Closing the Equity Gapby

Helping Students Start Strong

Onboarding and AdvisingSBCTC Student Success Center Spring Institute - April 25, 2017

Skagit Valley College Student Achievement

Strategy

SINEAD F ITZPATRICK PLAGGE

ASSOCIATE DEAN, ENROLLMENT SERVICES

Overview of the Issues….

Students enter the college through multiple doors where coordination of services and information is severely limited.

Student pathways are ill defined and advising materials are inconsistent and flawed.

Limited ability to track student information and progress.

Faculty, staff, and administration lack the expertise to develop culturally responsive practices, policies and curriculum.

Guiding Questions How might our institutional practices, policies and procedures unintentionally obstruct student opportunities?

How might our personal values unintentionally impact student success?

How do we ensure that students get equitable access to information and support?

Principles for Ideal Intake Process Should be…Efficient and simple to navigate

Minimize or eliminate multiple trips to campus

Process is easy to understand, relevant and meaningful to studentsUseful Assessment instruments that allow students to:

Make an informed choice about their degree pathway

Place students into courses and programs for which they are adequately preparedEngage the student and create a strong, positive connection to the college

Equitable access to information and resources that are meaningful and relevant.

Overview of SVC Intake Enhancements Purchased Target X, Customer Relationship Management◦ Pre Enrollment Tools

◦ Improved connection and inquiry process◦ Develop specific procedures and communication processes

◦ Enrollment Tools ◦ One place to review and record information◦ Application Supplement◦ Send timely and targeted communications to students in the process

Cardinal Pre Flight, Take Off, Kick Off

Implemented multiple measures of assessment◦ High School Transcripts, Smarter Balanced test scores, Accuplacer◦ Non Cognitive: Smarter Measure

Future Directions and Next StepsImplement additional modalities of orientation and advising.

Through Target X, continue to implement communications/alerts/workflows that guide students through the process.

As Meta Majors evolves, create more customized intake procedures.

Identify best practices, recommendations around Smarter Measure Assessment and placement.

Analyze and evaluate intake and placement data.

Implementing Pathways to College & Careersfor

Washington’s Emerging Workforce

Guided Pathways:Through BEdA & Beyond

The term ‘adult education’ means academic instruction and education services below the postsecondary level that increase an individual’s ability to—

(A) read, write, and speak English and perform mathematics or other activities necessary for the attainment of a secondary school diploma or its recognized equivalent;

(B) transition to postsecondary education and training;

(C) obtain employment.*

*WIOA, SEC. 203 Definitions (1)(A)(B)(C)

Adult Education (Title II) Defined

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• Requires the development and implementation of effective and accessible college and career pathways.

• Requires that Basic Education aligns to the K12 standards and no longer gets students to 10th grade competency levels but provides them with the skills to be college ready.

• Requires employability skills be taught in every class at every level.

Major Guiding Changes in WIOA for BEdA

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• It supports—I-BEST-- or integrated, co-enrolled workforce and training programs that accelerate the transition to postsecondary certificates and degrees for both ABE and ESL

• Includes math, reading, listening, and speaking strategies be taught at all levels for both ABE and ESL

• Expands the provision for technology

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INTEGRATED EDUCATION AND TRAINING(IET)

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“‘Integrated Education and Training’.—The term integrated education and training means a service approach that provides adult education and training concurrently and contextually with workforce preparation activities and workforce training for a specific occupation or occupational cluster for the purpose of educational and career advancement.”

IET - Three Required Components1. Adult education and literacy activities 2. Workforce preparation activities3. Workforce Training for a specific occupation or occupational

cluster

*WIOA, SEC. 203 Definitions (11). Regulation 463.35

• After 6 years, students with 1 year of college credits + a credential had the most significant future earnings bump:

• $7,000 more/year for ESOL students

• $8,500 more/year for ABE students

• $2,700 more/year for workforce students entering with a GED®

• $1,700 more/year for students entering with a HSD

The Tipping Point1 year of college level credits + a credential

Success Defined

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BEDA & GUIDED PATHWAYSSOME CONSIDERATIONS

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• Basic Skills are integrated as the foundational element of each meta-major

• All basic skills instruction is contextualized to that particular content area

• Each meta-major has one or more I-BEST programs for initial entry into college-level certificate and degree programs for BEdA & Developmental Education students

I-BEST in Guided Pathways

BEdA/ELA

Meta Major 1

Meta Major 2

Meta Major 3

Meta Major 4

Meta Major 5

Meta Major 6

On-ramp On-ramp

I-BEST

I-BEST

I-BEST

I-BEST

I-BEST

I-BEST

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THE GUIDED PATHWAY FUNDED

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On-Ramps to I-BEST($25/quarter)

-HS 21+-I-BEST at Work-I-DEA-College Readiness/Employability-Career Specific

I-BEST Quarter 1(Opportunity Grant &

State Need Grant)-Tuition-Books-Fees/Supplies

I-BEST to 2 Year Degree

(Ability to Benefit & State Need

Grant)-High School

Diploma

Applied Baccalaureate

Degree /Transfer to a 4-year University

(Ability to Benefit & State Need Grant)

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• Allows students 21 and older to attain a competency-based high school diploma

• Awards credit for prior learning, military training, and work experience

• Students can move quickly as outcomes aremet saving both time and money

HS 21+

HS 21+ DATA

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Data Point* 2013-2014 2014-2015 2015-2016 TotalStudents Enrolled 521 1,935 3,427 5,883Diplomas Awarded 201 702 1,317 2,276

Significant Gains Earned (CASAS)

396 1,207 2,239 3,824

Total SAI Points Earned

1,473 4,128 6,948 12,549

Average SAI Points Earned Per Student

2.8 2.2 2.0 2.3

Federal Level Gains 209 606 1,028 1,843

*SBCTC Report Manager Enrollment Monitoring, 3/6/2017

34 Programs Up and Running!

I-DEA DATA

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Data Point* 2013-2014 2014-2015 2015-2016 TotalStudents Enrolled 429 749 1,388 2,566Significant Gains Earned (CASAS)

256 (59.7%)

466 (62.2%)

907(65.3%)

1,629(63.5%)

Total SAI Points Earned

862 1,366 3,130 5,358

Average SAI Points Earned Per Student

2 1.8 2.3 2.1

Federal Level Gains 211 (49.2%)

382 (51%)

771(55.5%)

1364(53.2%)

32 Programs Up and Running!* SBCTC Report Manager Enrollment Monitoring, 03/14/2017

Data Point* 2013-2014 2014-2015 2015-2016 Total 2016-17**As of 12/30/16

Students Enrolled 3,861 3,937 4,539 15,960 2,677

FTE 2,034 2,178 2,494 8,456 1,123Degrees & Certificates 2,219 1,979 1939 8,011 N/A

Significant Gains Earned (CASAS Test)

1,682 1,619 1,850 6,676 966

Total Performance (SAI) Points Earned 16,839 17,179 21,553 71,570 2,970

Performance Points Earned per Student 4.6 4.5 4.7 4.5 N/A

Federal LevelGains 980 958 1,102 3,974 624

I-BEST

*SBCTC Report Manager Enrollment Monitoring, 3/8/2017** 2016-17 data as of December 2016

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2015-16 Student Achievement Points for I-BEST and Comparison Groups

Headcount Basic skills pointsBasic skills points

per student College pointsCollege points

per student Total pointsTotal points per

student

Transfer 120097 0 n/a 115561 0.96 215651 1.80

Workforce 82000 0 n/a 77944 0.95 136530 1.67

I-BEST 4377 6317 1.44 10728 2.45 21756 4.97

Basic Skills No I-BEST 38125 62537 1.64 2946 0.08 75334 1.98

Total 244599 68854 0.62 207179 0.85 449271 1.84

2015-16 College-level credits for I-BEST and Comparison Groups

Headcount*Credits

attempted** Credits earned Credit earned ratio

Transfer 151,775 2,807,152 2,399,920 85%

Workforce 99,275 2,061,789 1,829,683 89%

I-BEST 5,403 125,639 111,158 88%

Basic Skills No I-BEST 3,333 40,367 33,514 83%

*Includes students taking courses at multiple institutions

**Transcript database, credits attempted (CLVL_IND = Y) credits earned (earn_ind = Y)

Cohort definitions (SAI database):

Transfer Intent last = B, Kind of basic skills = null, targeted program indicator = not like 1*

Workforce Intent last = F,G,M,I, Kind of basic skills = null, targeted program indicator = not like 1*

I-BEST Targeted program indicator = 1*

Basic skills No I-BEST Targeted program indicator = not like 1*, Kind of basic skills = not null

Program Total points perstudent

HS 21+ 2.3

I-DEA 2.1

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WASHINGTON HAS A PROVEN TRACK RECORD IN INNOVATIVE EDUCATION RESULTING IN

STUDENT SUCCESS BY DESIGN

A Pathway Out Of Poverty

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Contacts

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"Better Jobs. Better Futures. A Stronger Washington."

Jon M. Kerr, DirectorAdult Basic EducationV (360) 704-4326E jkerr@sbctc.edu

William Durden, Policy Associate, I-BESTAdult Basic EducationV (360) 704-4368E wdurden@sbctc.edu_________________________________________Washington State Board for Community & Technical Colleges1300 Quince St SE | PO Box 42495 | Olympia, Washington 98504

Closing the Equity Gap by Helping Students Start Strong:

Measuring the Impact of High-Touch Entry Advising & First Quarter Experience on Student Success

Division of Student Services

Renton Technical College

Scott LatiolaisDean of Student Success

slatiolais@rtc.edu

Profile

40%

19%

17%

16%

8%

Enrollment by Race/Ethnicity

Caucasian

Asian/PacificIslanderHispanic/Latino

African-American

Multiracial

60%

40%

Enrollment by Gender

MaleIdentityFemaleIdentity

Fast Facts

Location: Renton, Washington (IPEDS)

Type: 2 Year · Public · Technical

Median Age: 31Annual Headcount: 10,160Annual FTE: 4,141

Retention Rate: 69% (IPEDS)

Completion Rate: 63% (IPEDS)

Student/Faculty: 17:1Student/Advisor: 235:1

Student IntentCareer Training: 43%Basic Skills: 33% (ABE/GED/ESL)

Academic Transfer: 12%Apprenticeships: 12%

Student Success Services at Renton Technical College utilizes a high-touch, retention-based approach

to student development, persistence, and completion. This approach is one that is defined by active concern and willingness to assist students in exploring programs and services that improve their

skills and motivate them to persist toward their academic, career, and personal goals. A high-touch

approach is characterized by deliberate and targeted interventions prior to and throughout the students tenure. In this service model, the student services

practitioner acts as a catalyst to the student’s development in a proactive/deliberate manner.

A High-Touch Approach

Entry Advising

Program Orientations

Welcome Week

College Success

On-Boarding & First Quarter Experience

All aspects of the on-boarding process at RTC are compulsory. Students don’t do optional...

Entry Advising Model | 4 Easy Steps

with an Entry

Advisor

Connect

for Admissi

on & Financial

Aid

Applyand

Review Your Skills

Assess

for Classes,

Pay Tuition & Buy Books

Register

Entry Advising Model | Intake & Referral

Career Services

Disability Services

International Students

Running Start

Transfer Credit Tutoring

Veterans Affairs

Workforce Financial Aid

Initial Appointment | Student Outcomes

Prospective students will…

review college programs, degree options, and class schedules

articulate their understanding of the entry requirements needed to gain admission into their program of choice

be prequalified for workforce funding sources, as well as be given an overview of federal and state financial aid programs

learn how to use the RTC website as a tool for researching career training programs and to gain access to other resources and support programs

be able to identify a particular program of study receive a checklist and a follow-up appointment

Follow-Up Appointment | Student Outcomes

Prospective students will…

discuss their Directed Self Placement (DSP) recommendations with and Entry Advisor

receive information regarding program pre-registration lists, general education classes and basic studies courses

complete an academic plan and register accordingly based on entry requirements

be reminded to follow-up with the Office of Financial Aid and other workforce funding offices

be referred as needed to additional resources on campus (Disability Services, Veteran’s Services, Tutoring, etc…)

4 hour orientation session

Required for all first quarter, career training students

Attendance is in-person 1-2 weeks prior to the beginning of classes

Student notified via latter, email, and phone touch from a student leader

Curriculum developed to partner with College Success Course

General college as well as program specific information

Lead by program faculty, academic/career counselors, and student leaders

New Student Orientation

New Student Orientation | Curriculum Topics

Instructor Meet-n-Greets

Student Code of Conduct Books/Supplies

Campus Essentials Tour

Student Services

Overview

Technology Resources

Title IXTraining Program

Overviews

Introduction to Learning

Communities

Students will learn about general expectations and culture of their program.

Students will receive a book/materials list from their instructors to begin purchasing items that day (providing students with syllabi is encouraged).

Students will learn about support services available on campus and make a personal connection with their academic advisor.

Students will learn how to log into student email/Canvas and get their RTC Student ID.

Students will learn about engagement opportunities such as clubs and student government.

Students will be introduced to student code of conduct, title IX and equity/inclusion.

New Student Orientation | Student Outcomes

2 credit course

On-ground delivery (hybrid and on-line for specific programs)

Required for all first quarter, career training students

Embedded in the first quarter of 3+ quarter of career training programs

Taught by both Academic/Career Counselors and Adjunct Faculty

Successful completion of the course will result in a 2.0

Credit for prior experience may be awarded• 45+ earned credits from a regionally accredited institution within last 10 years

• Submission of unofficial transcript prior to the 5th day of class

Transfer credit may be awarded

Course is financial aid eligible (grants & loans)

College Success 101

College Success Course | Curriculum Topics

College Culture Tools for Success

Learning Modalities

Time Management &

Study Skills

Financial Literacy

Information Literacy &

Problem Solving

Health & Wellness Goal Setting Diversity, Equity

& Inclusion

Upon completion student’s will be able to:

Access and effectively use my course syllabus, college email and Canvas accounts, and other resources that are available to support my program and career success.

Use active listening and other communication skills in order to better understand and communicate with others.

Use learning styles, time management strategies, and study skills that will best help me stay on track and be more successful in my classes.

Use problem-solving skills to find, evaluate and use information effectively, efficiently, and independently.

Develop, monitor, and achieve short and long term goals – including wellness and financial goals.

Demonstrate behaviors that acknowledge and respect the diversity of our student body.

Prepare written and oral communications in a professional manner, including a final presentation in front of my class.

College Success Course | Student Outcomes

Student Satisfaction Estimated Revenue

Revenue

68%

82%

14%

14%18%

4%

0%10%20%30%40%50%60%70%80%90%

AY 14-15 AY 15-16

% O

F ST

UDE

NT

SATI

SFAC

TIO

N

ACADEMIC YEAR

EXCELLENT/GOOD

FAIR

POOR/VERY POOR

$51,480

$67,997 $82,368

$-

$10,000

$20,000

$30,000

$40,000

$50,000

$60,000

$70,000

$80,000

$90,000

AY 14-15

AY 15-16

AY 16-17

ESTI

MAT

ED R

EVEN

UE

ACADEMIC YEAR

ESTIMATED REVENUE

First to Second Quarter Retention

First Quarter Experience | Student Retention

73.0

%

81.2

%

77.0

%

89.7

%

76.3

%

79.4

%

80.0

% 84.2

%

79.4

%

94.1

%

78.8

% 83.3

%90.0

%

78.9

%

81.1

%

90.9

%

76.7

% 83.5

%

ACCOUNTING AOM CULINARY MART MED OFFICE TOTAL

% O

F ST

UDE

NTS

RET

AIN

ED

PROGRAM OF STUDY

BASELINE AY 14-15 AY 15-16

Closing the Equity Gap by Helping Students Start Strong:

Measuring the Impact of High-Touch Entry Advising & First Quarter Experience on Student Success

Division of Student Services

Renton Technical College

Scott LatiolaisDean of Student Success

slatiolais@rtc.edu

Program Orientation:Helping Students Start Strong

Kathleen Cleary, Associate Provost for Student Completion

April, 2017

Goal: 5,000 by 2018

3,292

3,8684,038

41815000

0

1,000

2,000

3,000

4,000

5,000

6,000

FY13 FY14 FY15 FY16 FY17 FY18

Sinclair’s Student Completion TrendNumber of Degrees and Certificates Awarded

Goal: 5,000 degree and certificate completions by 2018

Essential Elements of Guided Pathway

Pathways 2.0

• Applying “pathway” principles at the academic department/program level– Empowers faculty – Rewards and recognizes

academic departments– Ensures deep engagement

Inspiration for Pathways 2.0

1. Modeled on the work of Completion by Design: clear pathways, redesigned advising, better tools and data access

2. Integrates and Recognizes Learning from Departments: Psychology, Music, Theatre, Engineering

3. Better Use of Data and Tools: Lift!, Visual Analytics

Pathways 2.0

• $5000 grants• Academic departments and programs • Competitive proposal process• Grantees attend a workshop

– Pathway principles– Essential elements – Data and resources– Planning time– Reporting and deliverables– Examples

A Program Orientation

• Tailored programming to orient new students to the program

Elements of a Successful Orientation

• “Mandatory”• Takes place before first term begins• Family member can attend with student• Connects students to faculty• Introduces academic MAP• Connects students to other program students

– Clubs and honor societies for program students

Elements of a Successful Orientation

• Program Student Handbook–Policies and expectations

• Best ways to communicate–On the MAP–Postcard mailed to home–Follow-up

Involvement in Career Communities or Campus Life

Ideas for Getting Students Involved

• Add career community link to syllabus• Assign a relevant career community activity to

key classes– Career exploration—”Deciding Day”– Social opportunities for intro classes– Service Learning for second year students– Meeting employers for capstone classes

Commitment to Reviewing Data

• Equity Data–Disaggregated student success data

• Data on course completion• Data on credential attainment

Figure 1: Yearly Equity Gap in graduation (Minority/Non-Minority

Figure 2: Number of Students needed yearly to achieve Equity Goal

Contact Information

Dr. Kathleen ClearyAssociate Provost for Student Completionkathleen.cleary@sinclair.edu

QUESTIONS?

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