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.
Janet

3. Challenge 1: FOCUS STUDENT SUCCESS AND SUPPORT PROGRAM (SSSP)
California Career Pathways Trust (CCPT)
STUDENT SUCCESS AND SUPPORT PROGRAM (SSSP)
Janet
These slides need to be viewed in slide show and the initiatives enter on this slide then are organized on the following slide.
There have been many attempts to improve or fix things in our colleges, but they have been isolated, unconnected across the institution, relegated to pockets, underfunded and dictated by tight regulations that further limit the extent of the change.
Basic Skills and Student Outcomes Transformation Program

4. Guided Pathways EQUITY EQUITY SSSP EQUITY SSSP Noncredit
Defining Competencies
EQUITY
Assessing
Competencies
EQUITY
SSSP
EQUITY
SSSP
California Career Pathways Trust (CCPT)
Co-Requisites
Noncredit
Supplemental Instruction/Tutoring
The starting point for GP is to reorganize, create a conversation and delegate implementation to those closest to the student. Distribute funding according to implementation needs not narrowly defined silos.
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
Janet
So how do you start? Begin by reviewing your governance structures and define a taskforce to talk about institutional; not departmental or admin office-based change. Creative collaborative teams. Assess what you have but include 2 important things: reassign time for those doing the work (classified, admin and faculty) and involve the students. Begin with focus groups and a review of your data. What are you doing well – bolster that (COD is doing what well?)
Look at curriculum it is the heart of your work. Students come here to get credit towards their dreams and goals – how well is that occurring. You may need to provide reassign to curriculum and program review experts. How well do your processes work? How do you know they are working well?
GP colleges plan ahead for evaluation – if you need to clean up curriculum how will you know you have accomplished this and what is the timeline?

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
Guided pathways will be implemented 114 ways based on the current evidence we have. Our amazing world class system is defined by its local mission, student population and community needs. We do not have standardized curriculum or lock step degrees and certificates. We are as diverse as our state and economy. What will you want to tackle first? Perhaps determine that by faculty and student input!

8. What are you doing well?
Increased FTES each year as other colleges are lagging
Students declaring ed goals
Janet
What are you doing well? Many have a tranfser degree as a goal

9. Janet
What are you doing well? Increasing degrees

10. This is less than the state avaerge

11. Why Should I do it?

12. What can you work on

14. 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

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

16. 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.
Using the power invested in the award program (but limited by funding) you begin investing in your definition and plan.

17. GUIDED PATHWAYS FRAMEWORKS
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?

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

19. Selecting a major over 150 choices

20. 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;

21. The 10+1 and Guided Pathways
Curriculum
Student Preparation and Success
Grading Policies
Educational Programs
Degree and Certificate Requirements
Clear pathways and programs
Guided Exploration and Progress
Academic and Student Support
Teaching and Learning

22. 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?

23. 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.
Craig

24. 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

25. 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

26. 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
Craig

27. 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 Colleges would be given time to update to new codes.
Craig

28. 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?

29. 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?

30. Metamajor data and better support
What will it mean for my work? More focused

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

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

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

34. % 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

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