capp guided pathways alignment project · the guided pathways alignment project is designed to...

GPAP: A Work in Progress 1

2019-2020 Newsletter

CAPP Guided Pathways Alignment Project

A Work in Progress


Guided Pathways Alignment Project (GPAP): A Work in Progress

Context

California educational segments acknowledge theyoftenwork in silos, separated and isolatedfromoneanother,andrecognizethatsignificantimprovementinK-20educationrequiresinter-segmentalcoordination.Thiscoordinationdependsupon,notjustgoodwillandintentions,butpersistenteffortovertime.EveninK-20collaborationswithasharedvisionandthepoliticalwill,implementation requires individuals in multiple roles to expand their boundaries and lookbeyond the history and culture of their respective institutions to develop an effective cross-segmentalsystemthatworks forallstudents,especially thosestudents thatcurrentlystrugglewithineach.

TheCaliforniaAcademicPartnershipProgram(CAPP)wascreatedbytheLegislaturein1984todevelop“cooperativeeffortstoimprovetheacademicqualityofpublicsecondaryschoolswiththeobjective of improving the preparation of all students for college” (California Education CodeSection11000). CAPPhas anopportunity to take advantageof changes inCaliforniapolicies,fundingmodels, and new outcomemeasures to build upon the current California CommunityCollegesGuidedPathwaysframeworktohelpstrengthenK-20inter-segmentalsystems.

TheGuidedPathwaysAlignmentProjectisdesignedtoforgepartnershipsbetweencommunitycollegesandselectedfeederhighschoolsintheCentralValleythataddressequityandaccess,aligncurriculumandinstruction,andstrengtheninter-segmentalconnectionstosupportaseamless,successfultransitionfromhighschoolstopostsecondaryeducation. PurposeofCAPP’sGPAPProject

ThepurposeoftheGuidedPathwaysAlignmentProject(GPAP)istoformstrategicpartnershipsbetween community colleges and high need high schools in the Central Valley focused onincreasingstudentsuccessandadvancinganequityagenda.

GPAP-fundedpartnershipswillexplorelinkagesandrelationshipsbetweentheguidedpathwaysbeing developed by each community college and the pathways or academies offered by their

CAPP Guided Pathways Alignment Project Summary • Purpose: Develop partnerships to Address Equity and Access • Who: Ten Central Valley Community Colleges and selected

feeder High Schools • What: Aligning Work Across Systems

o Guided Pathways o AB 705 o Counseling o Career and College Readiness

• Focus: Students underserved by both systems • When: Five year effort, just beginning (year two)


partneringhigh schools toenhance transition courses, assist in the implementationofAB705,improve student academic success, increase college and career readiness of all students, andreduceequitygaps.

CAPP seeks to encourage the partnerships to consider ways each system can leverage stateinitiativestoenhancetheworkthateachisalreadyengagedin.

• For the community colleges, these include Guided Pathways, AB705, performance-fundingformula,thevisionforstudentsuccessgoals,andthestudentequityframework.

• For thehigh schools, these include theCollegeandCareerReadinessDashboard, theLocalControlFundingFormulas(LCFF),andtheLocalControlandAccountabilityPlan.

MEASURABLE OUTCOMES Short Term

(Year One: 2019-2020) Mid Term

(3 years) Long Term

(5+ years) • Partnership formed • Adult and student level data

tracking is in place • Equity goal(s) agreed upon

• Self-reflection is evidenced in partnership • Adult/system structure changes are in

place • First year college success increased by __ • Progress made in decreasing equity gaps.

• Partnership established formally • Degrees, transfers, certificates

increase by ____ • Adjusted CCI increased by ____ • Equity gap(s) closed by ____

CAPP Guided Pathways Alignment Project GPAP Logic Model

INPUTS

CAPP Goal: To form strategic partnerships between community colleges and high need high schools in the Central Valley focused on increasing student success and advancing an equity agenda.

CAPP • Planning grant • $$ for staff time • PD opportunities • Other expertise • Flexibility to

innovate • Link to CSU

Office of the Chancellor

• Facilitators LOCAL GPAP PARTNERSHIPS

High School Partners • District and school

administrators • Teachers • Counselors • Parents • Students

Community College Partners • Administration • Faculty • Counselors • Outreach Team • Admissions • Students

High School • Demographics (e.g.,

Socioeconomics, English Learners, Graduation, etc.)

• College Readiness (e.g., A-G completion, English readiness, Math readiness, College credit earned, etc.)

Community College • College Enrollment • College Persistence (e.g.,

retention fall to spring, retention year 1 to year 2, etc.)

• College Attainment (e.g., degree attainment within 3 years, certificates and degrees earned, transfer to 4-year university, etc.)

DATA MEASURES

State and Regional Levers • Guided Pathways • AB705 • New funding formula • CCC Vision for

Student Success Goals • Student Equity

Framework • Integrated Student

Success Plan • College and Career

Readiness Indicators • LCFF and LCAP

STRATEGIES • Building and sustaining a

partnership • Connecting to larger

regional efforts • Curricular alignment • Dual enrollment, early

college, etc. • Counseling alignment • Developing and sharing

disaggregated data • Professional development • High school and college

vertical teaming • Parent empowerment • Other Partners

• Central Valley HEC • CV CSUs, UC

Merced, Private IHEs


OUR GPAP PARTNERSHIPS

EachGPAPpartnershipisexpectedto:

• establisharobustandviablepartnershipbetweenthecommunitycollegeandoneormorehighschoolsfocusedonanequityagenda;

• identifyandaddressequitybarriersspecifictoeachsystemandcommonacrosssystems;• identifyappropriateactivitiesbasedoncurrentacademicneedsandequitychallengeswithin

thelocalcontext;• implement a data driven continuous cycle of improvement tomeasure impact of specific

strategicactivitiesandinterventions,andmakeadjustments,asnecessary;and• collaborate on professional development for educators from both segments to build a

commonvision forhighquality instruction, a common set of expectations for college andcareerreadiness,and,asharedunderstandingofstudentsuccess.

EquityAgenda

GPAPisfocusedonequityfirst.Ithasbeenourexperiencethateffortstoimprovesystemsfor“allstudents”withoutaspecificequityfocusmayresultinimprovedstudentoutcomes,buttheequitygaps remain.As colleges grapplewith thedemandsofAB705, theymust contendwithnotonlyelevatingtheinstructionaldemandsofcourses,butdevelopinginterventionsthatwillassiststudentsin meeting those demands. High schools must also seriously address instructional rigor anddeterminehowtheycansupportstudents throughA-Gcourseworkandpreparestudents for the

Merced Community CollegeMerced High School

Madera Community College CenterMadera High SchoolMadera South High SchoolLiberty High School

Reedley CollegeReedley High School

Modesto Junior CollegeRiverbank High School

Bakersfield CollegeKern High School District

Porterville CollegePorterville High SchoolMonache High SchoolSummit Collegiate

West Hills College CoalingaCoalinga High SchoolTranquility High SchoolFirebaugh High School

Taft CollegeTaft High School

West Hills College LemooreHanford High SchoolHanford West High SchoolSierra Pacific High SchoolLemoore High School

Clovis Community CollegeClovis East High School


challengesofcollegecourses.Allthesechallengesanddemandsarenoteasytoaddress,buttheydefinetheconcreteworkthatisattheheartofequity.

Schoolscanidentifystudentswhoarestrugglingandinsomecasesfailing.Theyknowthatstudentswith specialneedsandEnglishLearners require substantiveassistance. They can identify thosestudentswholackskillstolearnoptimally.Butthencriticalquestionsemerge:Sowecanidentifystudentswhoareunder-served.Thenwhat?Howdoweaddressthelearningneedsofourdiversestudentpopulation?Howdoweprovideteacherswithstrategiesandpedagogytoteachthiswidespectrumofstudents?Howdoweattendtothesocial-emotionalneedsthataffectstudentlearning?Howcanwechangethefixedmindsetsofbothstudentsandteachersthatcan limitteachingandlearning?Howdowedevelopdatabenchmarksthatshowmovementorprogress?Thesearejustsomeofthequestionsthatimpactanequityagenda,andmostschoolsarejustbeginningtoprobetheresearchandseekviableresponsestothesedifficultquestions.

As GPAP was launched in 2018, community colleges identified high need high schools as theirprimarypartners.Thehighschoolsandthecommunitycollegejointlyidentifiedstudentpopulationsthatbothsystemsunderserveandselectspecificsub-groupstotarget,basedontheirshareddata.

GPAP Gap Closure: Targeted Subgroups

Latinx Hispanic

African American Hmong Low

Income Male English Learners Other*

M F M F Bakersfield x x x x x Clovis x x x x X* Coalinga x x x Lemoore x x Madera x x x x Merced Modesto x x x x Porterville x x x Reedley x x X** Taft x x

*First Generation. ** Students likely to fail 1st year math TheoutcomemeasuresforGPAPasawholewillreflecttheoutcomemeasuresadoptedbythetenindividualpartnerships.Someoftheareasoffocusarecommontoalmostallofthepartnerships;afewareuniquetooneortwo.Thespecificmeasuresofprogressselectedbyeachpartnershipdrivethelocalwork.


GPAP Partnership Outcome Measures

High School

Community College 4 yr College

Pass Rate Enroll Persist to yr 2 Transfer

Math Eng CC Bakersfield x x Clovis 4 yr math x x** Coalinga x x x Lemoore x x x Madera X x x x Merced x x Modesto 4 yr math x x Porterville x x x Reedley x x Taft x ** attend any 2 yr or 4 yr college

EachGPAPPartnershiphasdevelopedaworkplanfor2019-20tosupporttheirlong-termoutcomemeasures. Theseplansfocusonactionableworkidentifiedbybothsystemstocloseequitygaps,includingagreed-uponprioritiesandtimelinesandwhatisneededateachsystemtomoveforward.

GPAP: Individual Partnerships 2019-20 Work Plans Focus Areas

Math Alignment ELA Dual

Enrollment Transition Activities

Coaching, Tutors Counseling Vertical

Pathway

Data

Bakersfield x x Clovis x x x x x x x Coalinga x x x Lemoore x x x Madera x x x Merced x x x x Modesto x x Porterville x x x Reedley x x x x x Taft x

ThefollowpagesincludebriefdescriptionsofeachofthetenGPAPpartnerships,theirareasoffocus,examplesofearlyprogress,andanintroductionoftheGPAPfacilitatorsupportingeach.


Bakersfield College, South High School and North High School Facilitator:RossGentry([email protected])LeadContact:StephenWaller([email protected])

PartnershipDescription:TheBakersfieldCollegeGPAPpartnership isbuildingon therecentlycompletedCAPPCDPgrantfrom2013to2017.Thepreviousprojectbuiltonmanyyearsoftrust-buildingwork,especiallyinliteracy initiatives, throughout Kern County. Project leadership found such value in the CAPPpartnership that they requested of a continuing connection lead to the development of CAPPFamilies.FocusAreasbeingaddressed:The GPAP summer convening provided an opportunity for sustained focus on options thispartnershiphastoimprovemathoutcomesacrosstheK-12andhighereducationpartnerships.Theleadership team, consisting of decision makers at high school, community college and CSUinstitutions, defined the goal to “increase math achievement throughout the K-16 system” anddevelopedmeasurablegoals.PerhapsthemostimportantinsighttocomefromthisprocessisthatKern County has extensive experiencewith a powerful professional developmentmodel – RIAP(Reading Institute forAcademicPreparation).ThuswasbornMIAP(Math Institute forAcademicPreparation).EarlyAchievement:Perhaps themost important insight tocome fromthisprocess is thatKernCountyhasextensiveexperiencewithapowerfulprofessionaldevelopmentmodel–RIAP(ReadingInstituteforAcademicPreparation).ThuswasbornMIAP(MathInstituteforAcademicPreparation).The“kickoff”eventforMIAPwastheSeptember“MathematicalMindsets”JoBoalerworkshopinBakersfieldleadingtoalmostthirtyapplicantstoMIAPandeightleadershipcandidates.AnotherpromisingoutcomeoftheeventistheestablishmentofapartnershipwiththeKernCountyMathCouncil,anaffiliateoftheCaliforniaMathCouncil.

ProfessionalBackground:I am a Central Valley native and beneficiary of California’seducationsystem–K-12publicschools,communitycollege(AA),University of California (BA), California StateUniversity (MA),privatecollege(Ed.D.)AfterafortyyearcareerinValleyschools,serving in teacher, counselor, site and district leadershippositions,Ihavebeeninvolvedinavarietyofconsultingrolesinlocalschoolsandbeingafun-seekinggrandpa.

CurrentroleinCAPP:AfterservingasfacilitatorfortwoCAPPDemonstrationProjects(2013-2017), I am nowworkingwith Bakersfield College andWestHillsCollegeCoalinga(myalmamater)intheGPAPGrant.

Ross Gentry, Ed.D.


Clovis Community College and Clovis East High School Facilitator: Dennis Galligani ([email protected]) Lead Contact: Dr. John Forbes, [email protected] PartnershipDescription:

The Clovis Partnership has three key elements for achieving their goal of developing a seamlesstransition from the high school to postsecondary education: aligning curriculum pathways,organizational structures, and student centered activities. The equity focus is for students fromLatinx,HmongAmerican,LowIncomeandFirstGenerationbackgrounds.

FocusAreas:ThethreeinitialactivitiestoreachthegoalareMathematicsAlignment,SummerEnrichmentClasses,andIncreasedOutreachtoCEHSbyCCC.• Mathematicsalignmentisfocusedworkbybothinstitutions’faculty,meetingtoalignthemath

expectationfromJuniortoSeniortoCollegecurriculum,ensuringthatstudentswhonormallywouldnottakeafourthyearofMathinHighSchoolhavetheopportunitytotakeappropriatecoursesandprovidingthesupporttosucceedinthem.

• AsummerenrichmentclasswasheldatCCCthispastsummer.Thestudentsmainlywerechosenfromthetargetedequitygroupswho likelywouldnot takea fourthyearofMath,norplantoattendcollege.Thefirstcohortconsistedof28students,allwhocompletedthefour-weeksessionandearnedthreeunitsoftransferablecredit.Thepostevaluationshowedveryfavorablechangesinperceptionoftheirabilitytoandinterestinattendingcollege.

• CCChasintensifieditson-siteoutreachtoCEHS,doublingthetimeatthecampus,andaddingaHmongoutreachofficertofocusononeofthetargetedgroupsofstudents,andtheirparents.

EarlyAchievement:Thefirstsetofdatathatthepartnershipisfollowingare:CEHSseniorstaking4thyearlevelmath;therates of completion of those seniors; students taking college preparedness math and English;increasesinnumberofseniorswhoareearningsomecollegecreditpriortograduation;and,%ofidentifiedatriskstudentsattendingeitheratwoyearorfouryearcollege,withasubsetlookingatincreasingthosewhoapplyandattendCCC.

ProfessionalBackground:Dr.DennisGalliganispent32yearsworkingattheUniversityofCalifornia(UC),attheUCLAandUCIrvinecampuses,andhislast15yearsastheChiefStudentAffairsOfficerfortheUCSystem.HeholdsthepositionofAssociateVicePresident-Emeritus.Sinceretiringfrom UCin 2005 he has been involved in School/CollegePartnership work across California, including one of the foundingExecutiveDirectorsoftheAllianceforRegionalCollaborationtoHeightenEducationalSuccess(ARCHES),andasaCaliforniaPartnershipProgram(CAPP)programfacilitator.

CurrentrolewithCAPP:OneofthefirstUCappointedrepresentativestotheintersegmentalCAPPBoardin1984,heservedasChairoftheBoardfrom1986to1990.DennisisacofounderoftheSantaAnaPartnership,theoldestSchool/CollegePartnershipinCalifornia.

Dennis Galligani, Ph.D.


Madera Community College Center and Madera High Schools Facilitator:SandraB.Chong,Ph.D.([email protected])LocalContact:GanesanSrinivason,Ph.D.([email protected])

Partnership description: Madera Community College Center is working in partnership withMaderaSouthHighSchool,MaderaHighSchool,LibertyHighSchool,andShermanThomasCharterHighSchool todevelopseamless transition fromhighschool tocommunitycollege in theareaofMathematics/QuantitativeReasoning, facilitate intheefficient implementationofAB705startingFall2019,andreduceequitygapofLatinXstudentsinmathematicssuccess.

Focus areas being addressed in order to: 1) increase the college-readiness of high schoolgraduates inmathematics/quantitative reasoning and prepare incoming students for success intransferlevelcollegemathcourses,2)advancetheequityagendabyreducingtheachievementgapin math among minority and disadvantaged Latin X student population, and 3) establish andstrengthen sustainable partnership between community college and K-12 partners in MaderaCounty,MCCCCAPPGPAPpartnershipwillfocusonthefollowingactivities:• Dualenrollmentofone-levelbelowtransfermathclass,• DevelopmentandalignmentofmathcurriculumbetweenCommunityCollegeandK-12,• Increasingtutorialandstudentsupportservicesinmathematics,and• Professionaldevelopmentforhighschoolandcommunitycollegemathematicsfaculty.

EarlyAchievement:MCCCpartnershiphasmadeprogressinallfourareasoffocus.Twoexamplesare:• developing and aligning math curriculum between community college and K-12: MCCC

partnershavebeenmeeting throughout the summerand fall2019 to identifygaps inmathcurriculumbetweenhighschoolandcollegeinthecontextofAB705requirementtoensureseamlesstransitionofhighschoolstudentstocommunitycollegeandtheirsuccessincollegelevel math courses. Additionally, college and high school math instructors are examiningStatistics course syllabi, especially around content, assignments, and best practices inpedagogical approaches tobetteralignhigh schoolStatistics course to the collegeStatisticscourse.

• increasingtutorialandstudentsupportservices:MCCCpartnershipisofferingtutortrainingtoboththehighschoolstudentsandtheirmathteachers,aswellasdeployingadditionalMCCCmathtutorstothehighschoolstoprovidejust-in-timeinterventions.

Professional Background: Professor of education at the CSU withresearch publications and professional presentations related to EL &bilingualstudentsuccessandfutureteacherpreparation;PastChairofCarnegieCorporationfundedNationalConferenceonELD;and,PastCo-CoordinatorofTeachersforaNewEra,CarnegieCorporation’sinitiativedesigned to restructure teacher education and to strengthen K-12educationintheUnitedStates

CurrentrolewithCAPP:FacilitatoroftheCAPPGPAPGrantProject,anda past Chair, Co-Chair, andmemberof theAdvisoryCommittee of theCaliforniaAcademicPartnershipPrograms(CAPP).

Sandra B. Chong, Ph.D.


Merced College and Merced High School District Facilitator:DianeSiri([email protected])LocalContact:IvanPena([email protected])

Partnershipdescription:MercedCollegehasanorganizedstrategyforimplementationofAB705thatisguidingmanychanges.TheyhaveastructuredGPSteeringCommitteewithoneofthetaskforcesubcommitteesfocusingontheirHighSchoolpartners-primarilyfromMercedHighSchoolDistrict.ThePartnershiptaskforceisworkingcollaborativelytosupport,planandimplementmanychangeswithaspecialfocusontheroleofhighschoolcounselorsinplacementandtransition.Focusareasbeingaddressed:Inadditiontotheaboveprogramscurrentlybeingimplemented,thispastyearthecollegefocusedonstrengthening a partnership with Merced High School District- their largest K12 feeder. Dr.ConstantineAguilar,AssistantSuperintendentofMercedHighSchoolDistrictisthehighschooldistrictlead.Inspring2019,aMercedUnionHighSchoolDistrictPathwayCounselingTeamwascreatedtoassistincomingMercedCollegestudentswiththeirtransitionfromhighschooltocollege.Ateamofhighschoolcounselorswerehiredasadjunctcounselorsandwerecomprehensivelytrainedtoprovidecollegecounselingattheirrespectivehighschools.AbbreviatedEducationalPlanswerecreatedbasedonthestudentsEducationalGoal. WiththeimplementationofAB705,studentswereassessedandproperlyplacedintocollegelevelmathematicsandEnglish.Studentswerealsoconnectedtostudentsuccess resources. Additionally, PathwayCounselors assistedwith recruitment and enrollment ofCCAP courses.Moving forward, high school Pathway Counselorswill continue to be trainedwithupdates and policy changes to keep current on district and statewide initiatives; provide on-sitecollegecounseling;andincreaseCCAPenrollment.

EarlyAchievement:Mercedwasbeenhighlightedasoneof13strongimplementersstatewideinEnglishforAB705intheSeptember2019reportbytheCaliforniaAccelerationProject.MercedhasbeenworkingtoimplementGuidedPathways,increasestudentsuccessintransferlevelcoursesandsupplementinterventionstosupportthatsuccess.Theyarejustgatheringdataonstudentperformanceinthisfirstsemesterbysurveying studentsdroppingoutor indangerofnotpassingcorecourses. Theyhave successfullyexpandedcommunicationandcoordinationwithMercedHighSchoolDistrictpartnersthroughtheirtaskforce.

Professional Background: Dr. Diane Siri has been a high school mathematicsteacher,highschoolprincipalandservedastheSantaCruzCountySuperintendentofSchoolsfor16years.ShehasadoctoratefromColumbiaUniversity-TeachersCollege in Educational Policy. Founding director of the Institute of ComputerTechnologyandtheAllianceofRegionalCollaborativestoHeightenEducationalSuccess(ARCHES). ShewasanadjunctprofessoratSantaClaraUniversityandCSUSanJoseforeightyears.ShehasconductedovertenSuperintendentSearchesforHYAAssociates.CurrentrolewithCAPP:DianehasworkedwithCaliforniaAcademicPartnershipProgram projects for the past 10 years and currently also serves as a CAPPfacilitator for the California Leadership Network and the Guided PathwaysAlignmentProject.

Diane Siri, Ph.D.


Modesto Junior College and Riverbank High School Facilitator:DebraBukko([email protected])LocalContact:PatrickBettencourt([email protected])

Partnershipdescription:ModestoJuniorCollegeandRiverbankHighSchoolleadership,mathfaculty,andguidancestaffhaveformedapartnershiptheycallBridgingtheGap.Membersofthiscollaborativeteamarecommittedtobuildingan“equitybridge”tosupportthesuccessfultransferofstudentsfromK-12intoCommunityCollege.

Focusareasbeingaddressed:Delving deeply into mathematics pathways, essential standards, and developing a college goingculture,thepartnershipfocusisonachievingthreegoals:

• Goal 1 - Partnership: Create and sustain positive communication, relationships, and teambuildingbetweenRHSandMJCfocusedonessentialmathematicsstandards,effectivepedagogy,andacollege-goingculture.

• Goal 2 - Student Success: All students actively and cognitively engaged in mathematicsinstruction resulting successful completion of transfer level mathematics in the first year atModestoJuniorCollege.

• Goal 3 - Equity: Partners recognize that students bring funds of knowledge to the learningenvironment and that institutional barriers,which limit access andopportunity for students,createequitygaps.Workinallareasofthepartnershipcentersonthedevelopmentofknowledgeanddispositionsreflectingequityconsciousnessandequityliteracyaswellasfixingconditionsthatmarginalizestudents.

EarlyAchievement:TeammembersactivelyparticipatedintheJune2019conveningwheretheyidentifiedspecificactionstowardachievementof thepartnershipgoals. These includeinitialstepstowarddevelopmentofaseniorlevelmathematicscourse,professionallearningtosupporteffectiveinstructionalpracticesinbothcoreandco-requisitemathcourses,andexplorationofguidancecoursesandvisitstocommunitycollegestosupportthesuccessfultransitionfromhighschooltocommunitycollege.

Debra Bukko, Ed.D.

ProfessionalBackground:DebraBukkoenjoyeda30-year careeras a teacher, counselor, andinstructionalcoachaswellasaschoolanddistrictadministrator.Sheholds California credentials in teaching, school counseling, andadministration. She currently serves as Associate Professor andDirector of the Doctoral Program in Educational Leadership atCaliforniaStateUniversity,Stanislaus.CurrentrolewithCAPP:Debra serves as a facilitator for the Guided Pathways AlignmentProject (GPAP), supporting thework of theModesto Junior CollegeandRiverbankHighSchoolpartnership.


Porterville College, Porterville, Monache High Schools & Summit Charter Collegiate Academy Facilitator:AliceKawazoe([email protected])LeadContact:PrimaveraArvizu([email protected])

PartnershipDescription:FromthefirstmeetingofthePortervilleGPAPpartnership,15-20stalwartadministrators, counselors, and faculty from Porterville College, Porterville andMonache HighSchools,andSummitCharterCollegiateAcademyhavemetundertheleadershipofPrimaveraArvizu,VicePresidentofStudentServices.AlthougheachhighschoolhasworkedpreviouslywithPortervilleCollegethroughtheDualEnrollmentAdvisoryandvariouscollege-goingactivities,thisisthefirsttimeallinstitutionshavecometogethertoidentify,plan,andacttoachievecommongoals.

FocusAreasfor2019-2020:1. ConveneaMathematics InquiryTeamwithrepresentatives fromPortervilleCollegeandthethree

partner high schools to implement AB705 by aligning mathematics courses, employing bestinstructional practices, and initiating interventions and student services to support and improvelearning.

2. EstablishanELA/LiteracyTeamwithrepresentativesfromPortervilleCollegeandthethreepartnerhighschoolsfromELA,EnglishLearner,andotherdepartmentstoimplementAB705byengaginginliteracyacrossdisciplines,aligningcourses,employingbestinstructionalpractices,andimplementinginterventionsandstudentservicestosupportlearning.

3. DeveloptheEquityFirstStrategy,beginningwiththefreshmancohortatthepartnerhighschoolsandextendingthroughfreshmanyearatPortervilleCollege.

EarlyAchievements:

Eachpartnerhighschoolhashadlong-standingrelationshipswithPortervilleCollegeonpastprojects,creatingdualenrollmentclasses,subjectareacollaboration,servingonadvisorycommitteesandjointmeetingsonspecificissues.Manyoftheparticipantsinvolvedinpastprojectshaveremainedthesame,sotrustneednotbedevelopedandre-establishedwitheachnewinitiative,andnewmembersareeasilyintegratedintothepartnershipwhichishighlyactiveandengaging.

ThisyearthePartnershiphasinitiatedafour-sessionseriesofconversationsamongmathfacultyfromall participating institutions “to expand awareness, understanding, and knowledge base of mathcurriculum.”

ProfessionalBackground:Her varied academic preparation includes schooling in Japan and China, adoctorateinTheoreticalPhysicsfromMIT,andadvanceddegreesinphilosophyandEnglishliterature.ShewentontoteachEnglish,mathematics,science,art,andphysicaleducationfortwenty-twoyearsinpublicandprivateschools.Shethen moved into administration as a high school principal, Director ofCurriculum, and Associate Superintendent of Instruction and Assessment.Currently she serves as a consultant to the California Academic PartnershipProgram, the University of California, Office of the President, Miami/DadeCountySchoolDistrict,andSCALE,StanfordUniversity.CurrentRolewithCAPP:Mentor,CAPPLeadershipNetwork(CLN)GrantFacilitator,CAPPFamiliesGrantFacilitator,CAPPGuidedPathwaysAlignmentProject(GPAP)Grant

Alice Kawazoe, Ph.D.


Reedley College and Reedley High School Facilitator:TanyaGoosev([email protected])LocalContact:BonitaGomez([email protected])

Partnershipdescription:ThegoaloftheReedleyCommunityCollegeGPAPpartnershipistocreatesuccessfultransitionsforunderpreparedstudentsfromhighschooltopost-secondary.ReedleyCollegehasselectedReedleyHighSchoolastheirGPAPpartnerinordertoidentifyandaddressthebarrierstosuccessandcreateaprototypethatmayserveasamodelforotherhighschoolsthathavestudentsattendingReedleyCollege.Focusareasbeingaddressed:

Thefollowingfourfocusareashavebeenidentifiedbythepartnership:1. Collaborationaroundcareerexploration,college&lifemanagementcurriculum

a. Collegecounselorswillcollaboratewithstaffandadmintocreatea4-yearsequenceofstudytobetterpreparestudentsforcollege,beginningwith9thgradeFreshmanSeminar.

2. TutorialSupportforMath1&APCalculusandTutorialtrainingprogram.a. CollegeMathCenterwillprovideMath1tutorstostudentsinsupportclassesandestablish

atutortrainingprogram.3. DualEnrollment/PathwayAlignment

a. Workcollaboratively toalignhighschoolcoursesandpathwayswith thecollege;expanddualenrollmentbeyondCTE.

4. TransferLevelEnglish/MathStudentSuccessa. Collegewillworkwith seniors atReedleyHigh to prepare them for first year success at

ReedleyCollege.b. Collegewillcontinuetocollaboratewithhighschoolstafftoinformthemofchangesatthe

communitycollege.

EarlyAchievement:ReedleyCollegeMathCentertutorshavebeenhiredandtrainedandhavebegunworkingwithMath1studentswhoarealsoenrolledinaconcurrentsupportclassatReedleyHighSchool,withthegoalofincreasingthepassingrateofthesestudents.AdditionalCounselorsatReedleyHighSchoolhavebeenhiredtobeginworkingwiththeFreshmanSeminarteachersandstudentsandhavebegunplanningseniortransitiontocollegeactivities.

ProfessionalBackground:TanyaGoosevhasservedover30yearsinK-12educationintheCentralValley.Shestartedasahighschool teacher, thenasahighschoolco-administrator,middle school principal, high school principal, county office schoolimprovement consultant, and assistant superintendent for curriculum &instruction.Recentlyretired,Tanyaisnowsupervisingbeginningteachersintheircredentialworkandcoachingprincipalsinschoolleadership.

CurrentRolewithCAPP

PrincipalofOrosiHighSchoolparticipatingintheCAPPDemonstrationProject(CDP). Now facilitator for Reedley College and their partner Reedley HighSchool.

Tanya Goosev


Taft Community College and Taft Union High School Facilitator: Yolanda Martinez ([email protected]) Local Contact: Vicki Jacobi ([email protected]) and Mary Alice Finn ([email protected]) Partnershipdescription:ThecityofTaft,population9,400ishometoTaftUnionHighSchool,950studentsandTaftCollege2,900fulltimestudents.AlthoughthepopulationsaresmalltheGPAPfocusisBig.Focusareasbeingaddressed:Bothinstitutionsarefocusingonincreasingthenumberofstudentswhotransfertothecollegefullypreparedby60%.Additionally,otherfocalpointsincludeincreasingthenumberofAAdegreesby10%,closingtheequitygapby10%andincreasingparentparticipation.EarlyAchievement:Todate,Englishdepartmentchairsfrombothinstitutionshavebeenmeetingregularlytofurtherunderstand the complexities of their subject matter and ways to enact timely and relevantinterventions for struggling students. Both counseling staffs have been meeting to understandgraduationrequirementsandpathwaysatthehighschoolandwhereandhowtheyfitintometa-majorsatthecollege.Theultimategoalistoalignthe11pathwaysatthehighschoolwiththe6meta-majorsatthecollege.Anothercounselingfocusismorevisibilityonthehighschoolcampuswhere college counselors are scheduled tobe on site tomeetwithprospective students and toprovide a faceof the college to all high school students.Thehigh school administration invitedcollege staff tomake a presentation to over 250 parents, the first outreach to the community.Althoughonlya fenceseparates the two institutions, theGPAPgranthasprovided the first realcollaborationbetweenthetwo.Challenges:Aswithmosteducationalendeavorschallengesdoexist.Themathdepartmentshavehadmodestinteractionswhichweareworkingonimproving.AnotherareaofinterestiswhetherornottoincludetheK-8staffinthecollaborationsincethisissuchasmallcommunity,thiscouldpotentiallybebeneficialtoallsegmentsofthiseducationcommunitywithstudentsbeingthefocus.Theeducationalpartnershipandenthusiasmasaresultofthecollaborationisquiteapparentandshouldleadtomorepositiveresults.

ProfessionalBackground:K-12 educator for 37 years. Positions includedHigh SchoolCounselor,HeadCounselor,AVIDCounselor,PuenteCounselorandTransitionSpecialist.CurrentrolewithCAPP:FacilitatorforTaftUnionHighSchoolandTaftCollege,GPAP.

Yolanda Martinez


West Hills College Coalinga, Coalinga High School, Firebaugh High School and Tranquility High School Facilitators:BradRuff([email protected])andRossGentry([email protected])LeadContact:RebeccaFarley([email protected])

PartnershipDescription:

PriortobeginningtheGPAPpartnership,WestHillsCollegeCoalingaprovidedeachoftheirhighschoolfeederswithanumberofEarlyCollegeopportunitiesrangingfromhighlyregimentedpathway-basedprogramstofarlessstructured“cafeteriastyle”options.TheGPAPpartnershipprovidedanavenuetorefinethelessstructured,lowstudentsupportoptions.Initialstudentsupportimprovementsincludedevelopmentofongoingtrackingofstudentprogressindualenrollmentcoursesduringthesemesterandestablishmentofaneffectivetutoringprogram.FocusAreas:

AftermeetingwiththeCAPPGPAPteamsateachfeeder,theschools’teamsdecidedthatinstructingteachers,instructionalaides,andstudentstomakethemostoftheirtutorialsessionsbefore,during,andafterschoolwouldbeaneffectivewaytohelpstudentspreparethemselvesfortheacademicrigorof college classes. With this inmind, inquirybased tutorial training sessionswere scheduled andstarted at each of the three schools with attendees consisting of paraprofessionals, teachers,administrators,andstudents.

EarlyAchievements:ThedesiretoprovideformativedatatosupportEarlyCollegestudentsledtothedevelopmentofaprotocoltoprovidecurrentmeasuresofstudentsuccessforhighschoolstudentsenrolledincollegecourses.Usingavailableelectronicgradebookdata,reportsareprovidedtohighschoolcounselorsandleadership for usewith students, parents and support staff. The response from students and staffindicatethatthismonitoringandsupportisverybeneficial.Detailedanalysisofsemestergradeswillbeperformedtoinformfurtheruseofthesestudentsupports.

ProfessionalBackground:

TaughtGerman,English,andLatintohighschoolstudentsinBismarck,NorthDakota for nine years beforemoving to Bakersfield, CaliforniawherehetaughtGermanandEnglishforanadditionalnineteenyears.Hehasbeen ahigh school educator in theKernHigh SchoolDistrict,DirectorofAVID,andCoordinatorof theMigrantEducationProgram.HehasbeenalecturerintheDepartmentofEnglishforthepasttwenty-oneyearsatCSUBakersfield.CurrentroleinCAPP:

Co-Facilitator for the West Hills Community College CAPP GPAPpartnership.

Brad Ruff


West Hills College Lemoore and Lemoore and Hanford High School Districts Facilitator:LiliaTanakeyowma([email protected])LocalContact:GiselleSimon([email protected])

Partnershipdescription:West Hills College Lemoore, one of two colleges in theWest Hills College District has created apartnershipwithLemooreHighSchool,HanfordHighSchool,HanfordWestHighSchool,andSierraPacific High School with the goal of establishing a seamless transition from high school topostsecondary education by aligning curricula, pathways, processes, structures, and student-centeredactivitiesfocusedonequity.Focusareasbeingaddressed:

ThisGPAPpartnershipfocusesonthedevelopmentofcurriculumandsystemsthatensuressuccessfulstudenttransitionfromhighschooltopost-secondaryeducation,ensuringmathematicsreadiness,andadvancingsystemicprofessionaldevelopmentofbothhighschoolteachersandcollegefaculty.Afteranalyzingcurrentstudentdata,thispartnershipelectedtotargetthefollowingstudentgroupsthat show disproportionate academic readiness for college: African American students, Hispanicstudents, and males in order to eliminate current gaps in college readiness and academicachievement.Althoughthepartnershipbetweenthecollegeandhighschoolshasbeenlong-standing,new initiatives and policies have created implementation stress within each system (K-12 andcollege)butalsoobviousopportunities.EarlyAchievement:

TheGPAPWHCLemoorepartnershiphascommittedcounselingandmathfaculty;collegeleadershipisjudiciouslyleadingcontinuousdiscussionsandintersegmentalteams;thecollegehaslaunched(fall2019)transferlevelmathcourseswithembeddedsupportclassesforstudentsneedingadditionalboost;andengagingtheappropriatepartnersatthehighschooltooffertransferablemathclassesaspartofdualenrollmenttolaunchinfall2020.DataanalysiswillbedoneattheendofthisfallsemestertoassessenrollmentpatternsandstudentsuccessinmathatWHCLemoorewithspecificattentionmadetothetargetpopulationidentifiedabove.

Lilia Tanakeyowma, Ed.D.

ProfessionalBackground:Bilingualelementaryteacher,curriculumdevelopment, and teacher trainer for Santa Ana Unified SchoolDistrict for over 15 years; Executive Assistant for Orange CountySupervisorfor6years;DirectorofTRIOprogramandCSU,Fullerton;Retired Dean of Student Affairs and co-director of Santa AnaPartnership after 20 years at Santa Ana College. Consultant andtrainer for National Council for Community and EducationalPartnerships.Current role with CAPP: Served as CAPP facilitator for theDemonstrationProject(2014,MITAcademyinVallejo),theCreatingaCollegeGoingCultureproject(2015,SavannaHSinAnaheim),andnowwiththeGuidedPathwayAlignmentProject(2018,WestHillsCollegeLemoore).


GPAP Project Director

LeadingtheGuidedPathwaysAlignmentProject(GPAP)isWilliam(Bill)Vaseywhohasalonganddistinguishedcareerinlocalandstatewideclassroominstruction,administration,andK-12districtexperience,bothasanadministratorandanelectedtrustee.InadditiontohisstellarandsteadfastworkwithCSUOfficeoftheChancellorthroughCAPP,Billhasalsospentthelast13yearsworkingin the Central Valley. He led in the creation of this unique Guided Pathways Alignment ProjectdedicatedtoestablishingpartnershipsfocusedonequityandstudentsuccessintheCentralValley.

ProfessionalBackground:WithadegreeinMathematics(UCSC),teachingcredentials,andan MS from the School of Business Administration at CSUSacramento, Bill’s long career has taken him from being aclassroom teacher and K-12 elected Trustee, to AssistantSuperintendent of Professional Development and CurriculumSupport and manager of intersegmental relations for theCaliforniaDepartmentofEducation.Hisbackground, skills, andexperience have led him to serve as consultant to schools,districts, and statewide efforts to further intersegmentalwork,develop high school strategies for support programs servingunderserved students, and enhance leadership skills of highschooladministratorsandleadteachers.

CAPProles:CADepartmentofEducationLiaisontoCAPPHighSchoolLeadershipInitiative,Partner-CaruthersAlgebraFormativeAssessment,ConsultantCAPPDemonstrationProject,Facilitator–OrosiCreatingaCollegeGoingCulture,Director

SAVE THE DATE

Bill Vasey

WHEN: JUNE15–17,2020 (Locationtobedeterminedsoon)PURPOSE:

• Learnhowpartnershipscontinuetoaddresstheissueofacademicequity.

• Shareanddiscussstrategiesand/orpracticesthatarecentraltothepartnerships’workthisyear.

• FinalizeYear2workplan

WHOSHOULDATTEND:CollegeadministratorsCollegefacultyCollegecounselors

aswellas

K-12administratorsK-12teachersK-12counselors

capp guided pathways alignment project · the guided pathways alignment project is designed to...

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