1. Washington Math Pathways to Completion
Bill Moore
Director, K-12 Partnerships
State Board for Community and Technical Colleges
Developing or Expanding
Your Math Pathways:
Taking Pathways to Scale

2. UT Dana center: Math Pathways to Completion (MPC) Project
6 states: WA, MO, OK, MA, AR, MI
Essentials:
Set broad principles that allow for local customization
Promote broad engagement across systems
Addressing the Problem:
Establish mathematics pathways as the normative practice for students to complete their mathematics requirement.

3. Percentage of developmental students completing college-level math in defined time frames
From “Making the Case for Math Pathways,”
UT Dana Center, 2016

4. Three strands of work for Washington Math pathways to completion
Clarifying models and visuals for advising
Building common vision for content of pathways
Task Force System Recommendations
Recruiting interested institutions
Hosting fall Designing Pathways events
Institutional Scaling
Analyzing statewide data on math course transfer issues
Proposing relevant recommendations
Math Courses Transfer & Applicability
Three strands of work for Washington Math pathways to completion

5. final Recommendations in WA math pathways report
Clarifying pathways in WA for students, advisers, faculty
Making a solid evidence-based case for pathways
Defining math in designated DTA math pathways
Leveraging other initiatives and resources
Supporting faculty professional development in math pathways
final Recommendations in WA math pathways report
Recommendations 1 and 2: visual pathways display and gathering additional data collection for making a case for pathways [Pat Averbeck and Helen Burn]
Recommendation 3: clarifying math pathways, beginning with statistics and elementary education [Barbara Alvin and Helen Burn]
Recommendation 4: connecting to and leveraging other key initiatives (e.g., Guided Pathways, national STEM prep pathway discussion) [Helen Burn and Bill Moore]

6. Liberal Arts Statistics Stat Elem Ed EE Business Bus
Washington CTC
Long course sequences? L4
Single Pathway
Model
Developmental Math, Level 4
Developmental Math, Level 3
Developmental Math, Level 2
Intermediate Algebra L3 L2
Total N= 33 (Pierce District counted as 1)
7 still have “single pathway” model IA
Liberal Arts
Statistics
Stat
Elem Ed EE
Business
Bus
STEM
Mismatch of content?

7. Math Pathways Advising Visual Version 1.0

8. Three strands of work for Washington Math pathways to completion
Clarifying models and visuals for advising
Building common vision for content of pathways
Task Force System Recommendations
Recruiting interested institutions
Hosting fall Designing Pathways events
Institutional Scaling
Analyzing statewide data on math course transfer issues
Proposing relevant recommendations
Math Courses Transfer & Applicability
Three strands of work for Washington Math pathways to completion

9. Designing (expanding) mathematics pathways workshops
Participants will:
Identify key issues and activities in the process of implementing math pathways.
Draft or refine their action plans for implementing math pathways at scale and a campus communications plan for the work.
Learn more about state and national resources related to math pathways and how local work can utilize and build on those efforts.
Designing (expanding) mathematics pathways workshops
October 24 (spokane) October 26 (seattle) team registrations due sept. 25
OPEN TO ALL COLLEGES

10. Offer at least three of the college-level DTA math pathways — STEM (Precalculus), Statistics, Math in Society — and at least two precollege pathways aligned to the college-level courses.
Enroll all entering degree seeking and transfer students in pathway-appropriate math courses.
Assess and improve the effectiveness of college advising and “multiple measures” approach to placement for available math pathways.
Participate in statewide meetings and data-gathering efforts to analyze and coordinate pathways work across institutions.
Institutions participating in the “developing/ expanding math pathways” effort will commit to:
Business and elementary education optional for full-scale adoption

11. Resources available to participating institutions
Access to high-quality technical assistance from the Charles A. Dana Center at the University of Texas at Austin.
Structured opportunities to interact with and learn from peers across the state working on similar issues related to math pathways.
Possible College Spark funding available for math pathways-related work, particularly if using a co-requisite approach to remediation.
Statewide Washington-specific resources being developed related to math pathways (e.g., pathway content descriptions, advising resources, institutional-level course-taking data).
Resources available to participating institutions
(fall proposal deadlines extended specifically for colleges in this project)

12. Next steps
Consult with key administrators, faculty and staff to review the project expectations and determine whether or not to participate.
Draft a brief implementation plan (template will be provided).
Download the letter of commitment form from the Math Initiatives web page at SBCTC.
Submit (by September 1) the letter of commitment form (signed by key campus administrators) and the draft implementation plan to the MPC Leadership Team.

13. SBCTC.edu/colleges-staff/ programs-services/math/
For more information:
SBCTC Math Initiatives page:
SBCTC.edu/colleges-staff/ programs-services/math/
Links to:
Designing Math Pathways Events
Developing or Expanding Your Math Pathways (scaling project)
Contact Math Pathways to Completion leadership team:
Barbara Alvin, EWU,
Helen Burn, Highline College,
Bill Moore, SBCTC,