GROUP 4 – Pre-College Student Supports
**FINAL Recommendations Write Up**

Group Contact INFO -

NAME
SCHOOL
TITLE/POSITION
EMAIL
PHONE NUMBER
Darlene Molsen
Bellevue
Assoc. Dean-Workforce
dmolsen@bellevuecollege.edu
425-564-2033
Sherri Ballantyne
Bellevue
Assist Dean, Financial Aid
sherri.ballantyne@bellevuecollege.edu
425-564-2229
Delores Haugen
Tacoma
Director
dhaugen@tacomac.edu
253-566-6090
Janet Danley
Walla Walla
Student Services
janet.daley@wwcc.edu
509-758-1703
Kayeri Akweks
SBCTC
Policy Associate
kakweks@sbctc.edu
360-704-4319
Kerry Abb
Yakima Valley
Basic Skills Director
KAbb@yvcc.edu
509-574-6850
Kim McNamara
Olympic College
Dean of Student Services
kmcnamara@oc.ctc.edu
360-475-7233
Kim Thompson
Shoreline
Director
kthompson@shoreline.edu
206-546-4544
Lisa Avery
Spokane Falls
Dean of Instruction
lisaav@spokanefalls.edu
509-533-3694
Mouy-Ly Wong
Highline
HCC, Faculty Basic Skills
mwong@highline.edu
206-878-3710
Sabrina Stevenson
Pierce College
Manager
SStevenson@pierce.ctc.edu
253-912-3637
Sharon Wellman
Everett
Director
swellman@everettcc.edu
425-388-9536
Yoshiko Harden
Highline
Director, MCS
yharden@highline.edu
206-878-3710
Susie Meredith
Yakima Valley

SMeredith@yvcc.edu


Task force members: LEAD - Darlene Molsen <darlene.molsen@bellevuecollege.edu>
SBCTC Staffer - Kayeri Akweks <kakweks@sbctc.edu>
Group 4A Members:
Sabrina Stevenson sstevenson@pierce.ctc.edu
Yoshiko Hardin yhardin@highline.edu
Kim McNamara kmcnamara@oc.edu





Group A Tasks
1. Compare and contrast the characteristics of successful versus unsuccessful CTC precollege students; successful precollege students being those that reach the tipping point and beyond. Identify the myths and facts about precollege students and the corollary.
2. Conduct a review of the literature on student success course content and teaching strategies in those courses that make a positive difference in students moving from precollege to tipping point and beyond.
Group 4B Members:
Lisa Avery lisaav@spokanefalls.edu
Kim Thompson kthompson@shoreline.edu
Kerry Abb KAbb@yvcc.edu
Sherri Ballantyne sherri.ballantyne@bellevuecollege.edu
Survey is at
https://www.surveymonkey.com/s/PreCollegeSupportServices




I have attached three files, but the first one is the most important, with the last two primarily for your reference.
1. The main report: Summary of quantitative results and overview/themes/patterns/quotes from open-ended questions. This document has solid content but isn’t very visually appealing. If anyone or their support staff (if you have any!) is able and willing to make this a little flashier, the final product would probably look better. Before May 16, I can put into a PowerPoint but it would just be broken up versions of these tables put onto slides. When in doubt, I tried to focus on being matter of fact with the content and let the numbers or quotes speak for themselves.
2. Appendix A: The second document is the entire verbatim open-ended data set, unedited except spell-check. I pulled the themes and quotes from here and I hope I was on target. If you have time to review, or are intrigued at the suggestions people made, there are a lot of very interesting responses here. My intent is that this is an appendix to the final report, or we could just add it to the Wiki page instead.
3. Appendix B: This is the Excel survey summary. This is the raw data before the missing/NA were recoded and excluded. It does look nice but you can’t view percentages here. I think we could also submit this as an appendix to the report, but that might be too much detail. What do you all think?

FINAL SUMMARY with charts

Group B Tasks
1. Identify federal, state, and local policies, regulations and practices that create barriers to implementing new services to students.
2. Conduct a review of the literature on student success course content and teaching strategies in those courses that make a positive difference in students moving from precollege to tipping point and beyond.
Group 4C Members:
Sharon Wellman swellman@everett.edu
Janet Danley janet.danley@wwcc.edu
Delores Haugen dhaugen@tacomacc.edu
Mouy-Ly Wong mwong@highline.edu



Group C Tasks
1. Describe successful evidence-based services, partnership, tools and strategies that assist students in transitioning from pre college education to the tipping point.
2. Conduct a review of the literature on student success course content and teaching strategies in those courses that make a positive difference in students moving from precollege to tipping point and beyond.

System Representatives: Advising and counseling, Tutoring Services, Multicultural Services, Disability Support Services, Colleges that have a unified student identification and alert system, Financial Aid, Institutional Research, Others as deemed appropriate


Group Tasks:

1. CHARACTERISTICS - Compare and contrast the characteristics of successful versus unsuccessful CTC pre-college students. Successful pre-college student reach the Tipping Point and beyond. A Short Guide to "Tipping Point" Analyses of Community College Student Labor Market Outcomes (CCRC Research Tools No. 3) By: Davis Jenkins — April 2008.CCRC Research Tools No. 3. New York: Community College Research Center, Teachers College, Columbia University. Using Longitudinal Data to Increase Community College Student Success: A Guide to Measuring Milestone and Momentum Point Attainment (CCRC Research Tools No. 2) By: D. Timothy Leinbach & Davis Jenkins — January 2008.CCRC Research Tools No. 2. New York: Community College Research Center, Teachers College, Columbia University.

2. FACTS - Identify the myths and facts about pre-college students and the corollary student support systems and practices that best relate to these populations. The CollegeKeys Compact Report is a call to action to make college access and success a reality for all students, including those from low-income backgrounds. Read the CollegeKeys Compact full report

3. SUCCESSFUL EVIDENCE-BASED - Describe successful evidence-based services, partnerships, tools, and strategies that assist students in transitioning from pre-college education to the Tipping Point and beyond.

4. LIT REVIEW - Conduct a review of the literature on student success course content and teaching strategies in those courses that make a positive difference in students moving from pre-college to the Tipping Point and beyond. Introduction to the CCRC Assessment of Evidence Series
http://ccrc.tc.columbia.edu/Collection.asp?cid=20
http://www.shifting-gears.org/using-data-for-policy-change/54-using-data-for-policy-change.html
http://dashboard.ed.gov/dashboard.aspx
US Department of Education College Completion Tool Kit, March 2011


DOE - The Committee on Measures of Student Success advises the Secretary of Education in assisting two-year degree-granting institutions of higher education in meeting the completion or graduation rate disclosure requirements outlined in section 485 of the Higher Education Opportunity Act of 2008.
Beyond Basic Skills: State Strategies to Connect Low-Skilled Students to an Employer-Valued Post-secondary Education, MARCH 2011, MARCIE FOSTER, JULIE STRAWN & AMY ELLEN DUKE-BENFIELD

**The Cost of Remedial Courses** According to a new analysis by a national education advocacy group using data from 2007-08, remedial education for college students costs the United States $5.6 billion a year, including $3.6 billion in tuition. One in three students require a remedial course.


5. BARRIERS - Identify federal, state, and local policies, regulations and practices that create barriers to implementing new services to students.





PROJECT Due Dates:

March 15, 2011 – Bellevue College from 1:30-4:30. Parking pass attached. We will meet in Building D (Library), Room 126P. Link to parking and directions ….. http://bellevuecollege.edu/about/around/directions/main/


April 14th, 1:00-3:00pm, Thursday, Bellevue, Building D, Room 126P


April 18th - brief summary report of committee's work to Michelle Andreas


May 16 at 10-3 Precollege meeting with all committees and invited subcommittee members

Notes from the May 16th Meeting - Academic Student Supports Recommendations (group will clean up language)
1. Student support staff and precollege faculty collaborate to integrate/embed college readiness/ life readiness competencies into precollege course work.
2. Implement a statewide technology system (early alert) that integrates instruction and student services support; increases communication among silos and provides a tracking system that follows the student through their chosen career pathway. Use Technology based on the ERP to provide an educational navigator and access to the college culture - life plan, work plan, instructional plan.
Implementation strategies:
1. Learning communities could be a byproduct of integrating college readiness/ life readiness into precollege course work
2. Accelerated strategies – Students will have the tools, supports and resources necessary to advance more quickly thru precollege course work
3. College readiness/ life readiness integration in the curriculum
4. Content is competency based focusing on successful student transition theme based precollege content instruction
5. Competency - based, not curriculum based….reach a certain competency level to move ahead, not calendar or seat-time based
6. Early ALERT SYSTEM – Implement system wide technology tool that integrates student services support and instruction; coordinates interventions; provides a communication tool across silos; tracks student performance, interventions and progress throughout the student career and across silos.
7. ERP as base
8. All online computer-based student services are available for precollege students

Measure how? Momentum points


June 7th, or June 9th, 1:30-4:30, Tuesday or Thursday
* final plan submitted to the Instruction Commission


ESSB 6359 Efficiencies in Higher Education Decision Matrix Steering Committee

Proposal
Does it improve student achievement?
Does it reduce duplication?
Does it standardize processes/ functions
Does it improve program or service quality?
Will there be cost savings?
Will cost savings be sustain-able over time?
Can this be done state- wide?
Next Steps
































































*WACTC commissions and councils may conduct feasibility analysis for statewide implementation of ideas.