Jenee Crayne: Hi. Good morning. All right. Thank you Amanda Lee and CAEP TAP. I really appreciate all of your help and support. And just good morning to everybody in the room. I see some familiar names and faces, and I'm excited for people that I don't know today to be part of this presentation.

So this is our dual enrollment for all CAEP programs. How we'll start off is to introduce the team. So we'll just start with Felisa.

Felisa Vilaubi: Good morning. My name is Felisa Vilaubi. I'm a counselor at De Anza College. I work with our adult school transitions, our ESL populations, and our undocumented students on campus.

Jenee Crayne: And then Nury.

Nury Akylbekova: Hello. My name is Nury. I'm a student success specialist at Foothill College for Adult Education. So I work with the adult ed consortium and help students with transitions.

Jenee Crayne: And Desirie.

Desirie Torres: I'm Desirie Torres, and I'm a counselor at FUHSD Adult School. And I work with all CAEP students.

Jenee Crayne: Sripriya.

Sripriya Kannan: My name is Sripriya Kannan, and I'm with the Palo Alto Adult School. I am the transitions counselor in ESL testing. My focus is only ESL adults.

Jenee Crayne: And Tiffany.

Tifanny Rodriquez-tran: Good morning, everybody. My name is Tiffany Rodriguez-Tran. I am the senior program coordinator over at De Anza, particularly for career education programs, all dual enrollment non-credit programs and adult ed.

Jenee Crayne: All right, so now that we've introduced ourselves, we would like to see who's in the room. And we're curious about what your role is in your consortium here today.

I'll see some people have just popped on, so we're just taking a poll to see what your role is in the consortium. So we'll give it a few more moments. We're at about 80% right now. OK. Oh, good. Right. I think we got some leads, some adult school admin in the room. Welcome. We got some staff at the adult schools and some deans, admin at the colleges and some faculty here, and some college classified. All right. This is great.

OK, so we will continue on here with our learning outcomes for today. So what we're really going to be looking at today is in three sections. The first section, we're going to be looking at who we are as a consortium and how dual enrollment fits in. And we'll get introduced to our structure, our planning vision and how dual enrollment fits into that vision.

The second part of the presentation will be on how the implementation process happened for expanding dual enrollment to all K programs. And then the third section will be dual enrollment in action. And so what we will be looking at is learning the process, the steps it takes, to help students become dual enrolled. And then we'll also discuss some common barriers, best practices and areas of growth.

And so we will have designated section slides, as like, hey any questions that happen after. But if there are questions along the way, please either raise your hand or put it in the chat, and we will try to address them as they come in. OK. All right. So for the first part who we are and how dual enrollment fits in.

So we are the North Santa Clara County consortium for adult education, and we are five schools. We have Fremont Union High School District Adult School, MVLA, Foothill College, Palo Alto, and De Anza. And MVLA is Mountain View Los Altos. And we are direct funded.

Here's our consortium model of work. We have four standard consortium teams, which is our leadership board, a director, our data team, and our transition support team. And we also have special projects which is CTE pathway and articulation team. So today, we're really going to be mostly focusing on our transition support team, which is the members that are in the room with me today, the team members with us today, and also maybe a teeny bit about the data team as well.

So the goal of our three-year plan. The goal of our consortium really is to help consortium members cooperate, coordinate, and collaborate in order to build, guide and support students through education and career pathways. So the bolded sections are the sections of our goal and our vision that we will be looking at today.

So when we first look at cooperate, coordinate and collaborate in order to meet these goals and help our students on the pathway, what does that really mean and what does that look like for us? So when we look at cooperation, basically, it's a low stake engagement. It's really basically sharing information. And this is when we have our job fairs and our resource event fairs. We have our college info sessions at the adult schools.

Coordination is a little bit higher stakes. It takes a little bit more planning and more resources are shared. This is our application workshops at the adult schools, our safe seats in our community college courses for our adult students.

And then when we go over to the collaboration, which is a higher stakes engagement. We share a common vision and resources and results are shared. And so this is our counseling five as an adult-only dual enrollment course. And it's also where we have high level adult ESL students getting into our CTE health pathway.

So all of these examples are going to be looked at later on in the session when we are looking at our best practices. Also too, there's a link that will be shared in the chat for the building sustainable collaborative partnerships. It is a CAEP training that's on the CAEP website, which is where this cooperation, coordination and collaboration model came from.

Thank you, Amanda Lee, for putting that in the chat. So back to our goal. So here, we've talked about the cooperate, coordinate, and collaborate really briefly. So let's just look at these pathways for a moment. And the reason why we're sharing this is to let you see how dual enrollment is really embedded in the way that we think about the work that we do. It's not just something that we do. Oh, we have this dual enrollment, and it's off to the side. It really is embedded in our philosophy as a consortium.

And so when we look at the student education journey map, this pathway map, really what we're trying to do is help students find the path, enter the path, stay on the path, and complete the path. And all these arrows that you see that move in between and helping students reach their goal, really is how we look at transitions or moving students from one part of the path or one goal to the next.

So when we think about these transitions, when we think about these lines that are happening in between these pathway points, we're really looking at-- oh, pardon me. Oh, jeez. How did that happen? I apologize. Just one second.

OK. So when we're looking at these squiggly lines that are going in between the pathway points, what we're really looking at is the types of transitions that we have in our consortium. So we have three main types of transitions. We have ESL and high school diploma GED students that are moving to post-secondary CTE that we offer at our adult schools. So this isn't even a movement into the colleges. This is just transitions and movements for students within our adult schools.

We also have adult school students transitioning to their colleges without dual enrollment. And then we have our dual enrollment between our adult school and our colleges. And that's really what we're focusing on today.

So why dual enrollment. So for us, dual enrollment is an equitable and accessible opportunity for students to enter college. It's available to all CAEP programs independent of high school diploma status. So this is really important. And this is the meat of this presentation today is that I would imagine for most of us in the room, when we think about CAEP students at the adult schools, most of them are ELL learners and ESL programs. Some of our adult schools don't have high school diploma programs.

And so having dual enrollment tied to having to be a high school diploma or a GED student really limits the accessibility and the availability to utilize dual enrollment. So that's what has expanded dual enrollment for our consortium is the fact that it was opened up to all CAEP programs. Within our consortium also, dual enrollment is open to all college courses. And we mostly focus on high school diploma GED, high level ESL, and CTE students.

So the three main ways students access dual enrollment in our consortium is through individual courses. So students just take individual courses there. They just have individual goals. A lot of these are high school diplomas, students utilizing to accelerate learning, earning their high school diploma, GED and post-secondary opportunities for our GED students and other GE courses. Or ESL students use it to explore other ESL opportunities and other GE courses, general education courses. So these are just individual courses that students take.

We also have saved seats, which we saw in our cooperation, collaboration, and coordination slide. We save seats in targeted pathway courses for our students to make sure that they're able to get in, because one of the barriers that you'll see later on is that dual enrollment students are in the eighth group for registration.

So sometimes courses close by the time they're able to register. So we save seats so that they're able to get into these courses. And a lot of those are in our K12 success/parent students who enter our early childhood education pathways. And then we also have our ESL summer bridge courses at Foothill that we save seats for.

And then we have our adult school only course. It's counseling 5 at De Anza. It's a closed course. It's only for our dual enrollment-- it's only for our adult school students. One of the members at the colleges who's on our transition support team teaches the course. And we also have embedded tutor and wraparound support for that course.

All right. So that's just a fundamental brief background and intro to our consortium and the philosophy of how we think about dual enrollment and how it's really embedded in the way we think about the work that we do.

So before we move on to the next section, are there any questions about this section? I don't see any. Were there any in the chat? Nope. Are the courses-- Yes, through dual enrollment. And Felisa, I don't know, do you want to take that question?

Felisa Vilaubi: Yeah I can take a couple of these actually. So for our dual enrollment students, they're considered special admits. And so their fees are waived. There are a couple of exceptions with that based on some particular visa restrictions. But for the most part, students have their fees completely waived. And so the course is free. It doesn't cover textbooks, but we've been able to work with the adult schools to find some funding for that situation.

The content for counseling 5 is kind of an intro to counseling class. We talk about the systems, how you use them, what it means to drop. So it's really an onboarding into college, which is why we have that as one of our fundamental examples of using it for dual enrollment before they start taking classes, as a fully embedded college student. Oh, there's so many questions.

Jenee Crayne: Yeah so, Shannon, we will be discussing that in the next section. Oh, is there ed code relating to opening it up to all CAEP? Yeah, that is the second section of the-- we will definitely dive into all of that. Felisa is going to give that information.

Felisa Vilaubi: If a student is about to end a program but has already been approved for dual enrollment, is the dual enrollment still good? Yes. So as long as the intention is that the student was enrolled at the same time, their adult school folks have signed off on it, and the form has been filed, they are considered an adult Ed dual enrollment student.

The next question is, does SB 554 allow colleges to offer ADE to all? ADE is adult dual enrollment? Is that what aid is to all CAEP? So we're going to talk a little bit about SB 554 in one of our sections as well. So I'll come back to SB 554 language, how do you fund the dual enrollment classes. Tiffany, do you have that answer? They've coded the same way as our special admits for our high school dual enrollment students. Tiffany, is there anything else you want to add to that?

Tifanny Rodriquez-tran: No. But yeah, as long as they're categorized as a dual enrollment through the dual enrollment form in the process, they're categorized as this regular, the funding is similar to the high school special admits. But I do want to make a note that when students apply.

And we go through the dual enrollment form. If they're not listed as a special admit adult student, then we change that so that they are listed as a special admit adult school student.

Speaker 1: I'm sorry. I was thinking more specifically about, do you have a set aside for FTFS, especially for dual enrollment for adult Ed? Or is it part of a larger dual enrollment fund for the colleges?

Felisa Vilaubi: Tiffany, do you have that answer? They get put in the same bucket as our dual, our special admits.

Speaker 1: OK, so nothing extra. It just you schedule and it's OK.

Felisa Vilaubi: Yeah. And for questions like that, we can actually probably do some more digging for you and get back to you if you want to put your contact information in the chat. Because we did have to figure those pieces out way back in the day when we first implemented this. So it does exist. I just don't know that I have any more specifics other than they're counted in the same bucket as our special admits.

Thank you very much. I'll put my info in the chat. Appreciate it.

Jenee Crayne: And then there was a question from David Woods just asking about how we help students fill out the forms. And we will go over that in section 3 in step by step detail.

Jenee Crayne: Yep. OK. So I think we can move on. I think,

Jenee Crayne: Oh, wait, Linda, you had your-- I know Linda had your hand up or--

Linda: Actually it was addressed already. Thank you. I appreciate it.

Jenee Crayne: Oh, yeah. Right on Linda. OK. And then need no. So this is another Linda asked, do ESL students need to be currently enrolled in an AHS, in a high school diploma equivalency program to qualify? No. And so that, Linda, is really the crux of this presentation is that they do not need to be tied to a high school diploma or an AHS, an equivalency program to be able to qualify for the dual enrollment.

Felisa Vilaubi: And then the last question that I'll address before we move on is that there's a question in chat about the colleges wanting to keep calling it concurrent enrollment versus dual enrollment. It has been my understanding that colleges have used those words interchangeably. And so the way that they implement that. It's really about making sure that they are just considered special admits so that they can have their fees waived and be considered the same way that our dual enrolled high school students get to be categorized.

And so sometimes that's concurrent enrollment, sometimes that's dual enrollment. That had been my understanding of the way that those have been used interchangeably.

Jenee Crayne: OK. Let's move on. OK. All right. Thanks for all the questions though, everybody, make the training more robust. So here we go. Next poll. Have you implemented dual enrollment for adult school students? I just wanted to see in the room where everyone is at with the dual enrollment.

Holly: Oh hold on one second. I'm having some issues with the poll. Here we go. Awesome.

Jenee Crayne: Thanks, Holly.

Holly: You're welcome.

Jenee Crayne: We're at about 65%. We'll give it another moment. I'm going to end the poll. Share results. OK. So this is great. We've got some people in the room who are offering many dual enrollment courses. We've got some that are offering some. We have a lot that are just getting started. And we've got a handful that have not started yet. OK, great. Can everyone see the results?

All right. Great. OK. All right. So this next section is really about the implementation. And our expert on that, Felisa, will be taking this one.

Felisa Vilaubi: Yeah, sure. There's also a question to clarify in the chat that I'd be happy to address really quick that says when referring to adult schools, are you referring to schools in the K12 system. Community colleges tend to refer to adult learners as non-credit students. So yeah, we've kind of got talked about this in our consortium about what's considered.

A CAEP student, and so those non-credit courses at the community college, would be considered that when we are talking about our dual enrollment setup that we have, it is specific for the adult schools that exist in the k-12 systems in our partners. So that was a good clarification question.

OK. So I'm going to talk a little bit about the implementation and how we got to do this. Part of the clarification in this is that I have previously worked in the adult schools and was a counselor for the adult schools for years before I came over to the community college.

And so if you want to go to the next slide, I think, we've got-- so way back in the day in 2015, we were really seeing this dual-enrollment issue and having adult school students not qualifying for dual enrollment but also not having a high school diploma or a GED and navigating systems and therefore not really being eligible for things like federal aid.

And we saw it as an equity issue. It was a really clear equity issue. And so I started trying to connect to our community colleges and asking the presidents and asking the board and the chancellors to consider our students as special admits. And I just kept getting pushback that said that was a state chancellor-level decision and that there was nothing they could do about it.

But in 2015, we attended the Coalition on Adult Basic Education in Denver, and we discovered through Santa Barbara City College and their adult school program that special admits is actually a local board decision. And who gets qualified for that is, again, a local board decision. And so we'll show you the ed code in that as well. But that was kind of a changing moment to give us the language we needed to push forward.

And then in 2017, our dean of language arts had actually then helped us create a position at the community college so that-- he was overseeing a counselor that was focused on adult schools. And so I had transitioned from the adult schools into the community college. And he helped us create an opening day presentation for the district, and that included a student panel, discussing their experiences with transitioning from adult school to community college.

It talked about some of the barriers. And it really sparked the workgroups and the collaboration on campus, because it was the first time we had invited the community colleges to be a part of it in an intentional way, where it was accessible to them, and not just having sent out invitations to meetings.

And then in 2019, we did another presentation for opening day for the district, and it focused on data and really talked about the opportunities that we had and the need for adult school students to be considered special admits. And at the time, our director was really instrumental in being strategic and invited our Chancellor and all of the board members.

And so our Chancellor and a couple of the board members showed up to that, and the presentation was really well received. And in fact, they kind of lit a fire under us and said, OK, so now go do this. This definitely needs to happen.

At the same time that was happening, you can go to the next slide, SB 554 came out in 2019. And so that helped have people's awareness of, oh there is conversation about adult school students being special admits. But the work we were doing was kind of outside of that. And so when that came out, it helped us. But it wasn't the justification that we were using at the time to implement a dual enrollment policy and board and board policy.

So we brought the proposal through shared governance at De Anza. We shared it with the stakeholders at Foothill. We got it to the board. And in January of 2020, the board voted to approve it. And it included all CAEP funded programs for eligibility. And then in 2020, after that, we met with admissions and records on both campuses to figure out how to implement that. What does it look like? What is the logistics?

Are we covered? If we're covering it to all of Cape funded? Who's going to fill it out? All of those pieces about how to implement it. We really spent a lot of time with both colleges figuring out how to get that done in 2020 after the board policy was approved.

Next slide. So here's the code that we used to really justify why this was specific to adult school students, and that we decided it was Cape funded, because the idea is really about the students that are utilizing the CAEP funded programs and not-- interest or community. And it was really about those CAEP funded.

So this Ed code says the governing board of a community college district may admit to any community college under its jurisdiction as a special part time or full time student in any session or term. Any student who is eligible to attend community college pursuant to section? And then those are the numbers. And so this became the big one that we really used.

And then the second one, if you want to go-- this is also the Ed code that we utilized. So it says the governing board of a school district which may determine which pupils would benefit from advanced scholastic or vocational work. The intent of this section is to provide educational enrichment opportunities for a limited number of eligible pupils, and so this also helped us think about ways to explain why adult Ed and dual enrollment was an equity issue. Oh, the slides aren't showing, apparently. Oh, is anyone else not seeing them?

Speaker 2: I'm seeing the slides. So the participant that cannot see them. I'll private chat you.

Felisa Vilaubi: OK. Perfect. Great. And then this is SB 554 that we have seen. This was approved in October of 2019. So by the time we had gotten to our board to get this approved in 2020, we did use this language. But this just kind of solidified it. It really wasn't the justification that we were using.

And so most of you, I think, have seen the language in the Senate Bill 554. But it does, in fact, authorize the governing board of a school district overseeing an adult education program or the governing board of a community college district to authorize adult school students and high school diploma or high school equivalency as special part time students.

I think Tiffany was going to take this, but I'm happy to do this, Tiffany, if you want me to. This was the form that we created. It was we created it to have it be across the district, which is something that I don't know if anyone works. In colleges, in districts that are more than one college.

It doesn't often happen where we have district wide consensus on many things. And so it was a big deal for us to have had this, be something that we created across the district as a way to verify if are they what's the Cape funded program that they're in, it addressed questions from enrollment services, from the colleges. We clearly walked through.

And it's modeled after our high school dual enrollment form as well. The differences really are that there isn't a parent signature, and that we have a representative from the adult school as the person instead of a specific counselor or admin at the high schools. Anything you want to add, Tiffany?

Tifanny Rodriquez-tran: No, not really. Essentially, this is similar to high school dual enrollment, except-- in the same way, this format, we really have to have people designated to accept the form and work really work really well with folks and admissions and things like that. But the form itself is rather straightforward and adopted from the high school one.

Jenee Crayne: Rhonda has a question. Is that a typo on my part for Senate Bill 554 and I did it 544?

Felisa Vilaubi: Yep.

Jenee Crayne: Yeah. So Rhonda that was my bad things for showing that. So everybody on this slide it's 554, not 544. Thank you.

Felisa Vilaubi: And then the form does have to be completed every quarter to verify that the student is in fact still enrolled in the adult school. So they do have to resubmit one every quarter that they want to be considered a dual enrollment student.

Tifanny Rodriquez-tran: Another question is, so the form has to be used every semester. And is there a verification of adult school enrollment. So we receive the form typically from the transition specialist at the adult school. So that's how we would verify that they're still attending.

Jenee Crayne: Jane we'll go over that in the next section. So are there any other questions for Felicia or Tiffany at this point?

OK. I think at this-- but Rick has a question. He says, you might get to this, but did all the board approval action mean you didn't need some adult Ed version of a CAEP agreement or were any separate MOUs? Or C CAEP? Sorry.

Felisa Vilaubi: Correct. Yeah we don't have a C CAEP for adult school dual enrollment because we have it as a board policy. Go ahead, Tiffany.

Tifanny Rodriquez-tran: So as the C CAEP dual enrollment coordinator over at De Anza, we do have a C CAEP partnership with the Fremont Union High school District that includes the Fremont Union, this adult school that we have. So we don't have any actual C CAEP classes with them, but doesn't mean that we might not have in the future. It's an easy change since we already have an existing C CAEP partnership with this district.

Felisa Vilaubi: But the adult Ed dual enrollment board policy was created separate from C CAEP agreements since there are no separate MOUs.

Jenee Crayne: It doesn't look like there's any other questions in the chat for this. OK. All right. So now we're at the point in time where we're going to look at dual enrollment in action. And we are going to be looking at the process of helping students become dual enrolled. We're going to look at our common barriers, our best practices and areas of growth.

So the process. So just going back and embedding this in our overall vision and the philosophy of the work that we do, this is the section where we really are looking at guide and support students through these pathways.

All right. So the process, Desirie is going to be leading the discussion on this section.

Desirie Torres: So the first step in the dual enrollment process is that the student has to apply to the college. So in this case, they either apply to Foothill or De Anza college. And it has to be in the same quarter that they want to take courses. We do have a best practices to support the student with the application. As many of, CC apply has like 127 questions on it. And so we try to guide the student through the application process. And it can take up to 10 days.

Then we go on to course selection where we help the students based on what their goals are for moving on to a community college course, and we help them figure out which classes they might be wanting to take. And with this is ESL placement tests that they might need to take in order to qualify for certain classes.

And if they want to further talk about their academic plan or goals, we help them to make appointments with the community college counselors at De Anza and Foothill, and they will help and guide the students with any of their specific community college course questions.

OK. And then the next step is we help the student fill out the form. So it's called dual enrollment special admit form. The one that we just showed. With my students, I use IK12. It's a workflow automation system and it works really well for my students. And then Palo Alto and MVLA, they actually use an Adobe link on the college website. And the form is pretty easy to use. It only takes a few minutes.

Jenee Crayne: And so before we move on, most of these steps 1, 2, and 3 are really done at the adult school. They're done with the adult school transition counselors and advisors. And then if there are roadblocks or running against some sort of wall or something, then that's when they reach out to the colleges. And then the colleges help answer specific student questions. So just as a heads up just to reiterate that this is still at the point in time. This work is being done at the adult schools.

Sripriya Kannan: Then the next step for is adult school approval. So we review the form. And as Desirie said that her school they use the IK12. And she signs to approve and then it's routed to the college. At Palo Alto and MVLA, we review the form on the Adobe link. And we signed to approve it, and then it automatically gets sent to the community colleges. An additional step we have with that is we take the Adobe form, the downloaded PDF, and we also send it directly to either Tiffany or Nury at Foothill to notify that we have submitted this dual enrollment form on behalf of the students. So they are also aware ahead of time that it's coming through.

Jenee Crayne: Sorry. I was looking at the chat. Next slide. Sorry.

Sripriya Kannan: Well, step 5 is it goes to the colleges. And I think the colleges could probably speak on this, but they have to approve the dual enrollment form, and it can take up to two weeks on the maximum. Tiffany has that been your experience?

Tifanny Rodriquez-tran: I'm sorry, what was the question?

Sripriya Kannan: Step 5 for the colleges to approve the dual enrollment.

Tifanny Rodriquez-tran: Yes. So on our side, I filter through the form first, as you said, that the forms from this transition specialist goes to me to approve, to look it over before I send it off to admissions. I reply back very quickly as does Nury for Foothill, but it can still take some time if it's not me or Nury. It could take still up to two weeks. Typically, it only takes a few days.

I want to talk about some of the internal barriers for college wide that might happen for when you are thinking about for your own dual enrollment processes at your school adult Ed, tagging the student. And if they're non residency, they haven't been here for a year, things like that, with all the fraud applications as well going through community college applications getting stuck.

So lifting those areas for the student because if they are special Ed, just like high school students, they don't have to be verify residency, things like that as much unless, there's that visa restriction that Felisa can talk about.

But in general, I look over the student. I look over the form. I look over, do they have an updated app? If there's fraud holds residency, then I would be the one to follow up internally with admissions and say, hey, this student is an adult Ed student. Dual enrollment, here's the form. Please process them as non-resident like special admit and lift the fraud hold, things like that.

And then just like high school dual enrollment, once the form is processed, the student can add into whichever course section they want to add for the class. Whereas I believe it's a little different over at Foothill.

Jenee Crayne: All right. We've got a couple questions in the chat. So Tim is asking, how are you marketing adult dual enrollment to students? Tim we'll get to that more specifically when we get into the best practices. And then Noah, is the enrollment process done through the semester or during specific months? We will address that a little bit more in the best practices. But Sripriya and Desirie, you both do it throughout the semester too. Correct?

Sripriya Kannan: Yes. Yeah.

Desirie Torres: Yeah. Go ahead.

Felisa Vilaubi: Just to clarify, we're also a quarter system. So there's a lot more opportunities for students to enter in. And so it does work pretty well for the adult schools to be able to support students throughout the year when it's their time and they're ready to transition. And so those things do happen per student need per quarter.

Jenee Crayne: But we will talk about that in more detail a little bit when we get to best practices. And then, Who supports the student with course selection in part 2? Rick is asking at the adult Ed. So when we go to step 2, help students course select.

Sripriya Kannan: Usually, I tend to meet with my students that do have a goal of going to community college and find out what their goals are, and we work through that as a starting point. If they need beyond that, I do make appointments with them with the community college counselors to further explore those goals.

Jenee Crayne: And then Audrey is asking, how are you choosing the student that is approved? Are there any best practices? Is there any support being provided for students to remain attendance at adult school while attending community college courses? I think we'll look at that when we get into the best practices. OK. Let's see. So here we are. OK. So then step 6.

Desirie Torres: So once we know the student is approved for dual enrollment, I reach out to the student and I have them meet with me, and I connect them to resources. I like to send out important dates at the college, make sure they have the technology that they need to get started. And then we do offer tutoring at my adult school, and so I connect them with the tutor.

And then another part of the process is that we want students to continue with dual enrollment. And so I meet with them quarterly so they can continue.

Jenee Crayne: OK. So that is the process. Before we move on to common barriers, are there any other questions about these six steps?

Felisa Vilaubi: I will just also add that one of the fun things about collaborating with the adult schools from the community college perspective is that in that six-step process, there's a lot of in-between that happens for the students. So it could be that Desirie is reaching out to me and saying, hey, we've got this specific question about pre-reqs for nursing. And then I'm happy to work with them and try to figure out what that looks like.

Or she's making an appointment with me with a student before they get there so they can have an understanding of what times are available for classes, or they need help trying to think through the guided self placement. All of those pieces, there's a lot of back and forth that happens when we're trying to work with students collectively, and that is an important piece of how that works.

We've also even had it where our adult school transition folks come to those appointments with their students to really help translate in between the different entities because there is quite a jump that happens from the adult schools into the community colleges.

Jenee Crayne: And then, yes, Rhonda, there is a unit CAEP. Is that 11--

Felisa Vilaubi: Yeah, it's 11 for our quarter system, and it's 6 for the summer.

Jenee Crayne: And so would that translate to semester as well or would that be different?

Felisa Vilaubi: So for us full time is 12 units. So it's less than full time. That's the understanding of it. I actually don't know how that would translate to semester, but ours parallels what the high schools can also take. That's how we decided on the unit count.

Jenee Crayne: OK. All right. And then yes, Megan it's interesting. Yeah, ability to benefit is on the agenda for our next leadership board meeting. So we are looking at that right now. So if anyone has any tips or insight on to how ability to benefit benefits their students, we're all ears.

OK, Yvonne. So you may cover this later, but what is the underlying funding mechanism for your non SB554-- hold on. Students under SB554 colleges are reimbursed by the California Community College Chancellor's Office. But how are you funding the additional students that benefit from your program? Felisa are you able to take this?

Felisa Vilaubi: Yeah, Tiffany and I were just talking about this. It's the same question that has now come up a couple of times. As far as we know, they are funded at the same way that our high school dual enrollment students are considered special admits. And that is as far as my understanding of how that works is. If you want specifics and how I can dig through and ask our admissions and records, if you put your contact information in the chat, we're going to do some more digging and look it up. But we have always just had it parallel, our high school dual enrollment special admit process.

Jenee Crayne: All right. And Karina said that Carrillo uses 11 units for their semesters. For everybody who's on the semester system, Carrillo uses 11 units. OK, great. All right. So now we're going to move on to the next section of our dual enrollment in action, which is our common barriers.

Sripriya Kannan: Well, one of the more common barrier between the two, it's the different processes that the two colleges have. So they have, as we said earlier, that they have-- so we use a Adobe link through our Palo Alto. And in Foothill that Adobe link is initiated by the student. And at De Anza that's initiated by the counselor. So it's a matter of coordinating, making sure that the process of the form gets channeled the correct way. And that the students understand this process.

And another one is that the quarters and breaks don't align necessarily with the adult school timing. So we have to make sure that we get our dual enrollments in prior to the start of the community college timings.

Desirie Torres: Another barrier that I mentioned earlier is the application. There's a lot of institutional language in the application, so some students may not understand how to fill it out. And other things that I've seen with our students is applying for the wrong quarter. So they do have to apply. The first time they apply, they have to apply for the quarter that they want to attend.

And so sometimes students will be in a workshop, and they'll accidentally just select the wrong quarter. And so that does pause the process. Also applying to the wrong college. So they want to go to De Anza but somehow they apply to Foothill. So little things like that we just have to double check with the student to make sure they're supported.

And then sometimes they'll do the CCCApply account, create the account but not actually apply to the college. And then for those of you that are familiar with ID.me, it's difficult. And so it's been a challenge this school year for students to verify their identity. So that's another way that students-- it's another barrier for students.

Sripriya Kannan: So another major barrier are account issues. We need to communicate with the colleges if there's account holds such as fraud, any residency reclassification that needs to happen if an incorrect visa was identified along those lines. If the colleges can't find the CW ID to match up with the student, or if there's a visa restriction.

Jenee Crayne: Sorry. OK. All right.

Sripriya Kannan: Some other common barriers are registration. Sometimes at De Anza, the students need to wait for-- their dual enrollment gets approved, and then they have to wait for their registration turn. And then they add the class into their portal.

And sometimes the students do that before it's their time. And that negates the dual enrollment and incurs a fee. So we have to backtrack and make sure that the students understand that they have to wait. So in that the adult school students tend to have the last group to register. So that's usually group 8.

And at De Anza, you have to register for two consecutive quarters to continue with your dual enrollment status. And maybe you might move up in your registration group at that point. And at Foothill, you tend to remain in group 8 as far as an adult school to register for a class. And with that, what happens is that many classes tend to fill up before our students have a chance to register for their class.

Jenee Crayne: And then that's where, for certain classes, we do the save seats to help mitigate that situation.

Sripriya Kannan: Yeah, I was going to say, many times if they remain on the wait list patiently, they can eventually get the class that they want.

Jenee Crayne: And then data barrier that we have is really being able to track adult school students at Foothill De Anza more effectively and in real time. So our data team is really working on trying to be able to track our students. Right now we use internal spreadsheets, but they have their limits for scalability. So data is always a point of need. And a lot of the times, there's barriers that are included in that.

Sripriya Kannan: And then just general navigation of the college system, some of our students, it's their first time in college. So recommending that they take start out with one class to make sure that they continue and remain successful in the community college arena. And navigating the college system in general as far as when they select a class to able to identify the prerequisites that they meet those prerequisites prior to entering or registering for the class.

Jenee Crayne: All right. There's questions. And also too, as we did the poll, there are a lot of people in the room who are doing, utilizing dual enrollment at their agencies and within their consortium. So if you have other common barriers or best practices, as we go along, you can please feel free to enter them into the chat so that we can all learn from each other.

All right. So before we move on, are there any other questions about common barriers? OK. Hold on. I got Linda. Do you have systems in place to make sure students complete their college courses is successfully? So we'll talk about that a little bit in best practices, but that's also always part of areas of growth as well.

All right. So here we go. Dual enrollment in action best practices. So when we are looking at our best practices, we're going to break it down into these four sections, best practices for our transition support team, at the adult school, at the colleges, and then data.

OK. So best practices at the transit for the transition support team. So right now something that we have gotten to is that we have a good level of representation of roles in the transition support team. So we have outreach coordinators, counselors, advisors, all from the adult schools and the colleges. And as you've heard and you know, Felisa pointed this out, is that the reason why this all works is because of the transition support team.

I always say the leadership board is the brains of the consortium, and the transition support team is the heart of the consortium. And so it's because of having the right people in the room that allows this dual enrollment process to really thrive. And so we have our monthly meetings. We have monthly meetings with our full team, which includes adult schools and colleges. And then we also have a monthly meeting that's just with the adult school team.

And we meet before the full team to prep, talk about things that are just adult school, situational and then prep for the full team. And then we meet as a full team. After that, we have a shared Google Calendar, which we put our holidays, our busy times, where we schedule all of our events, our testing, our meetings so that we have a common place to be able to all come back to, to be able to really get an overview of the work that we're doing.

And then also to someone else's point about do we offer, the recruitment and the dual enrollment throughout the full semesters or throughout the year, if you're on a semester or we're on quarters. But what we did do is that we identified main transition times. So the December, June for the adult schools to college. So a lot of, as you'll see, the best practices of the outreach that we do and opportunity exploration events are sort of planned backwards from those two main transition times.

And then we also have a shared dual enrollment tracking spreadsheets. We have a couple of those. We'll just share one right here. This is for our counseling 5. So we've removed the student info here. But basically, this is shared with the team where we're able to put the course information.

So this is for counseling 5 for this year. And actually we're moving counseling 5. It used to be late start spring course. But we're trying it summer session 1 this year for the first time. So we'll see how that goes. So we have this spreadsheet. It has all the information. The teacher who's going to teach this, Christian who is on it. And so we're able to say like, oh, the dual enrollment form has been submitted. Are there any issues with it? Are they registered? And so this is really helpful for us to be able to keep track of the work that we're doing.