Integrated Planning, Data, and Pathways Development IEPI PATHWAYS WORKSHOP January 26-27, 2017 Randy

Presenters Randy Beach, English Professor Southwestern CCD, South Representative Executive Committee ASCCC Craig Hayward, Senior Researcher, the RP Group; Lead, IEPI Data Disaggregation ASK Janet Fulks, Interim Dean, Institutional Effectiveness, Bakersfield College Al Solano, Consultant, RP Group, IEPI ASK Integrated Planning Randy

Description Can an integrated planning process help you develop educational pathways? What are the principles at the foundation of program development? And how does data fit into the picture? Establishing program goals while collecting, managing, and analyzing data are key to effective program development. This session focuses on the role of outcomes and data in pathways development and effective ways to use an integrated planning framework to guide program development Randy

Outcomes Identify important data points for institutional planning Describe strategies for analyzing and using data as a part of the integrated planning process, particularly as it relates to success within pathways Randy

While giving them options!! The 4 Pillars Clarify paths to student end goals Help students choose and enter a pathway Help students stay on path Ensure that students are learning While giving them options!! Randy

The 4 Pillars Clarify paths to student end goals Help students choose and enter a pathway Help students stay on path Ensure that students are learning Randy

Clarifying the Path Pathways should begin with program mapping to show the steps to completion, further education, and employment Program maps align default coursework in a pathway with desired student achievement and learning outcomes Certain qualitative and quantitative data points are important for pathway development Randy

Outcomes: Beginning with the End in Mind Outcomes state what we want students to know and do; the pathway grows around those ideas Randy

Outcomes to a Pathway Contain Knowledge and Beliefs Achieve desired “Habits of Mind” for success after completion Soft (transferrable) Skills for Workplace Success Hard (career )Skills for Industry Success Randy These (CASH) are “data” points to guide your pathway planning

Assessing the Pathway Think “outside the section” Assess at the program level Direct measurement of CASH rather than course to outcome mapping Make “Understanding the Pathway” an Outcome Assess that understanding often Randy

Making the Data Work How many units must students accumulate, before we call them graduates? Varies widely by program Cal-PASSPlus California Partnership for achieving student success data sharing consortium See data report for your college Craig

Irvine Valley College Data Average units accumulated by degree Higher average units  fewer graduates 85% of incoming students are seeking a Bachelor’s degree; 10% are unclear on goal Creating default program pathways makes a lot of sense – most of the time Need to find ways to identify non-arbitrary default choices for general ed. Classes Meta Majors Craig

Median College Credits upon Completion Craig

Median College Credits upon Completion – Text Outline Sample College (all figures below are out of a total of 100 available credits) Chemistry - 86 Mathematics - 89 Psychology - 73 Liberal Studies: Teacher... - 66 Business Administration - 78 Social and Behavioral Sciences - 68

Irvine Valley College Data Clarifying the path Ed plans  particular program of study Use Program Control Number (not TOP) Your application should be built around programs of study not “majors” Direct listing of programs can be long Organized by meta-major categories Clarified in ed planning sessions with counselors Craig

Bakersfield College Data Units to a degree KPI’s milestones – How do we know when students are on the path? Student and Faculty Focus Groups New data and new understanding Only 18 Units in an area of focus Janet

Bakersfield College 2012-2013 Student Population and Outcomes Total students 24,384 Certificate, degree or transfer After 3 years 3604 Skills Builders 1352 Life long learning 1220 Bakersfield College 2012-2013 Student Population and Outcomes

Certificate, degree or transfer = 12% Skills Builders = 4% Bakersfield College 2012-2013 Student Population and Outcomes – Text Outline Totals Students = 80% Certificate, degree or transfer = 12% Skills Builders = 4% Lifelong Learners = 4%

Class Types/Names - Disorganized

Class Types/Names - Organized

Graduating in Math at Bakersfield College Sample Pathways at BC

Conceptual Model of Integrated Planning DATA NEEDED: Institutional Data External Scans Other Institutional Plans Determine milestones during development process to assess how the process is going. Develop process to address “unknowns” Sudden Opportunities DEVELOP Goals, Objectives, Measurable Objectives, Strategies, Priorities IP Tools: Logic Model Process Improvement Guide Templates DISCOVER What is planning process and structure? Who’s involved? What resources are needed? IP Tools: Lit Review Self-Assessment IMPLEMENT Time for Action Hire, Allocate, Purchase, Install, etc. Integration of Other Departments IP Tools: Templates for tracking progress Sudden opportunities (i.e., new funding streams) and challenges or obstacles (i.e., as budget reductions) can happen anytime during the life of a plan. An integrated planning process provides the structure to evaluate these “unknowns” and how they relate to the plans and processes already that have been established. Separate processes might need to be developed to address opportunities vs. challenges. Mission and Vision Use to inform next cycle of plan EVALUATE Evaluate progress towards goals. For multi-year plans, conduct annual evaluations, and refine strategies if needed. IP Tools: Templates Rubrics Use Who What Mapping in Discover REPORT Make evaluation results public IP Tools: Reporting Tools Dashboards Sudden Challenges or Obstacles v 4

Conceptual Model of Integrated Planning – Text Outline Conceptual Model of Integrated Planning (Center of which is"Mission and Vision") DISCOVER - What is planning process and structure? Who’s involved? What resources are needed? IP Tools: - Lit Review - Self-Assessment] DEVELOP - Goals, Objectives, Measurable Objectives, Strategies, Priorities IP Tools - Logic Model - Process Improvement - Guide - Templates Data Needed: - Institutional Data - External Scans - Other Institutional Plans Determine milestones during development process to assess how the process is going. Develop process to address “unknowns” IMPLEMENT - Time for Action, Hire, Allocate, Purchase, Install, etc. Integration of Other Departments IP Tools: - Templates for tracking progress EVALUATE - Evaluate progress towards goals. For multi-year plans, conduct annual evaluations, and refine strategies if needed. IP Tools: - Templates - Rubrics REPORT - Make evaluation results public IP Tools: - Reporting Tools - Dashboards Use to inform next cycle of plan Sudden Opportunities/Sudden Challenges or Obstacles Sudden opportunities (i.e., new funding streams) and challenges or obstacles (i.e., as budget reductions) can happen anytime during the life of a plan. An integrated planning process provides the structure to evaluate these “unknowns” and how they relate to the plans and processes already that have been established. Separate processes might need to be developed to address opportunities vs. challenges.

DISCOVER Integration: DISCOVER – This is an important but often overlooked component of an integrated planning process. The discovery phase allows a college to take a step back and evaluate how planning is done. Review the current situation at your college and ask key questions: What is the planning process and structure? Who’s involved? What resources are needed? How are resources allocated? What are the other committees, groups, etc. and how are they related? Look at the other components of the IP Model and evaluate their effectiveness. If gaps are found, how can they be addressed? IP Resources Examples IP Literature Review Themes Process Improvement Guide – Define Purpose Crosswalks Templates, forms Planning diagrams Videos Examples from other colleges Accreditation Remember to properly document this work; it will be important evidence for accreditation. DISCOVER Integration: How are the college’s key plans (i.e., BSI, SSSP, SEP, Technology, Budget, Facilities, etc.) integrated? If not, why and how can integration be improved?

DEVELOP DEVELOP Integration: DEVELOP – The development of the plan is the main focus of this component of the IP Model. Key questions: What does the institutional data look like? Is input from stakeholders (internal & external) solicited? What is happening outside the college that may impact it? Has an Environmental Scan been conducted? What are the Goals, Measurable Objectives, Strategies, etc.? Are there institution set standards? How are goals prioritized? How can the college plan for the unknown? (see Sudden Opportunities/ Sudden Challenges or Obstacles) As you develop the plan, consider how the goals and measurable objectives will be implemented, evaluated and reported. IP Resources Examples Templates, forms SWOT Analysis Process Improvement Guide - Conducting effective meetings Tools for IP Logic Models Videos Examples from other colleges Accreditation Remember to properly document this work; it will be important evidence for accreditation. DEVELOP Integration: What are the links between this plan and other institutional plans? If goals are similar between the plans, are institution set standards consistent among them?

IMPLEMENT IMPLEMENT Integration: Accreditation IMPLEMENT - This is the time for action, when the goals, objectives and strategies of the plan are operationalized. Key questions What is the Implementation timeline? How does this affect other college operations? What is the impact of implementation on other departments (i.e., HR, IT, etc.)? What is the process for resource allocation and prioritization? IP Resources Examples Templates, forms Prioritization Process examples Videos Examples from other colleges Accreditation Remember to properly document this work; it will be important evidence for accreditation. Integration: Review the institutional plans - can implementation be more streamlined/ effective/ efficient by combining efforts and resources between the plans?

EVALUATE EVALUATE Integration: Accreditation EVALUATE – It is important to evaluate the progress towards goals on a regular basis, at least annually, but more frequently if needed. For multi-year plans, evaluation may lead to slight modifications of objectives and strategies. Key questions: Who conducts the evaluation? How often should the goals be evaluated? What is the mechanism for evaluation? How are evaluation results used? What happens if institution set standards are not met? IP Resources Examples Templates, forms Videos Examples from other colleges Accreditation Remember to properly document this work; it will be important evidence for accreditation. Integration: Review the institutional plans – is there a common evaluation tool or process used for the plans?

REPORT REPORT Integration: Accreditation REPORT - Once the evaluation is complete, it is important to share the results broadly. Key questions: How are results reported? Are they just posted on a website, or they are being presented and discussed at meetings? Are results presented in a format that is easy to understand? IP Resources Examples Templates, forms Dashboard examples Videos Examples from other colleges Accreditation Remember to properly document this work; it will be important evidence for accreditation. Integration: How are evaluation results reported for the different institutional plans?

Sudden Opportunities Integration: Accreditation SUDDEN OPPORTUNITIES - Sudden opportunities (i.e., new funding streams) can happen anytime during the life of a plan. An integrated planning process provides the structure to evaluate these “unknowns” and how they relate to the plans and processes already that have been established. Key questions: What is the current process of evaluating whether or not the college should take advantage of an opportunity that may present itself outside of the regular planning cycle? Who has input into making decisions about this? IP Resources Examples Templates, forms Scenario Planning Videos Examples from other colleges Accreditation Remember to properly document this work; it will be important evidence for accreditation. Sudden Opportunities Integration: Review the institutional plans – how will pursuing or ignoring this sudden opportunity impact them?

Sudden Challenges or Obstacles Sudden challenges or obstacles (i.e., as budget reductions) can happen anytime during the life of a plan. An integrated planning process provides the structure to evaluate these “unknowns” and how they relate to the plans and processes already that have been established. Key questions: How does the college currently respond to sudden challenges or obstacles? Who has input into making decisions about this? IP Resources Examples Templates, forms Scenario Planning Videos Examples from other colleges Accreditation Remember to properly document this work; it will be important evidence for accreditation. Integration: Review the institutional plans – how does this sudden challenge or obstacle affect them?

Mission and Vision Integration: Mission and Vision The mission and vision statements should be central to the planning process and all other processes at the college. The mission and vision statements are required to be reviewed on a regular basis. Key questions: What is the process of reviewing the Mission statement? Who’s involved? How often? IP Resources Examples Examples on how to review Mission/ Vision Statements Videos Examples from other colleges Accreditation Remember to properly document this work; it will be important evidence for accreditation. Mission and Vision Integration: Does everyone know the college’s Mission and Vision statements? Do plans, processes, departments, etc. support the college’s mission in visible ways?

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