Postsecondary Partnerships Toolkit This document contains tools to help your YouthBuild program select and develop a relationship with an appropriate postsecondary partner, develop a Memorandum of Understanding (MOU), and strengthen and expand partnership goals and activities. The tools in the document are organized according to three key phases of postsecondary partnership development. These phases are outlined in the figure below: Phases for Developing a Successful Postsecondary Partnership

Phase 1: Getting Started

-Assess potential PSE* partner(s) -Engage partners and create buy-in -Explore opportunities

Phase 2: Develop MOU

Phase 3: Implement Deepen And Expand

-Develop MOU

-Strengthen and refine partnership -Engage additional Postsecondary partners

* PSE: Postsecondary Education

Table of Contents PHASE 1: GETTING STARTED Tool A: Assessing Potential Postsecondary Partners……………………………………………….……3-4 Tool B: Engaging Postsecondary Services/Support Staff …………………………………………...….5-6 Tool C: Making the Case to Postsecondary Partners………………………………………………..……..7 PHASE 2: DEVELOPING THE MOU Tool D: Basic MOU Checklist …………………………………………………………………………....9 Tool E: Element by Element MOU Guide ……………………………………………………..………..10 Tool F: Sample MOU………………………………………………………….………………..…….11-13 Tool G: Online Toolkit ……………………………………………………………………………….…14 PHASE 3: DEEPEN AND EXPAND Tool E: Exploring additional opportunities……………………………………………………………..15 Should you have any questions about this toolkit or have suggestions for its improvement, please contact Krista Sabados, YouthBuild USA’s Education Resource Manager, at [email protected]. MOU Tools and Resources 1

PHASE ONE: GETTING STARTED TOOL A: Assessing Potential Postsecondary Partners When identifying appropriate postsecondary partners, there are key elements that your YouthBuild program should look for to ensure that YouthBuild students are appropriately supported through their postsecondary experiences. The below rubric can be used to help you identify opportunities and student support services currently offered by the postsecondary institution that can uniquely support YouthBuild alumni through postsecondary completion. Further, this rubric may help you identify gaps in available resources at the postsecondary institution so that your YouthBuild program can proceed to 1) work with the partner to develop/enhance these resources 2) provide these services directly or 3) identify outside agencies equipped to provide students with appropriate assistance. Key Characteristic

Questions to consider:

Commitment Toward Nontraditional Students

Can the institution provide real evidence of a strong and consistent institutional commitment at all levels to work with non-traditional students?

Promising Career Preparation

Does the institution offer degree and credential programs that effectively relate to student interests and job market trends? Does the institution have a strong connection with employers? Can the institution demonstrate a record of success i.e. high retention, job placement and advancement rates with students in specific degree/credential programs within high-demand career fields?

Demonstrated Student Success

Strong Student Supports

Does the institution have a track record of positive outcomes (including progression and completion rates) for low-income students and evidence of the ability to track and improve these results?

Positive Indicators/Sources of Evidence

Notes

Non-traditional student anecdotes Anecdotes of former YouthBuild students currently enrolled in the postsecondary institution. Completion and retention rates for non-traditional students Job placement for nontraditional students Non-traditional student support groups On-campus supports for students of color and first generation college students Presence of Summer Bridge programs and other transition services Employer survey Course catalog Faculty interviews

Non-traditional student anecdotes Completion and retention rates for non-traditional students Job placement for nontraditional students Longitudinal completion and retention rates for nontraditional students

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Key Characteristic

Questions to consider:

Willingness to enter Formal Agreements:

Does the institution provide readily accessible social, emotional, academic, financial aid and career support services/staff members?

Sharing Staffing Opportunities

Would the institution provide a point person to coordinate services for YouthBuild graduates?

Strong Transfer Support

Does the institution provide appropriate opportunities and supports for those students who want to transfer to a four –year college/university?

Willingness to Enter into a Is the institution willing to enter into formal agreements (Memorandum of Formal Agreement

Innovative Teaching

Leadership Development Opportunities

Opportunities for GED earners

Understanding, Articulation Agreement, Data Sharing Agreement) which inform and sustain mutually accountable partnerships? Does the institution and its faculty create learning environments and use teaching strategies which promote success for YouthBuild graduates? Does the institution provide opportunities for YouthBuild graduates to expand their leadership development through service opportunities, service-learning and other activities? Will the institution or its governing body immediately admit GED earners with no credit penalty or must GED earners enroll in a preparatory postsecondary program prior to enrolling at the institution?

Positive Indicators/Sources of Evidence

Notes

Non-traditional student support groups TRiO program Student anecdotes Willingness to co-hire postsecondary support staff Willingness to develop collocation agreement Strong partnership with fouryear college or university Clearly articulated transfer guidelines Availability of transfer support services Reads as partnership agreement rather than contract

Student anecdotes Classroom observations Presence of student learning communities Credit for community service Community service opportunities Work Study awards for community serviced Institutional bylaws

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TOOL B: Navigating the Postsecondary Landscape Student Support Services/Staff Many postsecondary institutions house student service offices, staff, and faculty that offer a number of supports that can help students successfully finance their education, plan their postsecondary and career journey, receive personalized tutoring and academic and personal counseling. While the specific structures for delivering student support services varies widely across postsecondary institutions, the following rubric provides a snapshot of some key student service offices/ staff that YouthBuild programs should consider engaging to offer students support and assistance before and during their postsecondary experience. While many of these programs already offer supports that are readily available to the general student population (or students meeting specific criteria), it is possible that YouthBuild programs can collaborate with these offices to offer more proactive access to YouthBuild students and/or additional opportunities to meet their needs. We strongly recommend that you engage as many student support services as possible to improve students’ access to appropriate high quality resources. Office/student service/faculty Financial Aid Office

How services can potentially assist current and former YouthBuild students and YouthBuild programs Provides students with information and support needed to successfully complete the FAFSA and apply for additional student aid. May offer resources and information to help students develop financial literacy and fiscal planning skills.

Educational Opportunity Centers (TRiO program)*

Provides counseling and information on college admissions to low-income adults. Provides services to improve the financial and economic literacy of participants and help adults become aware of financial aid options.

Student Support Services (Trio program)*

Provides academic tutoring, academic and financial aid counseling, and transfer support.

Vocational Education

Some programs also provide personal and career counseling, opportunities for students to engage in cultural events, housing assistance for former foster-care youth, and mentoring opportunities. Provides coursework/academic programs by which students can

Questions YouthBuild programs may want to ask while developing a partnership. What types of supports are offered to potential students? Tax preparation services Financial Aid workshops One-on-one counseling sessions Would financial aid administrators be willing to provide information sessions/ personalized counseling to YouthBuild students? What specific types of supports are offered to students? Do YouthBuild students qualify to receive pre- and post-enrollment support? Would they be willing to develop/provide workshops specifically for YouthBuild students? What are the eligibility requirements for students to become enrolled in this program? What are the range of services are students can access? And can/should these services be coordinated as a YouthBuild cohort or within larger cohort of Trio-eligible students? Are there available dual credit opportunities for current

Examples of YouthBuild programs successfully engaging with these PSE support services Massasoit Community College financial aid counselors visit the YouthBuild Brockton program to assist students with their financial aid applications during financial aid workshops.

YouthBuild Philadelphia successfully engaged TRiOfunded student support services to offer a range of academic and non-cognitive supports to YouthBuild Philly students and alumni.

YouthBuild McLean County worked with a Heartland Community College program called “Project Rise” to design and offer a YouthBuild-specific summer bridge program titled “Skills for the Future”.

YouthBuild Columbus Community School has worked

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Office/student service/faculty Departments

How services can potentially assist current and former YouthBuild students and YouthBuild programs earn vocation-related credentials/credits

Questions YouthBuild programs may want to ask while developing a partnership. YouthBuild students to earn credit for work completed during YouthBuild? Would they be willing to partner in developing and providing these opportunities? Are they partnering with employers in ways that improve career exposure and placement opportunities for students/graduates? Do YouthBuild students have access to internship opportunities? Would they be willing to provide dedicated academic counseling staff to advise and support all YouthBuild students?

Academic Counseling

Provides academic and financial aid counseling, transfer support, and long-term education and career planning.

Career Services

Provides students with career counseling, library and internet career information.

Supplemental instruction and/or academic resource centers (tutoring)

Offers a range of tutoring and academic support services.

How can current YouthBuild students and graduates most consistently access career services resources? What is the range of tutoring and academic support services available and how/where can YouthBuild students and graduates best access these resources?

Developmental education faculty

Provide developmental education instruction that meets the learning styles and needs of YouthBuild students.

Would they be willing to work with YouthBuild program to develop curricular alignment? How, when and where?

Help align instructional practice of YouthBuild instructors with academic expectations of the college.

Would they be willing to explore the possibility of providing additional proactive academic supports to former and current YouthBuild students?

Examples of YouthBuild programs successfully engaging with these PSE support services with Columbus State Community College to develop and offer State Trained Nursing Assistant courses so that students earn Certified Nursing Assistant Certification while receiving college credit. Many YouthBuild programs are working with community college partners to award college credits for completion of National Center for Construction Education and Research (NCCER) modules. Students at Operation Fresh Start all engage with a college counselor at Madison Area College who is also in close contact with YouthBuild staff to ensure students’ needs and challenges are met. Metro Atlanta YouthBuild is exploring ways for Atlanta Metro Community College to provide career counseling. Portland Youth Build students and graduates access tutoring and a broad range of academic support from Portland Community College before and after enrolling in the college. Math and English instructors at Columbus State Community College observed YouthBuild’s academic instruction and developed an extensive alignment report.

TRiO support services are not available at all colleges. Go to http://www.fsa4counselors.ed.gov/clcf/attachments/TRIOMailingFSADec04.xls to determine if your potential postsecondary partner offers TriO programs.

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PHASE ONE: GETTING STARTED TOOL C: Making the Case to Postsecondary Partners Successful par tner ships, in par t, r est on whether both par ties genuinely benefit fr om the engagement. Ther efor e, it is impor tant that YouthBuild progr ams highlight to P SE par tner s the possible benefits of engaging in a mutual par tner ship. Following ar e key benefits to highlight dur ing your conver sations with potential postsecondar y par tner s:

 Students will have participated in extensive leadership development and service opportunities throughout their YouthBuild experience, which will add considerable depth to any postsecondary setting;  Many YouthBuild students have overcome challenges in their lives and most all have made the commitment to re-engage in school after previously leaving high school. The diversity of these experiences and the resiliency of YouthBuild graduates will enrich the learning environment of any institution;  Many YouthBuild students have access to additional financial resources. Graduates from the participating programs earn Segal AmeriCorps Education Awards of up to $ 2 ,3 0 0 that can go toward postsecondary education expenses in return for their community service. Graduates from participating programs are also eligible to participate in the Individual Development Account (IDA) program. If a participant saves $ 8 0 0 , YouthBuild can match that amount 5 :1 , resulting in a total of $ 4 ,8 00 that students can use to pay for college;

 Many YouthBuild programs participate in an active national network of YouthBuild programs with access to related technical assistance, tools, resources and funding opportunities to support the development and implementation of meaningful postsecondary pathways for YouthBuild students and graduates.

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PHASE TWO: DEVELOPING THE MOU Upon selecting an appropriate postsecondary partner and discussing the ways in which you can work together to provide supports to YouthBuild students and alumni, you are strongly encouraged to collaborate with the postsecondary institution to develop a Memorandum of Understanding (MOU). An MOU is a formal written agreement outlining roles and responsibilities of your YouthBuild program and the postsecondary institution. Please note that MOUs should reflect the unique context of each partnership between YouthBuild programs and respective postsecondary institutions. The capacity of YouthBuild programs and their postsecondary partners, the most pressing needs facing students within each postsecondary environment, and overall efforts and resources available to support low-income students at the postsecondary institution will fundamentally shape the development and implementation of each MOU. In addition, please note that establishing MOUs with postsecondary institutions represents a promising beginning for partnership work but not a sufficient end point. The successful implementation of the roles and responsibilities outlined in the MOU agreement presents an important ongoing scope of work. This ongoing review process will result in periodic revisions, renewals and recommitments to MOUs.

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PHASE TWO: DEVELOPING THE MOU TOOL D: Basic MOU Checklist While YouthBuild and community college partner agreements should vary according to each institution’s unique needs and contexts, all MOUs should have key basic components. While developing your MOU in collaboration with your postsecondary, consider the following checklist: Key component

Yes Not Yet

Does the MOU highlight the goals and mission of both parties?

 

Does the MOU outline the intended objectives and outcomes of the partnership? Does the agreement identify specifics of target audience served by partnership?









Does the agreement describe the roles and responsibilities of each partner org. /institution? (see Table 2 for details) Does the agreement States the duration and timeline for reviewing agreement?









Does the agreement require names and signatures from both parties?





Comments/Revisions

NOTES: _____________________________________________________________________________ _____________________________________________________________________________ _____________________________________________________________________________ _____________________________________________________________________________ _____________________________________________________________________________ _____________________________________________________________________________ _____________________________________________________________________________ _____________________________________________________________________________ _____________________________________________________________________________ _____________________________________________________________________________ _____________________________________________________________________________ _____________________________________________________________________________ _____________________________________________________________________________ _____________________________________________________________________________

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PHASE TWO: DEVELOPING THE MOU TOOL E: Element by Element MOU Guide The following checklist outlines specific roles and responsibilities potentially addressed in an MOU that include, but are not limited to, the following: Element of an MOU  Terms for students accessing dual enrollment and institutions awarding related credits (partners sometimes commit to these terms in separate articulation agreements)  Conditions for using and accessing postsecondary facilities, space, resources, etc.;

 Structures for supporting continued interaction and collaborative decision-making by representatives from both partners  Assurances for fulfilling related financial obligations and pursuing sustainable funding to support a full scope of ongoing partnership work

Rationale Dual credit courses provide momentum to graduates entering postsecondary schooling, increasing their likelihood of completion

Holding follow-up and graduate support meetings on PS campus is less disruptive to grads’ schedules Grads more likely to attend oncampus YB support meetings Securing dedicated space on PS campus gives YB better recognition and credibility on campus Creates structure for shared mission and accountability, making PSE Initiative more sustainable Helps establish better curricular alignment between YB programs and PS institutions Creates structure for shared mission and accountability Provides assurance of long-term commitment Incentivizes productive partnership

Potential Challenges Institutional or governing board policies that may prevent or delay the awarding of postsecondary credit to GED earners

Limited space at PS campus

Establishing an institutionally recognized agreement, rather than an individually recognized agreement

Many PS institutions having difficulty raising funds for existing programs

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PHASE TWO: DEVELOPING THE MOU TOOL F: MOU Sample The following MOU sample agreement reflects language developed by participating PSE sites and their partners. You may use this sample as a reference while you develop agreements outlining the roles and responsibilities of your program and your partnering postsecondary institution. However, please note that this document is intended only to aid your discussions and planning. MOUs are legal documents that must be developed and ratified based on specific needs and available resources of your local site and postsecondary partner.

MOU Sample Memorandum of Understanding “Alternative High School” and “Post Secondary Institution” for Pathways to Success I.

Mission The mission of Alternative High School is to: Help participants to become self-sufficient contributing members of the community by providing an opportunity to gain employment, training, education, independent living skills and a chance to serve their community. This new initiative, Pathways to Success, seeks to assist Alternative High School young people to enroll in and complete post-secondary credentials that link to their career interests and provides a family-sustaining wage. The mission of Post Secondary Institution is to: Provide accessible, high quality instruction and technical experience to meet the needs of its students, community, and area employers. It provides a comprehensive curriculum of technical, liberal arts and sciences, adult basic education and continuing education, as well as customized training for employers. The college awards associate degrees, technical diplomas and certificates and offers classes that transfer to four-year degree programs. Together, Alternative High School and POST SECONDARY INSTITUTION enter into this Memorandum of Understanding to: Mutually promote ALTERNATIVE HIGH SCHOOL young people to enroll in and complete postsecondary credentials. Accordingly, ALTERNATIVE HIGH SCHOOL and POST SECONDARY INSTITUTION, operating under this Memorandum of Understanding agree as follows:

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MOU Sample (cont.) II.

Purpose and Scope ALTERNATIVE HIGH SCHOOL and POST SECONDARY INSTITUTION are hoping to increase the enrollment into and completion of post-secondary credential programming by ALTERNATIVE HIGH SCHOOL graduates. The two organizations believe that credentials will lead to ALTERNATIVE HIGH SCHOOL young people securing employment with family-sustaining wages that will assist the graduates in moving out of poverty. Our target population for this partnership, will be very low income young people, ages 16-24, who dropped out of school or are at alternative high school programming designed for at-risk youth or youth with special needs. Over 50% of the young people will be/or have been involved in the criminal justice system. All of the young people will be participants in the ALTERNATIVE HIGH SCHOOL/YouthBuild program.

III.

Responsibilities Contact and activities coordinators: Alternative High School Graduate Services Coordinator 0000 High School Street Sometown, CA 903331 555-555-4721 Post Secondary Institution Director of Grants and Special Projects POST SECONDARY INSTITUTION 0000 College Street Sometown, CA 90333 555-555-6073 The organizations agree to the following tasks for this Memorandum of Understanding. Post Secondary Institution will: provide career counseling provide financial aid counseling administer COMPASS Placement Tests to cohort arrange campus visits administer career testing arrange in-kind meeting space at POST SECONDARY INSTITUTION for ALTERNATIVE HIGH SCHOOL student cohort meetings with graduate services staff assign POST SECONDARY INSTITUTION staff person to coordinate mentoring services for ALTERNATIVE HIGH SCHOOL/POST SECONDARY INSTITUTION students (staff person’s time will be reimbursed up to $12,000 per year from Pathways to Success Grant) provide joint advising to students in concert with ALTERNATIVE HIGH SCHOOL staff assist in job placement at completion of course work/credentialing

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MOU Sample (cont.) Alternative High School will: enroll students in the “College Success” course refer students to POST SECONDARY INSTITUTION for career and financial aid counseling graduate services counselor will coordinate services with POST SECONDARY INSTITUTION staff, i.e. career counselor, financial aid counselor, and mentor coordinator in addition to class instructors provide education backgrounds on ALTERNATIVE HIGH SCHOOL participants arrange for POST SECONDARY INSTITUTION tours provide meeting space for POST SECONDARY INSTITUTION services provided at ALTERNATIVE HIGH SCHOOL coordinate ALTERNATIVE HIGH SCHOOL student volunteer activities with POST SECONDARY INSTITUTION volunteer opportunities assist POST SECONDARY INSTITUTION in co-enrolling ALTERNATIVE HIGH SCHOOL students in TRIO facilitate quarterly progress sessions with POST SECONDARY INSTITUTION staff IV.

Terms of Understanding The term of this Memorandum of Understanding is for a period of October 1, 2008 through September 30, 2011 and may be extended upon written mutual agreement. It shall be reviewed at least annually to ensure that it is fulfilling its purpose and to make necessary revisions. Either organization may terminate this Memorandum of Understanding upon thirty (30) days written notice without penalties or liabilities. Authorization The signing of this Memorandum of Understanding is not a formal undertaking. It implies that the signatories will strive to reach to the best of their ability, the objectives stated in the Memorandum of Understanding. On behalf of the organization I represent, I wish to sign this Memorandum of Understanding and contribute to its further development.

Alternative High School ________________________________________________________________________ Name: Date Title: Executive Director Post Secondary Institution _________________________________________________________________________ Name: Date Title:

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PHASE TWO: DEVELOPING THE MOU TOOL G: Online Toolkit Early College High Schools (ECHS) Guide to MOUs and Articulations Agreements www.earlycolleges.org/Downloads/MOUs.pdf ECHS has created a resource kit to help schools develop and negotiate MOUs and articulation agreements with colleges and technical programs. The kit provides sample MOUs and articulations agreements that your YouthBuild program may adapt to its specific needs.

NOTES: _____________________________________________________________________________ _____________________________________________________________________________ _____________________________________________________________________________ _____________________________________________________________________________ _____________________________________________________________________________ _____________________________________________________________________________ _____________________________________________________________________________ _____________________________________________________________________________ _____________________________________________________________________________ _____________________________________________________________________________ _____________________________________________________________________________ _____________________________________________________________________________ _____________________________________________________________________________ _____________________________________________________________________________ _____________________________________________________________________________ _____________________________________________________________________________ _____________________________________________________________________________ _____________________________________________________________________________ _____________________________________________________________________________ _____________________________________________________________________________ _____________________________________________________________________________ _____________________________________________________________________________ _____________________________________________________________________________ _____________________________________________________________________________ _____________________________________________________________________________ _____________________________________________________________________________ _____________________________________________________________________________ _____________________________________________________________________________

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PHASE THREE: DEEPEN AND EXPAND TOOL H: Exploring Additional Opportunities Once your YouthBuild program establishes a relationship and MOU with a postsecondary partner, you are strongly encouraged to revisit the MOU and explore additional activities and goals that reflect a deeper commitment within the partnership. Following are some possible elements to add to your MOU to ensure that YouthBuild students and alumni receive additional supports.

Element of an MOU  Agreement for dedicated staff member(s) at the postsecondary institution to provide student support services (academic advising, counseling, financial aid, etc)

Rationale Eases alumni tracking Simplifies postsecondary transition

Potential Challenges Limited PS staff capacity

 Plans for accessing, tracking and sharing student data, including enrollment, attendance, grades, course completion, progression and graduation (partners sometimes commit to these terms in a separate data sharing agreement)

Allows PSE Initiative sites to monitor their effectiveness Helps transition coordinators target support services

Concern over FURPA regulations (privacy laws), prevents many PS institutions from sharing student performance and attendance data

 Commitments for supporting the development of YouthBuild Alumni as a recognized student or cohort group

Makes the transition to postsecondary setting more comfortable for YB grads Makes managing follow-up services easier

As postsecondary enrollment rises, particularly at community colleges, PS institution may have difficulty scheduling courses dedicated to a specific cohort

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