Guided pathway foundations: integrating Dev. Ed & Basic Skills Summit Friday March 8, 2019

Welcome! Kristi Wellington Baker, Student Success Center Director Dr. Carli Schiffner, Deputy Executive Director of Education

Session I Setting Context

Equity and Social Justice Educational and Career attainment VALUES Equity and Social Justice Educational and Career attainment Learning Community Accountability

racial, social, and economic justice vision A system that advances racial, social, and economic justice by achieving equitable student aspiration, access, economic progress and goal attainment

mission Create an equitable system that prepares all learners to engage in a diverse society and workforce, achieve economic progress and contribute to a just society. Which calls us to the MISSION of Create an equitable system that prepares all learners to engage in a diverse society and workforce, achieve economic progress and contribute to a just society.

#RADICALEQUITY Latin Late Latin Origin rad·i·cal /ˈradək(ə)l/ radix radicalis radical radic- forming the root Adjective (especially of change or action) relating to or affecting the fundamental nature of something; far-reaching or thorough. Radical. Radical. (especially of change or action) relating to or affecting the fundamental nature of something; far-reaching or thorough. Radical. I was at Seattle Central Monday talking about this with a group of their faculty and staff and Dr. Valerie Hunt, AVP EDI reminded me why this word is so relevant and critical to our work. CLICK It grounds us. It is the root. This radical transformation must be rooted in equity-mindedness in order to make the fundamental systemic changes necessary.

GUIDING PRINCIPLES Principle #1 Guided Pathways requires urgent, radical, equity-minded, transformational organizational change.

GUIDING PRINCIPLES Principle #2 Guided Pathways requires a culturally responsive commitment to racial and social equity by dismantling systemic policies and practices that perpetuate inequities

GUIDING PRINCIPLES Principle #3 The voices of students, faculty, staff and community members are essential to fully engage in adaptive problem focused inquiry processes leading to meaningful action and sustained systemic change.

GUIDING PRINCIPLES Principle #4 Guided Pathways requires intentional collaborative learning through partnerships, professional and resource development

GUIDING PRINCIPLES Principle #5 Guided Pathways requires a focus on learning and outcomes aligned with community values and industry needs.

Trends in System DATA How does initial “placement” relate to the likelihood of completing college level English and math? How does initial “placement” relate to equity gaps in college level English and math completion for historically underserved students of color?

Data Sources Basic Education Outcomes Dashboard Precollege Placement and Outcomes Dashboard

Completion by Placement

Completion by Placement

Completion by Placement

Placement

Placement

Placement

Trends in System Data Initial “placement” appears to have a substantial impact on the likelihood of completing college level English and math. Equity gaps in college English and math completion for historically underserved students of color can be explained in part by initial “placement” and in part by likelihood of completion after “placement.”

WASHINGTON STATE Guided pathways sbctc basic skills & dev ed integration SUMMIT march 8, 2019 seattle, WA Introductions…. I am KWB, she her hers – I serve as the Director of the Student Success Center and lead for Guided Pathways at the SBCTC. SHOUT OUTS… College Spark Washington – Heather Gingerich, Rachel Clements, Evaluators Bob Wattrus and Deena Heg Critical friends and thought partners, Deb Bragg, Lia Weitzstein, Katie Kovacich from CCRI and UW Special Guest: Emily Bouck-West, Deputy Executive Director, Higher Learning Advocates in Washington DC after serving as Marco Rubio’s Deputy Legislative Director Change Facilitators – Join me @ the front – CF play a critical role as equity process consultants… Guided Pathways College Coaches Diane, Jill, Gary, Jean, & Rich SBCTC team who helped pull this event together- including our new-ish Deputy Director, Carli Schiffner, Christy Lowder, the logistics queen, and join me in welcoming our newest team member Camillia Brossard who came down here for DAY 1 on the job! Thank you. As a matter of protocol for every event we host, we are fortunate to have Tanna Engdahl, spiritual leader of the Cowlitz tribe – here to open our time together and honor those who came before us to this space and place…. After which Jan Yoshiwara, the Executive Director and courageous leader who has been a force in our state and nation standing firmly on the foundation that equity must be what centers our Guided Pathways reform work, and without which we risk reconstructing systems that harm the very communities we strive to serve.

Equity-mindedness emphasizes institutional responsibility to create equity and enable practitioners to focus on what they can do to close equity gaps. ~Lindsey Malcom-Piqueux & Estela Mara Bensimon 2017 When we think about policy, there is an opportunity to consider how the systemic framework can be leveraged to moving an agenda forward. In the case of Guided Pathways, the Washington design efforts focus on how to address systemic inequities that continue to impact our communities and economic development. When we think about who has recovered from the recession, it is not the under-credentialed community members in our state, and it remains disproportionately communities of color. We heard this morning from the folks from Ed Trust that attainment levels are Georgetown’s center on Education and the Workforce describes America’s divided recovery in terms of job recovery. The division is heavily weighted by relevant credentialing, and we have a system that doesn’t work for everyone, so that division continues to grow.

DESIGN PROCESS STUDENT EXPERIENCE The design process is defined as a backward design generating the clearest student centered experience so every student can make an informed decision with labor market value information that is relevant to their desired goals, while helping them understand the possibilities. STUDENT EXPERIENCE Derived from CCRC: https://ccrc.tc.columbia.edu/presentation/measuring-improving-impacts-guided-pathways-reforms-aacc.html

GP DESIGN Design an onboarding process that engages ALL students It’s all about the framework… provides a way to consider your processes…. And how they work or sometimes don’t work well together…. Onboarding – Career Discernment Enrollment Holistic Student Supports - Consideration for food and housing insecurity of our students…. -

GP DESIGN Create transparent curricular maps that are clear to ALL students and community members. It’s all about the framework… provides a way to consider your processes…. And how they work or sometimes don’t work well together…. SUBTEXT… It also cannot take 8 years – student story from CCBA… When you’re 50, an 8 year pathway does not work. Onboarding – Career Discernment Enrollment Holistic Student Supports - Consideration for food and housing insecurity of our students…. -

GP DESIGN Invest in excellent equity-minded Academic and Career Advising for ALL students It’s all about the framework… provides a way to consider your processes…. And how they work or sometimes don’t work well together…. Onboarding – Career Discernment Enrollment Holistic Student Supports - Consideration for food and housing insecurity of our students…. -

GP DESIGN Create an Early alert process that generates relevant equity- minded/ trauma informed interventions It’s all about the framework… provides a way to consider your processes…. And how they work or sometimes don’t work well together…. Onboarding – Career Discernment Enrollment Holistic Student Supports - Consideration for food and housing insecurity of our students…. -

GP DESIGN Design relevant and equity-minded co-curricular engagement activities and instructional support systems It’s all about the framework… provides a way to consider your processes…. And how they work or sometimes don’t work well together…. Onboarding – Career Discernment Enrollment Holistic Student Supports - Consideration for food and housing insecurity of our students…. -

We’re in this together… Essential Conditions Identify common language Listen & Hear diverse voices Democratize data Reflect with an equity mindset Engage in transparent communication Be Accountable Create space for failure System Commitments Focused Professional Development Critical Friends Policy Advocacy Resource Development Engagement Reflect on Data Dream BIG Act on what you learn Commit to sustaining successful practices Commit to changing ineffective practices WHAT WILL IT TAKE TO CREATE a space where… Students make informed decisions based on transparent education & career pathways grounded in an inclusive student experience. Clark is doing this work in so many areas of the college… the question is how do you weave these processes together so that the complexity is hidden from the students and for them, these transactional processes are transparent, simple and necessary. Example: Auto-Confer history…. Walk through a students’ process and ask yourself… is this necessary? Is this relevant? Who is privileged by maintaining this practice? How do we break it down? How does this impact every students’ experience?

Guided pathway foundations: integrating Dev. Ed & Basic Skills Summit Friday March 8, 2019 Jon Kerr, Director Basic Education for Adults William Durden, Policy Associate I-BEST & Guided Pathways

Primary Challenges in Washington State 740K job openings in WA in the next 5 yrs. with majority (70%) requiring education beyond high school   685K adults in WA lack basic skills needed to meet workforce needs* 545K 18 yrs.+ without a HS diploma** In 2017 we served only 46,835 in BEdA*** *SBCTC calculation from 2010-2014 five-year American Community Survey Estimates ** 2013-17 five year American Community Survey Estimates ***SBCTC 2017-2018 Annual Allocation and Enrollment Monitoring Report

The 2015 Roadmap: Washington state’s Educational Attainment Goals By 2023: All adults in Washington, ages 25–44, will have a high school diploma or equivalent. At least 70 percent of Washington adults, ages 25–44, will have a postsecondary credential.

Adult Education (Title II) Defined The term ‘adult education’ means academic instruction and education services below the postsecondary level that increase an individual’s ability to— (A) read, write, and speak English and perform mathematics or other activities necessary for the attainment of a secondary school diploma or its recognized equivalent; (B) transition to postsecondary education and training; (C) obtain employment.* *WIOA, SEC. 203 Definitions (1)(A)(B)(C)

Major Guiding Changes in WIOA for BEdA Requires the development and implementation of effective and accessible college and career pathways. Requires that Basic Education aligns to the K12 standards and no longer gets students to 10th grade competency levels but provides them with the skills to be college ready. Requires employability skills be taught in every class at every level. It supports—I-BEST-- or integrated, co-enrolled workforce and training programs that accelerate the transition to postsecondary certificates and degrees for both ABE and ELA Includes math, reading, listening, and speaking strategies be taught at all levels for both ABE and ELA Expands the provision for technology

How did this I-BEST thing begin?

Washington State’s Perfect Storm Drivers for Change Research Data Policy Program Design Practice

Success Defined The Tipping Point 1 year of college level credits + a credential After 6 years, students with 1 year of college credits + a credential had the most significant future earnings bump: $7,000 more/year for ESOL students $8,500 more/year for ABE students $2,700 more/year for workforce students entering with a GED® $1,700 more/year for students entering with a HSD

The Ugly Truth Entering Classes: Almost 1/3 are made up of prime working age (25-49) - with HSDs or less or non-English speaking. 8 out of 10 ABE/ELL – modest skills gains, at best earn a high school equivalency … but go no further 7 out of 10 workforce and transfer students who enter with a high school equivalency credential – leave with less (many, a lot less) than 1 year of college and no credential 2 out of 3 who enter with high school diploma – also leave with less (some, a lot less) than 1 year of college and no credential

I-BEST 2005: No Turning Back! 2005: 10 I-BEST Pilots Established with Startling, Positive Results 2006: I-BEST Goes to Scale-1.75 Funding Model Proposed Identified a need for a funding model that was simple 1.0 Career Technical faculty salary 50% overlap required ½ faculty salary 25% for increased wrap around services Enhanced 1.75 FTE Funding Model Adopted College presidents approve 1.75 differential funding model Legislature allocates $5 million dedicated to I-BEST FTE $ 5 million folded into annual allocation Opportunity Grant Established by Legislature Funds tuition, fees, and materials to 45 credits 2011: Developmental Education Students Included in I-BEST

HS 21 + Data (SAI 3.0) Data Point 2014-2015 2015-2016 2016-2017 2017-2018 Total Students Enrolled 1,935 3,427 4,027 3,919 13,308 State FTE (Annualized) 1,189 1,911 1,846 1,574 6,520 Diplomas 702 1,317 1,637 1,568 5,224 Total Performance Points (SAI) Earned* 1,668 3,005 4,851 5,093 14,617 Performance Points Earned Student (SAI) 0.9 1.2 1.3 1.1 Federal Level Gains 606 1,028 1,232 1,693 3,686

I-BEST DATA (SAI 3.0) Data Point 2014-2015 2015-2016 2016-17 2017-18 Total Students Enrolled 3,937 4,539 4,891 5,602 18,969 FTE 2,178 2,494 2,662 3,031 10,365 Degrees & Certificates 1,984 2,042 2,237 1,722 7,985 Total Performance (SAI) Points Earned 17,179 21,553 22,497 23,754 81,743 Performance Points Earned per Student 4.3 4.4 4.2 Federal Level Gains 958 1,102 1,229 1,411 4,330

SAI Points for i-best and comparison groups (SAI 3.0) 2017-18 Student Achievement Points for I-BEST and Comparison Groups Headcount Basic skills points Basic skills points per student College points College points per student Total points Total points per student Transfer 134036 n/a 190312 1.42 235824 1.76 Workforce 79753 100662 1.26 134028 1.68 I-BEST 5600 4579 0.82 16668 2.98 23730 4.24 Basic Skills No I-BEST 36729 1.00 5397 0.15 39842 1.08 Total 256118 41308 1.02 313039 1.22 433424 1.69 2017-18 College-level credits for I-BEST and Comparison Groups Headcount* Credits attempted** Credits earned Credit earned ratio 118,506 3,056,994 2,631,194 86% 72,136 1,890,107 1,694,361 90% 5,376 164,540 147,909 2,584 41,764 35,496 85% *Includes students taking courses at multiple institutions **Transcript database, credits attempted (CLVL_IND = Y) credits earned (earn_ind = Y) Cohort definitions (SAI database):   Intent last = B, Kind of basic skills = null, targeted program indicator = not like 1* Intent last = F,G,M,I, Kind of basic skills = null, targeted program indicator = not like 1* Targeted program indicator = 1* Basic skills No I-BEST Targeted program indicator = not like 1*, Kind of basic skills = not null Program Total points per student HS 21+ 1.1 I-DEA 1.3

Swirling Visions to Blow the mind All Developmental Education and Basic Skills are integrated and contextualized to each specific meta- major Dev. Ed. and Basic Skills faculty are housed in the various meta-majors or industry sector departments Both Dev. Ed and Basic Skills faculty are integrated into both Career Technical and Academic I-BEST A hopefully farfetched rumor

BEdA Today Integrated Basic Education and Skills Training (I-BEST) places pre-college students directly into college programs. High School 21+ (HS 21+) provides students with a competency-based high school completion plan that results in a high school diploma. Integrated Digital English Acceleration (I-DEA) teaches English language in the context of college and careers. Thanks to the work done in BEdA and across college campuses statewide, we have innovations like Integrated Basic Education and Skills Training (I-BEST), High School or HS 21+, and Integrated Digital English Acceleration or I-DEA programs, innovative programs being replicated across the nation. •Integrated Basic Education and Skills Training (I-BEST) places BEdA students directly into college programs. •High School 21+ (HS 21+) provides students with a competency-based high school completion plan that results in a high school diploma. •Integrated Digital English Acceleration (I-DEA) teaches English language in the context of college and careers. All of these programs will continue to play a critical role for our students in Guided Pathways

High School Completion In Washington state, high school completion is part of a student’s pathway, and not a separate entity. Through co-enrollment in HS 21+ and I-BEST, college credit can be used toward the earning of a high school diploma. If a student earns a two year degree, they can merely check a box and receive a high school diploma. Residents in Washington state are lucky. Nowhere else in the nation can students fold their high school completion goals into their college and career goals the way they can in Washington state. If a student earns a two year degree in Washington state, they can merely check a box and receive their high school diploma. And thanks to our dual-credit High School 21+/I-BEST program, students can co-enroll in college coursework, and that coursework can count toward the completion of both a certificate or degree AND a high school diploma. If you’d like to know more about how these programming options work, please talk to your BEdA dean or director on campus, or grab me after this session or anytime. We’d be happy to share more.

BEdA in Guided Pathways In our system level guided pathway model the basic skills pathway is seen as the foundation of the system level guided pathways initiative that is being implemented in all mission areas of the colleges. When a student tests into basic skills, they are assessed for skill levels, and whether or not a high school credential is needed.   Goals, interests, and a meta-major are identified and a navigator assigned. Funding is then identified and an educational plan created. Earliest English language acquisition and basic skills learners are placed in foundational on-ramps that contextualize college and career readiness to the different meta-majors available at the college. I-DEA functions as a general academic preparation in all meta-majors. Then, when students are ready, they move into the college-level certificate or degree program within that meta-major. I-BEST is offered as a core of each meta-major at this level, providing the added academic and navigational support students need to be successful. Ability to Benefit is the funding source that can make this pathway a reality for our current -- and future -- students.

The Guided Pathway Funded In our system level Basic Education for Adults pathway model, students in levels 1-3 ABE & ELA take On-ramps to college-level programming as outlined in the first arrow. And I-DEA is the critical on-ramp for ELA programing along with our other four on-ramp program options. When students are ready, usually ELA Level 4 or 5, they can move into high school diploma competency-based program (if documentation is not complete). Or if they are ready and eligible, they can move into Quarter 1 of I-BEST with tuition funded by WorkFirst, BFET, Worker Retrainer, WIOA Title 1, and Opportunity Grant funds even if they don’t have a HSD or GED. This allows eligible students to earn the 6 college-level credits needed to transition onto Ability to benefit and full federal financial aid and our State Need Grant in their second quarter of I-BEST or other college pathways. Then, in their second quarter in I-BEST once they have moved onto federal financial aid with Ability to Benefit--they can continue to access, Opportunity Grant, and/or State Need Grant funding to get them all the way to their two year degree. Upon receiving a 2-year degree in Washington, they can check a box and receive their high school diploma. They then can use those same funding sources to transfer into one of our applied baccalaureate degrees at our CTC or a 4 year university if they choose. These pathway expansion on-ramp programs were developed to create a truly comprehensive pathway as the foundation to each meta-major or board industry sector pathways in our guided pathways initiative and includes even our lowest level students

Ability to Benefit: A Lifejacket for Students Workforce funding and Opportunity Grants currently provide excellent support to students. Access to Federal Pell Grants completes the picture Helps students pay for their education Grants students money for living expenses AtB is the funding solution for increased enrollment, retention, and completion of our college programs. Gone are the days when students have to complete a high school credential prior to enrolling in a college program. Ability to Benefit is the lifejacket to students that makes these pathways financially accessible. Our workforce funding partners provide excellent support through the programs Erin mentioned. Access to federal pell grants completes the picture, helping students pay for their education while giving them money for living expenses, allowing them to retain in our programs and complete their certificate or degree. This also relieves the burden on our workforce funding, leaving more to go around for more students.

Ability to Benefit: Equity in Federal Financial Aid Ability to Benefit is federal legislation that passed in 2014 and aligns to the definition of career pathways advanced in WIOA and in Perkins V. It allows students without a high school credential to apply for federal financial aid. Students must either earn six college credits first or pass an approved ATB test. Ability to Benefit brings equity to federal financial aid and support students in integrated pathways. Ability to Benefit is a piece of federal legislation passed in 2014 and meant to align to the definition of career pathways advanced in WIOA and Perkins V. It allows students without a high school credential to apply for federal financial aid. Students must either earn six college credits first or pass an approved ATB test.

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"Better Jobs. Better Futures. A Stronger Washington." Contacts "Better Jobs.  Better Futures.  A Stronger Washington." Jon M. Kerr, Director Basic Education for Adults V (360) 704-4326 E jkerr@sbctc.edu William Durden, Policy Associate V (360) 704-4368 E wdurden@sbctc.edu Washington State Board for Community & Technical Colleges 1300 Quince St SE | PO Box 42495 | Olympia, Washington 98504 ____________________

K-16 math pathways: Avoiding a ‘six-lane highway into a swamp’ Math Pathways to Completion & Guided Pathways Bridge to College & Launch Years Initiative Pathways Forum: “Preparing Students for the Future”

What is Your vision? On a 3x5 card, draft your vision for how you would ultimately like to see Basic Skills and Developmental Education integrated into the Guided Pathways initiative.

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Session II Explore the campus status Quo

Teamwork Review Summit Survey Results What practices stand out to you? Individually Share Your 3x5 Card Vision from Session I

Where Are you Now? Using the Guided Pathways Principles as a guide: Where is your college or CBO currently in this work? Where does you as an agency want to go? What structures currently exist on your campus? How are Dev. Ed. and Basic Skills currently organized/sequenced? How are precollege classes offered? How do student move through currently? What barriers exist to achieving integration and/or structural, organizational change?

Working Lunch The Student Voice How are processes now in place working for student in both Developmental Education and Basic Skills? What Steps can be taken to improve the experience?

Session III Considering effective Practices Presenters Craig Goodman, Olympic Karen Lee, Lake Washington Carlea McAvoy, South Puget Sound Shelby Sleight, Shoreline Format 3 mini-sessions: 1:00-1:20 1:25-1:45 1:50-2:10 Participants rotate among presentations (choosing 3 of 4) Whole group wrap-up: 2:15-2:30

Next Steps How can SBCTC help with next steps? What would you like to see happen system-wide if anything?

RESOURCES CCRI: http://www.washington.edu/ccri/ CCRC: Community College Research Center, Columbia University NCII: National Center for Inquiry & Improvement AACC: American Association for Community Colleges CBD: Completion By Design ATD: https://www.achievingthedream.org/resource/17502/holistic-student-supports- redesign-a-toolkit