california community colleges chancellor’s office …...basic needs summit april 26-27, 2018...

Cindy Lenhart, Senior Fellow, Achieving the Dream (ATD) Jean Petty, Higher Ed. Consultant & Working Students Success Network (WSSN) Stephen Schoonmaker, President, College of the Siskiyous Julia Lawton, Achieving the Dream

Basic Needs Summit April 26-27, 2018

California Community Colleges Chancellor’s Office

WELCOME

Connecting Basic Need Supports to Guided Pathways for Student Success

With generous support from:

A NATIONAL MODEL

Big Bend Community College Clark College

Highline College Walla Walla Community College

Washington

Cabrillo College Cañada College

East Los Angeles College Los Angeles Harbor College

Los Angeles Southwest College Skyline College

Porterville College

California

College of the Ouachitas East Arkansas Community

College North Arkansas College

Phillips Community College of the University of Arkansas

Arkansas

Danville Community College Eastern Shore Community College Northern Virginia Community College Patrick Henry Community College

Virginia

19 COLLEGES IN FOUR STATES

WORKING STUDENTS SUCCESS NETWORK (WSSN)

• WSSN strategy is based on the Center for Working Families (CWF) approach

• Goal is to help low-income adults and their families achieve greater economic security by providing a range of supports and services in an integrated and seamless manner

Connecting Basic Needs to Guided Pathways: STAY ON THE PATH

STAY ON THE PATH: CORE AREAS OF AN INTEGRATED SERVICES DELIVERY MODEL

Education and Career Services

Career and academic advising, job training,

job search and placement. Developing an education and career

plan.

Income and Work Supports

Access to student financial aid, public benefits, free tax preparation. Support with

FAFSA or scholarship applications, help with

access to childcare, transportation, food, and

housing.

Financial Services and Asset Building

Training, information, and tools for students to make

informed choices about budgeting and use of

financial products such as loans and credit cards.

Financial education and financial coaching.

Career development and planning services

Employment & career services

Academic support, tutoring, and assistance

Accelerated basic skills training

Public benefits information sharing and application assistance

Financial assistance/aid

Resource fairs

Food pantries

Emergency grants, housing and transportation assistance

Tax preparation education and assistance

General financial literacy and management services (banking, credit, debit/bankruptcy, and/or budgeting/money management)

Curriculum-driven financial education and money management services (SALT, FDIC, Money Smart, United Way Your Money, Your Goals)

Financial coaching

CALIFORNIA COMMUNITY COLLEGES GUIDED PATHWAYS

Cultural and institutional transformation to make our colleges student-ready

CCC GP IMPLEMENTATION TIMELINE

Key Elements Spring 2018-Summer 2019 Fall 2019-Summer 2020 Fall 2020-Summer 2021 Fall 2021-Summer 2022 • EXAMPLE 1. Cross-functional inquiry • EXAMPLE 5. Intersegmental alignment • EXAMPLE 14. Applied learning opportunities • Inquiry (1-3) • 1. Cross-functional inquiry • 2. Shared metrics • 3. Integrated planning • Design (4-8) • 4. Inclusive decision-making • 5. Intersegmental alignment • 6. Guided major and career exploration opportunities • 7. Improved basic skills • 8. Clear program requirements • Implementation (9-14)

• 9. Proactive and integrated student supports • 10. Integrated technology infrastructure • 11. Strategic professional development • 12. Aligned learning outcomes • 13. Assessing and documenting learning opportunities • 14. Applied learning opportunities

GUIDED PATHWAYS SELF ASSESSEMENT TOOL CALIFORNIA COMMUNITY COLLEGES

• 9. PROACTIVE AND INTEGRATED STUDENT SUPPORTS

(Help Students Stay on the Path) • College provides academic and non-

academic support services in a way that are proactive and aligned with instruction, so that all students are explicitly engaged in these services.

AT FULL SCALE IMPLEMENTATION

• The college has been able to scale ways in which proactive supports are provided to most students. The college is able to track in which program each student is, and how far away students are to completion. • Student progress is monitored; mechanisms are in place to intervene when needed to ensure students stay on track and complete their programs of study. • There are several regular structures that allow for support services staff, counseling faculty, and instructional faculty to meet, collaborate, and discuss ideas, the challenges students face, and ways to improve coordination and supports.

SENSE OF URGENCY Why have a sense of urgency?

Students will begin dropping out despite

their Guided Pathway…

if non academic needs are not met.

A PRESIDENT’S PERSPECTIVE

Dr. Stephen Schoonmaker Superintendent/President, College of the Siskiyous

GUIDED PATHWAYS & BASIC NEEDS


Elements 1 – 3 Inquiry: Engaging campus stakeholders in action research coupled with local data; creating consensus on main issues and initial development of broad solutions.


Elements 4 – 8 Design: Establishing and using an inclusive process to make decisions about, and design the key elements of, Guided Pathways at your Community College.

GUIDED PATHWAYS & BASIC NEEDS Elements 9 – 14

Implementation: Adapting and implementing the key practices and components of Guided Pathways to meet student needs at scale.

BUILDING YOUR OWN MODEL

A PRESIDENT’S NEW PERSPECTIVE Envisioning a New Community College

• We are here to serve 100% of our students 100% of the time

• We can’t create an optimal classroom learning environment on empty stomachs and surfed couches

• Students won’t be “college-ready” until Colleges are “student-ready”

• Students don’t do optional. • Students resist compulsory. • Students WILL do: CRISIS INTERVENTION





• Students don’t do optional. • Students resist compulsory. • Students will LIKELY do: COMPELLING





• Students don’t do optional. • Students resist compulsory. • Students will OFTEN do: VALUE-ADDED





• Students don’t do optional. • Students resist compulsory. • Students CAN do: IRRESISTIBLE

RE-EXAMINING NEEDS

RE-EXAMINING NEEDS

Food, Shelter, Sleep

Safety, Order, Stability

Belonging, Trust, Acceptance

Self-esteem, Others’ Respect

Knowledge, Curiosity, Meaning

Aesthetics – Balance, Form

Realize Potential, Fulfillment

Transcendence Beyond Self

BRAIDING SERVICES TO MEET BASIC NEEDS

• Each service we provide is a “strand” of support.


• All supports are needed, but not all services are utilized by every student.


• Services vary from Low-Touch to High-Touch o Low Touch - widely available for many. oHigh Touch – more individually shared and/or dynamically tailored to specific situations.

A NEW ERA FOR US ALL “The dogmas of the quiet past are inadequate for the stormy present. The occasion is piled high with difficulty, and we must rise with the occasion. As this case is new, so we must think anew, and act anew. We must disenthrall ourselves, and then we shall save our country.”

-- Abraham Lincoln, 1862

WHAT DO YOU KNOW ABOUT YOUR STUDENTS?

1. What percentage of students work more than 20 hours per week?

2. What percentage of students have children? 3. What percentage of students receive Pell Grants? 4. Of those students receiving Pell Grants, how many live below the

poverty threshold for a family of four? (~$21,700) 5. What percentage of students say they live paycheck to

paycheck? 6. What percentage in #5 are students with children? 7. How many students say they have too much student loan debt

or other debt, such as credit card or car loan debt, right now? 8. How many students say they struggle to feed themselves? 9. How many say they have unstable living situations? Homeless? 10.How many say they are regularly hungry?

What are some of the reasons students drop out despite having a Guided Pathway plan?

Brain Sparking

WHAT SERVICES DO YOU ALREADY HAVE ON YOUR CAMPUS?

GUIDEBOOK PAGE: 16 BASELINE COLLEGE READINESS ASSESSMENT

Table Talk:

TABLE TALK: MEET MARGO • Margo lives in California and is the first person in her family to finish

high school, and no one has attended college. She desires to become a nurse one day but doesn’t have much faith in her ability to do so. She has a two-year-old son and works part-time at a local restaurant because she does not have a lot of financial support from her family and struggles to provide for herself and her son. She does not receive any public benefits because her family believes that you don’t ask for charity.

• She has decided to enroll in her local community college and wants to complete the nursing program.

• She relies heavily on alternate means of transportation because she does not have a car (nor the funds to purchase one). It is often difficult arranging rides with her family and friends. She is hoping to save up enough money to purchase a car within the next year.

What services might Margo need?

WHAT PARTNERSHIPS DO YOU NEED TO AUGMENT CAMPUS SERVICES?

• WIOA? • County food and nutrition services? • Goodwill ? • Food Bank? • Transportation? • Child Care? • Financial Services for credit building?

Guidebook Page: 69 Identify and leverage partnerships

YOUR NEXT STEPS What will you do… to begin assuring your students will have the resources they need, on or off campus, to succeed on their Guided Pathway?

Registration opens in May!

• Developing Proactive and Integrated Student Supports • Guided Pathway Pillars- Stay on the Path • Know your students • Determine where students are getting stuck or dropping out • Assure you have the appropriate high and low touch services

on campus or with partnerships to meet your student’s needs.

Don’t re-invent the wheel- Reach out for assistance to colleges and

associations who have a track record with this work

CULTURE CHANGE Today we talked about…

CONTACT US

Cindy Lenhart [email protected] Jean Petty [email protected] Stephen Schoonmaker [email protected] Julia Lawton [email protected]

mailto:[email protected]



california community colleges chancellor’s office …...basic needs summit april 26-27, 2018...

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