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Guided Pathways: Where, What, Why?

Learn where to start with Guided Pathways, what it means for your work, and why you should get involved early. Explore the importance of focus, defining competencies, and promoting equity in education.

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Guided Pathways: Where, What, Why?

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  1. Many colleges have appreciated to presentation on the Guided Pathways: Where, What, Why - Where to start, what will it mean for my work, and why should I do it Guided Pathways: Where, What, Why -Where to start, what will it mean for my work, and why should I do it? Janet Fulks ASCCC Lead -Guided Pathways Capacity Building Craig Rutan ASCCC Executive Committee - Secretary

  2. Guided Pathways is associated with funding, regulation and educational redesign. Where do you begin with such a huge task? What does that mean for each individual within the institution? How will your work change? Will it add more to everything you are already doing? You understand your college’s mission, but has your current structure been integrated in a way to achieve that mission? Guided Pathway colleges ask distinctive questions and review uncommon and very current data for agile adjustments. Why should you get involved early? You know what is needed and have the power to define and refine the things you have wanted to change. You have heard the students, experienced the barriers and now have an opportunity to address change like never before.

  3. Challenge 1: FOCUS California Career Pathways Trust (CCPT) STUDENT SUCCESS AND SUPPORT PROGRAM (SSSP) Basic Skills and Student Outcomes Transformation Program

  4. Guided Pathways Defining Competencies EQUITY Assessing Competencies EQUITY SSSP EQUITY SSSP California Career Pathways Trust (CCPT) Co-Requisites Noncredit Supplemental Instruction/Tutoring Contextualized Learning BSI e-Resource Equity, Social Mobility, Economic Health California Pathways – Redesigning California’s Community Colleges

  5. Where to start

  6. Guided Pathways – Where to start? • Review governance structures – reporting and authority • Assess what you are doing well • Clarify and clean up of curriculum • Plan for evaluating – before you start • Consider effects of AB 705 and new funding formula • Create a draft timeline • Define Guided Pathways for College of the Desert

  7. Why define Guided Pathways? • Allows for local emphasis, engagement, guidelines • Facilitates local communication • Creates ownership of metrics and planning • GP is a “framework” – you determine how it is implemented locally

  8. What are you doing well? • Increased FTES each year as other colleges are lagging • Students declaring ed goals

  9. Why Should I do it?

  10. What can you work on

  11. Improved early educational planning and advising led by Completion Coaching Communities has improved progress in key guided pathways momentum points: • Attempt 15+ units in first term: from 11.3% in fall 2016 to 15.6% in fall 2017. • Transfer-level English completion: from 21% to 35% for Latino students • Transfer-level English completion: from 9% to 25% for African American students

  12. What will it mean for me and my work Different tasks, different data, eliminating some old work, shifting to new – NOT ADDING ON

  13. CCCCO Guided Pathways Award Program (g) Participating community colleges may use grant funds to implement guided pathways programs for various purposes, including, but not limited to any, or any combination, including all, of the following: (1) Faculty and staff release time to review and redesign guided pathways programs, instruction, and support services. (2) Professional development in areas related to guided pathways. (3) Administrative time to coordinate, communicate, and engage college stakeholders in the process of developing and implementing guided pathways programs. (4) Upgrades to computer and student information systems to improve tracking of student progress.

  14. GUIDED PATHWAYSFRAMEWORKS • CLARIFY THE PATH • ENTER THE PATH • STAY ON THE PATH • ENSURE LEARNING How do colleges consolidate or enhance what they already do to contribute to the success of students in relation to the frameworks?

  15. Students • Why is student participation critical? • When should students be engaged? • Students must have agency to decide.

  16. Selecting a major over 150 choices

  17. The Student 9 plus 1 • grading policies; • codes of student conduct; • academic disciplinary polices; • curriculum development; • courses or programs which should be initiated or discontinued;

  18. The 10+1 and Guided Pathways

  19. Meeting Student Needs – As an Institution • Collaboration • Program Alignment and Mapping • Basic Skills redesign – AB 705 • General Education alignment • What will you call your “meta-majors”? • Will you share a common GP language?

  20. Changes in Basic Skills • Colleges have previously placed students into basic skills courses based on assessment tests. • Colleges must use high school performance data (if available) and can only place students into basic skills courses if they can demonstrate that the placement increases the one year throughput rate. • Colleges will need to offer ways for students to acquire or improve skills that would have been covered in these basic skills courses. • Colleges should still offer basic skills courses for students that want to take them or those that don’t need a transfer level course to meet the requirements for their degree.

  21. Mapping Considerations • What comes first – developing meta-majors or program mapping? • How is mapping different from what they have in the catalog? • Critical: curriculum clean-up BEFORE mapping • Setting the stage for successful mapping • Questions to Ask • Visualizing the end • Resistance? Faculty concerns • Versioning

  22. Curriculum Clean Up – What does that mean? • Curriculum and discipline experts examining data across the institution • Asking questions – lots of questions – across programs • Not jumping to conclusions – context is critical • May (or may not) mean discontinuing certain awards, programs, classes • May (or may not) mean creating new awards, programs classes • May (or may not) mean re-designing • Does mean examining the role of ADT versus local degrees • Does mean looking at the end – employment and transfer • It will mean RE-CODING

  23. Coding Changes Why, How, & When • When we code courses it is called CB (course basic). All data is derived from that, success, FTES etc. • But we know the codes have problems and do not accurately represent our work. • Changes to the CB elements are being investigated to better track data related to the implementation of AB 705 and for the funding formula • Shifting from the current CB 21 coding to a modified version of the Education Functioning Levels (EFL) to better align with federal requirements for adult education

  24. Coding Changes Why, How, & When • Attempt to better identify transferable courses and whether they meet transfer GE requirements • Identify different courses in mathematics and English meeting the transfer and completion requirements • Goal is to implement new codes for math and English in Fall 2019 and ESL in Fall 2020. Colleges would be given time to update to new codes.

  25. For degrees • Check the number awarded in the last 3 years • How many units required? • How many units is it actually taking students? • How long is it taking students? • How does it line up to employment or transfer?

  26. Questions to Ask: General Education? • Don’t rush into this decision • Often faculty understate and overstate GE • Consider creating a GE committee to facilitate dialog • Begin thinking early about how maps will be presented to students, and how your technology frees or limits • Emphasize student need and faculty purview to make GE recommendations • Know your faculty. Is this a hill to die on?

  27. Metamajor data and better support

  28. % STEM Students Attempted 15 Units Factors HS Counseling Summer Bridge Sections Avail Fall 2017 Phoning To Do… Analyze Schedules HS Info Sessions

  29. % STEM Students Attempted 30 Units Factors Course Sequences Non-Pass Rates Counseling To Do… ID W Students 3-Way Contacts Ping 15 Unit Fall

  30. % STEM Students Passed ENGL & MATH Factors Courses Avail Placement Counseling To Do… Detail Reg Data Communication Plan

  31. % STEM Student MATH in 1st Year Factors Placement Counseling Courses Sequence Non-Pass Rates To Do… Pre-BC Math Prep Seat Capacity Pedagogy Just-in-time Support

  32. Guided Pathways: Where, What, Why -Where to start, what will it mean for my work, and why should I do it?

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