2015 Texas Pathways Summit

Welcome to the 2015 Texas Pathways

SummitCynthia Ferrell

Executive Director, Texas Success Center

Steve HeadChancellor, Lone Star College System, Texas Completes

Lead

Jacob FraireVice President, TG

On the Path to Pathways

an initiative of the Charles A. Dana Center and the Texas Association of Community Colleges

Uri TreismanPathways to Progress Summit

November 17, 2015

The NMP seeks to support the higher education system to better serve all students through multiple mathematics pathways.

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NATIONAL

STATE

INSTITUTIONAL

FACULTY & CLASSROOM

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Multiple pathways aligned to specific fields of study

Acceleration that allows most students to complete a college-level math course in one year or less

Intentional use of strategies to help students develop skills as learners

Curriculum design and pedagogy based on proven practice

Four Principles of Reform at All Levels of the System

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Three times as many NMP students complete a gateway course in one year, compared to traditional sequences.

For students enrolling in developmental education courses:

All FTIC, Community College Students(THECB Data)

AY 2013 AY 2014

Developmental Education Completion 24% in one yearn=32,624

64% in one semestern=1,306

Gateway Course Completion 8% in one year 23% in one year

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Success is even higher among institutions effectively using promising practices for back-to-back math enrollment.

For students enrolling in developmental education courses:

All FTIC, Community College Students (THECB Data)

AY 2013 AY 2014

Developmental Education Completion 24% in one yearn=32,624

64% in one semestern=1,306

Gateway Course Completion 8% in one year 23% in one year

Gateway Course Completion: Subset of Colleges using Back to Back Math*

n/a 43% in one year

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*Back to back math is an evidence-based strategy in which students are encouraged to enroll in a college-level math course in the semester immediately following the completion of their developmental coursework.

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Each year, the NMP model has steadily increased in scale across Texas.

2012 2013 2014 2015

Colleges engaged in training and coaching

Colleges implementing the NMP

Pathways supported with NMP curriculum

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21

3140

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Statistical Reasoning

Quantitative Reasoning

STEM-Prep

Statistical Reasoning

Quantitative Reasoning

Statistical Reasoning

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More students are supported by NMP curriculum.

FALL 2013 FALL 2014 FALL 2015

= 50 students

244 students 1,744 students*1,058 students

*As of 11/09/2015

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More students are enrolled in accelerated math pathways.

FALL 2013 FALL 2014 FALL 2015

= 50 students, NMP model with curriculum

244 students 1,306 students 4,558 students

= 50 students, NMP model

Now, national organizations recognize we have enough evidence to make structural changes at scale.Highlights from the report:• Every student’s postsecondary education begins

with an intake process to choose an academic direction and identify the support needed to pass relevant credit-bearing gateway courses in the first year.

• Enrollment in college-level math and English courses or course sequences aligned with the student’s program of study is the default placement for the vast majority of students.

• Every student is engaged with content of required gateway courses that is aligned with his or her academic program of study—especially in math.

Texas Success Center Presents:

MATH PATHWAYS PRINCIPLES EXEMPLAR COLLEGE AWARDS

Math Pathways Principle 1:

Multiple Math Pathways

Colleges with demonstrated excellence in implementing

and scaling multiple math pathways with relevant and

challenging content aligned to specific programs of study.

TEMPLE COLLEGE

VICTORIA COLLEGE

Math Pathways Principle 2:

AccelerationColleges with demonstrated excellence in acceleration that

allows students to complete a college-level math course

more quickly than in the traditional math sequence.

AUSTIN COMMUNITY COLLEGE

MIDLAND COLLEGE

Math Pathways Principle 3:

Learning Skills

Colleges with demonstrated excellence in the intentional use

of strategies to help students develop skills as learners.

BRAZOSPORT COLLEGE

TEMPLE COLLEGE

Math Pathways Principle 4:

Proven Pedagogy

Colleges with demonstrated excellence in curriculum

design and pedagogy based on proven practice.

GRAYSON COLLEGE

VICTORIA COLLEGE

Math Pathways Overall Exemplar College

VICTORIA COLLEGE

See you tomorrow!

7:00 Breakfast 8:00 Opening Plenary

Waterway Ballroom

2015 Texas Pathways Summit

Welcome to the 2015 Texas

Pathways SummitCynthia Ferrell

Executive Director, Texas Success CenterMartha Ellis

Interim President & CEO, Texas Association of Community CollegesWynn Rosser

President & CEO, Greater Texas Foundation

PURPOSESEvery college team member that engages in the Texas Pathways Summit will walk away with:

1. A shared definition of Texas Pathways as a comprehensive systemic statewide strategy to significantly scale essential student success practices;

2. A set of practical resources to build and improve Texas Pathways;

3. An institutional self-assessment of current practices and identifying crucial needs to improve student success along aligned Pathways; and

4. A drafted action plan for next best strategies for the college to implement in planning and strengthening pathways to success for their students.

Texas Pathways

Dr. Cynthia FerrellExecutive Director

Texas Success Center

Texas Completes

TEXASSTUDENT SUCCESS

INITIATIVES

Achieving the Dream

New Mathways

Project

Completion by Design

Gulf Coast Partners Achieving Student Success

Student Success By the Numbers

Texas College Access Network

Texas Postsecondary and Career Counseling

Initiative (HB18)

Board of Trustees Institute

Developmental Education

Demonstration Project

Developmental Education Initiative

GenTx

TX CC Developmental

Education Initiative

Texas Course Redesign Project

AVID

Texas Success Center

GradTx

Pathways to Prosperity

Pathways Project

Accelerated Dev. Ed.

The Texas Network

Intensive Bridge Programs

Early College High Schools

DE Accountability Measures

Texas Common Application

State Appropriations for DE

4x4 High School Degree Program

Field of Study

Common Core

Mandatory Degree Plan

Reverse Transfer

Student Success Points

HB5

State Appropriations for ABE Alignment

New College Readiness Assessment

The TEXAS PATHWAYS Model

based on intentionally designed, clear, coherent and structured educational experiences

informed by available evidence

selection of high school degree

program

postsecondary entry

attainment of high-quality credentials

careers with value in the

labor market

an integrated, system-wide approach to student success

The TEXAS PATHWAYS ModelESSENTIAL PRACTICES

1. Clarify paths to student end goals

2. Help students choose and enter a pathway

3. Help students stay on path

4. Ensure that students are learning

What We Know About Pathways to Progress

Kay McClenneySenior Advisor to the President & CEO,American Association of Community College

WHAT WE KNOW ABOUT

PATHWAYS TO PROGRESS

2015 TEXAS PATHWAYS SUMMIT

A Starting Place:

WHAT WE’VE LEARNED

Reviewing the Evidence for Pathways Reforms

Organizational Change

Discrete practices will not lead to substantial improvements in outcomes at scale.

Every college is perfectly designed to produce precisely the results it is currently getting.

If nothing changes, nothing changes.

Reviewing the Evidence for Pathways Reforms

Behavioral Economics and Decision Theory

Too many choices indecision, procrastination, decision paralysis, bad choices: BRAIN FREEZE

A clear and simplified set of options, with clear information on costs and benefits—or provision of a “default option” -- helps people make better decisions.

Reminders, assistance, and feedback help keep people on trackCCRC, What We Know about Guided Pathways

Reviewing the Evidence for Pathways Reforms

Cognitive Science

Students benefit when they have clear goals and a concrete sense of how they are progressing toward those goals.

Instructional program coherence improves learning.

CCRC, What We Know about Guided Pathways

Reviewing the Evidence for Pathways Reforms

School of Hard Knocks Scaling up is hard to do. ♫ Starting is often easier than stopping.

Faculty engagement is not optional.

We love our cafeterias!

There are predictable (and understandable) concerns.*

* NCII – Guided Pathways Demystified - http://www.inquiry2improvement.com/publications-resources

AACC Commitments

21st Century Commission Report (2012)

Recommendation #1:

“Increase completion rates of students earning college credentials (certificates and associate degrees) by 50% by 2020.”

AACC Commitments

21st Century Commission Report (2012)

Recommendation #1:

“Construct coherent, structured pathways to certificate and degree completion.”

- Incorporate evidence-based practices

- Integrate academic support with instruction

- Promote implementation at scale

Project Purpose

Focus:

Building capacity for community colleges to design and implement structured academic and career pathways for all of their students.

Project Elements

Design Six Pathways Institutes Build Technical Assistance Capacity Support Pathways Colleges’ Work Develop and Share Knowledge Create a Pathways Resource Center Scale! – Within Colleges/ Across the Field

Pathways Colleges: Characteristics

30 colleges from 17 states total Enrollment range: less than 3,000 to almost 60,000 students (fall credit headcount) Fewer than 6000 students: 10/30

Approximate total students: 505,453 State clusters:

• 4 Texas – 3 Ohio• 4 Florida – 3 Washington• 3 California – Upper Midwest – 3 OH, 2 MI, 1 WI1 college each in CO, NC, NY, OK, OR, PA, WY

AACC Pathways ProjectColleges in Texas

Alamo Colleges (TX)

El Paso Community College (TX)

Paris Junior College (TX)

San Jacinto College (TX)

The Pathways Model

An integrated, institution-wide approach to student success, based on intentionally designed, clear, coherent and structured educational experiences, informed by available evidence, that guide each student effectively and efficiently from her/his point of entry through to attainment of high-quality post-secondary credentials and careers with value in the labor market.

Central to the pathways model:

clear, educationally coherent program maps —which include specific course sequences, progress milestones, and

program learning outcomes —that are aligned to what will be expected of students upon program

completion in the workforce and in education at the next level in a given field.

PROGRAM MAPPING

“Start with the end in mind.”

−Davis Jenkins, CCRC

Essential Practices

1. Clarify paths to student end goals  Simplify students’ choices with default program maps developed by

faculty and advisors that show students a clear pathway to completion, further education and employment in fields of importance to the region.

Establish transfer pathways through alignment of pathway courses and expected learning outcomes with transfer institutions, to optimize applicability of community college credits to university majors.

Essential Practices

2. Help students choose and enter a pathway  Bridge K12 to higher education by assuring early remediation in the

final year of high school.

Redesign traditional remediation as an “on-ramp” to a program of study, which helps students explore academic and career options from the start of their college experience, aligns math and other foundation skills with a student’s program of study, and integrates/ contextualizes instruction to build academic and non-academic foundation skills throughout the college-level curriculum, particularly in program “gateway” courses.

Essential Practices

2. Help students choose and enter a pathway… cont’d

Provide accelerated remediation to help very poorly prepared students succeed in college-level courses as soon as possible.

[See Core Principles for Transformation of Remedial Education]

 

Essential Practices

3. Help students stay on path Support students through a strong advising process, embedded and ongoing in

the pathway experience and supported by appropriate technology, to help

students make informed choices, strengthen clarity about transfer and career

opportunities at the end of their chosen college path, ensure they develop an

academic plan with predictable schedules, monitor their progress, and

intervene when they go off track.

Embed academic and non-academic supports throughout students’ programs to promote student learning and persistence.

Essential Practices

4. Ensure that students are learning

Establish program-level learning outcomes aligned with the requirements for success in employment and further education in a given field and apply the results of learning outcomes assessment to improve the effectiveness of instruction across programs.

Essential Practices

4. Ensure that students are learning…cont’d

Integrate digital and group projects, internships and other applied learning experiences to enhance instruction and student success in courses across programs of study.

Ensure incorporation of effective teaching practice (student engagement) throughout the pathways.

Essential Capacitiesfor Pathways Reforms

Leadership demonstrating skills for managing and sustaining large-scale transformational change.

Broad and authentic engagement of college faculty and staff—particularly advisors—in the design, implementation, evaluation, and ongoing improvement of pathways for students.

Institutional will and capacity to use data and evidence to design academic and career pathways, monitor student progress, and implement needed improvements over time.

Essential Capacitiesfor Pathways Reforms

Technological tools and infrastructure appropriate to support student progress through guided pathways.

Commitment to the level of strategically targeted professional development that will be required to design and implement pathways at scale.

Essential Capacitiesfor Pathways Reforms

Policy conditions established at the state, governing board, system, and institutional level that provide incentives, structures and supports for pathway design and implementation at scale while removing barriers.

A continuing action research agenda that examines the efficacy of guided pathways and develops practical knowledge and tools to support effective implementation at scale.

Transforming Remediation

National Partners

Endorsements American Association of State Colleges and Universities

Association of Public and Land-grant Universities

Carnegie Foundation for the Advancement of Teaching

Center for Community College Student Engagement

National Association of Student Personnel Administrators

National Association for Developmental Education

National Center for Developmental Education

18 (and rising) State Higher Education Systems

Core Principlesfor Transforming Remediation

http://www.core-principles.org

Core Principlesfor Transforming Remediation

Principle 1

Every student’s postsecondary education begins with an intake process to choose an academic direction and identify the support needed to pass relevant credit- bearing gateway courses in the first year.

Core Principlesfor Transforming Remediation

Principle 2

Enrollment in college-level math and English courses or course sequences aligned with the student’s program of study is the default placement for the vast majority of students.

Core Principlesfor Transforming Remediation

Principle 3

Academic and nonacademic support is provided in conjunction with gateway courses in the student’s academic or career area of interest through co-requisite or other models with evidence of success in which supports are embedded in curricula and instructional strategies.

Core Principlesfor Transforming Remediation

Principle 4

Students for whom the default college-level course placement is not appropriate, even with additional mandatory support, are enrolled in rigorous, streamlined remediation options that align with the knowledge and skills required for success in gateway courses in their academic or career area of interest.

Core Principlesfor Transforming Remediation

Principle 5

Every student is engaged with content of required gateway courses that is aligned with his or her academic program of study – especially in math.

Core Principlesfor Transforming Remediation

Principle 6

Every student is supported to stay on track to a college credential, from intake forward, through the institution’s use of effective mechanisms to generate, share, and act on academic performance and progression data.

Core Principlesfor Transforming Remediation

Companion Resources

References

Learning Agenda

http://www.core-principles.org

QUESTIONS? COMMENTS?kmcclenney@aacc.nche.edu

How We Are Doing It: Pathways Model Colleges

Moderator: Chris Baldwin Senior Director, Jobs for the Future

Jeremy McMillen President, Grayson College

Joyce Walsh Portillo ‑ Associate Vice President of Academic Affairs, Broward College

Tonjua Williams Senior Vice President for Student Services, St. Petersburg College

Missi Patterson Assistant Dean of Faculty Development, Professor of Psychology, Austin Community College

Mary Wells Assistant Professor of Psychology, Sinclair Community College

Overview of Resources and Team Breakout #1

Templates can be found at:Texas Success Center Resourceshttp://www.tacc.org/pages/texas-success-center/resources/texas-success-center-resources

Return to the Waterway Ballroom at Noon for Lunch

Pathways: Texas Testimonies

Collaboration is KeyRep. John ZerwasChairman, Higher Education Committee, Texas House of Representatives

Suzanne Morales-ValeDirector of Adult and Developmental Education,Texas Higher Education Coordinating Board

Richard MooreExecutive Director, Texas Community College Teachers Association

Carol LincolnSenior Vice President, Achieving the Dream

Overview of Team Breakout #2

Templates can be found at:Texas Success Center Resourceshttp://www.tacc.org/pages/texas-success-center/resources/texas-success-center-resources

Return to the Waterway Ballroom at 3:30

Texas Pathways: Commitment to Action

Send Action Plan Templates to apena@tacc.org

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