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

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

3. Session I Setting Context

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

5. 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

6. 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.

7. #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.

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

9. 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

10. 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.

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

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

13. 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?

14. Data Sources
Basic Education Outcomes Dashboard Precollege Placement and Outcomes Dashboard

15. Completion by Placement

16. Completion by Placement

17. Completion by Placement

18. Placement

19. Placement

20. Placement

21. 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.”

22. 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 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.

23. 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.

24. 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:

25. 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…. -

26. 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…. -

27. 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…. -

28. 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…. -

29. 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…. -

30. 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?

31. 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

32. 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 five-year American Community Survey Estimates
** five year American Community Survey Estimates
***SBCTC Annual Allocation and Enrollment Monitoring Report

33. 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.

34. 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)

35. 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

36. How did this I-BEST thing begin?

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

38. 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

39. 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

40. 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

41. HS 21 + Data (SAI 3.0) Data Point 2014-2015 2015-2016 2016-2017
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

42. 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

43. SAI Points for i-best and comparison groups (SAI 3.0)
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
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

44. 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

45. 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

46. 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.

47. 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.

48. 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

49. 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.

50. 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.

51. questions

52. "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) E
William Durden, Policy Associate
V (360) E
Washington State Board for Community & Technical Colleges
1300 Quince St SE | PO Box | Olympia, Washington 98504
____________________

53. 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”

54. 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.

55. break

56. Session II Explore the campus status Quo

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

58. 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?

59. 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?

60. 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

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

62. 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: redesign-a-toolkit