Identify+federal,+state,+and+local+policies,+regulations+and+practices+that+create+barriers

@https://www.surveymonkey.com/s/PreCollegeSupportServices
 * Barriers Survey (DRAFT) -** see also other survey being created by another committee






 * Barriers Listed from June 2010 Summit**
 * 1) The ones we can do the most about are the ones the colleges put up themselves. Then work on the barriers on the students’ end.
 * 2) Figure out ways to have more success with exiting students. Work together to maximize capacity.
 * 3) Eliminate duplication by working together on projects to better use resources.
 * 4) Intrusive advising/guidance works. Add a dedicated “Dev Ed to College” advisor.
 * 5) How do we make information literacy an important part of Basic Skills before students take English 101?
 * 6) Have ESL faculty & Dev. Ed. faculty conversations about how to move students forward. Plan Dev Ed to College level. What are we doing in curriculum to match exit skills from one course to the entry skills for the next? Aligning courses
 * 7) Communication with all departments (Student Services, Financial Aid, Advising, etc.) so transition process gets figured out all together and pieces don’t get missed.
 * 8) Look at the cut scores. SBCTC to help foster the cut score conversation. Need for consistency as they move across colleges. (There will be an emphasis on Dev. Ed next year. Cut scores may not be the right question. Instead, we need to be asking, “How should we assess and place students to give them the best chance of being successful?”)
 * 9) Can’t use one test – need to use diagnostics to assess – it’s a process.
 * 10) Colleges expect students to assimilate into our institutional way of doing things. How can we transform our institutions to fit their needs? (applause from audience)
 * 11) Basic Skills and Dev Ed need to evolve into one being.
 * 12) Teaching Dev Ed in seminar models as it relates to pathways – teaching content but with a focus on what interests and inspires students.

1. Do Learning Disabilities screening 2. Enhance relationship with all of student services across campus 3. Take down any walls that keep students from progressing 4. Help student navigate financial aid 5. Give the students all of their opitions 6. Explain the routes to college to all students and to all staff 7. Let ABE be part of the norm, put them in the center of all student services, use an open model/easy access 8. Walk ABE students to the places that they need to learn about - have student coach for them to help each other 9. All advisors need to know how to get an ABE student to regular programs 10. Child care is one of the biggest issues, most ABE students cannot afford the child care that is offered at the campus 11. Help students to learn how to adjust their schedules around a change in their work schedule 12. Have advising available outside of 8am to 5pm 13. Incentives that work are discounted bus passes, parking passes, laptop rentals, internet discounts, free college placement test, foundation funding for revolving loans 14. Enhance the quality of all customer service interactions of student services 15. Teach students how to negotiate solutions with instructors 16. Use coaching programs 17. Barriers follow students as their move on - you have to teach them how to mitigate barriers 18. Registration and Financial Aid offices and processes must by customer friendly
 * Barriers Listed from ABE Site Visits**

Briefly mentioned in this report and very relevant to reforming and transforming education, is the policy disconnection between K-12 and post-secondary institutions. A 2010 joint report by the National Center for Public Policy and Higher Education and the Southern Regional Education Board (SREB), highlights the gap between college eligibility and college readiness. The “college readiness gap” overwhelmingly impacts open access institutions. Lack of Motivation or Goal || I feel these two are linked, as it is often the doubt in one self that prevents a person from establishing a goal at all; after all, why dream for something that is completely out of your reach. If C’s are all you ever achieved, why try for that impossible A. || Lack of Social Support from Family or Friends || Although family support does not always equate to experience or knowledge of higher education, it is often the case that when family or friends support the student they often have or gain the information necessary to help the student navigate the college system. || Family or External Obligations || These two barriers are tied together due to the fact that in most cases students could meet those family obligations, typically financial, by accessing any number of resources available through the college or government programs; most simply don’t know what’s available. ||
 * Barriers - Group A**
 * Lack of Academic Self Confidence
 * Lack of Experience or Knowledge of Higher Education
 * Lack of Experience or Knowledge of Higher Education
 * Lack of, or Perceived Lack of, Resources
 * Lack of, or Perceived Lack of, Resources
 * Academic/Performance History || The academic skill level difficulties are acknowledged and typically addressed; however, what has shown to be just as, if not more, important are the study skills these poor performing student lack. ||
 * Lack of Engagement || Studies show this to be the #1 reason, be it directly or indirectly, that students drop out of college. Students interviewed after leaving stated that they felt no connection with their faculty, their peers, or the school as a whole. ||
 * Lack of Engagement || Studies show this to be the #1 reason, be it directly or indirectly, that students drop out of college. Students interviewed after leaving stated that they felt no connection with their faculty, their peers, or the school as a whole. ||
 * Lack of Engagement || Studies show this to be the #1 reason, be it directly or indirectly, that students drop out of college. Students interviewed after leaving stated that they felt no connection with their faculty, their peers, or the school as a whole. ||