Guided Work Plan - Clover Park Technical College Work Plan... · Web viewthe college has defined its technology needs to facilitate changes to advising, registration, and progress

Guided Work Plan

This tool is designed to help your college: assess how far along you are in implementing essential guided pathways practices at scale plan for scaled implementation in areas where additional work is needed monitor your progress toward full implementation inform improvements to future institutes, coaching, or additional technical assistance

For each essential practice area, describe both its current status on your campus and the steps you will take to make the transition from current practice to full implementation of each essential element of Guided Pathways at scale, defined as reaching all credential-seeking students. Please keep the following in mind as you complete or update this work plan:

Activities need to be specific and actionable. Your description needs to include any key work products, milestones, or deliverables. Identify the data you will need to use for planning.

Each activity must have an accountable person or group with a defined role, responsibility, and authority for its completion.

Scale is a critical element of Guided Pathways implementation. When an Essential Practice includes an activity that must be 1) scaled or 2) made mandatory, explain the mechanism which will ensure scale and/or mandate is met.

If an activity in the work plan is ongoing (for example, groups of faculty meeting to review course data), please use the “target completion date” column in the timeline table to indicate the frequency (twice quarterly, weekly, etc.) of that activity.

It is important that the set of activities you describe will clearly result in meeting the provided definition of each Guided Pathways essential practice (in bold above each action plan). While we expect you’ll have more details for the upcoming year of work, this plan must include all grant years.

In the narrative description of your progress, please address both accomplishments and challenges. Open discussion on these topics will inform the content of future institutes and technical assistance.

If initial work on a particular Essential Practice is complete, use the work plan to lay out activities you will engage in to refine and improve your college’s implementation of that practice.

GUIDED PATHWAY ESSENTIAL PRACTICESFACULTY AND STAFF ENGAGEMENT Faculty and staff are engaged in developing, implementing, and refining each Guided Pathways element including but not limited to degree/program maps and integrated supports. Appropriate departments, work groups, or committees with broad faculty and staff representation engage in ongoing work and provide feedback to leadership.

Minimum Grant Requirements: By the end of the first year (Cohort One Spring 2017; Cohort Two Spring 2019) faculty and staff are broadly engaged in cross departmental teams to support Guided Pathways and cross-functional teams have been formed to create pathways and redesign processes for advising, placement, and registration as necessary to support Guided Pathways.Status UpdatePlease briefly describe 1) the current state of this essential practice on your campus and 2) progress that has been made since your last work plan update. (If this is the first year you are submitting this work plan, please instead provide an analysis of the gap between the current status on your campus and what is necessary to meet the definition of this essential practice) Current: With Clover Park Technical College’s Executive Leadership Team support, we have established a broadly-based committee structure to develop, implement, and refine each Guided Pathways (GP) element. The Guided Pathways Core Team serves as the overarching steering body for GP. The Core Team is co-led by Dr. Tawny Dotson (CPTC Vice President for Strategic Development) and Dean Kelly (Dean for Student Success). The Core Team consists of 21 members including the College President, four faculty, eight instructional administrators, five student success administrators, two members from strategic development, and one member from finance and administration. This committee leads the GP essential practices of faculty and staff engagement, and communication.

Four sub-committees lead pillar/work areas. The committees have joint leadership with Instruction and Student Success. Members of committees were sought through a college-wide volunteer process. Once volunteers were identified, additional members were added by the Executive Team and Core Team Co-Leads to ensure broad representation and input. Committees report to, seek guidance from, and participate in the GP Core Team, which serves as the leadership body for GP at CPTC.

Every committee has a student assigned to participate in their process. Each committee is organized as follows:Equity, Diversity, Inclusion: Co-led by Dr. Judy Loveless-Morris (Dean for Instruction) and Cal Erwin (Director for Student Involvement) has 20 members and is responsible for ensuring EDI is at the center of all our GP efforts, establishing shared definitions for EDI terms, setting EDI goals, and establishing a process to assess progress toward those goals.Outreach and Recruitment: Co-led by Scott Latiolais (Vice President for Student Success) and Michelle Hillesland (Dean for Instruction) has 15 members and is responsible for GP essential practices of communication and intake.Retention and Completion: Co-led by Dean Kelly and Dr. Claire Korschinowski (Dean for Instruction) has 12 members and is responsible for GP essential practices of technology, advising, program monitoring, and intervention and/or redirecting students as needed.

Student Learning: Co-led by Mabel Edmonds (Vice President for Instruction) and Cindy Mowry (Associate Dean for Student Success) has 35 members and is responsible for 3 work groups. Program and Degree Maps Work Group is led by Dr. Chris Chen-Mahoney (Associate Dean for Instruction) and Jason Sawatski (Faculty, School Lead) and is responsible for GP essential practices of exploratory sequence for each Meta major (school), Meta majors and programs of study, designing program and degree maps, and scheduling; College Level Math and English within a Year is led by Jenna Pollock (Associate Dean for Instruction) and Kristin Copeland (Faculty and Academic Lead) and is responsible for the GP essential practice of college level English and Math within one year and Math pathways; and Ensuring Student Learning led by Brandon Rogers (Associate Dean for Instruction) and LaRita Montgomery-Mandley (Faculty and School Lead) is responsible for the GP essential practices of gatekeeper courses and ensuring learning.

Additional ways we have engaged the college community in this effort include: GP Book Clubs were held in divisions to support sensemaking of GP. Participants read Redesigning America’s Community Colleges and

discussed its applicability at CPTC. Videos were sent to all faculty and staff via email sharing updates about GP efforts at CPTC. School (Meta Major) and Academic Leads were hired and provided with stipends (funded by GP) to provide leadership in GP faculty voice

and initiatives. GP has been presented and/or discussed at the following: Opening (convocation) day 2017, 2018; Faculty In-Service Nov. 2018, Feb

2019, and April 2019. Each cohort retreat has included broad based attendees from all college divisions to include numerous faculty and staff involvement to

build advocates for the work.

Each GP Committee developed an annual work plan (January 2019) presented to GP Core Team Co-Leads. Action plans were then refined to ensure they focus on current practice and actions necessary to reach scale in the essential practices.

A GP budget process was established. Committee leads can request funding support for their work plans through submission of a GP budget request form that includes measurable outcomes and clear connections to GP action plans. Budget requests are reviewed and scored on a pre-established rubric at each Core Team meeting. Any proposal that receives a threshold score qualifying it for funding is reviewed by the Core Team Co-Leads and then a decision is made whether to move forward with funding. This practice ensures critical analysis of what’s necessary to move from current practice to essential practice and allows for refining and feedback.

Gaps: As we incorporate EDI throughout our Guided Pathways work, we are taking additional steps to build capacity in this area. Though CPTC has offered opportunities for cultural competence and pedagogical training, the offerings have not been informed by institutional assessment or a strategic plan. Additionally, trainings and engagement opportunities have had limited representation and participation from all areas of the campus. To engage faculty and staff, systems have to be created for individuals, departments, and divisions to share the responsibility of institutionalizing inclusive excellence. Faculty are now able to view their own dashboards to see which groups of students are successful and which are not. the next step is to design professional development based on these gaps. There are still some staff and faculty who are not engaged. As program maps are being developed, incentives, data, and progress will be shared to encourage more staff and faculty involvement. Finally, a Chief Diversity Officer, and Multicultural Coordinator will be hired in summer 2019. Part of their role will be to help the college consider how to engage all members of the college community in this work, so that we aren’t leaving certain voices out of the conversation.

Action Plan Activities planned to close any gap between the definition of the essential practice and its current status on your campus. If fully scaled, please list activities to refine and improve the essential practice.

Person/Group/Entity Responsible Target Completion Date

Done

Improve the use of student voice in the process. Convene students to enhance student voice in GP redesign.

GP Core Team (Dotson/Kelly) Quarterly, ongoing

X

Continue engaging with faculty/staff through regular email updates, presentations at faculty in-service, and College Opening (Convocation) Day.

GP Core Team (Dotson/Kelly) Quarterly X

Create common definitions for equity, diversity, and inclusion. EDI Committee (Co-Leads Loveless-Morris/Erwin)

Spring 2019

X

Conduct an environmental scan of the organization and culture in 2019-2020 academic year. Give special consideration to response rate.

EDI Committee (Co-leads Loveless-Morris/Erwin), Institutional Research

Winter 2019

X

Based on findings of environmental scan, establish 2019-2020 goals of the Diversity Center, college equity gaps.

Executive leadership, EDI (Co-Leads Loveless-Morris/Erwin)

Spring 2020

Refine how we are going to ensure monitoring of accomplishments around GP action plans. GP Core Team (Dotson/Kelly) Summer 2019

Host two recognition celebrations (June 2019, December 2019) as a way to cultivate a sense of college community and reaffirm vision and commitment to student success and inclusive excellence. Events will focus on continuing to communicate the good work of the committees in achieving action plan steps, highlighting faculty/staff for their efforts, and inviting continued participation in the effort.

Guided Pathways Core Team (Dotson/Kelly), EDI Committee (Co-leads Loveless-Morris/Erwin)

Dec. 2019

META MAJORS AND PROGRAMS OF STUDY Programs of Study (clustered into Meta Majors) are well-designed to guide and prepare students to enter employment and/or further education. Learning outcomes are clearly defined for each programs of study (not just defined at the course level) and those learning outcomes inform the default course sequence and align with transfer and degree completion minimum requirements. Minimum Grant Requirements: By the end of the second year (Cohort One Spring 2018; Cohort Two Spring 2020) 1) Meta Majors (Schools) and the Programs of Study within them have been defined 2) each Program of Study has defined learning outcomes at the program level. Status UpdatePlease briefly describe 1) the current state of this essential practice on your campus and 2) progress that has been made since your last work plan update. (If this is the first year you are submitting this work plan, please instead provide an analysis of the gap between the current status on your campus and what is necessary to meet the definition of this essential practice)

Current: Meta majors have been identified. CPTC is calling Meta Majors, “Schools.” CPTC developed 7 schools: Business and Personal Services, Health and Human Development, Automotive and Trades, Manufacturing, Nursing, STED (Science, Technology, Engineering, and Design), and Aviation & Aerospace. These schools will be reviewed and refined in the 2020 academic year by the GP Core Team to ensure we have the right structure in place to support our work. Program learning outcomes are being reviewed and refined with an expected completion date of June 30, 2019. Program learning outcomes are complete for all programs at the degree level, but not at the certificate level. Course learning outcomes will be reviewed and refined through the remainder of the 2019 calendar year. A student learning outcomes plan was established, by the Manager for Outcomes and Assessment, reviewed by Instructional Administrators, and approved college-wide by the President in April 2019. This plan will guide not only the ongoing and systematic review of program and course learning outcomes, but also assessment of all SLOs.

Gaps: Continue work to define program learning outcomes (PLO’s) needs to occur at the certificate level since current PLOs are applicable only at the degree level. In addition, course learning outcomes need to be refined and work needs to occur to ensure assessment happens at all levels. This work will include identifying a default course sequence as part of mapping redesign, and aligning learning outcomes with transfer and degree completion requirements.



Done

Evaluate and refine program learning outcomes at the certificate level. Faculty, Deans of Instruction, Student Learning Committee, Ensure Students are Learning Task Force (Co-leads Rogers/Montgomery-Mandley) Manager of Outcomes and Assessment (Franklin Clark)

Fall 2019

Evaluate and refine course learning outcomes. Include mapping default course sequence and Faculty, Deans of Instruction, Quarterly, as

aligning learning outcomes with transfer and degree requirements. Student Learning Committee, Ensure Students are Learning Task Force (Co-leads Rogers/Montgomery-Mandley), Manager of Outcomes and Assessment (Franklin Clark)

part of regular program review process for accreditation

Evaluate, refine, and assess program learning outcomes. Include mapping default course sequence and aligning learning outcomes with transfer and degree requirements.

Faculty, Deans of Instruction, Student Learning Committee, Ensure Students are Learning Task Force (Co-leads Rogers/Montgomery-Mandley), Manager of Outcomes and Assessment (Franklin Clark)

Quarterly, as part of regular program review process for accreditation

EXPLORATORY SEQUENCE FOR EACH META MAJORStudents who do not have a specific Program of Study in mind are required to choose a Meta Major in a broad field off interest (such as business, allied health, education, etc.) with a default curriculum that gives them a taste of the given field. Minimum Grant Requirements: By the end of the second year (Cohort One Spring 2018; Cohort Two Spring 2020) a default exploratory course sequence for each Meta Major has been designed. By the end of the third year (Cohort One Spring 2019; Cohort Two Spring 2021), these exploratory sequences are being used by students who select a Meta Major upon enrollment but have not determined their Program of Study.Status UpdatePlease briefly describe 1) the current state of this essential practice on your campus and 2) progress that has been made since your last work plan update. (If this is the first year you are submitting this work plan, please instead provide an analysis of the gap between the current status on your campus and what is necessary to meet the definition of this essential practice)

Current: As a technical college, CPTC’s courses for each program area are already mapped through a scope and sequence document. This document includes the necessary courses to graduate, courses available for students to choose as electives (Example: humanities area), and total credits required for each degree or certificate. In many cases, this includes a quarter where students can take initial courses that could be transferable, but this is neither at scale nor systematic. At admission students are required to choose a meta-major (school) and program. As of spring quarter 2019, all students (100%) have a chosen meta-major (school) and program prior to starting their first quarter.

Gaps: At admission, students are required to choose a program and meta-major (school). As a technical college, students aren’t able to choose an exploratory sequence of courses that gives them time/space to choose an area of study. For financial aid purposes, students have to choose a program right away. Consequently, a defined exploratory sequence does not currently exist for all programs. Work will begin to identify the exploratory sequence as a part of our program mapping work (summer 2019), and a default sequence will be piloted in Spring 2020. Additionally, COLL 102 (College Success Course) may be contextualized as a part of the meta-major’s (school’s) exploratory sequence. Other ideas for an exploratory sequence include program information sessions, orientation, and an introductory course in each school.



Done

Assess and determine the feasibility of exploratory sequence for each school (Meta major) Program faculty, School leads, Academic leads, Deans/Associate deans, Advisors

Summer 2019

Assess and determine the viability of contextualized College 102 within each school Program faculty, School leads, Dean of Student Success (Kelly), College 102 faculty

Summer 2019

Assess Program Info sessions and brainstorm possible new designs Program faculty, School leads, Deans/Associate deans, Outreach, Entry services

Summer 2019

Analyze data to determine the best course of action for exploratory sequence Program faculty, School/academic leads, Deans/Associate deans, Dean

Fall 2019

of Student Success, College 102 faculty, Advisors

Design and pilot exploratory sequence in at least one program or school Program faculty, College 102 faculty Winter 2020

Assess results of initial pilot and make adjustments if necessary Program faculty, School/academic leads, Deans/Associate deans, Dean of Student Success, College 102 faculty, Advisors

Spring 2020

Scale to 50% of all programs or schools Program faculty, School/academic leads, Deans/Associate deans, Dean of Student Success, College 102 faculty, Advisors

Fall 2020

Assess results of initial pilot and make adjustments if necessary; scale to 75% of all programs or schools

Program faculty, School/academic leads, Deans/Associate deans, Dean of Student Success, College 102 faculty, Advisors

Winter 2021

Assess results and make adjustments if necessary; scale to 100% of all programs or schools Program faculty, School/academic leads, Deans/Associate deans, Dean of Student Success, College 102 faculty, Advisors

Spring 2021

DESIGNING PROGRAM/DEGREE MAPSEach Program of Study is clearly mapped out for students and provides a coherent pathway from college entry through completion or transfer. Students know which courses they should take and in what sequence, and are directed to default course selections. Courses critical for success in each program and other key progress milestones are clearly identified. Default schedules are designed to lead to on-time completion, but students can customize their plans by working with an adviser or faculty member to do so. Minimum Grant Requirements: By the end of the second year (Cohort One Spring 2018 Cohort Two Spring 2020) default course sequences are established for each program and have been reviewed cross-departmentally to identify potential problems or conflicts. Please submit your completed program maps and default course sequences with this report.Status UpdatePlease briefly describe 1) the current state of this essential practice on your campus, 2) progress that has been made since your last work plan update, and 3) how your program maps address your equity goals. (If this is the first year you are submitting this work plan, please instead provide an analysis of the gap between the current status on your campus and what is necessary to meet the definition of this essential practice)

Current: As a technical college, CPTC’s courses for each program area are already mapped through a scope and sequence document. This document includes the necessary courses to graduate, courses available for students to choose as electives (Example: humanities area), and total credits required to graduate. A curriculum designer was hired in spring 2019 to work with programs on designing new degree maps and writing new curriculum. Pilot programs have been chosen to begin work on redesigning degree maps (summer 2019)

Gaps: Current scope and sequence documents do not include intentionally embedded general education courses with a default sequence. In addition, cross-departmental work needs to be accomplished to review for potential conflicts or problems, gatekeeper/critical courses and transfer opportunities, and key progress milestones need to be clearly identified for each program area. Some additional challenges to consider include the following: high credit load in some programs, teaching loads per contracts, default sequencing for general education, developing an exploratory sequence, and the timing/structure of courses. Finally, working with our Transitional Studies Program to develop sequence of courses/maps that would successfully transition BEdA (Basic Education for Adults) students to college level coursework.



Done

Establish a task force who will create a plan to redesign the scheduling of programs to embed Gen Ed courses in degree maps

School leads, academic leads, program faculty, academic faculty, Advisors, Deans/associate deans

Spring 2019

X

Analyze Scope & Sequence of each program; gather feedback from academic faculty Task force, Student Learning Committee (Edmonds/Mowry)

Spring 2019

Work with ASG to form student focus groups by school to collect qualitative data for Gen Ed courses and scheduling needs

Student Learning Committee (Edmonds/Mowry)

Spring 2019

Analyze data collected in Spring 2019 to identify one program per school as a pilot to implement Task force, Student Learning Summer

degree map redesign Committee (Edmonds/Mowry) 2019Evaluate redesign process based on results of the pilot programs Task force, Student Learning

Committee (Edmonds/Mowry)Fall 2019

Scale to 50% of all programs Task force, Student Learning Committee (Edmonds/Mowry)

Winter 2020

Evaluate redesign process and scale to 100% (Including transitional studies) Task force, Student Learning Committee (Edmonds/Mowry)

Spring 2020

Provide faculty training Subject matter expert (TBD) Ongoing

COMMUNICATIONThere is a college-wide understanding of the Guided Pathways – for faculty, staff, students, and potential students. Information on Programs of Study (organized by Meta Majors and linked to transfer options and career information) is easily available to students via the college website and other appropriate communications tools. Minimum Grant Requirements: By the end of the first year (Cohort One Spring 2017; Cohort Two Spring 2019) Guided Pathways vision and goals is clearly communicated throughout the college. By the end of the second year (Cohort One Spring 2018; Cohort Two Spring 2020) communications materials have been created and website has been updated to effectively inform students about each Meta Major and Program of Study or there is a plan in place to do so during the third year (2018-2019); the college’s website contains detailed information on the employment and further education opportunities targeted by program.Status UpdatePlease briefly describe 1) the current state of this essential practice on your campus and 2) progress that has been made since your last work plan update. (If this is the first year you are submitting this work plan, please instead provide an analysis of the gap between the current status on your campus and what is necessary to meet the definition of this essential practice)

Current: CPTC has taken several steps to communicate Guided Pathways vision and goals. First, several book clubs were organized to read Redesigning America’s Community Colleges, which outlines GP work. Second, at various all college gatherings like convocation, administrative leaders have provided information on what GP is, and why our college needs to undergo this transformation. Third, a structure was created to engage faculty, staff, and students in the work. Five committees were created, and individuals signed up for committee work to make sure essential practices and deadlines are met. Fourth, during the most recent program year, GP information, data, and next steps were shared with faculty during the four in-service days. Fifth, a rotating group of individuals have attended GP workshops, institutes, and retreats to ensure a broad range of individuals is involved in the work and learning from other colleges. Sixth, the college website was redesigned in fall 2018 to reflect meta-majors(school) and career information. Program videos have been made to highlight hands-on learning and career opportunities. Seventh, our institutional research staff have created several dashboards that highlight retention/completion/employment data, as well as program/course outcomes. All of this data can now be disaggregated to look for patterns/trends. This has also allowed the college to focus on equity gaps and begin to devise strategies to decrease attainment gaps. A diversity factbook was developed to highlight achievement trends among various demographic groups on campus. Eighth, a faculty lead in each of the 7 schools was chosen to champion the work of GP within their meta-major (school). School leads work with program faculty, further explain GP, and assist with developing program maps. Three additional leads for Academic programs (General Education and Transitional Studies) were also chosen to facilitate conversation with program faculty on how to embed/contextualize/co-req courses along a degree path that will lead to better completion rates.

Gaps: Although a great deal of effort has been given to communicating what GP is and why we need the system redesign, there are faculty/staff who do not feel they fully understand the work. As programs begin to redesign their program maps in the coming year, GP champions on campus will need to help staff/faculty understand how the work impacts them and the students they serve. In addition, Institutional Excellence will provide program specific data that speaks to why we are embarking on this change, including equity data. More focus on data and working collaboratively across programs and divisions will assist in this effort. In addition, the EDI committee and new Chief Diversity Officer will assist with communication efforts to ensure the college website and other communication tools are vetted with EDI in mind.



Done

Highlight year 1 accomplishments and year 2 plans at Opening Day for college-wide awareness. IR, GP Core Team, Convocation planning committee

Fall 2019

As program mapping and redesign moves to broader implementation, engage other programs in the “Why,” or need for redesign. Highlight successes/champions from pilot phase.

IR, Faculty, School leads, GP Core Team, Student Learning Committee (Edmonds/Mowry)

Summer 2019-Spring 2020

Detailed information is provided on the college's website on employment and further education opportunities targeted by each program.The Outreach & Recruitment Committee, in partnership with College Relations, will research best practices in sharing with students’ further education opportunities.

College RelationsOutreach & Recruitment Committee (Latiolais/Hillesland)

Dec 2019

All program maps, critical courses, and milestones are easily accessible on the college website.The Outreach & Recruitment Committee, in concert with College Relations and the Student Learning Committee, will begin to prepare sample easy-to-read, accessible program map templates.

College RelationsOutreach & Recruitment Committee (Latiolais/Hillesland)Student Learning Committee

Dec 2019-Spring 2020

TECHNOLOGYTechnology is in place that allows registration, advising, and progress monitoring systems that support full Guided Pathways Implementation. For example, the college is able to: record the Meta Major and Program of Study for each student and produce reports that summarize enrollment in various programs, effectively block schedule courses for Programs of Study, and monitor students’ progress relative to their academic plan.

Minimum Grant Requirements:By the end of the first year (Cohort One Spring 2017; Cohort Two Spring 2019), the college has defined its technology needs to facilitate changes to advising, registration, and progress monitoring. By the end of the second year (Spring 2018), a detailed plan is created for any long-term technology changes and by the beginning of the third year (Cohort One Fall 2019 Cohort Two Fall 2021) short-term or interim technology systems (if needed) are operational that allow essential information to be collected until a more comprehensive technology upgrade occurs, if necessary. Status UpdatePlease briefly describe 1) the current state of this essential practice on your campus and 2) progress that has been made since your last work plan update. (If this is the first year you are submitting this work plan, please instead provide an analysis of the gap between the current status on your campus and what is necessary to meet the definition of this essential practice)

Current: CPTC now records the meta-major (school) and program of study for each entering student as of 4/1/19 in our SMS system. Enrollment can run reports that summarize enrollment in meta-majors (schools) and programs of study. These reports will be run quarterly. Most program courses are block scheduled and allow cohorts of students to move through programs together. The GP Core Team completed a technology needs assessment and identified long term technology needs. CPTC’s Retention and Completion Committee is vetting technology solutions that would allow tracking of student progress, early alert, degree planner, and predictive analytics.

Gaps: CPTC does not have technology tools in place that support full implementation of Guided Pathways. CPTC has a handful of systems that do part of the work of Guided Pathways. For example, all student records (meta-majors, programs of study, etc..) are entered into CPTC’s SMS system, which is a legacy system from the State Board for Community and Technical Colleges with limited functionality. Advising uses an early alert system to flag students of concern, and a homegrown Advisor Data Portal system to monitor student progress. However, The Advisor Data Portal does not run reports and an advisor would have to look up each student one by one to monitor progress, which is extremely time consuming. Students can technically monitor their own progress using the State’s Degree Audit system, but most students find it frustrating to read/understand. So, they usually meet with an advisor or credentials evaluator to double check their progress. When CPTC on-boards the State’s new SMS (CtcLink/PeopleSoft) in 2021, it will have additional functionality such as schedule forecasting, degree planning, reporting, etc.; however, additional shadowing software will likely still be needed to monitor student progress relative to their academic plan.



Done

Research and identify the preferred vendor/provider of a “single sign-on” for students Data Governance committee, IT, eLearning

Spring 2019

Achieving the parameters of the Access 360 grant IT, eLearning, and Data Governance Committee

Fall 2019

Assess faculty’s utilization and competencies of technological instruction eLearning, Academic Deans, Outcomes and Assessment Manager

Fall 2019

Based on assessment findings: Create technology training/resources for students, faculty and staff

eLearning, Academic Deans, Outcomes and Assessment Manager

Winter 2020

Complete a Technology Needs assessment GP Core Team 2/1/19 XMeet with vendors who provide technology solutions for early alert, tracking student progress, predictive analytics, and advising notes.

Retention/Completion committee, IT Winter 2019-Spring 2019

X

Visit colleges who use vendor products Retention/Completion committee Spring 2019

X

Complete RFP process for choosing technology vendor Dean Student Success, GP Core Team, Executive Team, CtcLink project manager, Retention/Completion committee, IT

Summer 2019*

Choose vendor and negotiate timeline for implementation, sign contracts Dean Student Success, GP Core Team, Executive Team, CtcLink project manager, Retention/Completion committee, IT

Fall 2019*

Begin process of back end implementation IT, Dean Student Success, CtcLink project manager, Advising, faculty

Winter 2020*

Adoption/Implementation of new technology IT, Dean Student Success, CtcLink project manager, Advising, faculty

Spring 2020*

*This timeline may be pushed back due to SBCTC’s ctcLink implementation process. We are currently working with the ctcLink Implementation process to better understand what systems will be supported by the SBCTC and ctcLink in order to ensure selected technology will be able to communicate with the new student management system (ctcLink).

INTAKEEvery new credential-seeking student is helped to explore career/college options, choose a Meta Major upon enrollment, and enter a Program of Study within no more than two quarters. If not already the case, orientation and intake activities become mandatory so that students can be helped to clarify their goals for college and careers and to create an academic plan based on degree/program maps created by the faculty. Minimum Grant Requirements: By the end of the second year (Cohort One Spring 2018; Cohort Two Spring 2020) a plan to for an intake and orientation system that meets the provided definition has been created and it includes a mechanism for making it mandatory for students to choose a Meta Major upon enrollment and a Program of Study within two quarters. Please be sure to describe this mechanism in this document. By the end of the third year (Cohort One Spring 2019; Cohort Two Spring 2021) this plan is fully implemented and it is refined in years four and five as needed.Status UpdatePlease briefly describe 1) the current state of this essential practice on your campus and 2) progress that has been made since your last work plan update. (If this is the first year you are submitting this work plan, please instead provide an analysis of the gap between the current status on your campus and what is necessary to meet the definition of this essential practice)

Current State: Currently, every prospective student (100%), whether in person or fully online that wants to attend CPTC is required to meet with an entry specialist. When meeting in person is not possible, entry services staff can meet virtually with those students on a case-by-case basis. Students complete a brief intake that pre-qualifies them for workforce funding and connects them to any on campus resources for which they may be eligible (ie…Veteran’s services, disability support, etc.). Entry specialists discuss CPTC programs, assist students in choosing a meta-major (school) and program, go through the steps to enrollment, and help students understand their degree plans and register for first quarter classes. Once a student is registered for classes, they are invited to a mandatory in-person orientation held the week before classes start. Although it is communicated as mandatory, participation rates are roughly 60% of new students.

Gap: Although 100% of prospective students meet with an entry specialist and chose a meta-major (school), CPTC does not currently have a career exploration tool that is used for students who are undecided. The majority of students express that they know which program they want to go into, but we do have prospective students who are undecided and have to choose a program. CPTC is currently developing a career assessment/exploration tool to be used in the intake process. Transitional Studies students or BEdA students currently have a different intake process that is separate from the college’s primary intake process. Integrating these two processes will be important so that transitional studies students know and understand their pathway to a certificate or degree.

CPTC messages that the orientation is mandatory; however, about 60% of new students attend. CPTC is working on an online orientation for those students who cannot attend in- person, or who are in online only programs. In addition, more conversation is occurring about creating a more robust and engaging orientation that would motivate more students to attend. This may include both incentives to attend, but also putting mechanisms in place systematically that require students to attend or they will not be allowed to register.

Current degree plans do not require that students enter a program of study within two quarters. For some students who need several pre-college math/English courses, they may take multiple quarters to meet general education pre-requisites to get into program classes. Roughly 18% of students take a college level math within 1 year of enrollment, and 22% of students take college level English. CPTC is working diligently to eliminate pre-college courses, and instead, offer co-requisite and/or contextualized courses that allow students to move through math/English more quickly. As these courses are contextualized, students will receive a more applied approach to general education courses showing alignment to their field of study. Faculty are redesigning their degree maps and working to give students an introductory course within the first two quarters of attendance.

From an EDI perspective, only about 50% of our students fill out the demographic information on the admission application. Although students can’t be required to fill out the demographic information, incentives and other means of encouragement are being considered to gather more accurate demographic data. Without this demographic data, the college does not have a clear picture of our student body. This inhibits CPTC from creating programs and securing grants that will enhance student success, especially for students who may need additional supports.Action Plan Activities planned to close any gap between the definition of the essential practice and its current status on your campus. If fully scaled, please list activities to refine and improve the essential practice.


Done

Every new credential seeking student is helped to explore career/college options, choose a school, and enter program of study within two quarters.The Outreach & Recruitment Committee, in partnership with the college’s Career Counselor, will identify instruments for career exploration that will be used in the entry process.

Advising & Counseling, Outreach and Entry SvcsOutreach & Recruitment Committee

Fall 2019

College works with high schools and other feeders to motivate and prepare students to enter college-level coursework in a program of study when they enroll.The College’s 13th Year Program will be expanded to 13 high schools, and incoming students will participate in a learning community as part of a first-quarter experience.

Advising & CounselingOutreach & Entry ServicesOutreach & Recruitment CommitteeStudent Aid & Scholarships

Fall 2019

Monitor the college's outreach plan.The Outreach & Recruitment Committee, in concert with Outreach and Entry Services, will develop and implement a bi-annual communication plan to message campus-wide outreach efforts across all departments.

Outreach & Entry ServicesOutreach & Recruitment Committee

Fall 2019

Develop a plan to reduce the number of students who do not report racial/ethnic demographic data EDI (Loveless-Morris/Erwin), Student Services, Marketing, Enrollment

Winter 2020

Orientation and intake activities become mandatory.College Relations and Student Life will partner to develop and launch online orientation as a “last resort” option for students who cannot attend New Student Orientation in-person to reach the goal of 100% participation.

College RelationsOutreach & Recruitment CommitteeStudent Life, ASG

Summer 2021

ADVISINGAdvising is mandatory and high touch for all credential-seeking students. Advising facilitates entry into a Program of Study within two quarters and tracks and supports student progress through completion or transfer. Professional advisors and faculty maintain close cooperation to ensure a smooth transition from initial general advising to advising in a program, and advisors may have an area of specialty at the Meta Major or Program of Study level with students assigned to advisors appropriate to their academic goals. Minimum Grant Requirements: By the end of the second year (Cohort One Spring 2018; Cohort Two Spring 2020), a plan is complete that demonstrates how the college will provide advising aligned with Guided Pathways as defined above. By the end of the third year (Cohort One Spring 2019; Cohort Two Spring 2021) this plan is fully implemented and it is refined in years four and five as needed.Status UpdatePlease briefly describe 1) the current state of this essential practice on your campus, 2) progress that has been made since your last work plan update, and 3) how your advising system addresses your equity goals. (If this is the first year you are submitting this work plan, please instead provide an analysis of the gap between the current status on your campus and what is necessary to meet the definition of this essential practice)

Current: Entry Advising is mandatory for all new students (100%). Entry advisors help each student develop an education plan that lists all courses needed for a credential that includes the quarter in which they will take the courses, and the advisors assist students in registering for first quarter classes. Once students matriculate and begin taking classes, they are assigned a program advisor who has an area of specialty based on CPTC’s 7 meta-majors (schools). Advisors work proactively with their assigned students on retention/completion initiatives including the following: early alert follow-up, providing resources for students not meeting satisfactory academic progress, visits to classrooms 2-3 times per quarter, in person group registration, and other initiatives designed to connect advisors with students in person and in the classroom as well as the Advising Center. Advisors work with assigned program faculty to identify students who are at-risk, to develop updated degree plans, and to problem solve program challenges.

Gap: Currently, degree plans do not facilitate entry into a program of study within two quarters. Many students take several quarters to enter a program of study due to slow progress through pre-college math/English courses. As part of CPTC’s redesigning Math/English pathways, and Redesigning program maps, students will have program courses within the first two quarters of study to give students a taste of that career path. This includes elimination of pre-college courses that slow student progress. Math/English courses will have co-requisites to offer additional support and will be contextualized to subject area.

CPTC does not currently have a simple way for students to track their progress through completion or transfer. Students can either track progress through the State’s Degree Audit system, or meet with an advisor one on one to complete an individual audit. CPTC is currently vetting several vendors for technology solutions that would allow students to easily track their progress toward a credential.



Done

Hire Career Advisor and re-assign advising duties based on schools/programs Dean Student Success, Hiring committee, Advisors

Jan 2019 X

Hire Entry specialist to assist with new student advising Dean Student Success, Manager of Outreach/Entry Services, Hiring committee

Jan 2019 X

Brainstorm with instruction about potential review of progress models. Dean Student Success, Instructional Administrators, faculty, Advisors

Summer 2019

Assist Retention and Completion committee with choosing technology vendor for tracking student progress

Retention/Completion committee, Instructional Administrators, faculty, Advisors, Ctclink project manager

Fall 2019

Work with faculty on program map redesign to ensure enrollment in program of study within 2 quarters.

Faculty, Student Learning Committee, Advisors, Outreach/Entry Svcs

Spring 2020

DEGREE MATH AND COLLEGE LEVEL ENGLISH WITHIN ONE YEARThe majority of students earn college-level English and ‘Degree math (the math required for their program of study) credit within one year of enrollment. A variety of strategies may be used, including utilizing alternative placement measures (HS transcripts, SBA scores, Guided Self Placement) at scale, co-requisite college-level math and English courses that integrate pre-college or foundational, and/or shortening the pre-college course sequence and contextualizing pre-college courses to Meta Majors.

Minimum Grant Requirements: By the end of the third year (Cohort One Spring 2019; Cohort Two Spring 2021), if not already implementing this Essential Practice at scale a plan to do so is complete. By the end of the fourth year (Cohort One Spring 2020; Cohort Two Spring 2022), implementation is complete.Status UpdatePlease briefly describe 1) the current state of this essential practice on your campus and 2) progress that has been made since your last work plan update. (If this is the first year you are submitting this work plan, please instead provide an analysis of the gap between the current status on your campus and what is necessary to meet the definition of this essential practice).Include the percentage of your credential seeking students earn college-level math within one year and college-level English within one year. If this is less than 50%, please be explicit about how you will increase this rate.

Current: CPTC has recently established a new placement process for students including creating an in-house math test and implementing multiple measures of placement. (ie: HS transcripts, CASAS, HS grades, etc.) We are in the beginning phase of creating directed self-placement in English. This is a larger task than originally anticipated; therefore, the start date for creating the English DSP is now fall 2019. Transcripts and student voice are used to place students in math. For students who do not have access to their transcripts or would like an alternative assessment, our faculty have developed a free homegrown assessment. The assessment is tailored to specifically reflect the math needed for our stem and non-stem pathways. The General Education Division, math faculty, and student services have worked together to create and refine this process. The assessment is being piloted in the spring 2019 quarter with plans of going live in the summer of 2020. The goal is that students will have agency in the assessment process and improved placement compared to third-party assessment systems.The college is in the process of designing a program map that will embed general education courses within the first year of students' education plans. We have met with our 7 pilot programs to begin the discussion surrounding embedding English/math in the first year. The Guided Pathways Core Team and Student Learning Committee have shared data on students' math and English success rates including the need to transition to students completing those courses within the first year of their program. Accelerated English is in place and at scale. Currently, our schools have math pathways aligned to them. We are taking this opportunity, however, to refine the pathways to increase access and completion. That is, we are working to identify a default pathway for each school, when appropriate. The default math pathway includes identifying 100-level math courses that will satisfy fulfilling the quantitative distribution for an applied associate’s degree. Of our 40 programs, only a few do not have a technical math pathway that will satisfy completion of an applied associate’s degree. Transfer math classes are also being identified for each pathway, so that students have the option for AAS completion as well. Students who are unsure whether they desire the non-transferrable or transferrable pathway will be placed in the default pathway to facilitate completion. Secondary to mapping stem and non-stem math pathways to facilitate college-level math completion within one year, is shortening math pathways when feasible. Additionally, we are working to contextualizing our math curriculum to make the learning relevant to students’

educational math pathways.

Gaps: The college is considering several models for implementing this change, including shortening and simplifying the math pathway, developing co-requisite models, refining contextualization of general education courses, leveraging basic skills as part of the pathway, and increasing tutoring support for math and English. The college was recently awarded a 3-year College Spark grant to develop a math model. Scheduling general education courses for various Schools is also a challenge. As the college develops a yearly schedule, Instruction will identify when/where to offer classes to offer students a seamless program map that includes math and English. Another gap is identifying time for faculty to work on the model. With teaching loads higher than a typical community college instructor, finding time to bring together math, English, and program faculty is difficult.Roughly 87% of students complete college level math within one year of enrollment, and 22% complete college level English within one year. To increase these rates, CPTC is taking the following initial steps:

shortening and simplifying the math pathway; scheduling math and English alongside program courses in program maps; developing co-requisite models; refining contextualization of general education courses; leveraging basic skills as part of the pathway; and increasing tutoring support for math and English.



Done

Apply for College Spark Community LOI to support math redesign efforts Institutional Excellence, Math faculty, Dean of Academics

Fall 2018 X

Create and develop new placements tools for math Math faculty, Dean of Academics, Testing, Enrollment, Advising

Winter 2019

X

Create and develop new placements tools and Directed Self-Placement (DSP) for English English faculty, Dean of Academics, Testing, Enrollment, Advising

Winter 2020

Analyze student success data for students enrolled in accelerated English to determine if we can condense the number of credits needed for the co-req course, allowing students to increase capacity for taking other courses.

Institutional Excellence, English faculty, Dean of Academics, Enrollment, Advising

Fall 2019

Review math and English faculty’s recommended and approved “priority list” of math and English courses for each program to ensure they align with our recent approved schools (Meta majors -

Gen Ed and Program faculty, Deans’ of Instruction, Advising, Enrollment

Fall 2019

School/areas of study)

Evaluate Data from Developmental courses in order to determine successful pathway for pre-collegeInstitutional Excellence, Gen Ed and Program faculty, Deans of Instruction, Advising, Enrollment

Winter 2020

Develop and pilot math co-req courses to shorten the pre-college math sequence for applicable students and programs

Math faculty and program faculty, Deans of Instruction, Advising, Enrollment

Spring 2020, then evaluate quarterly

GATEKEEPER COURSES For each Program of Study, the college will identify key gatekeeper courses in addition to math and English and determine the level of student performance that is predictive of student success in completing that specific program. This information will be used to develop supports to increase success in gatekeeper courses as well as used by advisors when helping students select and/or transition between programs of study.

Minimum Grant Requirements: By the end of the third year (Cohort One Spring 2019; Cohort Two Spring 2021), if not already implementing this Essential Practice at scale a plan to do so is complete. By the end of the fourth year (Cohort One Spring 2020; Cohort Two Spring 2022), gatekeeper courses have been identified used to inform student advising or interventions.Status UpdatePlease briefly describe 1) the current state of this essential practice on your campus and 2) progress that has been made since your last work plan update. (If this is the first year you are submitting this work plan, please instead provide an analysis of the gap between the current status on your campus and what is necessary to meet the definition of this essential practice).

Current: The work group Identified nine gatekeeper courses for analysis, focusing on the following variables: pass rate, student intent, student disability, gender, first-generation status, race/ethnicity and veteran status. A Tableau dashboard was established allowing work group members to review gatekeeper pass rates over the past 4 years.

The courses include ENGLISH COMPOSITION I (ENGL& 101, 5 credits), HUMAN BIOLOGY W/LAB (BIOL&175, 5 credits), INTRO TO SOCIOLOGY (SOC& 101DIV, 5 credits), PUBLIC SPEAKING (CMST& 220, 5 credits), GENERAL PSYCHOLOGY (PSYC& 100, 5 credits), CHEMICAL CONCEPTS W/LAB (CHEM& 110, 5 credits), MEDICAL TERMINOLOGY I (CAH 102, 5 credits), INTRODUCTION TO STATS (MATH& 146, 5 credits) and PRECALCULUS I (MATH& 141, 5 credits).

Gaps: Data needs to be collected and analyzed with both program and academic faculty in order to better understand gate keeper courses and the supports necessary for students. The dashboard has been recently established, but no analysis has yet occurred. The work group reserved the right to expand the course list, specifically identifying courses within a program of study that are predictive of student success. Following analysis, work group members will identify supports that will appropriately increase success in deficit areas. CPTC does not currently analyze data in a systematic way to determine gate keeper classes, but the college does have anecdotal conversations about those that exist.



Done

Analyze data to determine gate keeper classes Faculty, Deans/Associate deans, school/academic leads and IE

Summer 2019

Identify supports needed to increase success in gate keeper courses Faculty, Deans/Associate deans, school/academic leads and IE

Fall 2020

Publish draft gate keeper class list for each program, work with faculty to review, make edits/changes (if necessary), provide gate keeper class list to program mapping task force.

Faculty, Deans/Associate deans, school/academic leads, and IE

Spring 2021

MATH PATHWAYSRequired math courses are appropriately aligned with Meta Majors, and where possible contextualized to students’ field of study.

Minimum Grant Requirements: By the end of the third year (Cohort One Spring 2019; Cohort Two Spring 2021), if not already implementing this Essential Practice at scale a plan to do so is complete. By the end of the fourth year (Cohort One Spring 2020; Cohort Two Spring 2022), implementation is complete.Status UpdatePlease briefly describe 1) the current state of this essential practice on your campus and 2) progress that has been made since your last work plan update. (If this is the first year you are submitting this work plan, please instead provide an analysis of the gap between the current status on your campus and what is necessary to meet the definition of this essential practice)

Current: The current state of aligning math with our meta-majors (schools) and contextualization is in development. Currently, our schools have math pathways aligned to them. We are taking this opportunity, however, to refine the pathways to increase access and completion. That is, we are working to identify a default pathway for each school when appropriate. The default math pathway includes identifying 100-level math courses that will satisfy fulfilling the quantitative distribution for an applied associate degree. Of our 40 programs, only a few do not have a technical math pathway that will satisfy completion of an applied associate degree. Transfer math classes are also being identified for each pathway so that students have the option for AAS completion as well. Students who are unsure whether they desire the non-transferrable or transferrable pathway will be placed in the default pathway to facilitate completion.

Shortening math pathways, when feasible, is coupled with facilitating college-level math completion. Additionally, we are working toward contextualizing math curriculum to make the learning even more relevant to students’ program pathways.

The progress that has been made to this end includes the creation of holistic math assessment process, and the exploration necessary to aligning and contextualizing our math pathways. Our college is moving towards a directed self-placement model of assessment with the goal of increasing equitable outcomes for our students. Multiple measures are used to place students in math. For students who do not have access to their transcripts or would like an alternative assessment, our faculty have developed a free, homegrown assessment reducing the financial burden for students. The assessment is tailored to specifically reflect the math needed for our stem and non-stem pathways. The General Education Division, math faculty, and student services have worked together to create and refine this process. The assessment is being piloted in the spring 2019 quarter, with plans of going live in the summer of 2020. The goal is that students will have agency in the assessment process and improved placement compared to third-party assessment systems. Our first goal was to improve the student experience prior to entering the math pathway.

Gaps: Identifying STEM and non-STEM math pathways that are contextualized but have the broadest scope for serving the largest number of school pathways as possible is one gap. We are using a reverse-engineering process to achieve this goal. Progress towards improving the mapping of math into our program pathways and curriculum started in the 2017-2018 academic year (prior to becoming a Guided Pathway school). A math faculty member met with each of our 40 program faculty to identify the math competencies needed for each school. Instruction has worked with student and enrollment services to identify which of our math pathways would benefit from a co-requisite model and work continues to consider modalities to ensure equitable completion. Additionally, Instruction is continuing this effort by working with 7 (of the 40) pilot programs to implement contextualized math curriculum within the first year of student enrollment. This work will be completed by the Summer of 2019. This will serve as baseline data to scale this work. All program and general education faculty will meet on May 17, 2019, to

start cross-discipline discussions to collect data to increase the scalability of the math (as well as other general education courses), alignment, and contextualization into all our schools.



Done

Engage math faculty in broader Guided Pathways work Math faculty, academic dean, advising, entry services

Summer to Fall 2018

X

Explore and identify current alternative placement tools with an aim towards reducing barriers VPI, VPSS, Deans, Faculty, Student Services

Winter 2020

Recommend math courses and sequences by schools (Meta majors) based on data collected from degree map redesign task force

Math faculty, academic dean, advising, program faculty, leads

Spring 2020

Review, refine, edit and implement updated math pathways and Meta Majors (School) Math faculty, academic dean, advising, program faculty, leads

Spring 2022

SCHEDULINGSchedules are consistent and predictable (for example, through block scheduling), and are organized in a way that makes it possible for a full time student complete a two year degree in two years. The college schedules courses to ensure students are able to enroll in the courses they need when they need them and can plan their lives around school from one term to the next.

By the end of the third year (Cohort One Spring 2019; Cohort Two Spring 2021), if not already implementing this Essential Practice at scale a plan to do so is complete. By the end of the fourth year (Cohort One Spring 2020; Cohort Two Spring 2022), implementation is complete.Status UpdatePlease briefly describe 1) the current state of this essential practice on your campus, 2) progress that has been made since your last work plan update, and 3) how your scheduling practices will address the needs of part-time students. (If this is the first year you are submitting this work plan, please instead provide an analysis of the gap between the current status on your campus and what is necessary to meet the definition of this essential practice)

Current: CPTC produces schedules quarterly through an Instruction-led process.

Gaps: CPTC needs to establish a plan to create a two-year, consistent, predictable schedule and make a commitment to running courses regardless of enrollment in order to ensure students can complete a two-year degree in two years. Focus on this area will begin in Spring 2020 after program/degree maps are completed with a targeted completion date of Spring 2022.



Done

Refine college scheduling process with attention to creating a full 2 year schedule of courses. Vice President for Instruction, Student Learning Committee (Edmonds/Mowry), Student Success Administration

Summer 2019

Pilot annual scheduling in General Education Courses Dean for Instruction - Academics Summer 2019

Develop a plan supported by efforts in the essential practice of “DESIGNING PROGRAM/DEGREE MAPS”

Student Learning Committee (Edmonds/Mowry), Scheduling task force

Spring 2020

Pilot two-year scheduling Student Learning Committee (Edmonds/Mowry)

Fall 2021

ctcLink Implementation ctcLink Project Manager, all Fall 2021Review, refine two-year scheduling process Student Learning Committee

(Edmonds/Mowry)Spring 2021

Implement two-year schedules, at-scale Student Learning Committee (Edmonds/Mowry)

Fall 2022

PROGRAM MONITORINGProgress on academic plans is monitored on an ongoing basis. This information is used to inform scheduling and advising policy and practice, and to provide frequent feedback to students, advisors and instructors. This includes tracking, monitoring, and ability to report on:

1) Number students are in each Meta Major and how many students are in an exploratory course sequence for their Meta Major

2) number of quarters between college enrollment and entry into a Program of Study for all credential-seeking students3) which program every credential-seeing student is in and how far along s/he is toward completing that program plan4) number of students that transition between programs of study

Minimum Grant RequirementsBy the end of year 3 (Cohort One Spring 2019; Cohort Two Spring 2021), a plan is complete for a tracking system to monitor each off these data elements. By the end of year 4 (Cohort 1 Spring 2020; Cohort Two Spring 2022), the system is in use.Status UpdatePlease briefly describe 1) the current state of this essential practice on your campus and 2) progress that has been made since your last work plan update. (If this is the first year you are submitting this work plan, please instead provide an analysis of the gap between the current status on your campus and what is necessary to meet the definition of this essential practice)

Current: As part of the high touch advising model, advisors visit program classes 2 times per quarter. Each of these programs are cohorted. So, for example, we know which students are in 3rd quarter welding. As advisors go into these classes, they can easily advise and register these students into 4th quarter welding as a group. This works well for students who are full time and continue to make satisfactory progress in prior quarters. When students struggle in coursework, or begin to get off track, advisors are alerted through CPTC’s early alert system. Advisors then follow up with students to provide various interventions and supports to get them back on track.

Institutional research has the ability, as of spring quarter 2019, to run reports about how many students are in meta-majors (schools). Enrollment can manually run reports to show how many students transition between programs of study.

Gap: CPTC does not have a technology solution that makes it easy to track student progress. Advisors are not able to run reports that quickly show, on an ongoing basis, which students are on track and which are not. Although many students simply register for the next cohort group of classes, some students are part-time, need to complete general education requirements, or fail a course which makes scheduling and tracking more complex.

We do not have a simple report we can run to show the number of quarters between college enrollment and entry into a program of study. As well, we don’t know how far along students are toward completing their credential without running a manual one on one degree audit for every student. We rely on students to run their own degree audits or to meet with advisors one on one if they have questions about their progress.



Done

Vet a technology solution that will allow students and advisor to track student progress Retention/Completion Committee Fall 2019

(Kelly/Korschinowski), GP Core Team, Executive Team, Advisors

Develop regular reporting for: #students in Meta majors, time between enrollment and program of study, # in each program and how far along students are toward completion, and how many students change programs

Institutional research, Advisors, GP Core Team, Retention/completion committee (Kelly/Korschinowski)

Winter 2020

Progress on plans used to inform scheduling and Advising policy/practice Instruction, Advisors, Enrollment Spring 2020

Meet with IR to discuss data needs Retention/Completion Committee (Kelly/Korschinowski), Dean for Student Success, IR

Spring 2019

X

Purchase technology solution that will allow students and advisor to track student progress Retention/Completion Committee (Kelly/Korschinowski), Executive Team

Spring 2020

Develop quarterly data reports to report on data above, plus retention/completion #’s. Also disaggregate data to better understand equity gaps students are experiencing.

Retention/Completion Committee (Kelly/Korschinowski), Dean for Student Success, IR

Summer 2020

Assist with choosing technology vendor to assist with program monitoring Retention/Completion Committee (Kelly/Korschinowski), Advisors

Fall 2020

INTERVENTION AND/OR REDIRECTING STUDENTS AS NEEDEDThe college can identify when students are at risk of falling off their program plans and has policies and supports in place to intervene in ways that help students get back on track or make a program change as appropriate. Assistance is provided to students who are unlikely to be accepted into limited access programs such as nursing to redirect to another more viable path to credentials and a career.

Minimum Grant Requirements:By the end of the third year (Cohort One Spring 2019; Cohort Two Spring 2021), if not already implementing this Essential Practice at scale a plan to do so is complete. By the end of the fourth year (Cohort One Spring 2020; Cohort Two Spring 2022), implementation is complete.Status UpdatePlease briefly describe 1) the current state of this essential practice on your campus and 2) progress that has been made since your last work plan update. (If this is the first year you are submitting this work plan, please instead provide an analysis of the gap between the current status on your campus and what is necessary to meet the definition of this essential practice)

Current: Each quarter advisors get a list of students who are not meeting satisfactory academic progress. Advisors contact each student to identify concerns and provide support/resources/interventions to help students get back on track and be more successful academically. As well, throughout the quarter faculty can flag students they are concerned about through CPTC’s early alert system. Advisors follow up with flagged students to provide assistance. If students want to make a program change, they are required to meet with an advisor to discuss alternatives, career pathways, and potential new programs of study.

Gaps: CPTC does not have a systemic way to identify students who are at risk of falling off their program plans. Reactively, if students show up on early alert lists or do not make satisfactory academic progress, advisors are alerted to follow up with students. However, advisors cannot currently run regular reports to identify which students are at-risk of falling off program plans or fail to reach certain academic milestones. For students who are unlikely to be accepted into limited access program, CPTC does not systematically redirect to other viable programs. If students meet with an advisor to change programs or realize they won’t get into a limited access program, they will get assistance, however, no systematic or proactive approach currently exists.



Done

Purchase technology solution that helps identify students at risk of falling of program plans Retention/completion committee, GP Core Team, Executive team, Instruction, Advisors

Fall 2019

Review/Assess current early alert and SAP systems/processes Retention/Completion Committee (Kelly/Korschinowski), Advisors, Student Success Administration

Summer 2019

Review/Assess week by week retention model Retention/Completion Committee(Kelly/Korschinowski), Advisors, Student Success

Summer 2019

AdministrationDevelop policies/procedures to provide messaging/assistance to students who won’t get into limited access programs

Retention/Completion Committee(Kelly/Korschinowski), Advisors, Student Success Administration, Instructional Administration

Spring 2020

Assist with choosing technology vendor to track student progress Retention/Completion Committee(Kelly/Korschinowski), Advisors, Student Success Administration

Fall 2019

ENSURING LEARNINGFaculty assess whether students are mastering learning outcomes and building skills across each program. This information is available to students. Faculty use the results of learning outcomes assessment to improve the effectiveness of instruction in their programs. The college assesses effectiveness of educational practice and uses results to create targeted professional development.Status UpdatePlease briefly describe 1) the current state of this essential practice on your campus and 2) progress that has been made since your last work plan update. (If this is the first year you are submitting this work plan, please instead provide an analysis of the gap between the current status on your campus and what is necessary to meet the definition of this essential practice)

Current: A Student Learning Outcomes Plan for CPTC was approved in April 2019, led by the Manager for Outcomes and Assessment. This plan is being put into action to include the revision/review of Program Learning Outcomes, establish/review/revision of course learning outcomes, and then the systematic assessment of both moving forward. Professional development planning has become more sophisticated at Clover Park over the past three years. With the 2017 Faculty Collective Bargaining Agreement, in-service training was scaled up to 4 days per year. This dedicated and targeted professional development time has allowed us to foster pedagogy, focus on student learning assessment, and expand involvement in and understanding of Guided Pathways.

Gaps: Faculty will begin assessing the revised PLOs immediately, but we need to scale up the number and frequency of assessment. Additionally, the College will work to add Course Learning Outcomes to the College catalog to make information on outcomes more accessible to students. Currently, feedback from previous in-service sessions coupled with program review and tenure process feedback supports professional development planning around pedagogy at in-service functions. Moving forward, we will refine this process to identify themes from PLO and CLO assessment to provide targeted professional development. In consult with the EDI Committee and Chief Diversity Officer, targeted professional development around teaching modality, pedagogy, and student supports will be developed to decrease achievement gaps.



Done

Inventory of assessment practices and documentation to determine gaps and needs Outcomes Assessment Manager, Instructional leadership, and faculty

Ongoing

Prioritizing assessment into faculty in-service days VPI, Instructional Deans, and In-service committee

Ongoing

Work with Accessibility Committee to implement best practices to ensure learning is accessible for all students

eLearning, Accessibility Committee, faculty

Ongoing

Evaluate and refine all Program Outcomes Outcome & Assessment Manager, faculty

Spring 2019

Inventory of current innovative instructional practices used for effective student learning, i.e., learning communities, best practices, etc.

School and Academic Leads Fall 2019

Evaluate and refine 25% of Course Outcomes to map to Program Outcomes Outcome & Assessment Manager, faculty, Academic and school leads

Winter 2020

Assessing and aligning CPTC’s assessment practices and metrics with NWCCU assessment rubric for evaluating outcomes and assessment plan and progress

VPI, Instructional Deans, Outcomes Assessment Manager, faculty

Spring 2020

EDI: Ensure modality mix for program delivery is meeting needs of all students EDI (Loveless-Morris/Erwin) Spring 2020

EDI: Faculty who teach online and hybrid courses will be required to complete training to learn best practices

EDI (Loveless-Morris/Erwin) Summer 2020

EDI: Research and identify options to increase access to printing stations for students EDI (Loveless-Morris/Erwin) Summer 2020

EDI: Expand operational hours of Learning Resource Center EDI (Loveless-Morris/Erwin) Fall 2021

Documents

Guided Work Plan - Clover Park Technical College Work Plan... · Web viewthe college has defined its technology needs to facilitate changes to advising, registration, and progress