Breaking Down Silos: Increased collaboration among secondary schools, colleges and government are key to student success

EEP Guide to Ohio’s New Graduation Requirements, PART 4. A guest post by Dr. Trista S. Linden-Warren.

Last week, a public radio initiative out of Boston, On Campus, reported on Ohio’s progress increasing access to college in high school, also known as early college or dual enrollment. About a quarter of Ohio high school students have indicated interest in the state’s program to support college in high school, College Credit Plus, putting Ohio on track to reap some of the benefits national research attributes to college in high school. Those include increased high school completion rates and improved rates of credential attainment, not to mention increased college completion. Still, as noted in the On Campus report, making the most of College Credit Plus requires unprecedented collaboration among high schools, colleges, government and community partners. That’s why Dr. Trista S. Linden-Warren’s account of new conversations among state leadership and local leadership in Mahoning County is so relevant, and presented here as Part 4 of our EEP Guide to Ohio’s New Graduation Requirements.

On Wednesday, March 22, 2017, I had the opportunity to join Mahoning Valley Early College Design Teams (Canfield and Austintown Fitch) and Youngstown State University in a Secondary School Roundtable discussion with Dr. Larisa Harper, State of Ohio Higher Education’s College Credit Plus Director. Lakeview Local High School was also present. The topics of consideration included best practices, innovative partnerships, cost-saving strategies, and creative course pathways. It was impressive to see Mahoning Valley schools sharing best and promising practices in college and career readiness.

YSU’s Assistant Director, Metro Credit/College Credit Plus, Sharon Schroeder, facilitated the conversation and all representatives were eager and energetic to provide collaborative feedback. As the vibrant discussion began, an overview of Mahoning Valley’s innovative college readiness practices was shared including pathway creation, communication with students and parents, establishment of Business Advisory Councils, and the deepening involvement of higher education in secondary schools to better prepare students for college and career. Participants also shared thoughts on the needs of school counselors at both the higher education and secondary levels.

I was genuinely impressed by the deep conversation and clear focus of the participants on the best ways to meet the needs of Ohio’s kids. Board policy, social and emotional needs of students, the cost of education, sharing of funds, abundance of resources vs. lack of resources, success rates of students, district report cards, longitudinal data, and a change in graduation requirements to include a College and Career ready course as a requirement mandated by the Ohio Department of Education (acknowledging the differences in district board policies) all emerged as passionate subject matter during the roundtable discussion. Dr. Harper earnestly took note of both the positives and challenges of Ohio’s current system and plans to share the information with her team.

College Credit Plus has positive impact on education and workplace

The roundtable ended with an examination of the positive impacts College Credit Plus has on educational and workplace environments. One of the most important aspects of the day was that we are now breaking silos by embracing cross-system communication focused on student success. In addition, leaders noticed:

  • an increase in ACT engagement at an earlier stage;
  • there appears to be more rigor in courses at the high school level;
  • students are asking more questions about college at an earlier stage; and
  • business and industry/chambers of commerce are partnering with educational entities to aid in preparing students for their future career successes.

Although it’s too early for meaningful measurement of the success of College Credit Plus, these observations by practitioners indicate that participating schools are on the right path. Close collaboration among all stakeholders, focused on students’ success, will help achieve the positive outcomes we know are possible so all youth thrive in school and beyond.

Dr. Trista Linden-Warren  is the project manager for the Mahoning Valley Prepared for Success initiative, an Ohio Straight A funded project. She is also an innovation specialist at EnvisionEdPlus.

Read more of the EnvisionEdPlus Guide to Ohio’s New Graduation Requirements:

Part 1: Ohio’s Graduation Requirements are Right for Kids

Part 2: How to Infuse Industry Credentials in Traditional High Schools

Part 3: ODE Analysis Shows Most of Class of 2018 on the Way to Graduation


Our Courses

Image Course Description Price Created On Last Updated On categories_ID
Supporting Families (Level 1) Consider the differences between engaging and supporting eight types of parents or family members you might encounter. Reflect on your past experiences with each of those types. Create and implement an action plan to improve your support for families who need it. 0.00 2020/07/17 2022/03/24 6
STEAMing Up Literacy (Level 1) The content in this course is designed to begin your understanding of STEAM integration (design thinking) and apply this knowledge to your own classroom. You will have the opportunity to implement a mini lesson and receive feedback about your lesson. Two “office hours” will be available to chat with the instructor and others enrolled in this course. 0.00 2021/01/09 2022/03/24 5
Trauma Brain (Level 1) The brain is constantly changing and molding in response to the environment. These changes impact student learning. This is especially true in terms of trauma. This training is designed to help participants learn what goes on in the brain and how they can set up a learning environment for each of the students in their class. 0.00 2021/01/30 2022/03/24 4
STEAMing Up Literacy (Level 2) The content in this course is designed to begin your understanding of Problem Based Learning(PBL) and apply this knowledge to your own classroom. You will have the opportunity to implement a mini lesson and receive feedback about your lesson. 0.00 2021/02/23 2022/03/24 5
High Quality Literacy Instruction (Level 1 & 2) Core content includes an overview of Ohio’s Plan to Raise Literacy Achievement, evidence-based literacy practices, and resources and tools for literacy instruction. Participants will create, implement and improve two classroom-based literacy strategies (in-person, blended or remote). 0.00 2021/02/23 2022/03/24 5
Supporting Families (Level 2) In Engaging Families Through Support - Level 1, you learned about eight types of parents/caregivers and reflected on your past experiences with each type, culminating in a plan to better engage specific types as partners in their children's education. During this 8-hour asynchronous course you will delve deeper in your understanding of the eight types of parents/caregivers by speaking with individual family members you work with, discovering what they need from you and your program, and implementing an action plan informed by the actual families you serve. Doing so will give you sustainable skills and strategies to build stronger family engagement year after year. 0.00 2021/03/07 2022/03/30 6
Differentiated & Engaged Instruction (Level 1) Differentiation is effective instruction that is responsive to the learner’s preferences, interests and their readiness. It could be explained as a framework for thinking about your teaching and your student’s learning. This course discusses differentiation as an effective teaching tool. Included are many resources and strategies to help meet the learning needs of each student. Participants will learn through various articles, videos, examples, strategies and resources to adapt lessons to meet the needs of each student in their classrooms. 0.00 2021/03/18 2022/03/24 5
Trauma Brain (Level 2) This course gives an advanced understanding of the brain. including differences between “active” and “relational” based brains, trauma-related behaviors, and strategies to reach and teach trauma-impacted students so that they can re-engage in learning. Participants will learn about the range of thinking that a brain does, explore how students fit into the range of thinking, and discover healthy ways of engaging the full range of thinking. 0.00 2021/05/31 2022/03/24 4
Differentiated & Engaged Instruction (Level 2) This 8-hour, self-paced course is facilitated by Laurie Trotter, an EnvisionEdPlus Instructional Specialist. The course explores advanced differentiation as an effective instructional method that is responsive to the learner’s preferences and interests. Create, implement, and improve a lesson plan to engage all learners. Participants will learn through various articles, videos, examples, strategies, and resources to be able to be proficient in starting to adapt lessons to meet all needs of students in their classroom. Prerequisite: Differentiated and Engaged Instruction (Bronze Badge). 0.00 2021/05/31 2022/03/24 5
Creativity Belongs in the Classroom (Level 1) Encourage lifelong learning, improve focus, reduce anxiety and enhance thinking in your classroom or program. Creativity is a learned and trained process for getting the most out of higher level thinking and problem solving of your students. Learn how to embed creativity easily into your lessons, using strategies that will help unlock your students ability to be innovative thinkers and problem solvers. This course is appropriate for anyone who works with youth and also satisfies the HQPD Gifted competencies of A, B, and D. 0.00 2022/01/14 2022/04/10 5

Want to stay updated with Envision Ed?

Reach out to our Team. 

Join Our Newsletter.

Have specific interests?(Required)

Related Blogs

FREE Training to Support Positive Behavior in and Out of School

Supporting the TikTok Generation on Their Career Exploration

High School Students Should take on an Internship, Here’s Why.