Completion by Design NC Association of Community College Business Officials October 23, 2012 Ed Bowling, Executive Dir

1. Completion by Design • NC Association of Community College Business Officials • October 23, 2012 • Ed Bowling, Executive Director, Completion by Design - NC

2. Completion By Design • Funded by the Bill & Melinda Gates Foundation • Goal: Raise community college completion rates for low-income students under 26 • 4 colleges selected to lead initiative • $40 M investment over 5 years • 3 phases • Planning (12 months) • Implementation (24 – 30 months) • Scaling and Adoption (24 months)

3. National Assistance Partners

4. Loss & MomentumFramework CONNECTION Interest to Application ENTRYEnrollment to Completion of Gatekeeper Courses PROGRESSEntry into Course of Study to 75% Requirements Completed COMPLETIONComplete Course of Study to Credential with Labor Market Value STUDENT DATA SYSTEM (From Day 1 to Completion) STUDENT ENGAGEMENT LEADERSHIP FOCUSED ON COMPLETION

5. Planning Focus • Loss/Momentum framework • Use data to inform us who our students are • Engage stakeholders • View the student experience as pathway from connection to completion • Where are we losing students? What events push students forward? • Collaborate with student services staff, faculty and students to identify opportunities for intervention

6. Planning Focus • Weave proven and promising practices into a structured pathway • Aligned programs of study/pro-active advising/acceleration into programs • Ensure that local and state policies support pathways • Integrated approach to interventions • Develop the pathways • Develop the policies

7. Loss/Momentum Framework • Loss Points • Failure to apply for financial aid • Unaware placement test is required • Stuck in cycle of developmental education courses • Changing programs of study • Not accepted into limited enrollment program • Momentum Points • Complete developmental education courses • 9 credit hours in a program of study • Intrusive advising • Clear program requirements

8. Use Data to Inform • Data analysis for all cohorts beginning 2005-2006 • Broader and deeper analyses • Identified loss/momentum points • A few surprises

9. Engage Stakeholders • Listen to students - college engagements - focus groups through Public Agenda • Faculty and staff “town hall meetings” • College trustees and foundation boards • CBD State Advisory Board

10. Integrated Approach to Interventions • Coordinate student advising between student services personnel and faculty • Better linkages between developmental education and credit-bearing courses • Improved alignment with K-12 and 4-year partners

11. CBD Design Principles • Principle 1: Accelerate Entry into Coherent Programs of Study • Provide a structured, efficient, and prescriptive student progression experience that is aligned to learning outcomes; field competencies (as defined by 3rd party accreditation organization where possible); and requirements for further education. • Provide a clear sequence of courses with limited electives that lead to credentials. • Establish essential prerequisites for every certificate or degree program, including basic English and math. • Eliminate requirements that are not essential to success in a chosen field of study. • Principle 2: Minimize Time Required to Get College-Ready • Help students avoid developmental education whenever possible. • Design assessment and placement to match students to customized interventions that provide only what they need and no more. • Provide remediation simultaneously with college-level work rather than sequentially. • Provide multiple pathways that allow students to acquire only the content they need to succeed in their desired academic programs. • Base progress on demonstrated competency rather than seat time.

12. CBD Design Principles • Principle 3: Ensure Students Know Requirements to Succeed • Ensure students understand the assessment and placement progress – including the importance of tests – and ways to prepare for it. • Communicate clearly (and frequently) the requirements to earn a certificate or degree for each program and make sure this information is readily available to every faculty member, staff, and student. • Communicate expectations to K – 12 partners. • Principle 4: Customize and Contextualize Instruction • Incorporate program-specific content to make basic skills relevant and engaging. • Provide opportunities for experiential learning to engage students and deepen their mastery of critical knowledge and skills. • Principle 5: Integrate Student Supports with Instruction • Integrate students supports, such as advising and study skills, directly into instructional programs, to promote progression and learning for all students, not just those who seek out assistance.

13. CBD Design Principles • Principle 6: Continually Monitor Student Progress and Proactively Provide Feedback • Monitor student progress toward program goals and provide prompt feedback to students and staff. • Use data on student progress and learning to inform program planning and professional development by faculty and student services staff. • Principle 7: Reward Behaviors that Contribute to Completion • Create both monetary and nonmonetary incentives to encourage change in student behavior so they remain motivated. • Principle 8: Leverage Technology to Improve Learning and Program Delivery • Employ technology-enabled courseware to make instruction more customized and engaging. • Provide students, instructors, and staff with timely information about student progress. • Reduce costs of instructional programs, student services, and administrative functions.

14. Develop the Pathways/Policies Integrate systems ENTRYEnrollment to Completion of Gatekeeper Courses CONNECTIONInterest to Application PROGRESSEntry into Course of Study to 75% RequirementsCompleted COMPLETIONComplete Course of Study to Credential with Labor Market Value ACADEMIC SYSTEM Program re-alignment, prescriptive and streamlined • STUDENT SUPPORT SYSTEM Intrusive advising, first and second year experiences, incentives STUDENT ENGAGEMENT TECHNOLOGYCredential mapping, career assessment , early alerts • LEADERSHIP FOCUSED ON COMPLETION Change management, policy levers, cost-efficiency

15. ACADEMIC SYSTEM with STATE POLICY LEVERS (PL 1- 9) PL 7 • TRANSFERCollege & University Partners AA / AS PL6 College Ready • Acceleration into Programs of Study • K-16 articulation of learning outcomes - HS to Community College (Core to College Alignment 2012-14) • Multiple placement criteria • Accelerated programs of study, dual enrollment (Career & College Promise 2012) • Math Paths differentiated by career – NC Stem Path, NC Quant Path, NC Stat Path • Concurrent enrollment of highest level developmental education courses and college-level courses • Student success/study skills courses with college/career exploration emphasis • Structured Programs of Study • Programs aligned with outcomes of credential with market value or junior class standing at 4-yr institution • Clear articulation with 4 yr. partners (Revisit NC Articulation Agreement) • Stackable, competency based, credentials (NAM System 2011-12) • Clearly defined course sequencingPrescriptive, limited electives • Student support built into academicsOUTCOMES PL3 High School Junior / Senior PL4 PL2 High School Graduate Career & College Maps PL 8 Year 1 (FT)“Phase” 1 (PT) PL5 Not College Ready PL1 COLLEGE BR IDGE General Ed. Specific, Structured High School Graduate JOBSIndustry PartnersAAS Developmental Education Re-Design(DEI 2012-2014) • Math (spring 2013): 8 modules – Guided Paced; Contextualized to Math Paths; emporium and traditional delivery • Reading/English (spring 2014): Modularized and contextualized Year 2 (FT) “Phase” 2 (PT) • ABE / GED / Basic Skills Semester 1 Gen. Ed Courses by Major Semester 2LimitedPre-Major Electives TRACKING SYSTEM -Degree mapping – Case management and Learner Relationship Management software: SSP/MAP/SAP/OSP PL 9

16. STUDENT SUPPORT SYSTEM WITH COLLEGE POLICY LEVERS A-G • Career & College Counseling Continuum College Ready • TRANSFERCollege & University Partners AA / AS Career & College Maps Year 1 (FT)Phase 1 PT) Year 2 Map (FT) Phase 2 Map (PT) High School Junior / Senior E ORIENTATION Semester 1 General Education Specific, Structured Semester 2 General Education Specific, Structured Semester 1 Gen. Ed Courses by Major Semester 2Pre-Major Electives - Mandatory Orientation with placement test prep - Career focused advising and cohorts -Mandatory Student Success Course • Mandatory Advising Process for Career / Transfer Readiness - Mandatory Capstone Experience - Job Experience and /or service learning • Mandatory Credential - Faculty Mentor assigned in program- Career options explored on lattice - Job experience opportunities - Advising tied to early registration - Mandatory Advising & Registration - Continued career exploration along career lattices - Program of study declared Faculty Mentor Industry Mentor Career Coach – Academic Advisor High School Graduate JOBSIndustry PartnersAAS F Not College Ready COLLEGE BR IDGE High School Graduate B A C D G ABE / GED Basic Skills INCENTIVES: K-14 Scholarship Partnerships, Priority Registration, Emergency Funds • TRACKING SYSTEM - Student tracking system along the Counseling Continuum with pull messaging (early alert & interventions) and push (periodic check in ) - Real Time Labor Data (jobs) & Longitudinal Tracking (students) to job placement (NCCCS, ESC 2013, Credentials That Work 2012)

17. STATE POLICY LEVERS Provide summer funding to accelerate student success (Entry) Provide Incentives for students to complete AA/AS prior to transfer (Completion) Align K-12 Outcomes & Assessments with college ready standards (Connection) Allow alternative methods for placing students (Entry) Allow students one level below college ready to concurrently enroll in college level (Entry) Create highly structured programs (Progress) Update the comprehensive articulation agreement (Progress, Completion) Revise College Foundation NC common Application (Connection) Implement degree mapping technology (Progress) COLLEGE POLICY LEVERS Require Student Success course (ACA) for developmental students (Entry) Require Orientation (Entry) Mandatory placement test preparation course (Entry) Implement an Early Alert system (Progress) Revise program structures – especially college transfer programs (Progress) No late registration (Entry, Progress) Priority admission/early registration (Entry)

18. For more information:www.completionbydesign.org Completion by Design – North Carolina Ed Bowling, Executive Director rebowling@gtcc.edu George Fouts, Senior Partner gmfouts@gtcc.edu