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GUIDED PATHWAYS

SAN JOSE CITY COLLEGE. GUIDED PATHWAYS. August 31, 2018. Four Important Keys in our Success. Help students stay on their path. Ensure that learning is happening with intentional outcomes. Create clear curricular pathways to employment and further education.

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GUIDED PATHWAYS

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  1. SAN JOSE CITY COLLEGE GUIDED PATHWAYS August 31, 2018

  2. Four Important Keys in our Success Help students stay on their path. Ensure that learning is happening with intentional outcomes. Create clear curricular pathways to employment and further education. Help students choose and enter their pathway.

  3. Spring 2018 Timeline FEBRUARY 6 GP Self Assessment Tool JULY 11 - 14 Curriculum Institute MARCH 30 Submit Work Plan to State MARCH 5-6 Stakeholder Interviews BUILD GP WORKGROUPS FEBRUARY 8 A2I2:NCII – VISIT #2 JUNE 15 A2I2:NCII-VISIT #3 MARCH 20 Academic Senate

  4. 2018 >TIMELINE>2022 PHASE I ADOPTION Spring 2018 to Summer 2019

  5. LOGIC MODEL RESOUCRES ACTIVITIES OUTCOMES OUTPUTS

  6. Cross Functional Inquiry Student Services IR and IT Academic Divisions Academic Support Services Students Faculty Staff Administrators Scaling successful interventions Special Programs Administrative Support Offices

  7. Cross Functional Inquiry Student Services IR and IT EARLY ALERT Academic Divisions Academic Support Services Special Programs Administrative Support Offices

  8. Intersegmental Alignment SJCC K-12 IP 4-YEAR

  9. Improved Basic Skills 75% of California Community College students are assessed and placed into basic skills courses Only 1 in 5students will evercomplete a degree

  10. Improved Basic Skills INNOVATION CHANGE SUPPORT Changing Assessment & Placement Policies Co-Requisite and Supplemental Holistic Services Redesigned & Accelerated Basic Skills

  11. AB-705 (Irwin, 2017) The purpose of the legislation Increase the number of students who enter and complete transfer-level English and Math in one year. Minimize the disproportionate impact on student created through inaccurate placement processes. Increase the number of ESL students completing transfer-level English within three years.

  12. AB-705 (Irwin, 2017) The purpose of the legislation Maximize the probability that a student will complete transfer-level course work in Math and English within one-year, and ESL sequence in three years, by utilizing assessment measures that include high school performance. Students can be placed in remedial courses if they are “highly unlikely” to succeed in transfer level.

  13. HIGH SCHOOL PERFORMANCE AB 705 (Irwin, 2017) AB 705 requires colleges to use one or more of the following when placing students into courses in math and English High School Coursework High School GPA High School Grades

  14. HIGH SCHOOL PERFORMANCE AB 705 (Irwin, 2017) Sec 2. 78213 (d)(1)(D) “When high school transcript data is difficult to obtain, logistically problematic to use, or not available, a community college district or community college may use self-reported high school information or guided placement, including self-placements for students.”

  15. Multiple Measures Assessment Project Research transfer-level placement Ahigher rate of students were likely to succeed in transfer-level courses when placed by MMAP than by traditional placement systems developmental placement

  16. AB-705 FAQs Excerpted from the AB-705 Implementation Memorandum July 10, 2018 Collegesneed to put structures in place that ensure that students can engage a curriculum that supports completion of transfer-level English and mathematics/quantitative reasoning in two semesters. New placement policies will place a majority of students directly into transfer-level courses, but any students who are not must have access to curriculum that allows them to complete transfer level in two semesters. What does it mean to maximize the probability of completion of transfer-level math and English in one year?

  17. AB-705 FAQs Yes, colleges may determine the best placement for some students is one-level below transfer. However, this should be a significantly smaller proportion than is currently directed toward pre-transfer courses. The work ahead involves providing a rationale and evidence for placement decisions. The law strictly prohibits placing students into pre-transfer levels unless both conditions are met: the students are highly unlikely to succeed in the transfer course AND enrolling in the pre-transfer course will increase the likelihood of success in the transfer-level course. Can we place students one-level below transfer-level?

  18. AB-705 FAQs Can we and should we keep offering courses below transfer-level? Colleges can continue to offer courses below transfer. These courses may be part of plans to serve various aspects of the college community. However, colleges cannot require students to enroll unless the students are highly unlikely to succeed in the transfer course AND enrolling in the pre-transfer course will increase the likelihood of success in the transfer-level course.

  19. AB-705 FAQs How is “highly unlikely to succeed” defined? While this phrase is not defined in statute or the memo, an analysis of the stated intent of the legislation and of the approach used to determine the default placement rules suggests that compliance would be achieved if the student’s chances of success are higher when he or she is placed into pre-transfer coursework or transfer-level work with support as compared to his or her chances of success with direct placement into a transfer level course.

  20. AB-705 FAQs Does AB 705 only apply to transfer students? No, AB 705 is applicable to all students who are seeking to complete a degree. While all students need atransfer level English composition course for degree completion, math requirements vary. Placement in math should align with the student’s educational goal. If a student declares a major or goal that requires transfer-level math or quantitative reasoning, then the student should be placed in the correct math and at the correct level. If a student declares a major or goal that includes a local degree or certificate, then the student should be placed in the math or quantitative reasoning that matches the student’s goal.

  21. SUMMER BRIDGE PROGRAM 2018

  22. OUTCOMES

  23. Program Maps Defined • Educational program: defined in title 5, section 55000(m) as "an organized sequence of courses leading to a defined objective, a degree, a certificate, a diploma, a license, or transfer to another institution of higher education." • Program Map • A progression of courses to complete the program; may be term-by-term or unit based • Provides a clear understanding of award requirements • Serves as a planning document to assist students in completing the required courses • Successful program mapping is all about identifying the needs of your students and your college and then developing effective maps to meet those needs.

  24. Sample Program Map • Advising Notes • clarify elective choices • Identify milestones • Courses needed to achieve certificates and the degree are shown within the program map (C2, C4 and D) Accounting Specialist, Austin City College

  25. Five Design Principles for Program Mapping • “Reverse Engineering” – start with the outcome • Review the program outline and align with outcomes • Transfer – how well does the program facilitate transfer to major feeder schools? • AD-Ts: do existing GE offerings allow for rapid completion of degree requirements? • CTE – how well is the program aligned with the local labor market? Does the program prepare the student for immediate employment in the field? • Programs with both degrees and certificates • can students earn certificates along the way that improve job opportunities while they pursue the higher-level degree?

  26. Five Design Principles for Program Mapping • In-depth analysis of courses & course sequencing • Can the curriculum be streamlined? • Are prerequisites reasonable and validated? • What GE courses best support the program?

  27. Five Design Principles for Program Mapping • Develop a clear understanding of your students • Demographics, goals, post-college placement • Data, data and more data! • Answers may dismay – but continue on anyway! • Retrospective analyses before (and after) mapping • Success/retention – who leaves and when? • Course-taking behavior • Common and/or popular GE courses – why are they taking those and not others? • “swirlers,” moving between nearby colleges to complete requirements?

  28. Five Design Principles for Program Mapping • Engage the college community in the discussion • Students • Curriculum and Articulation officers • Counselors • Faculty in related or prerequisite disciplines (e.g. Math for Accounting) • GE Faculty • Administration • Classified staff associated with the program • Where appropriate, include the larger community • Local employers • University partners

  29. Five Design Principles for Program Mapping • Align faculty ideal with student reality • How many students actually followed the map? • If they didn’t follow the map, were there common bottlenecks or stepping-off points? • What process do you have in place to make changes?

  30. Meta Majors with Program Mapping

  31. What are Meta Majors? • Definitions… • Meta Majors are collections of academic majors that have related courses. • Meta Majors cluster groups of degrees and certificates that are considered similar from a student’s perspective. • Meta Majors give incoming students an opportunity for early exploration within a cluster of academic and career choices while still making progress to graduation.

  32. What are Meta Majors? • Other Titles for the Meta Major concept… • Focus Area • Cluster • Major Pathways • Clustering Majors Career and Academic Pathways Interest Areas Career Clusters Program Clusters Others???

  33. Common Elements of Meta Majors and Program Mapping: • Each Meta Major is clearly mapped to programs and careers. • Math/quantitative reasoning course is aligned with programs within the Meta Majors. • General Education (GE) core courses are mapped with Meta Majors (some or more prescriptive , others are not, some are mixed depending upon the outcomes). • Connections with GE courses and Meta Majors and majors are made clear. • Sometimes electives are aligned with Meta Majors. • Advising and student services are aligned with the student’s Meta Major. • Meta Majors may be aligned with local labor market demand.

  34. City Colleges of Chicago

  35. Cabrillo College’s Career and Academic Pathways (CAP)

  36. Multiple Paths FORWARD: Diversifying Mathematics as a Strategy for College Success

  37. Graduating in Math at Bakersfield Collegean unguided pathway research project • Sample Pathways with Program Mapping

  38. THANK YOU Slides on Meta Majors taken from the presentations entitled Where Like Minds Gather: Building Meta Majors Course Sequencing and Program Mapping Given at the Curriculum Institute July 2018

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