capp guided pathways alignment project · the guided pathways alignment project is designed to...
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GPAP: A Work in Progress 1
2019-2020 Newsletter
CAPP Guided Pathways Alignment Project
A Work in Progress
GPAP: A Work in Progress 2
Guided Pathways Alignment Project (GPAP): A Work in Progress
Context
California educational segments acknowledge theyoftenwork in silos, separated and isolatedfromoneanother,andrecognizethatsignificantimprovementinK-20educationrequiresinter-segmentalcoordination.Thiscoordinationdependsupon,notjustgoodwillandintentions,butpersistenteffortovertime.EveninK-20collaborationswithasharedvisionandthepoliticalwill,implementation requires individuals in multiple roles to expand their boundaries and lookbeyond the history and culture of their respective institutions to develop an effective cross-segmentalsystemthatworks forallstudents,especially thosestudents thatcurrentlystrugglewithineach.
TheCaliforniaAcademicPartnershipProgram(CAPP)wascreatedbytheLegislaturein1984todevelop“cooperativeeffortstoimprovetheacademicqualityofpublicsecondaryschoolswiththeobjective of improving the preparation of all students for college” (California Education CodeSection11000). CAPPhas anopportunity to take advantageof changes inCaliforniapolicies,fundingmodels, and new outcomemeasures to build upon the current California CommunityCollegesGuidedPathwaysframeworktohelpstrengthenK-20inter-segmentalsystems.
TheGuidedPathwaysAlignmentProjectisdesignedtoforgepartnershipsbetweencommunitycollegesandselectedfeederhighschoolsintheCentralValleythataddressequityandaccess,aligncurriculumandinstruction,andstrengtheninter-segmentalconnectionstosupportaseamless,successfultransitionfromhighschoolstopostsecondaryeducation. PurposeofCAPP’sGPAPProject
ThepurposeoftheGuidedPathwaysAlignmentProject(GPAP)istoformstrategicpartnershipsbetween community colleges and high need high schools in the Central Valley focused onincreasingstudentsuccessandadvancinganequityagenda.
GPAP-fundedpartnershipswillexplorelinkagesandrelationshipsbetweentheguidedpathwaysbeing developed by each community college and the pathways or academies offered by their
CAPP Guided Pathways Alignment Project Summary • Purpose: Develop partnerships to Address Equity and Access • Who: Ten Central Valley Community Colleges and selected
feeder High Schools • What: Aligning Work Across Systems
o Guided Pathways o AB 705 o Counseling o Career and College Readiness
• Focus: Students underserved by both systems • When: Five year effort, just beginning (year two)
GPAP: A Work in Progress 3
partneringhigh schools toenhance transition courses, assist in the implementationofAB705,improve student academic success, increase college and career readiness of all students, andreduceequitygaps.
CAPP seeks to encourage the partnerships to consider ways each system can leverage stateinitiativestoenhancetheworkthateachisalreadyengagedin.
• For the community colleges, these include Guided Pathways, AB705, performance-fundingformula,thevisionforstudentsuccessgoals,andthestudentequityframework.
• For thehigh schools, these include theCollegeandCareerReadinessDashboard, theLocalControlFundingFormulas(LCFF),andtheLocalControlandAccountabilityPlan.
MEASURABLE OUTCOMES Short Term
(Year One: 2019-2020) Mid Term
(3 years) Long Term
(5+ years) • Partnership formed • Adult and student level data
tracking is in place • Equity goal(s) agreed upon
• Self-reflection is evidenced in partnership • Adult/system structure changes are in
place • First year college success increased by __ • Progress made in decreasing equity gaps.
• Partnership established formally • Degrees, transfers, certificates
increase by ____ • Adjusted CCI increased by ____ • Equity gap(s) closed by ____
CAPP Guided Pathways Alignment Project GPAP Logic Model
INPUTS
CAPP Goal: To form strategic partnerships between community colleges and high need high schools in the Central Valley focused on increasing student success and advancing an equity agenda.
CAPP • Planning grant • $$ for staff time • PD opportunities • Other expertise • Flexibility to
innovate • Link to CSU
Office of the Chancellor
• Facilitators LOCAL GPAP PARTNERSHIPS
High School Partners • District and school
administrators • Teachers • Counselors • Parents • Students
Community College Partners • Administration • Faculty • Counselors • Outreach Team • Admissions • Students
High School • Demographics (e.g.,
Socioeconomics, English Learners, Graduation, etc.)
• College Readiness (e.g., A-G completion, English readiness, Math readiness, College credit earned, etc.)
Community College • College Enrollment • College Persistence (e.g.,
retention fall to spring, retention year 1 to year 2, etc.)
• College Attainment (e.g., degree attainment within 3 years, certificates and degrees earned, transfer to 4-year university, etc.)
DATA MEASURES
State and Regional Levers • Guided Pathways • AB705 • New funding formula • CCC Vision for
Student Success Goals • Student Equity
Framework • Integrated Student
Success Plan • College and Career
Readiness Indicators • LCFF and LCAP
STRATEGIES • Building and sustaining a
partnership • Connecting to larger
regional efforts • Curricular alignment • Dual enrollment, early
college, etc. • Counseling alignment • Developing and sharing
disaggregated data • Professional development • High school and college
vertical teaming • Parent empowerment • Other Partners
• Central Valley HEC • CV CSUs, UC
Merced, Private IHEs
GPAP: A Work in Progress 4
OUR GPAP PARTNERSHIPS
EachGPAPpartnershipisexpectedto:
• establisharobustandviablepartnershipbetweenthecommunitycollegeandoneormorehighschoolsfocusedonanequityagenda;
• identifyandaddressequitybarriersspecifictoeachsystemandcommonacrosssystems;• identifyappropriateactivitiesbasedoncurrentacademicneedsandequitychallengeswithin
thelocalcontext;• implement a data driven continuous cycle of improvement tomeasure impact of specific
strategicactivitiesandinterventions,andmakeadjustments,asnecessary;and• collaborate on professional development for educators from both segments to build a
commonvision forhighquality instruction, a common set of expectations for college andcareerreadiness,and,asharedunderstandingofstudentsuccess.
EquityAgenda
GPAPisfocusedonequityfirst.Ithasbeenourexperiencethateffortstoimprovesystemsfor“allstudents”withoutaspecificequityfocusmayresultinimprovedstudentoutcomes,buttheequitygaps remain.As colleges grapplewith thedemandsofAB705, theymust contendwithnotonlyelevatingtheinstructionaldemandsofcourses,butdevelopinginterventionsthatwillassiststudentsin meeting those demands. High schools must also seriously address instructional rigor anddeterminehowtheycansupportstudents throughA-Gcourseworkandpreparestudents for the
Merced Community CollegeMerced High School
Madera Community College CenterMadera High SchoolMadera South High SchoolLiberty High School
Reedley CollegeReedley High School
Modesto Junior CollegeRiverbank High School
Bakersfield CollegeKern High School District
Porterville CollegePorterville High SchoolMonache High SchoolSummit Collegiate
West Hills College CoalingaCoalinga High SchoolTranquility High SchoolFirebaugh High School
Taft CollegeTaft High School
West Hills College LemooreHanford High SchoolHanford West High SchoolSierra Pacific High SchoolLemoore High School
Clovis Community CollegeClovis East High School
GPAP: A Work in Progress 5
challengesofcollegecourses.Allthesechallengesanddemandsarenoteasytoaddress,buttheydefinetheconcreteworkthatisattheheartofequity.
Schoolscanidentifystudentswhoarestrugglingandinsomecasesfailing.Theyknowthatstudentswith specialneedsandEnglishLearners require substantiveassistance. They can identify thosestudentswholackskillstolearnoptimally.Butthencriticalquestionsemerge:Sowecanidentifystudentswhoareunder-served.Thenwhat?Howdoweaddressthelearningneedsofourdiversestudentpopulation?Howdoweprovideteacherswithstrategiesandpedagogytoteachthiswidespectrumofstudents?Howdoweattendtothesocial-emotionalneedsthataffectstudentlearning?Howcanwechangethefixedmindsetsofbothstudentsandteachersthatcan limitteachingandlearning?Howdowedevelopdatabenchmarksthatshowmovementorprogress?Thesearejustsomeofthequestionsthatimpactanequityagenda,andmostschoolsarejustbeginningtoprobetheresearchandseekviableresponsestothesedifficultquestions.
As GPAP was launched in 2018, community colleges identified high need high schools as theirprimarypartners.Thehighschoolsandthecommunitycollegejointlyidentifiedstudentpopulationsthatbothsystemsunderserveandselectspecificsub-groupstotarget,basedontheirshareddata.
GPAP Gap Closure: Targeted Subgroups
Latinx Hispanic
African American Hmong Low
Income Male English Learners Other*
M F M F Bakersfield x x x x x Clovis x x x x X* Coalinga x x x Lemoore x x Madera x x x x Merced Modesto x x x x Porterville x x x Reedley x x X** Taft x x
*First Generation. ** Students likely to fail 1st year math TheoutcomemeasuresforGPAPasawholewillreflecttheoutcomemeasuresadoptedbythetenindividualpartnerships.Someoftheareasoffocusarecommontoalmostallofthepartnerships;afewareuniquetooneortwo.Thespecificmeasuresofprogressselectedbyeachpartnershipdrivethelocalwork.
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GPAP Partnership Outcome Measures
High School
Community College 4 yr College
Pass Rate Enroll Persist to yr 2 Transfer
Math Eng CC Bakersfield x x Clovis 4 yr math x x** Coalinga x x x Lemoore x x x Madera X x x x Merced x x Modesto 4 yr math x x Porterville x x x Reedley x x Taft x ** attend any 2 yr or 4 yr college
EachGPAPPartnershiphasdevelopedaworkplanfor2019-20tosupporttheirlong-termoutcomemeasures. Theseplansfocusonactionableworkidentifiedbybothsystemstocloseequitygaps,includingagreed-uponprioritiesandtimelinesandwhatisneededateachsystemtomoveforward.
GPAP: Individual Partnerships 2019-20 Work Plans Focus Areas
Math Alignment ELA Dual
Enrollment Transition Activities
Coaching, Tutors Counseling Vertical
Pathway
Data
Bakersfield x x Clovis x x x x x x x Coalinga x x x Lemoore x x x Madera x x x Merced x x x x Modesto x x Porterville x x x Reedley x x x x x Taft x
ThefollowpagesincludebriefdescriptionsofeachofthetenGPAPpartnerships,theirareasoffocus,examplesofearlyprogress,andanintroductionoftheGPAPfacilitatorsupportingeach.
GPAP: A Work in Progress 7
Bakersfield College, South High School and North High School Facilitator:RossGentry([email protected])LeadContact:StephenWaller([email protected])
PartnershipDescription:TheBakersfieldCollegeGPAPpartnership isbuildingon therecentlycompletedCAPPCDPgrantfrom2013to2017.Thepreviousprojectbuiltonmanyyearsoftrust-buildingwork,especiallyinliteracy initiatives, throughout Kern County. Project leadership found such value in the CAPPpartnership that they requested of a continuing connection lead to the development of CAPPFamilies.FocusAreasbeingaddressed:The GPAP summer convening provided an opportunity for sustained focus on options thispartnershiphastoimprovemathoutcomesacrosstheK-12andhighereducationpartnerships.Theleadership team, consisting of decision makers at high school, community college and CSUinstitutions, defined the goal to “increase math achievement throughout the K-16 system” anddevelopedmeasurablegoals.PerhapsthemostimportantinsighttocomefromthisprocessisthatKern County has extensive experiencewith a powerful professional developmentmodel – RIAP(Reading Institute forAcademicPreparation).ThuswasbornMIAP(Math Institute forAcademicPreparation).EarlyAchievement:Perhaps themost important insight tocome fromthisprocess is thatKernCountyhasextensiveexperiencewithapowerfulprofessionaldevelopmentmodel–RIAP(ReadingInstituteforAcademicPreparation).ThuswasbornMIAP(MathInstituteforAcademicPreparation).The“kickoff”eventforMIAPwastheSeptember“MathematicalMindsets”JoBoalerworkshopinBakersfieldleadingtoalmostthirtyapplicantstoMIAPandeightleadershipcandidates.AnotherpromisingoutcomeoftheeventistheestablishmentofapartnershipwiththeKernCountyMathCouncil,anaffiliateoftheCaliforniaMathCouncil.
ProfessionalBackground:I am a Central Valley native and beneficiary of California’seducationsystem–K-12publicschools,communitycollege(AA),University of California (BA), California StateUniversity (MA),privatecollege(Ed.D.)AfterafortyyearcareerinValleyschools,serving in teacher, counselor, site and district leadershippositions,Ihavebeeninvolvedinavarietyofconsultingrolesinlocalschoolsandbeingafun-seekinggrandpa.
CurrentroleinCAPP:AfterservingasfacilitatorfortwoCAPPDemonstrationProjects(2013-2017), I am nowworkingwith Bakersfield College andWestHillsCollegeCoalinga(myalmamater)intheGPAPGrant.
Ross Gentry, Ed.D.
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Clovis Community College and Clovis East High School Facilitator: Dennis Galligani ([email protected]) Lead Contact: Dr. John Forbes, [email protected] PartnershipDescription:
The Clovis Partnership has three key elements for achieving their goal of developing a seamlesstransition from the high school to postsecondary education: aligning curriculum pathways,organizational structures, and student centered activities. The equity focus is for students fromLatinx,HmongAmerican,LowIncomeandFirstGenerationbackgrounds.
FocusAreas:ThethreeinitialactivitiestoreachthegoalareMathematicsAlignment,SummerEnrichmentClasses,andIncreasedOutreachtoCEHSbyCCC.• Mathematicsalignmentisfocusedworkbybothinstitutions’faculty,meetingtoalignthemath
expectationfromJuniortoSeniortoCollegecurriculum,ensuringthatstudentswhonormallywouldnottakeafourthyearofMathinHighSchoolhavetheopportunitytotakeappropriatecoursesandprovidingthesupporttosucceedinthem.
• AsummerenrichmentclasswasheldatCCCthispastsummer.Thestudentsmainlywerechosenfromthetargetedequitygroupswho likelywouldnot takea fourthyearofMath,norplantoattendcollege.Thefirstcohortconsistedof28students,allwhocompletedthefour-weeksessionandearnedthreeunitsoftransferablecredit.Thepostevaluationshowedveryfavorablechangesinperceptionoftheirabilitytoandinterestinattendingcollege.
• CCChasintensifieditson-siteoutreachtoCEHS,doublingthetimeatthecampus,andaddingaHmongoutreachofficertofocusononeofthetargetedgroupsofstudents,andtheirparents.
EarlyAchievement:Thefirstsetofdatathatthepartnershipisfollowingare:CEHSseniorstaking4thyearlevelmath;therates of completion of those seniors; students taking college preparedness math and English;increasesinnumberofseniorswhoareearningsomecollegecreditpriortograduation;and,%ofidentifiedatriskstudentsattendingeitheratwoyearorfouryearcollege,withasubsetlookingatincreasingthosewhoapplyandattendCCC.
ProfessionalBackground:Dr.DennisGalliganispent32yearsworkingattheUniversityofCalifornia(UC),attheUCLAandUCIrvinecampuses,andhislast15yearsastheChiefStudentAffairsOfficerfortheUCSystem.HeholdsthepositionofAssociateVicePresident-Emeritus.Sinceretiringfrom UCin 2005 he has been involved in School/CollegePartnership work across California, including one of the foundingExecutiveDirectorsoftheAllianceforRegionalCollaborationtoHeightenEducationalSuccess(ARCHES),andasaCaliforniaPartnershipProgram(CAPP)programfacilitator.
CurrentrolewithCAPP:OneofthefirstUCappointedrepresentativestotheintersegmentalCAPPBoardin1984,heservedasChairoftheBoardfrom1986to1990.DennisisacofounderoftheSantaAnaPartnership,theoldestSchool/CollegePartnershipinCalifornia.
Dennis Galligani, Ph.D.
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Madera Community College Center and Madera High Schools Facilitator:SandraB.Chong,Ph.D.([email protected])LocalContact:GanesanSrinivason,Ph.D.([email protected])
Partnership description: Madera Community College Center is working in partnership withMaderaSouthHighSchool,MaderaHighSchool,LibertyHighSchool,andShermanThomasCharterHighSchool todevelopseamless transition fromhighschool tocommunitycollege in theareaofMathematics/QuantitativeReasoning, facilitate intheefficient implementationofAB705startingFall2019,andreduceequitygapofLatinXstudentsinmathematicssuccess.
Focus areas being addressed in order to: 1) increase the college-readiness of high schoolgraduates inmathematics/quantitative reasoning and prepare incoming students for success intransferlevelcollegemathcourses,2)advancetheequityagendabyreducingtheachievementgapin math among minority and disadvantaged Latin X student population, and 3) establish andstrengthen sustainable partnership between community college and K-12 partners in MaderaCounty,MCCCCAPPGPAPpartnershipwillfocusonthefollowingactivities:• Dualenrollmentofone-levelbelowtransfermathclass,• DevelopmentandalignmentofmathcurriculumbetweenCommunityCollegeandK-12,• Increasingtutorialandstudentsupportservicesinmathematics,and• Professionaldevelopmentforhighschoolandcommunitycollegemathematicsfaculty.
EarlyAchievement:MCCCpartnershiphasmadeprogressinallfourareasoffocus.Twoexamplesare:• developing and aligning math curriculum between community college and K-12: MCCC
partnershavebeenmeeting throughout the summerand fall2019 to identifygaps inmathcurriculumbetweenhighschoolandcollegeinthecontextofAB705requirementtoensureseamlesstransitionofhighschoolstudentstocommunitycollegeandtheirsuccessincollegelevel math courses. Additionally, college and high school math instructors are examiningStatistics course syllabi, especially around content, assignments, and best practices inpedagogical approaches tobetteralignhigh schoolStatistics course to the collegeStatisticscourse.
• increasingtutorialandstudentsupportservices:MCCCpartnershipisofferingtutortrainingtoboththehighschoolstudentsandtheirmathteachers,aswellasdeployingadditionalMCCCmathtutorstothehighschoolstoprovidejust-in-timeinterventions.
Professional Background: Professor of education at the CSU withresearch publications and professional presentations related to EL &bilingualstudentsuccessandfutureteacherpreparation;PastChairofCarnegieCorporationfundedNationalConferenceonELD;and,PastCo-CoordinatorofTeachersforaNewEra,CarnegieCorporation’sinitiativedesigned to restructure teacher education and to strengthen K-12educationintheUnitedStates
CurrentrolewithCAPP:FacilitatoroftheCAPPGPAPGrantProject,anda past Chair, Co-Chair, andmemberof theAdvisoryCommittee of theCaliforniaAcademicPartnershipPrograms(CAPP).
Sandra B. Chong, Ph.D.
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Merced College and Merced High School District Facilitator:DianeSiri([email protected])LocalContact:IvanPena([email protected])
Partnershipdescription:MercedCollegehasanorganizedstrategyforimplementationofAB705thatisguidingmanychanges.TheyhaveastructuredGPSteeringCommitteewithoneofthetaskforcesubcommitteesfocusingontheirHighSchoolpartners-primarilyfromMercedHighSchoolDistrict.ThePartnershiptaskforceisworkingcollaborativelytosupport,planandimplementmanychangeswithaspecialfocusontheroleofhighschoolcounselorsinplacementandtransition.Focusareasbeingaddressed:Inadditiontotheaboveprogramscurrentlybeingimplemented,thispastyearthecollegefocusedonstrengthening a partnership with Merced High School District- their largest K12 feeder. Dr.ConstantineAguilar,AssistantSuperintendentofMercedHighSchoolDistrictisthehighschooldistrictlead.Inspring2019,aMercedUnionHighSchoolDistrictPathwayCounselingTeamwascreatedtoassistincomingMercedCollegestudentswiththeirtransitionfromhighschooltocollege.Ateamofhighschoolcounselorswerehiredasadjunctcounselorsandwerecomprehensivelytrainedtoprovidecollegecounselingattheirrespectivehighschools.AbbreviatedEducationalPlanswerecreatedbasedonthestudentsEducationalGoal. WiththeimplementationofAB705,studentswereassessedandproperlyplacedintocollegelevelmathematicsandEnglish.Studentswerealsoconnectedtostudentsuccess resources. Additionally, PathwayCounselors assistedwith recruitment and enrollment ofCCAP courses.Moving forward, high school Pathway Counselorswill continue to be trainedwithupdates and policy changes to keep current on district and statewide initiatives; provide on-sitecollegecounseling;andincreaseCCAPenrollment.
EarlyAchievement:Mercedwasbeenhighlightedasoneof13strongimplementersstatewideinEnglishforAB705intheSeptember2019reportbytheCaliforniaAccelerationProject.MercedhasbeenworkingtoimplementGuidedPathways,increasestudentsuccessintransferlevelcoursesandsupplementinterventionstosupportthatsuccess.Theyarejustgatheringdataonstudentperformanceinthisfirstsemesterbysurveying studentsdroppingoutor indangerofnotpassingcorecourses. Theyhave successfullyexpandedcommunicationandcoordinationwithMercedHighSchoolDistrictpartnersthroughtheirtaskforce.
Professional Background: Dr. Diane Siri has been a high school mathematicsteacher,highschoolprincipalandservedastheSantaCruzCountySuperintendentofSchoolsfor16years.ShehasadoctoratefromColumbiaUniversity-TeachersCollege in Educational Policy. Founding director of the Institute of ComputerTechnologyandtheAllianceofRegionalCollaborativestoHeightenEducationalSuccess(ARCHES). ShewasanadjunctprofessoratSantaClaraUniversityandCSUSanJoseforeightyears.ShehasconductedovertenSuperintendentSearchesforHYAAssociates.CurrentrolewithCAPP:DianehasworkedwithCaliforniaAcademicPartnershipProgram projects for the past 10 years and currently also serves as a CAPPfacilitator for the California Leadership Network and the Guided PathwaysAlignmentProject.
Diane Siri, Ph.D.
GPAP: A Work in Progress 11
Modesto Junior College and Riverbank High School Facilitator:DebraBukko([email protected])LocalContact:PatrickBettencourt([email protected])
Partnershipdescription:ModestoJuniorCollegeandRiverbankHighSchoolleadership,mathfaculty,andguidancestaffhaveformedapartnershiptheycallBridgingtheGap.Membersofthiscollaborativeteamarecommittedtobuildingan“equitybridge”tosupportthesuccessfultransferofstudentsfromK-12intoCommunityCollege.
Focusareasbeingaddressed:Delving deeply into mathematics pathways, essential standards, and developing a college goingculture,thepartnershipfocusisonachievingthreegoals:
• Goal 1 - Partnership: Create and sustain positive communication, relationships, and teambuildingbetweenRHSandMJCfocusedonessentialmathematicsstandards,effectivepedagogy,andacollege-goingculture.
• Goal 2 - Student Success: All students actively and cognitively engaged in mathematicsinstruction resulting successful completion of transfer level mathematics in the first year atModestoJuniorCollege.
• Goal 3 - Equity: Partners recognize that students bring funds of knowledge to the learningenvironment and that institutional barriers,which limit access andopportunity for students,createequitygaps.Workinallareasofthepartnershipcentersonthedevelopmentofknowledgeanddispositionsreflectingequityconsciousnessandequityliteracyaswellasfixingconditionsthatmarginalizestudents.
EarlyAchievement:TeammembersactivelyparticipatedintheJune2019conveningwheretheyidentifiedspecificactionstowardachievementof thepartnershipgoals. These includeinitialstepstowarddevelopmentofaseniorlevelmathematicscourse,professionallearningtosupporteffectiveinstructionalpracticesinbothcoreandco-requisitemathcourses,andexplorationofguidancecoursesandvisitstocommunitycollegestosupportthesuccessfultransitionfromhighschooltocommunitycollege.
Debra Bukko, Ed.D.
ProfessionalBackground:DebraBukkoenjoyeda30-year careeras a teacher, counselor, andinstructionalcoachaswellasaschoolanddistrictadministrator.Sheholds California credentials in teaching, school counseling, andadministration. She currently serves as Associate Professor andDirector of the Doctoral Program in Educational Leadership atCaliforniaStateUniversity,Stanislaus.CurrentrolewithCAPP:Debra serves as a facilitator for the Guided Pathways AlignmentProject (GPAP), supporting thework of theModesto Junior CollegeandRiverbankHighSchoolpartnership.
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Porterville College, Porterville, Monache High Schools & Summit Charter Collegiate Academy Facilitator:AliceKawazoe([email protected])LeadContact:PrimaveraArvizu([email protected])
PartnershipDescription:FromthefirstmeetingofthePortervilleGPAPpartnership,15-20stalwartadministrators, counselors, and faculty from Porterville College, Porterville andMonache HighSchools,andSummitCharterCollegiateAcademyhavemetundertheleadershipofPrimaveraArvizu,VicePresidentofStudentServices.AlthougheachhighschoolhasworkedpreviouslywithPortervilleCollegethroughtheDualEnrollmentAdvisoryandvariouscollege-goingactivities,thisisthefirsttimeallinstitutionshavecometogethertoidentify,plan,andacttoachievecommongoals.
FocusAreasfor2019-2020:1. ConveneaMathematics InquiryTeamwithrepresentatives fromPortervilleCollegeandthethree
partner high schools to implement AB705 by aligning mathematics courses, employing bestinstructional practices, and initiating interventions and student services to support and improvelearning.
2. EstablishanELA/LiteracyTeamwithrepresentativesfromPortervilleCollegeandthethreepartnerhighschoolsfromELA,EnglishLearner,andotherdepartmentstoimplementAB705byengaginginliteracyacrossdisciplines,aligningcourses,employingbestinstructionalpractices,andimplementinginterventionsandstudentservicestosupportlearning.
3. DeveloptheEquityFirstStrategy,beginningwiththefreshmancohortatthepartnerhighschoolsandextendingthroughfreshmanyearatPortervilleCollege.
EarlyAchievements:
Eachpartnerhighschoolhashadlong-standingrelationshipswithPortervilleCollegeonpastprojects,creatingdualenrollmentclasses,subjectareacollaboration,servingonadvisorycommitteesandjointmeetingsonspecificissues.Manyoftheparticipantsinvolvedinpastprojectshaveremainedthesame,sotrustneednotbedevelopedandre-establishedwitheachnewinitiative,andnewmembersareeasilyintegratedintothepartnershipwhichishighlyactiveandengaging.
ThisyearthePartnershiphasinitiatedafour-sessionseriesofconversationsamongmathfacultyfromall participating institutions “to expand awareness, understanding, and knowledge base of mathcurriculum.”
ProfessionalBackground:Her varied academic preparation includes schooling in Japan and China, adoctorateinTheoreticalPhysicsfromMIT,andadvanceddegreesinphilosophyandEnglishliterature.ShewentontoteachEnglish,mathematics,science,art,andphysicaleducationfortwenty-twoyearsinpublicandprivateschools.Shethen moved into administration as a high school principal, Director ofCurriculum, and Associate Superintendent of Instruction and Assessment.Currently she serves as a consultant to the California Academic PartnershipProgram, the University of California, Office of the President, Miami/DadeCountySchoolDistrict,andSCALE,StanfordUniversity.CurrentRolewithCAPP:Mentor,CAPPLeadershipNetwork(CLN)GrantFacilitator,CAPPFamiliesGrantFacilitator,CAPPGuidedPathwaysAlignmentProject(GPAP)Grant
Alice Kawazoe, Ph.D.
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Reedley College and Reedley High School Facilitator:TanyaGoosev([email protected])LocalContact:BonitaGomez([email protected])
Partnershipdescription:ThegoaloftheReedleyCommunityCollegeGPAPpartnershipistocreatesuccessfultransitionsforunderpreparedstudentsfromhighschooltopost-secondary.ReedleyCollegehasselectedReedleyHighSchoolastheirGPAPpartnerinordertoidentifyandaddressthebarrierstosuccessandcreateaprototypethatmayserveasamodelforotherhighschoolsthathavestudentsattendingReedleyCollege.Focusareasbeingaddressed:
Thefollowingfourfocusareashavebeenidentifiedbythepartnership:1. Collaborationaroundcareerexploration,college&lifemanagementcurriculum
a. Collegecounselorswillcollaboratewithstaffandadmintocreatea4-yearsequenceofstudytobetterpreparestudentsforcollege,beginningwith9thgradeFreshmanSeminar.
2. TutorialSupportforMath1&APCalculusandTutorialtrainingprogram.a. CollegeMathCenterwillprovideMath1tutorstostudentsinsupportclassesandestablish
atutortrainingprogram.3. DualEnrollment/PathwayAlignment
a. Workcollaboratively toalignhighschoolcoursesandpathwayswith thecollege;expanddualenrollmentbeyondCTE.
4. TransferLevelEnglish/MathStudentSuccessa. Collegewillworkwith seniors atReedleyHigh to prepare them for first year success at
ReedleyCollege.b. Collegewillcontinuetocollaboratewithhighschoolstafftoinformthemofchangesatthe
communitycollege.
EarlyAchievement:ReedleyCollegeMathCentertutorshavebeenhiredandtrainedandhavebegunworkingwithMath1studentswhoarealsoenrolledinaconcurrentsupportclassatReedleyHighSchool,withthegoalofincreasingthepassingrateofthesestudents.AdditionalCounselorsatReedleyHighSchoolhavebeenhiredtobeginworkingwiththeFreshmanSeminarteachersandstudentsandhavebegunplanningseniortransitiontocollegeactivities.
ProfessionalBackground:TanyaGoosevhasservedover30yearsinK-12educationintheCentralValley.Shestartedasahighschool teacher, thenasahighschoolco-administrator,middle school principal, high school principal, county office schoolimprovement consultant, and assistant superintendent for curriculum &instruction.Recentlyretired,Tanyaisnowsupervisingbeginningteachersintheircredentialworkandcoachingprincipalsinschoolleadership.
CurrentRolewithCAPP
PrincipalofOrosiHighSchoolparticipatingintheCAPPDemonstrationProject(CDP). Now facilitator for Reedley College and their partner Reedley HighSchool.
Tanya Goosev
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Taft Community College and Taft Union High School Facilitator: Yolanda Martinez ([email protected]) Local Contact: Vicki Jacobi ([email protected]) and Mary Alice Finn ([email protected]) Partnershipdescription:ThecityofTaft,population9,400ishometoTaftUnionHighSchool,950studentsandTaftCollege2,900fulltimestudents.AlthoughthepopulationsaresmalltheGPAPfocusisBig.Focusareasbeingaddressed:Bothinstitutionsarefocusingonincreasingthenumberofstudentswhotransfertothecollegefullypreparedby60%.Additionally,otherfocalpointsincludeincreasingthenumberofAAdegreesby10%,closingtheequitygapby10%andincreasingparentparticipation.EarlyAchievement:Todate,Englishdepartmentchairsfrombothinstitutionshavebeenmeetingregularlytofurtherunderstand the complexities of their subject matter and ways to enact timely and relevantinterventions for struggling students. Both counseling staffs have been meeting to understandgraduationrequirementsandpathwaysatthehighschoolandwhereandhowtheyfitintometa-majorsatthecollege.Theultimategoalistoalignthe11pathwaysatthehighschoolwiththe6meta-majorsatthecollege.Anothercounselingfocusismorevisibilityonthehighschoolcampuswhere college counselors are scheduled tobe on site tomeetwithprospective students and toprovide a faceof the college to all high school students.Thehigh school administration invitedcollege staff tomake a presentation to over 250 parents, the first outreach to the community.Althoughonlya fenceseparates the two institutions, theGPAPgranthasprovided the first realcollaborationbetweenthetwo.Challenges:Aswithmosteducationalendeavorschallengesdoexist.Themathdepartmentshavehadmodestinteractionswhichweareworkingonimproving.AnotherareaofinterestiswhetherornottoincludetheK-8staffinthecollaborationsincethisissuchasmallcommunity,thiscouldpotentiallybebeneficialtoallsegmentsofthiseducationcommunitywithstudentsbeingthefocus.Theeducationalpartnershipandenthusiasmasaresultofthecollaborationisquiteapparentandshouldleadtomorepositiveresults.
ProfessionalBackground:K-12 educator for 37 years. Positions includedHigh SchoolCounselor,HeadCounselor,AVIDCounselor,PuenteCounselorandTransitionSpecialist.CurrentrolewithCAPP:FacilitatorforTaftUnionHighSchoolandTaftCollege,GPAP.
Yolanda Martinez
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West Hills College Coalinga, Coalinga High School, Firebaugh High School and Tranquility High School Facilitators:BradRuff([email protected])andRossGentry([email protected])LeadContact:RebeccaFarley([email protected])
PartnershipDescription:
PriortobeginningtheGPAPpartnership,WestHillsCollegeCoalingaprovidedeachoftheirhighschoolfeederswithanumberofEarlyCollegeopportunitiesrangingfromhighlyregimentedpathway-basedprogramstofarlessstructured“cafeteriastyle”options.TheGPAPpartnershipprovidedanavenuetorefinethelessstructured,lowstudentsupportoptions.Initialstudentsupportimprovementsincludedevelopmentofongoingtrackingofstudentprogressindualenrollmentcoursesduringthesemesterandestablishmentofaneffectivetutoringprogram.FocusAreas:
AftermeetingwiththeCAPPGPAPteamsateachfeeder,theschools’teamsdecidedthatinstructingteachers,instructionalaides,andstudentstomakethemostoftheirtutorialsessionsbefore,during,andafterschoolwouldbeaneffectivewaytohelpstudentspreparethemselvesfortheacademicrigorof college classes. With this inmind, inquirybased tutorial training sessionswere scheduled andstarted at each of the three schools with attendees consisting of paraprofessionals, teachers,administrators,andstudents.
EarlyAchievements:ThedesiretoprovideformativedatatosupportEarlyCollegestudentsledtothedevelopmentofaprotocoltoprovidecurrentmeasuresofstudentsuccessforhighschoolstudentsenrolledincollegecourses.Usingavailableelectronicgradebookdata,reportsareprovidedtohighschoolcounselorsandleadership for usewith students, parents and support staff. The response from students and staffindicatethatthismonitoringandsupportisverybeneficial.Detailedanalysisofsemestergradeswillbeperformedtoinformfurtheruseofthesestudentsupports.
ProfessionalBackground:
TaughtGerman,English,andLatintohighschoolstudentsinBismarck,NorthDakota for nine years beforemoving to Bakersfield, CaliforniawherehetaughtGermanandEnglishforanadditionalnineteenyears.Hehasbeen ahigh school educator in theKernHigh SchoolDistrict,DirectorofAVID,andCoordinatorof theMigrantEducationProgram.HehasbeenalecturerintheDepartmentofEnglishforthepasttwenty-oneyearsatCSUBakersfield.CurrentroleinCAPP:
Co-Facilitator for the West Hills Community College CAPP GPAPpartnership.
Brad Ruff
GPAP: A Work in Progress 16
West Hills College Lemoore and Lemoore and Hanford High School Districts Facilitator:LiliaTanakeyowma([email protected])LocalContact:GiselleSimon([email protected])
Partnershipdescription:West Hills College Lemoore, one of two colleges in theWest Hills College District has created apartnershipwithLemooreHighSchool,HanfordHighSchool,HanfordWestHighSchool,andSierraPacific High School with the goal of establishing a seamless transition from high school topostsecondary education by aligning curricula, pathways, processes, structures, and student-centeredactivitiesfocusedonequity.Focusareasbeingaddressed:
ThisGPAPpartnershipfocusesonthedevelopmentofcurriculumandsystemsthatensuressuccessfulstudenttransitionfromhighschooltopost-secondaryeducation,ensuringmathematicsreadiness,andadvancingsystemicprofessionaldevelopmentofbothhighschoolteachersandcollegefaculty.Afteranalyzingcurrentstudentdata,thispartnershipelectedtotargetthefollowingstudentgroupsthat show disproportionate academic readiness for college: African American students, Hispanicstudents, and males in order to eliminate current gaps in college readiness and academicachievement.Althoughthepartnershipbetweenthecollegeandhighschoolshasbeenlong-standing,new initiatives and policies have created implementation stress within each system (K-12 andcollege)butalsoobviousopportunities.EarlyAchievement:
TheGPAPWHCLemoorepartnershiphascommittedcounselingandmathfaculty;collegeleadershipisjudiciouslyleadingcontinuousdiscussionsandintersegmentalteams;thecollegehaslaunched(fall2019)transferlevelmathcourseswithembeddedsupportclassesforstudentsneedingadditionalboost;andengagingtheappropriatepartnersatthehighschooltooffertransferablemathclassesaspartofdualenrollmenttolaunchinfall2020.DataanalysiswillbedoneattheendofthisfallsemestertoassessenrollmentpatternsandstudentsuccessinmathatWHCLemoorewithspecificattentionmadetothetargetpopulationidentifiedabove.
Lilia Tanakeyowma, Ed.D.
ProfessionalBackground:Bilingualelementaryteacher,curriculumdevelopment, and teacher trainer for Santa Ana Unified SchoolDistrict for over 15 years; Executive Assistant for Orange CountySupervisorfor6years;DirectorofTRIOprogramandCSU,Fullerton;Retired Dean of Student Affairs and co-director of Santa AnaPartnership after 20 years at Santa Ana College. Consultant andtrainer for National Council for Community and EducationalPartnerships.Current role with CAPP: Served as CAPP facilitator for theDemonstrationProject(2014,MITAcademyinVallejo),theCreatingaCollegeGoingCultureproject(2015,SavannaHSinAnaheim),andnowwiththeGuidedPathwayAlignmentProject(2018,WestHillsCollegeLemoore).
GPAP: A Work in Progress 17
GPAP Project Director
LeadingtheGuidedPathwaysAlignmentProject(GPAP)isWilliam(Bill)Vaseywhohasalonganddistinguishedcareerinlocalandstatewideclassroominstruction,administration,andK-12districtexperience,bothasanadministratorandanelectedtrustee.InadditiontohisstellarandsteadfastworkwithCSUOfficeoftheChancellorthroughCAPP,Billhasalsospentthelast13yearsworkingin the Central Valley. He led in the creation of this unique Guided Pathways Alignment ProjectdedicatedtoestablishingpartnershipsfocusedonequityandstudentsuccessintheCentralValley.
ProfessionalBackground:WithadegreeinMathematics(UCSC),teachingcredentials,andan MS from the School of Business Administration at CSUSacramento, Bill’s long career has taken him from being aclassroom teacher and K-12 elected Trustee, to AssistantSuperintendent of Professional Development and CurriculumSupport and manager of intersegmental relations for theCaliforniaDepartmentofEducation.Hisbackground, skills, andexperience have led him to serve as consultant to schools,districts, and statewide efforts to further intersegmentalwork,develop high school strategies for support programs servingunderserved students, and enhance leadership skills of highschooladministratorsandleadteachers.
CAPProles:CADepartmentofEducationLiaisontoCAPPHighSchoolLeadershipInitiative,Partner-CaruthersAlgebraFormativeAssessment,ConsultantCAPPDemonstrationProject,Facilitator–OrosiCreatingaCollegeGoingCulture,Director
SAVE THE DATE
Bill Vasey
WHEN: JUNE15–17,2020 (Locationtobedeterminedsoon)PURPOSE:
• Learnhowpartnershipscontinuetoaddresstheissueofacademicequity.
• Shareanddiscussstrategiesand/orpracticesthatarecentraltothepartnerships’workthisyear.
• FinalizeYear2workplan
WHOSHOULDATTEND:CollegeadministratorsCollegefacultyCollegecounselors
aswellas
K-12administratorsK-12teachersK-12counselors