Public Education and Higher Education
Teachers/Instructors Help align courses as part of developing articulation agreements Identify and address gaps Coach students Provide orientation for the future Market Pathways to students Counselors Administrators Help students gather Provide leadership to good information articulation development Help students make Strengthen concurrent meaningful plans enrollment opportunities Utilize Pathways as a tool Inform decision makers Facilitate staff development opportunities Parents Seek career information Have conversations with students Participate in student career planning activities (Plans of Study, etc.) Building on Existing Programs
This initiative takes strong educational practices and pulls them into a comprehensive program, building upon and tying them together Pathways Addresses National and State Educational Issues
New Federal Carl Perkins Career and Technical Education legislation Federal and national programs of study (clusters/pathways) High school reform initiatives High school to college transitions High school graduation rates High school graduation requirements Economic needs of highly trained workers Overview of Responsibilities for Implementation
Students need the help of parents, CCP counselors and high school counselors to create educational plans that are aligned with future career and college goals. The Career Pathways initiative, when fully implemented, will be an effective tool for accomplishing this goal. Secondary Education Responsibilities
Offer CTE pre-high school preparation programs. Begin preparation for college and career with individual career/education plans at the 9th grade level Assess for college readiness and apply appropriate enrichments Use junior and senior years to prepare students for college and/or help students earn college credits Offer credit-based transitions programs such as concurrent enrollment Combined Secondary and Post-Secondary Responsibilities
Develop High School to College and Career Pathways with articulation agreements and curriculum alignment Provide professional development opportunities for secondary and postsecondary faculty Provide awareness and planning opportunities for students and parents Post-Secondary Responsibilities
Establish clear expectations for college entrance Offer concurrent enrollment options Develop articulation agreements from secondary to post-secondary and from colleges to universities Incorporate creative delivery strategies such as distance learning and online courses Business/Industry/Employer Responsibilities
Provide guidance to faculty and staff regarding student preparation Provide students with work-based experiences such as internships and apprenticeships Offer employer-sponsored initiatives such as faculty externships, employer-staff loans, student scholarships, etc. Obtain industry/employment assistance with curriculum development and industry standards Student Plans of Study
Comprehensive counseling and guidance, and in particular the Student Plan of Study component, is critical to the success of the Pathways Initiative. Comprehensive counseling and guidance enhances the opportunities for students and their parents to understand the full range of high school and post- secondary education and career options. Sample Plan of Study: Engineering The Plan of Study process The written document that and conferences include: results includes the student’s:
Objectives by grade level Goals Assessments Next-step plans Advisement Four-year-plus plans Goal setting and planning Education and career processes goals Student direction Graduation requirements and progress Parent or guardian signature Anticipated Outcomes
Increased academic and skill achievement at secondary and post-secondary levels Decreased need for remediation at the post- secondary level Increased enrollment and persistence in post- secondary education Increased attainment of post-secondary degrees, certificates, or other recognized credentials Increased rate of entry into employment or future education Savings of time and money for students Thanks to the Utah State Office of Education The End
Tunxis Community College
Registration Guidelines
1. Please ensure that students who are participating in College Career Pathways fully understand, are aware of, and comply with the guidelines of application to the college so they will get appropriate college credit for attendance in articulated courses.
2. Please mail or fax your course registration forms by December 15. If you have students who are enrolled in one-semester articulated courses that begin in January, those registration forms are due at Tunxis Community College by March 1 (this is to ensure that students are admitted and registered prior to the final submission of grades in July).
3. If a student believes that there has been an error or omission in their grade record for an articulated course, they must notify the college Registrar no later than the September 1 after their graduation date in order to apply for corrections. If the student has an Tunxis College Career Pathways Admissions application on file and applies for corrections within this time period, the college will consider changes/additions to the student’s record if accompanied by a high school transcript documenting the student’s achievement in the articulated course and a letter from the College Career Pathways Coordinator or a guidance counselor at the high school verifying the student’s status as a College Career Pathways student. If at any time a College Career Pathways student requests a correction to their records and it can be determined by the presence of an Tunxis College Career Pathways Admissions application and a roster on file at Tunxis from the high school documenting the award of a grade to that student, the record will be immediately corrected.
4. Students must receive a C average or above in order to receive TCC credits. Students must receive a C or above to receive credit for Business Office Technology courses.
5. Students do not automatically receive their grades once their courses are completed. Official transcript requests can be mailed or faxed. Students may go online at https://my.commnet.edu to view grades or print an unofficial transcript, using their Banner ID #.
6. Students can only receive credits for courses listed on their school’s Tunxis consortium articulation agreement.
Tunxis Community College Student Course Registration Form
Please complete and send to Genita Mangum by December 15th
School ______Course______Date______LAST FIRST M/F GRAD SOCIAL TCC BANNER # CCP NAME NAME YEAR SECURITY # MAJOR
Tunxis Community College
Request for Funding: Grant Year 2010- 2011 Due Date: April 15, 2010
School/Organization: Address: Contact Person(s)/Title: Phone: Fax: E-mail: Request by Line Item Description Amount
111A: Administrator/Supervisor Salaries 111B: Teachers’ Salaries
112A: Education Aides
200: Benefits
322: In-service
330: Other Professional Services
510: Pupil Transportation
611: Instructional Supplies
641: Textbooks
700: Property (any equipment over $1,000)
Total Expenditures
Tunxis Community College
Request for Funding – Narrative
Grant Purpose: To encourage the development of 4-year or 6-year vocational and technical programs that combine secondary and post secondary programs which lead to a minimum of a two-year associate degree, two-year certificate or credit toward a bachelor’s degree in a related vocational and technical education field.
Please give a narrative description of how the funds will be used. Be specific about planned activities and expenditures and specify which “required purpose” it meets on the list of guidelines and how. Notably, this narrative should contain a statement about how the planned activities will provide effective employment placement activities and/or transfer students to college; address school dropout prevention and the needs of special populations; provide education and training in areas and skills in which there are significant workforce shortages; and help students to meet high academic and employability competencies. For 2009-2010: Requests related to student career development, increase interaction between high school teachers and college faculty, and/or math articulation will receive special consideration.
Required Uses of Funds Articulation • Establishment of new articulation agreements (administrative cost)
Curriculum • Curriculum development and alignment • Program equipment (equipment intended for non-instructional purposes will not be approved) • Released-time reimbursement to permit in service training or curriculum development • Instructor reimbursement for curriculum development conducted after hours • Instructional purchases to ensure program compatibility
Student opportunities • Special services to assure the participation of students who are members of special populations and nontraditional training; e.g., recruitment, tutoring, mentoring, seminars, workshops, etc. • Preparatory services for students (including students in the 9th and 10th grades) enrolled or planning to enroll in Tech Prep (recruitment, tutoring, summer or after school activities, etc.) • Guidance and career counseling • Work-based learning experience placement and monitoring of students • Transitional services
Professional development • Technical and Academic courses • Faculty and staff workshops and seminars • Data collection and analysis • Released-time reimbursement to permit in service training or curriculum development • In-service trainers
Accountability and sustainability • Student tracking/ record keeping (administrative cost) • Accountability and sustainability measures (administrative cost) • Evaluation including portfolios (administrative cost)
Tunxis Community College Budget Narrative: 2009-2010 Please complete a separate form for each project or activity for which funds are being requested.
1. Objectives for this activity in measurable terms. 2. Measurable Outcomes to achieve objectives. 3. Evaluation of how the school will provide on-going program evaluation for identified objective.
School: Description of Project or Activity Description of Objectives and Measurable Outcomes
Objectives for this activity in measurable terms:
Strategies to achieve objective:
Evaluation of how the school will provide on-going program evaluation for identified objective:
______Signature Date
Tunxis Community College
End of Year Report 2009-2010 Due Date: June 11, 2010
School/Organization
Address
Contact Person(s)/Title
Phone Fax
Expenditure / Item Description Amount
111A: Administrators’/Supervisors’ Salaries 111B: Teachers’ Salaries
200: Benefits
330: Other Professional Services
510: Transportation
611: Instructional Supplies
641: Textbooks
700: Property
Total Expenditures $
Specific Program Accomplishments
A. How were the goals of the grant met during this period? Please state how the grant requirements were satisfied.
B. State specific outcomes of the program and note any measurable results. Give success stories if available.
C. Provide number of students enrolled in articulated courses.
D. Identify goals not met.
E. Please include comments as to how the program can be improved, and how Manchester Community College can better implement this program.
Use additional sheets if necessary.
Signature Date
TCC College Career Pathways
Sylvia Seaver, CCP Coordinator
Quality Service Survey
In an effort to deliver quality service to each of the high schools in our consortium, I would appreciate it if you would take the time to complete this short survey. As coordinator for Tunxis CCP, I wish to provide you with most recent developments on a national as well as local levels. I hope to continue to expand the opportunities for our students and work in the best interest of the high schools and Tunxis Community College.
1. Has Tunxis CCP made strides in providing your school with supplemental materials, equipment and career exploration opportunities? Do you recognize an increased appreciation for the hard work that each of you do for CCP in your respective high schools?
2. How might I provide better service for your students?
3. Our newest articulation is Early Childhood Education, and we are proud to offer this Career pathway opportunity to our high school students. Are there other pathways that you would like me to pursue as a possible articulation. 4. All high school students are given the opportunity to participate in a CCP program of study. Do you have suggestions as to how we might promote interest and provide more informational, promotional and educational materials for continued discussions and considerations?
Do you have additional suggestions that might increase opportunities for me to speak with parents about the value of the CCP program?
Additional comments: Thank you
Sentence Skills Sample Questions
Directions for questions 1-6
Select the best version of the underlined part of the sentence. The first choice is the same as the original sentence. If you think the original sentence is best, choose the first answer.
1. The baby was obviously getting too hot, then Sam did what he could to cool her. a. hot, then Sam did b. hot. Sam did c. hot; Sam, therefore, did d. hot; Sam, trying to do
2. She hoped to find a new job. One that would let her earn money during the school year. a. job. One that b. job. The kind that c. job, one that d. job, so that it
3. Knocked sideways, the statue looked as if it would fall. a. Knocked sideways, the statue looked b. The statue was knocked sideways, looked c. The statue looked knocked sideways d. The statue, looking knocked sideways,
4. To walk, biking, and driving are Pat’s favorite ways of getting around. a. To walk, biking, and driving b. Walking, biking, and driving c. To walk, biking, and to drive d. To walk, to bike, and also driving
5. When you cross the street in the middle of the block, this is an example of jaywalking. a. When you cross the street in the middle of the block, this b. You cross the street in the middle of the block, this c. Crossing the street in the middle of the block d. The fact that you cross the street in the middle of the block
1 6. Walking by the corner the other day, a child, I noticed, was watching for the light to change. a. a child, I noticed, was b. I noticed a child watching c. A child was watching, I noticed, d. there was, I noticed, a child watching
Directions for questions 7-12
Rewrite the sentence in your head following the directions given below. Keep in mind that your new sentence should be well written and should have essentially the same meaning as the sentence given you.
7. In his songs, Gordon Lightfoot makes melody and lyrics intricately intertwine.
Rewrite, beginning with
Melody and lyrics . . .
Your new sentence will include
A. Gordon Lightfoot has B. Make Gordon Lightfoot’s C. in Gordon Lightfoot’s D. does Gordon Lightfoot
8. It is easy to carry solid objects without spilling them, but the same cannot be said of liquids.
Rewrite, beginning with
Unlike liquids,
The next words will be
A. it is easy to B. we can easily C. solid objects can easily be D. solid objects are easy to be
2
9. Excited children ran toward the loud music, and they told others about the ice cream truck outside.
Rewrite, beginning with
The excited children, who had run toward the loud . . .
The next words will be A. music, they told B. music told C. music, telling D. music and had told
10. If he had enough strength, Todd would move the boulder.
Rewrite, beginning with
Todd cannot move the boulder . . .
The next words will be
A. when lacking B. because he C. although there D. without enough
11. The band began to play, and then the real party started.
Rewrite, beginning with
The real party started . . .
The next words will be
A. after the band began B. and the band began C. although the band began D. the band beginning
3
12. Chris heard no unusual noises when he listened in the park.
Rewrite, beginning with
Listening in the park . . .
The next words will be
A. no unusual noises could be heard B. then Chris heard no unusual noises C. and hearing no unusual noises D. Chris heard no unusual noises
Reading Comprehension Sample Questions
Read the statement or passage and then choose the best answer to the question. Answer the question based on what is stated or implied in the statement or passage.
1. In the words of Thomas DeQuincey, “It is notorious that the memory strengthens as you lay burdens upon it.” If, like most people, you have trouble recalling the names of those you have just met, try this: The next time you are introduced, plan to remember the names. Say to yourself, “I’ll listen carefully; I’ll repeat each person’s name to be sure I’ve got it, and I will remember.” You’ll discover how effective this technique is and probably recall those names for the rest of your life.
The main idea of the paragraph maintains that the memory A. always operates at peak efficiency. B. breaks down under great strain. C. improves if it is used often. D. becomes unreliable if it tires.
2. Unemployment was the overriding fact of life when Franklin D. Roosevelt became president of the United States on March 4, 1933. An anomaly of the time was that the government did not systematically collect statistics of joblessness; actually it did not start doing so until 1940. The Bureau of Labor Statistics later estimated that 12,830,000 persons were out of work in 1933, about one-fourth of a civilian labor force of more than 51 million.
4 Roosevelt signed the Federal Emergency Relief Act on May 12, 1933. The president selected Harry L. Hopkins, who headed the New York relief program, to run FERA. A gifted administrator, Hopkins quickly put the program into high gear. He gathered a small staff in Washington and brought the state relief organizations into the FERA system. While the agency tried to provide all the necessities, food came first. City dwellers usually got an allowance for fuel, and rent for one month was provided in case of eviction.
This passage is primarily about A. unemployment in the 1930s. B. the effect of unemployment on United States families. C. President Franklin D. Roosevelt’s presidency. D. President Roosevelt’s FERA program.
3. It is said that a smile is universally understood. And nothing triggers a smile more universally than a taste of sugar. Nearly everyone loves sugar. Infant studies indicate that humans are born with an innate love of sweets. Based on statistics, a lot of people in Great Britain must be smiling because on average, every man, woman, and child in that country consumes 95 pounds of sugar each year.
From this passage it seems safe to conclude that the English A. do not know that too much sugar is unhealthy. B. eat desserts at every meal. C. are fonder of sweets than most people. D. have more cavities than any other people.
4. With varying success, many women around the world today struggle for equal rights. Historically, women have achieved greater equality with men during periods of social adversity. Three of the following factors initiated the greatest number of improvements for women: violent revolution, world war, and the rigors of pioneering in an undeveloped land. In all three cases, the essential element that improved the status of women was a shortage of men, which required women to perform many of society’s vital tasks.
We can conclude from the information in this passage that A. women today are highly successful in winning equal rights. B. only pioneer women have been considered equal to men. C. historically, women have only achieved equality through force. D. historically, the principle of equality alone has not been enough to secure women equal rights.
5 5. In 1848, Charles Burton of New York City made the first baby carriage, but people strongly object to the vehicles because they said the carriage operators hit too many pedestrians. Still convinced that he had a good idea, Burton opened a factory in England. He obtained orders for the baby carriages from Queen Isabella II of Spain, Queen Victoria of England, and the Pasha of Egypt. The United States had to wait another 10 years before it got a carriage factory, and only 75 carriages were sold in the first year.
Even after the success of baby carriages in England, A. Charles Burton was a poor man. B. Americans were still reluctant to buy baby carriages. C. Americans purchased thousands of baby carriages. D. The United States bought more carriages than any other country.
6. All water molecules form six-sided structures as they freeze and become snow crystals. The shape of the crystal is determined by temperature, vapor, and wind conditions in the upper atmosphere. Snow crystals are always symmetrical because these conditions affect all six sides simultaneously.
The purpose of the passage is to present A. a personal observation B. a solution to a problem C. actual information D. opposing scientific theories
Directions for questions 7-10
For the questions that follow, two underlined sentences are followed by a question or statement. Read the sentences, then choose the best answer to the question or the best completion of the statement.
7. The Midwest is experiencing its worst drought in 15 years.
Corn and soybean prices are expected to be very high this year.
What does the second sentence do? A. It restates the idea found in the first. B. It states an effect. C. It gives an example. D. It analyzes the statement made in the first.
6 8. Social studies classes focus on the complexity of our social environment.
The subject combines the study of history and the social sciences and promotes skills in citizenship.
What does the second sentence do? A. It gives an example. B. It makes a contrast. C. It proposes a solution. D. It states an effect.
9. Knowledge of another language fosters greater awareness of cultural diversity among the peoples of the world.
Individuals who have foreign language skills can appreciate more readily other peoples’ values and ways of life.
How are the two sentences related? A. They contradict each other. B. They present problems and solutions. C. They establish a contrast. D. They repeat the same idea.
10. Serving on a jury is an important obligation of citizenship.
Many companies allow their employees paid leaves of absence to serve on juries. A. It reinforces what is stated in the first. B. It explains what is stated in the first. C. The second expands on the first. D. It draws a conclusion about what is stated in the first.
Arithmetic Sample Questions
Solve the following problems and select your answer from the alternatives given. You may use the paper you have been given for scratch paper.
1. 2.75 + .003 + .158=
A. 4.36 B. 2.911 C. 0.436 D. 2.938
7
2. 7.86 x 4.6 =
A. 36.156 B. 36.216 C. 351.56 D. 361.56
7 3. = 20
A. 0.035 B. 0.858 C. 0.35 D. 3.5
4. Which of the following is the least?
A. 0.105 B. 0.501 C. 0.015 D. 0.15
5. All of the following are ways to write 25 percent of N EXCEPT
A. 0.25 N
25N B. 100
1 C. N 4
D. 25 N
6. Which of the following is closest to 27.8 x 9.6? A. 280 B 300 C. 2,800 D. 3,000
8 7. A soccer team played 160 games and won 65 percent of them. How many games did it win? A. 94 B. 104 C. 114 D. 124
8. Three people who work full-time are to work together on a project, but their total time on the project is to be equivalent to that of only one person working full-time. If one of the people is budgeted for one-half of his time to the project and a second person for one-third of her time, what part of the third worker’s time should be budgeted to this project? 1 A. 3
3 B. 5
1 C. 6
1 D. 8
9. 32 is 40 percent of what number? A. 12.8 B. 128 C. 80 D. 800
1 2 10. 3 − 2 = 3 5
1 A. 1 2
1 B. 15
14 C. 15
1 D. 1 15
9
Elementary Algebra Sample Questions
Solve the following problems and choose your answer from the alternatives given. You many use the paper you have been given for scratch paper.
1. If A represents the number of apples purchased at 15 cents each and B represents the number of bananas purchased at 10 cents each, which of the following represents the total value of the purchases? A. A + B B. 25(A + B) C. 10A + 15B D. 15A + 10B
2. √2 x √15 = ?
A. 17 B. 30 C. √30 D. √17
3. What is the value of the expression 2x2 + 3xy – 4y2 when x = 2 and y = -5?
A. -80 B. 80 C. -32 D. 32
4 . In the figure below, both circles have the same center, and the radius of the larger circle is R. If the radius of the smaller circle is 3 units less than R, which of the following represents the area of the shaded region?
A. πR2 B. π(R – 3)2 C. πR2 - π x 32 D. πR2 - π(R – 3)2
10 5. (3x – 2y)2 =
A. 9x2 – 4y2 B. 9x2 + 4y2 C. 9x2 + 4y2 – 6xy D. 9x2 + 4y2 – 12xy
x 2 − x − 6 6. = x 2 − 4
x − 3 A. 2
x − 3 B. x − 2
x − 3 C. x + 2
3 D. 2
4 − (−6) 7. = − 5
2 A. 5
2 B. - 5
C. 2
D. -2
8. If 2x – 3(x + 4) = -5, then x =
A. 7 B. -7 C. 17 D. -17
11
9. -3(5 - 6) – 4 (2 – 3) =
A. -7 B. 7 C. -1 D. 1
10. if 20 – 4/5 x ≥ 16, then
A. x ≤ 5 B. x ≥ 5 C. x ≥ 32 ½ D. x ≤ 32 ½
12
Answer Key to Sample Questions
Sentence Skills Arithmetic 1. B 1. B 2. C 2. A 3. A 3. C 4. B 4. C 5. C 5. D 6. B 6. A 7. C 7. B 8. C 8. C 9. B 9. C 10. B 10. C 11. A 12. D Elementary Algebra 1. D Reading Comprehension 2. C 1. C 3. A 2. D 4. D 3. C 5. D 4. D 6. B 5. B 7. D 6. C 8. B 7. B 9. B 8. A 10. A 9. D 10. A
13 Tunxis Community College
Questions Students and Parents Typically Ask About College Career Pathways
Who is a College Career Pathways student? The College Career Pathways program is designed to benefit every high school student regardless of their career goal. Because College Career Pathways combines applied academic and career skills, students will benefit from the program whether they choose to continue their education or enter the workforce immediately after high school. Students interested in an alternative program of study that focuses on skills required for a successful career in a highly competitive field are the ideal candidates.
How does College Career Pathways work? Students join the College Career Pathways program, typically during their freshman year of high school, by developing a Plan of Study with their guidance counselor. Plans of Study typically include core courses in the freshman and sophomore years, and include clusters of career courses during the junior and senior years. Many students can earn college credit for the junior and senior level courses.
How is this possible? One of the underlying ideas behind College Career Pathways is not to repeat competencies. Tunxis Community College specifies high school courses and determines if the curriculum is equivalent to that taught at the college. If so, the course is added to the list of College Career Pathways courses articulated with that particular high school. After completing the chosen cluster of courses and graduating from high school, CCP students may request an official transcript from Tunxis or they can view their unofficial transcript on-line. They are able to continue their education at Tunxis or they may attend another college of their choice.
August 2007 Career Pathways Resources (some commercial)
States, Career Clusters http://www.careerclusters.org/
Career Voyages http://www.careervoyages.gov/students-wheretostart-careerclusters.cfm
Career Pathways: Igniting Student Achievement http://www.careerpathwaysystem.com/index.htm
CareerPathway.org http://www.careerpathway.org/home.htm#
Wikipedia: Career Clusters http://en.wikipedia.org/wiki/Career_Clusters
Career Information Delivery Systems
Association of Computer Based Systems for Career Information http://www.acsci.org/
Department of Labor http://www.doleta.gov/programs/onet/ne-cids.cfm
New Jersey Career Information Delivery System http://www.wnjpin.net/coei/cids.htm
Tennessee Career Information Delivery System http://tcids.tbr.edu/
Hawaii Career Information Delivery System http://www.careerkokua.org/about/
Accuplacer Study Guides
Free Guides http://cpts.accuplacer.com/docs/StudentGuide.html
Commercial Guides http://www.accuplacertest.com/ http://www.testprepresearch.com/accuplacer/ http://www.testprepreview.com/accuplacer_practice.htm
Career Information
Occupational Outlook Handbook http://www.bls.gov/oco/
O*NET Occupational Information Network http://online.onetcenter.org/