Anticipated Change in Scale of Adoption During Timeframe. Outcomes: Indicate what success will look like as a result of these efforts.

Transcription

1 College: (dropdown menu with list of all colleges) : (dropdown menu with five? options: Spring 2018-Summer 2019, Fall 2019-Summer 2020, Fall 2020-Summer 2021, Fall 2021-Summer 2022; preselection Summer 2018-Summer 2019 Inquiry: Engaging campus stakeholders in actionable research and with local data; creating consensus about main issues and broad solutions Assessment (1-3) 1. Cross Functional Inquiry - College constituents (including staff, faculty across disciplines and counselors, administrators, and students) examine research and local data on student success and discuss overarching strategies to improve student success. College engages in broad, deep and inclusive discussion and inquiry about the Guided Pathways approach, framework and evidence. Early Learning from experience: First-hand contact with experienced colleges: invitations to representatives of colleges using Guided Pathways to provide panel discussions for all campus; for chairs; for classified; for leaders; for noncredit/san Diego Continuing Education Review of external qualitative research with students: what sources can inform our understanding of student perspectives? Student Voices: Equity data will be used as a framework to guide discussions and inquiry efforts Results from enrollment management needs assessment to be reviewed with other qualitative research City College Strategic Plan Outcomes: Indicate what success will look like as a result of these efforts. Broad participation in inquiry work that is inclusive of all constituencies Increased understanding of Guided Pathways framework Increased knowledge of student experiences, leading to identification of priorities for change Shared rationale for engaging in Guided Pathways work During Dropdown menu for each cell in this column in each table: Scaling in Progress Structured focus groups and other opportunities to hear from City CCC GP Action Plan, Timeline, and Allocation Summary 1

2 Inquiry: Engaging campus stakeholders in actionable research and with local data; creating consensus about main issues and broad solutions Assessment (1-3) students. Include prospective students from high schools and Continuing Education; graduates and leavers; and a broad range of current students. Local Inquiry: Outcomes: Indicate what success will look like as a result of these efforts. During Inquiry groups led and executed by faculty and/or classified professionals on topics such as curriculum revision, student services, student transitions from high school or noncredit; student transitions to transfer or work Listening Tour: executive leadership meeting with groups across campus in structured feedback sessions CCC GP Action Plan, Timeline, and Allocation Summary 2

3 Inquiry: Engaging campus stakeholders in actionable research and with local data; creating consensus about main issues and broad solutions Assessment (1-3) 2. Shared Metrics - College is using clearly identified benchmarks and student data to track progress on key activities and student academic and employment outcomes. Those benchmarks are shared across key initiatives. 3. Integrated Planning - Collegewide discussions are happening with all stakeholders and support/commitment has been expressed by key stakeholders to utilize the Guided Pathways framework as an overarching structure for the college s main planning and Early Early adoption Develop and use definitions and terminology for the Guided Pathways framework at City College to foster shared understanding across the college and with Continuing Education Identify key performance indicators for Guided Pathways work and benchmarks for improvement Regularly scheduled retreats, discussions, and/or professional development opportunities to include the entire college community in GP planning, including Fall Convocation and Planning Summit each semester Creation of institutional inventories, to clearly define the existing Equity reports and definitions of disproportionate impact Institution-set standards Integrated Plan goals and metrics Strong Workforce Equity reports and definitions of disproportionate impact Carnival of Curriculum and Block Party for local models Resource Allocation Committee and budget development process Integrated Plan and associated representative groups/committees Enrollment Management Plan Outcomes: Indicate what success will look like as a result of these efforts. Publication of glossary for Guided Pathways terminology and metrics; collegewide use of GP terminology and metrics Shared understanding of institutional outcomes and contribution of individual efforts to those goals Implementation plan for years 2-5 of Guided Pathways Shared vision for Guided Pathways Documentation of college structures and action items for organizing, simplifying, and integrating them During Scaling in progress Scaling in progress CCC GP Action Plan, Timeline, and Allocation Summary 3

4 Inquiry: Engaging campus stakeholders in actionable research and with local data; creating consensus about main issues and broad solutions Assessment (1-3) resource allocation processes, leveraging existing initiatives and programs. college ecosystem Inclusive workgroup to lead Guided Pathways planning Professional development for faculty, classified, and administrators Outcomes: Indicate what success will look like as a result of these efforts. During 4. Inclusive Decision- Making Structures - College has identified key leaders that represent diverse campus constituents to steer college-wide communication, input and decisions Design: Establishing and using an inclusive process to make decisions about and design the key elements of Guided Pathways Early adoption Establish Guided Pathways work group to represent all constituent groups and steer collegewide communication, input, and recommendations for action Application for IEPI PRT project to review committee structures, decision processes, and use of data Leading From the Middle team Participants in Guided Pathways training Enhanced dialogue, increased sense of trust, and a more reflective culture Road map and structure for Guided Pathways planning and decision-making that links inclusive During Scaling in progress CCC GP Action Plan, Timeline, and Allocation Summary 4

5 Design: Establishing and using an inclusive process to make decisions about and design the key elements of Guided Pathways regarding the Guided Pathways framework. Constituents have developed transparent crossfunctional workteams to provide the Guided Pathways effort with momentum and regularly provide opportunities for broad college-wide input. In addition, this plan strategically engages college governance bodies college-wide. 5. Intersegmental Alignment - (Clarify the Path) College engages in systematic coordination with K- 12, four-year institutions and industry partners to Create framework for engaging with Continuing Ed and existing college governance groups, including Academic Senate, MPAROC (college planning council), Classified Senate, ASG, and College Council Provide opportunities for regular feedback from the college as a whole/continuing Ed to the GP work group to ensure efforts have the intended reach and impact workshops Campus leaders, Academic Senate, Classified Senate, Associated Students Government (ASG) work group and governance groups Web platform for communications, sharing work in progress, and receiving input During CCC GP Action Plan, Timeline, and Allocation Summary 5

6 Design: Establishing and using an inclusive process to make decisions about and design the key elements of Guided Pathways inform program requirements. During 6. Guided Major and Career Exploration - (Help Students Choose and Enter a Pathway) College has structures in place to scale major and career exploration early on in a student s college experience. 7. Improved Basic Skills - (Help Students Choose and Enter a Pathway; Ensure Students are Learning) College is implementing evidence-based practices to increase Scaling in progress Build on efforts to use multiple measures to assess and place students at highest level per AB 705 guidelines. Provide professional development opportunities for faculty to make curricular and pedagogical changes to Title V, Basic Skills, and Equity efforts Continuing Education/ noncredit programs, including portfolio model for ELAC placement District AB 705 committees for math, English, and ELAC College and AFT Increase percentage of students achieving transfer-level English and Math in one year (three years for ESOL/ELAC students) Increased use of OER New courses developed and approved Scaling in progress CCC GP Action Plan, Timeline, and Allocation Summary 6

7 Design: Establishing and using an inclusive process to make decisions about and design the key elements of Guided Pathways access and success in college and/or transfer-level math and English. enhance cultural competence, equityminded practices, etc. Include faculty from Continuing Education, CCAP/high school programs Professional Development Coordinators Successful models for faculty engagement in collaborative curriculum work During Curricular Changes: Continue math course redesign Development of distance ed versions of ENGL 101/31 and 47A Development of transfer level ELAC course for Multilingual learners Development of ELAC electives Alignment with noncredit/continuing Ed 8. Clear Program Early Faculty focus groups on Ongoing articulation work Up to date inventory Scaling in progress Requirements - adoption curriculum structures with K-12 and transfer of courses and (Clarify the Path) and processes institutions will inform programs to use as College is clarifying Support for examination program and course foundation for course sequences for of curriculum initiated offerings identifying program programs of study by program/ College and AFT clusters or areas of (including key department faculty, with Professional Development study and milestones) and examination of CCC GP Action Plan, Timeline, and Allocation Summary 7

8 creating predictable schedules so that students can know what they need to take, plan course schedules over an extended period of time, and easily see how close they are to completion. College offers courses to meet student demand. In order to meet these objectives, college is engaging in backwards design with desired core competencies and/or student outcomes in mind (including timeto-goal completion and enhanced access to relevant transfer and career outcomes). Design: Establishing and using an inclusive process to make decisions about and design the key elements of Guided Pathways request process for resources and technical assistance Create structures and protocols for integrating student voices and considering student input Identify tools and models for transcript analysis to generate usable data on student course-taking; awards and degrees; course offerings and cancellations Consistent review of active/not offered list Initiate inquiry groups to examine data Provide technical expertise and resources for curriculum revision Outreach to faculty on curriculum process and resources Collaborate with CE on alignment of credit and noncredit CTE curricula Coordinators Successful models for faculty engagement in collaborative curriculum work course scheduling Increased integration of career and transfer information across instruction and student services Increased use of OER During CCC GP Action Plan, Timeline, and Allocation Summary 8

9 Design: Establishing and using an inclusive process to make decisions about and design the key elements of Guided Pathways Inventory career and transfer services and resources and use this information in professional development for teaching faculty During Assessment (9-14) 9. Proactive and Integrated Student Supports - (Help Students Stay on the Path) College provides academic and nonacademic support services in a way that is proactive and aligned with instruction, so that all Implementation: Adapting and implementing the key practices and components of Guided Pathways to meet student needs at scale result of these efforts. During CCC GP Action Plan, Timeline, and Allocation Summary 9

10 Design: Establishing and using an inclusive process to make decisions about and design the key elements of Guided Pathways students are explicitly engaged in these services. During 10. Integrated Technology Infrastructure - (Help Students Choose and Enter a Pathway; Help Students Stay on the Path) College has the technology infrastructure to provide tools for students as well as instructional, counseling, and student support faculty and staff to support planning, tracking, and outcomes for Guided Pathways. 11. Strategic Scaling in Professional Development Guided Pathways Scaling in progress Integrate Guided Professional progress Plan and Committee framework and priorities Pathways needs and Development - (Help College and AFT are integrated into the priorities as they are Students Stay on the Professional Development college s Professional defined through Path; Ensure Students Coordinators Development Plan inquiry work into City s are Learning) Successful models for PD activities are linked to CCC GP Action Plan, Timeline, and Allocation Summary 10

11 Design: Establishing and using an inclusive process to make decisions about and design the key elements of Guided Pathways Professional Development (PD) is strategically, frequently, and consistently offered for staff, faculty and administrators and aligned with the college s strategic goals, needs and priorities identified in integrated plans, program review, and other intentional processes. 12. Aligned Learning Outcomes - (Ensure Students are Learning) Learning outcomes are aligned with the requirements targeted by each program and across all levels (i.e., course, program, institutional) to ensure students success in subsequent educational, employment, and Professional Development Plan Incorporate professional development activities that support curriculum review and revision faculty engagement in collaborative curriculum work the four pillars and other elements of the Guided Pathways framework Increased use of OER and professional development regarding OER During CCC GP Action Plan, Timeline, and Allocation Summary 11

12 Design: Establishing and using an inclusive process to make decisions about and design the key elements of Guided Pathways career goals. During 13. Assessing and Documenting Learning - (Ensure Students are Learning) The college tracks attainment of learning outcomes and that information is easily accessible to students and faculty. Consistent and ongoing assessment of learning is taking place to assess whether students are mastering learning outcomes and building skills across each program and using results of learning outcomes assessment to improve the effectiveness of instruction in their programs. CCC GP Action Plan, Timeline, and Allocation Summary 12

13 Design: Establishing and using an inclusive process to make decisions about and design the key elements of Guided Pathways 14. Applied Learning Outcomes - (Ensure Students are Learning) Students have ample opportunity for applied/contextualized learning and practice. Opportunities have been coordinated strategically within and/or amongst programs. During CCC GP Action Plan, Timeline, and Allocation Summary 13

14 Please complete the following GANTT chart to indicate the timeframe during which you would anticipate incorporating each of the 14 key elements included in the CCC GP Self-Assessment into your plan. Use the PAINT function by selecting the appropriate cells and then click on the Paint dropdown menu to select a color to fill in the cells. Please use blue for Inquiry, green for Design, and orange for Implementation elements. Key Elements Spring 2018-Summer 2019 Fall 2019-Summer 2020 Fall 2020-Summer 2021 Fall 2021-Summer 2022 EXAMPLE 1. Cross-functional inquiry EXAMPLE 5. Intersegmental alignment EXAMPLE 14. Applied learning opportunities Inquiry (1-3) 1. Cross-functional inquiry 2. Shared metrics 3. Integrated planning Design (4-8) 4. Inclusive decision-making 5. Intersegmental alignment 6. Guided major and career exploration opportunities 7. Improved basic skills 8. Clear program requirements Implementation (9-14) 9. Proactive and integrated student supports 10. Integrated technology infrastructure 11. Strategic professional development 12. Aligned learning outcomes CCC GP Impl eme ntat ion Tim elin e CCC GP Action Plan, Timeline, and Allocation Summary 14

15 13. Assessing and documenting learning opportunities 14. Applied learning opportunities CCC GP Action Plan, Timeline, and Allocation Summary 15

16 CCC GP Key Performance Indicators The KPI data will be automatically updated each planning period to invite reflection and inform future planning. Key Performance Indicators KPI Data (Autofill from Launchboard) Spring Summer 2019 Fall Summer 2020 Fall Summer 2021 Fall 2021-Summer 2022 PARTICIPATION Number of students Average number of credits attempted in year one Average number of degree-applicable credits attempted in year one Full-time students Persisted from term one to term two To be prepopulated in advance of next work plan; make these columns unfillable. College-level course success rate TRANSFERRABLE MATH & ENGLISH COMPLETION Successfully completed transfer-level math in year one Successfully completed transfer-level English in year one Successfully completed both transfer-level English and math in year one FIRST TERM MOMENTUM Successfully earned 6+ college credits in first term Successfully earned 12+ college credits in first term Successfully earned 15+ college credits in first term Attempted 15+ college credits in first term CCC GP Action Plan, Timeline, and Allocation Summary 16

17 CCC GP Guided Pathways Allocations Please estimate the anticipated percentage of the CCC GP allocation to be used for the various activities and expenses. The amounts will pre-populate automatically from the percentages you indicate based on your college's overall allocation for this Sample Categories Personnel or Release Time Faculty coordinator (1.0 FTEF; may be divided) ESUs/Units/stipends for faculty participation: e.g. curriculum work, OER work, instructional design work Web development services Faculty release/adjunct: curriculum technical writer Instructional Design services Faculty release/adjunct: OER support Faculty release/stipend: Department/School liaison and coordination Curriculum support: 2 NANCE positions Professional Development Host speakers from other colleges Inquiry groups meetings and retreats Classified Professional Development College-wide Planning Summit (2x/year) Collaboration with CE Software Enhanced survey platform Data visualization $ (Prefilled from allocation formula) Dropdown menu with timeframe choices: Summer 2018-Summer 2019, Fall 2019-Summer 2020, Fall 2020-Summer 2021, and Fall 2021-Summer Anticipated amount (auto populate based Anticipated % on % noted) Actual % Actual amount CCC GP Action Plan, Timeline, and Allocation Summary 17

18 Other Focus Group research (outside assistance) Student incentives focus group research Enhanced student outreach w/ce Communications production of newsletters, promotional materials for PD and other opportunities, Supplies and materials Copying/Printing TOTAL 100% Required per EC Section (c) Briefly describe the college s efforts on the following issue: The inclusion of high school grades into the assessment/placement process The San Diego Community College District has a districtwide assessment committee charged with planning new placement processes that comply with the requirements of AB 705. The committee has also formed three workgroups, which focus on placement for English, math, and ESOL. City College is represented on the districtwide committee and in all three workgroups. ly, the workgroups have agreed on general approaches to student placement in the district for their subject areas, and will be developing implementation plans. Based on the college s planning and self-assessment dialogue and activity, what support could the Chancellor s Office provide to expand or support the next steps (optional question): Describe here CCC GP Action Plan, Timeline, and Allocation Summary 18