networking for student success: inquiring into student completion issues
TRANSCRIPT
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Networking for Student Success:
Inquiry into Student
Completion Issues
Lynn Wright, 3CSN Project Director
Deborah Harrington, 3CSN Project Administrator
CCLCNovember 19, 2010
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Presentation GoalsBy the end of this presentation, the audience will. . .
1. Connect the California Community Colleges SuccessNetwork (3CSN) with the BSI Professional DevelopmentGrant
2. Understand the 3CSN/BSI professional development grantobjectives and focus on equity-minded completion
3. Understand the role that 3CSN can play in buildingcommunities of practitioners and supporting thesecommunities with information, tools, and technical assistance
3. Identify ways to frame campus initiatives/activities aroundstudent success
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The California Community
Colleges Success Network is
0%0%0%
1 2 3
1. A subgroup of the
CCLC2. An Academic Senate
subcommittee
3. The BSI ProfessionalDevelopment Grant
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3CSN stands for
1 2 3
0% 0%0%
1. California CommunityColleges SuccessNetwork
2. Campaign forCommunity CollegeSuccess Now
3. California Community
Colleges StudentNetwork
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Basic Skills Context
90% of first-time California communitycollege students test below college-levelmath
70% test below college-level in English(Moore & Shulock, 2007; Student Success in Community Colleges, p.1)
40% of two- and four-year college
students across the nation end up takingat least one remedial course(Adelman, 2004: Student Success in Community Colleges, p. 1)
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Statewide, the percentage of first-time
community college students who test belowtransfer level in math and/or English is...
1 2 3 4
0% 0%0%0%
1. 10 - 20%
2. 30 - 40%
3. 50 - 60%
4. 70 - 90%
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Completion Data
Too many students fail to complete
Six years after enrolling, 70% of degree-
seeking students had not completed acertificate or degree, and had not transferredto a university (about 75% of black studentsand 80% of Latinos).
Most had dropped out; only 15% of the non-completers were still enrolled.
(Moore and Shulock, Divided We Fail, October 2010)
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After 6 years, 80% of degree-seekingLatino students had not earned 30
college-level credits.
1 2
0%0%
1. True
2. False
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Critical Milestone Missed
Only 40% of degree-seeking students hadearned at least 30 college-level credits at theCCC, the minimum needed to show asignificant economic benefit.
A lower share of Latino (35%) and black
(28%) students reached this milestone.
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The percentage of degree-seeking African-American students who earned at least 30
college-level credits at the CCC is
1 2 3 4
0% 0%0%0%
1. 50%
2. 28%
3. 40%
4. 35%
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Why should this be a concern for all
community college practitioners?
Whats the problem?
Why should we care?
http://www.cccvision2020.org/
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BSI Tenets
Majority of community college students has
some kind of basic skills needs
Preserve access while improving success
Strategies to address basic skills needs
benefit all learners
Interventions should be holistic, sustained,
and across the curriculum
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Which constituent groups should be
concerned by and seek solutions forthe CCC completion equity gaps?
1 2 3 4 5
0% 0% 0%0%0%
1. Math & English/ESLfaculty
2. Faculty & students
3. Faculty & administrators
4. Faculty & some staff5. All constituent groups:
faculty, students, staff,administration, & trustees
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Question to Consider
What kind of
professional developmentmight you need
to address these student success equity
gaps?
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3CSN
A Networked Community ofPractice for Student
Success
http://3csn.org
http://3csn.org/http://3csn.org/http://3csn.org/http://3csn.org/ -
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Focus of 3CSN
Student success awareness
Achievement of equity-mindedcompletion
Networking and technical assistance
through face-to-face trainings and theweb
http://3csn.org/http://3csn.org/http://3csn.org/http://3csn.org/http://3csn.org/http://3csn.org/http://3csn.org/http://3csn.org/http://3csn.org/http://3csn.org/ -
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3CSN / BSI Professional
Development Grant Objectives Collect resources on effective practices
Provide professional development training
Build capacity of local colleges to use research-basedinnovations to improve student outcomes
Support ongoing knowledge building and sharingthrough networkingin-person and virtually
http://3csn.org/http://3csn.org/http://3csn.org/http://3csn.org/http://3csn.org/http://3csn.org/http://3csn.org/http://3csn.org/http://3csn.org/http://3csn.org/http://3csn.org/http://3csn.org/http://3csn.org/http://3csn.org/http://3csn.org/http://3csn.org/ -
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Current Regions and Coordinators
Original Regions 2009+
Los Angeles: Daryl Kinney
Sacramento: Nancy Cook
San Diego/ImperialValley: Lisa Brewster
South Bay: Anniqua Rana
Regions - Fall 2010+
Central Valley: Donna Cooper
Inland Empire: Daniel Bahner& Jenn Mendoza
North Bay: Cleavon Smith
Orange County: Jan Connal
http://3csn.org/http://3csn.org/http://3csn.org/http://3csn.org/http://3csn.org/http://3csn.org/http://3csn.org/http://3csn.org/http://3csn.org/http://3csn.org/http://3csn.org/http://3csn.org/http://3csn.org/http://3csn.org/http://3csn.org/http://3csn.org/http://3csn.org/http://3csn.org/http://3csn.org/http://3csn.org/http://3csn.org/http://3csn.org/http://3csn.org/http://3csn.org/http://3csn.org/http://3csn.org/http://3csn.org/http://3csn.org/http://3csn.org/http://3csn.org/http://3csn.org/http://3csn.org/http://3csn.org/ -
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Statewide Focus
3csn.org website http://3csn.org
LINKS (Learning In Networks forKnowledge Sharing)
BSILI (Basic Skills Initiative LeadershipInstitute) http://bsili.3csn.org/
Learning Works
Presentations or workshops atCCLC and SSSC and otherconferences
http://3csn.org/http://3csn.org/http://3csn.org/http://3csn.org/http://bsili.3csn.org/http://bsili.3csn.org/http://3csn.org/ -
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LINKS 2Investigating student success in
terms of equity-minded pathwaycompletion
LearningInNetworksforKnowledgeSharing Part 2
for the second in a series of
Networking Events
MILLIONS COME THROUGH OUR OPEN DOORS, BUTONLY A FRACTION COMPLETE ESSENTIAL PATHWAYS,
ACHIEVE CREDENTIALS OR DEGREES, OR BECOMETRANSFER READY
WHAT HAPPENS IN BETWEEN, AND WHAT CAN WE DO?
In this practicum, we will:
Presents
Examine data relatedto specific momentumpointsfor pathwaycompletion
October 22, 2010San Diego AreaLocation: California Center for theArts, EscondidoTime: 9:00 am-4:00 pm
LINKS-2 is free and lunch will be provided
October 29, 2010Los Angeles AreaLocation: Los Angeles ValleyCollegeTime: 9:00 am-4:00 pm
November 19, 2010Northern California and CentralValleyLocation: Diablo Valley CollegeTime: 9:00 am-4:00 pm
Learn how to apply tools supportedby 3csn logic models, inquiry/gapanalysis, and data benchmarkingto identify and address keymomentum points that lead tosuccessful completion of longerpathways
Review some high-leverage strategies toincrease the numberof students who reachthese momentumpoints
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Local and Regional Efforts
Accelerated Learning
BSI Tune-up Kit
CB 21 Recoding Data Analysis
Efolio
Faculty Inquiry
Logic Modeling Google Docs & More
Learning Communities
Reading across the
Curriculum Teaching & Learning
Workshop
Technology Training
ScaffoldingAssignments
Teaching BS Students
Universal Design
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Supported Tools and Resources
3csn.org http://3csn.org
Effective TeachingPractices
Inquiry/Gap Analysis
Data Collection &Benchmarking
Logic Modeling
Evaluation &
Assessment
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Theory of ChangeAssumption
If we provide training on networking and useaction research methodologies, teachers will
transform their environments and identity tocreate communities of practice that will leadto powerful classrooms and working acrosscampuses.
This in turn will produce greater studentsuccess.
http://3csn.org
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Question to Consider
How do we foster an
ongoing and evidence-driven
dialogue about learning and
milestone completion
throughout the campus
and community?
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LINKSSpring 2010
Barriers and Solutions for Improving
Students Academic Performance
and Completion
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Three Interacting Factors
Knowledge: Learning how to learn
Motivation: Setting and attaining goals,completing course requirements, anddemonstrating effort and persistence
Organizational Culture and Practices:Policies and procedures and instructionalpractices
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Gap Analysis through Inquiry
Look at long-term goals
Determine where colleges currently are in
relation to those goals Examine the gap between the goals
Identify what could be causing the gap
Conduct inquiry into appropriate andeffective interventions
Apply interventions and measure outcomes
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Examples
Colleges that used data to selectinterventions and are using data todetermine effectiveness are listed at
3csn.org underExemplaryPrograms.
http://3csn.org/2010/11/15/exemplary-programs/
http://3csn.org/2010/11/15/exemplary-programs/http://3csn.org/2010/11/15/exemplary-programs/http://3csn.org/2010/11/15/exemplary-programs/http://3csn.org/2010/11/15/exemplary-programs/http://3csn.org/2010/11/15/exemplary-programs/ -
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Activity: Questions for you to consider
How are your institutional policies and proceduresperceived by students, staff, and faculty?
What institutional policies provide barriers to student
success?
How can we help align our policies and procedureswith our mission, vision, goals (including our college-wide student learning outcomes)?
What institutional policies facilitate student success?
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LINKS 2Fall 2010
Focus on strategies related to threemomentum points:
1. Fall to spring persistence (Many studentsdont return after their first semester)
2. Developmental education pathways(Others fall away inside long course sequences in ESL or
developmental English and math)
3. Transfer pathways (Others establish a foothold atthe college but then are lost on the path toward transfer)
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Momentum Points
Educational accomplishmentsproviding momentum
that propels studentstoward achievement
of milestone events(completions)
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Momentum points can be
Particular courses(e.g., first gatekeeper course in basic skills or
transfer level)
Levels of educational attainment
(e.g., first terms worth of credit or completion of a
basic skill pathway)
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Milestones
Measurable academic achievements
terminal completions(e.g., certificates, degrees, transfer)
intermediate outcomes(e.g., developmental education pathway completion)
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Milestone and Momentum Point Data
Help to illuminate patterns of studentprogression and achievement
Disaggregate students by groups toindicate what types of studentsare or are not
succeeding and
where in the educational pathwaystudents are or are not succeeding
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Gap Analysis
Identifying milestones andmomentum points can highlightgaps in achievement among differentstudent groups
Gaps represent potential opportunities
for improving student outcomes
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Milestones and Success Indicators(Moore & Shulock, Steps to Success, October 2010, Table 2)
Retention
Complete neededremediation
Transition to college-levelwork
Earn one year of college-level coursework
Complete GE coursework
Complete a cc transfercurriculum
Transfer from cc to auniversity
Complete a certificate ordegree
Remediation:
Begin remedial coursework infirst term, if needed
Gateway Courses: Complete c-l math/English w/in first two
years Complete a college success course or
other FYE program
Credit Accumulation: High ratio of course completion
Complete 20-30 CR in 1st year
Earn summer credits Enroll full time
Enroll continuously, no stop-outs
On-time registration for courses
Maintain adequate academicperformance
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3CSN Ongoing Campus-level
Support for LINKS 2Momentum Point Action Research
Web resources and guides
Local and regional Inquiry/Action Researchcoordinated and supported by your RegionalNetwork Coordinator
Follow-up meetings for identified inquiry/workgroups
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Milestones and Momentum PointResources
Abstract on Milestones and Momentum Points http://www.cccco.edu/Portals/4/TRIS/research/Abstracts/Strategic Planning/milestones.pdf
Steps to Success: Analyzing Milestone Achievementhttp://www.csus.edu/ihelp/PDFs/R_Steps to success_10_09.pdf
Somethings Got to Give
http://www.edsource.org/pub10-somethings-got-to-give.html
http://www.cccco.edu/Portals/4/TRIS/research/Abstracts/Strategic%20Planning/milestones.pdfhttp://www.cccco.edu/Portals/4/TRIS/research/Abstracts/Strategic%20Planning/milestones.pdfhttp://www.csus.edu/ihelp/PDFs/R_Steps%20to%20success_10_09.pdfhttp://www.edsource.org/pub10-somethings-got-to-give.htmlhttp://www.edsource.org/pub10-somethings-got-to-give.htmlhttp://www.edsource.org/pub10-somethings-got-to-give.htmlhttp://www.edsource.org/pub10-somethings-got-to-give.htmlhttp://www.edsource.org/pub10-somethings-got-to-give.htmlhttp://www.edsource.org/pub10-somethings-got-to-give.htmlhttp://www.edsource.org/pub10-somethings-got-to-give.htmlhttp://www.edsource.org/pub10-somethings-got-to-give.htmlhttp://www.edsource.org/pub10-somethings-got-to-give.htmlhttp://www.edsource.org/pub10-somethings-got-to-give.htmlhttp://www.csus.edu/ihelp/PDFs/R_Steps%20to%20success_10_09.pdfhttp://www.cccco.edu/Portals/4/TRIS/research/Abstracts/Strategic%20Planning/milestones.pdfhttp://www.cccco.edu/Portals/4/TRIS/research/Abstracts/Strategic%20Planning/milestones.pdf -
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Coming Spring 2011
LINKS 3
Addressing Milestone Completionthrough
Contextualized Learning
and CTE
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Thank you for your
dedication tostudent success.
Safe travels!
Happy weekend!
Lynn Wright, 3CSN project [email protected]
Deborah Harrington, 3CSN/Learning [email protected]
mailto:[email protected]:[email protected]:[email protected]:[email protected]