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

2. 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

3. 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

4. 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

5. 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

6. 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

7. 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

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

9. 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

10. 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

11. 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

12. 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

13. Median College Credits upon Completion
Craig

14. 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
Business Administration - 78
Social and Behavioral Sciences - 68

15. 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

16. 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

17. 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 Student Population and Outcomes

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

19. Class Types/Names - Disorganized

20. Class Types/Names - Organized

21. Graduating in Math at Bakersfield College
Sample Pathways at BC

22. 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

23. 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.

24. 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?

25. 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?

26. 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?

27. 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?

28. 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?

29. 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?

30. 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?

31. 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?

32. Questions