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Completion by Designs
Loss-MomentumFramework & Design
Principles
1
Priyadarshini Chaplot & Rob JohnstoneStrengthening Student Success
San Francisco, CAOctober 10, 2013
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Acknowledgements
The content in this presentation was developed under theumbrella of Completion by Design by a host of national
partners, including:
Bill & Melinda Gates Foundation
Community College Research Center (CCRC)
Completion by Design Assistance Team (CDAT)
JBL Associates
Public Agenda
The RP Group WestEd
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The Student Experience
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Exploring the Preventing Loss,Creating Momentum Framework
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Loss & MomentumFramework
CONNECTION
Interest to
Application
ENTRYEnrollment to
Completion of
Gatekeeper
Courses
PROGRESSEntry into Course
of Study to 75%
Requirements
Completed
COMPLETIONComplete Course
of Study to
Credential with
Labor Market
Value
POLICIES
PRACTICES
PROGRAMS
PROCESSES
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DiscussionWhat are some key loss points you have
observed for your students at each stage?
What are some key momentum points
that you have identified that accelerate
progress and lead to higher outcomes?
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PROGRESSENTRY COMPLETIONCONNECTION
Students never
apply to college
Students delay
entry into
college
College counseling
patterns that lead
to:
- under enrollment
- little program-
specific guidance
- missed financial
aid opportunities
Unstructured
programs / too
many choices
Extended onramps
delay entry to
programs of study
Students fail to
enroll/pass
Gatekeeper
courses
Poor work-
school balance
Part-time
enrollment
forcing long
completion times
Progress not
monitored /
feedback given
Life events /
Stop out or
drop out
Transfer without
credential
Students
accumulate
credits (& debt)
not aligned with
completion
Never complete
college level math
Credential
doesnt support
needed wage &
arent stackable
Completion by Design Framing ModelSome Known Loss Points
Poor academic
preparation
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PROGRESSENTRY COMPLETIONCONNECTION
foster college-
going norms in
High School
expand awarenessof college programs
and requirements
dual enrollment
& AP credit
Completion by Design Framing ModelMomentum Strategies
take placement testin high school
educational
planning in high
school
aggressive
financial aid
support
accelerate entry
to POS
shorter, faster,
cheaper course
design
effective academic
catch-up programs
mandatory intrusive
advising focused on
programs of study
programs to
incentivize optimal
attendance
student progress
to completion
monitored &
feedback provided
accelerated
competency-based programs
emergency aid
for students
remove
barriers tograduation
Learn & Earn and
Career Pathway
programs
incentives to
transfer with
credentials
mandatory
intrusive advising
toward certificates
degrees & transfer
First Time
StudentSuccessful
Completion
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Discussion
Connection: How can you and your
colleagues increase or enhance outreach so
new students are better prepared for success?
Entry: How might you and your colleagues
accelerate the rate at which new students
choose and successfully enter a program?
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Discussion
Progress: How can you and your
colleagues provide support to students as
they progress along their pathway?
Completion: How might you assist
students who are close to completion in
crossing the finish line?
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CbD Design PrinciplesAdapted from presentations by
Johnstone and Davis Jenkins (CCRC)
and WestEdsChanging Course
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Program Pathway
CONNECTIONFrom interest to enrollment
ENTRYFrom enrollment to entry
into program of study
PROGRESSFrom program entry to
completion of program
requirements
COMPLETIONCompletion of credential of
value for further education and
(for CTE) labor marketadvancement
Enter
Program
of Study
Complete
Program
of Study
Consider
College
Education
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Pathway Redesign Process
CONNECTIONFrom interest to enrollment
ENTRYFrom enrollment to entry
into program of study
PROGRESSFrom program entry to
completion of program
requirements
COMPLETIONCompletion of credential of
value for further education and
(for CTE) labor market
advancement
Market program
paths
Build bridges from
high school and
adult ed. intoprogram streams
(e.g., strategic dual
enrollment, I-BEST)
Help students
choose program
pathway and track
entry
Build prescribedon-ramps
customized to
largest program
streams
Clearly define and
prescribe program
paths
Monitor students
progress andprovide feedback
and supports JIT
Incentivize
progress
Align academic
program outcomes
with requirements for
success in further
education and (for
CTE programs) in the
labor market
START HERESTEP 2STEP 3STEP 4
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Status Quo Pathway Design(example AA in LAS or Gen Studies)
AA requirements not aligned with requirements for juniorstanding in a major at transfer institutions
Lack of clear pathways to transfer in a major for cc students;
many choices Students progress toward AA and transfer not tracked; little
on-going guidance, support
No mechanism to inform choice of major pathway
Dev ed narrowly focused on math and English, notcustomized to particular paths
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Pathway Principle #1AccelerateEntry into Coherent Programs of Study
1. Features
Provide a structured, efficient, and prescriptive studentprogression experience
Clear sequence of courses that lead to completion
2. Discussion Questions
When does a student at your college learn about thevarious programs of study?
What guidance is provided that can help a student select
a program of study based on their interests, skill levels,and long term goals?
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Pathway Principle #2Minimize Timeto Get College Ready
1. Features
Ensure students understand assessment & placement
process and importance of preparation
Clearly communicate requirements for degrees &
certificates and the path to achieving them
2. Discussion Questions
How does your institution work with your feeder high
schools to help potential students understand the impact of
and prepare for the placement test?
How long do dev ed students spend in remedial courses?
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Pathway Principle #3Ensure StudentsKnow Requirements to Succeed
1. Features
Clearly map out program requirements and sequence
Prescribe course of study for students based on goals and
level of readiness
2. Discussion Questions
Currently, how do students obtain necessary info aboutrequirements for achieving their educational goals?
What existing systems (e.g. technology) could you and yourcolleagues leverage to help students better understand therequirements for success?
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Pathway Principle #5IntegrateStudent Support With Instruction
1. Features
Embed student support within instruction where
appropriate
Ensure student support serves students who most need it
2. Discussion Questions
When your students need support, how do they find it?
How might your institution make it easier for studentswho are reluctant to ask for help, or unaware where to
find it, to get the assistance they need?
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Pathway Principle #6ContinuallyMonitor Student Progress & Provide
Feedback1. Features
Monitor and celebrate student progress toward goals and provideprompt and tailored feedback
Use data on student progress to inform planning and creation ofsafety nets
2. Discussion Questions
How do students currently find out about their progress toward
their educational goals? What customization rules might you consider implementing for
students who have a certain experience?
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Ideal Pathway Design
Program learning goals clearly defined and aligned with therequirements transfer with junior standing in major and (forCTE programs) career advancement
Program pathway well structured and prescribed, withelectives only as needed to achieve learning goals
Students progress toward meeting requirements ismonitored and feedback/support provided just-in-time
On-ramps to help students choose a program of studyand customized to accelerate entry into specific program
streams
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Discussion of Principle 1
Accelerate Entry into Coherent Programs of Study
When and how do your students learn aboutvarious programs of study? Do students knowwhich courses to take in which order? Are the
necessary courses available?
How do your program structures help and/orhinder the ability of students to achieve theireducational goals?
What might support more coherence inprograms of study?
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Discussion of Principle 6
Continually Monitor Student Progress andProvide Feedback
How do students currently find out about
their progress towards educational goals?
How do you and your colleagues evaluate if
a student is on- or off-track?
What opportunities exist at your college to
track and advise students on their progress?
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The CBD Inquiry Guide Series
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The CBD Inquiry Guide Series
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The CBD Inquiry Guide Series
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The CBD Inquiry Guide Series
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