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Practices with Promise Success Story

Submitted By: Kay  Hartley, Solano Adult Education Consortium

Co-Taught College Credit Classes

  • Type of Practice: Partnerships & Collaboration
  • Targeted Population: Adult Secondary Education Students, English Language Learners, High School Diploma Students, High School Equivalency Students
  • Program Area(s): Adult Basic & Secondary Education
  • Consortia Involved:
    Sonoma County Adult Education Consortium: Benicia Unified School District, Dixon Unified School District, Fairfield-Suisun Unified School District, Solano Community College, Travis Unified School District, Vacaville Unified School District, Vallejo City Unified School District, Winters Joint Unified School District

The Challenge

One challenge that the Solano Adult Education Consortium has identified is a need to both encourage and enable k-12 adult education students to successfully complete Solano Community College transferrable credit courses.

The Solution

In response to the goal of assisting K-12 adult education students to successfully transition into Solano Community College, the Solano Adult Education Consortium offered four Solano Community College full credit courses, taught by Solano Community College faculty in partnership with a k-12 adult school teacher, during the summer session 2015.The goal was for the k-12 adult education teacher to provide intensive tutorial support for the students, making it possible for them to succeed in a community college course.

The classes were: Business Math, Introduction to the Internet, Workplace Readiness, and Preparing for Math Success. These classes were offered at different campuses and different times in order to accommodate needs of the students.


All students completed their courses and earned college credits. The partnership and co-teaching experience was a first for the Fairfield Suisun Adult School and Solano Community College. The experience for the teachers was a success because they were able to complement each other in their teaching skills, and they were available to provide students with individual attention. Students were able to attend classes in a fast pace environment and receive credit. Additionally, teachers were able to coordinate the activities of each class to meet the needs of the students.

The Data

100% of participating students completed the course and earned full credit. This data reflects that the co-teaching model achieved the target of the model program.

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