Group+4+-+Precollege+student+supports

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


 * 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  SBCTC Staffer - Kayeri Akweks  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. || 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?
 * **Group 4A Members:**
 * **Group 4B Members:**

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. || 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. ||
 * **Group 4C Members:**

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.