Panel 1: High School to Community College from BC’s Intersegmental Pathways Symposium

[piano music] Just want to frame with just a couple of data
points as we get started today. You know the Bureau of Labor Statistics has noted
that, as of May 2018, individuals within at least some post-secondary education held
about 38% of the jobs in California. But they pointed out as well that, from 2007
to 2016, jobs requiring education beyond high school increased by 5.3 million. And,
at the same time, occupations requiring just a high school diploma equivalent
for entry lost about 1.3 million jobs. That trend is also clearly evident in
California, according to the Georgetown Center for Education and the Workforce,
they estimate that 60% of all new jobs in California will require at least some
education beyond high school. But, California, unfortunately, ranks among
the bottom 30% of all states when it comes to students going directly to
college from high school and we’re lagging the national average by several
percentage points. And, here in Kern County, this is an especial and
significant concern, because Kern County baccalaureate attainment rates are
roughly half of the statewide rate. So, we have work to do. Just as Dorothy Donahoe
inspired the California Legislature to adopt a very bold and far-reaching
master plan for higher education in 1960, our systems are poised,
positioned, and need to revolutionize access to higher education. Really, the
future success of the state and of the country depends on our creating an
educational system with the both the boldness and the agility needed to serve
the students and our evolving 21st century
economy. That means we’re creating a system that increases equitable access, improves
affordability, addresses preparedness, and maintains accountability for high
educational quality. A system, really, that enables equitable access and success for
students from all of California’s communities. The good news is that many
high schools and colleges throughout the state are actually laying the groundwork
for just such a new system. So our panel is going to share some examples from
institutions that have really intentionally designed systems to place
college within the reach of every high school student by partnerships between
K12 and their community colleges, so, I just want to briefly introduce the panel.
Christian Chavez is the student trustee for the current Community College
District, welcome. Dr. Kristen Clark is the president of West Hills College
Lemoore. Dr. Laurie Bennett is the president of Clovis Community College. And, Kevin Tallon is the principal of
Wasco High school, about 30 miles north of here. So we’re gonna start today with
Christian. Christian is going to talk to us about her experience as a returning
student now at Porterville College. Christian,
tell us your story how did you come back to college after leaving for a while
right after high school. Wow, yes so I know that the focus of this panel is on
pathways from high school to Community College, but I have to say that that it’s
not my story at all. I have to say that actually after high school I ended up
moving down south. I lived in Los Angeles and I actually worked in the beauty
industry for close to 10 years. I always had in the back of my mind that I wanted
to return to school. And so, I did so many times and every single time I failed,
because I had my priority and my main goal, back then, was to provide a roof
over my head and I was self-sufficient so I was living in my own apartment and
all of that. And so, I think that from that experience I kind of like engrained
into my head that I wasn’t a good student and that really affected my
self-esteem as a student and I really didn’t like truly believe that I just
wasn’t a great student. And, not to mention to that, as a first-generation
college student, I found it very difficult to navigate the the college
system and even just like enrolling into classes and finding the right resources. Moreover, I think that, because I wasn’t
confident in my abilities as a student, I was really anxious when I moved back to
Porterville to live with my parents and start Porterville College as a
full-time student. I remember that my first semester there, I had a counselor
and a professor that pulled me aside and kind of talked to me about my
performance. And I just remember, like I started crying, because I felt really,
really, terrible, but, they also kind of pointed me into
the right direction and I feel like, with all of the support and everything that
they gave me, that really helped me and boosted my confidence. And so, from
then on, I feel like I was given the right tools to succeed in all of my
classes and I think that sometimes I also kind of suffered from the
impostor syndrome or whatever that is called. I like couldn’t believe that I
was back in college and doing so well but I think that the turning point and
what really led me to that was uh getting those my counselor and those
professors that pointed me to towards the Ambassador Program and so when I
joined the Ambassador Program I worked very closely with some amazing people
like Joe Castillo he’s in the building right now so thank you so much amazing
people I feel like they really helped me with my confidence as a student because
that’s again I keep saying that over and over and I feel like oftentimes like
we’re not aware of our abilities and we have these anxieties that kind of
prevent us to really giving our all in school and so I feel that the Ambassador
Program has really helped me us a like practice public speaking and not just
that but also like facilitate workshops and build my confidence finally I would
like to say that I started college with the low 2.0 GPA for me that was very low
because I knew that every year seems like college is getting more and more
competitive and I knew that that wasn’t going to cut it but with all the support
that I received I raised my GPA to a 3.8 – and I would have like never imagined
that my GPA would have been that high and honestly I think that it’s just been
it’s been really hard work but it’s been very worth it
and I think that one of the one of the major contributing factors to my success
as a student is that those professors and those counselors that took the time
to get to know me and know my story and get to know me individually I think that
it really makes a difference for you guys to get to know our names our goals
and our backgrounds and yes that is that is my story thank you thank you so much
for your insights your perseverance and your leadership on the board each of the
other three panelists have prepared a brief presentation about the work of
their institution to facilitate intersegmental pathways we’re gonna
start with you president Clark West Hills college Lemoore was just named one
of the hundred and fifty colleges eligible for the Aspen prize so
congratulations quite an honor so tell us about your college and your work on
intersegmental pathways thank you Kristin by the way fantastic so West
Hills college Lemoore is a small rural College we’re located here in the
Central Valley we have about 7,000 headcount primarily Hispanic Latin X
population our district covers about 3,500 square miles which is enormous
students have issues with transportation and of course finance is a barrier as
well we are an OE R open educational resource institution and over 50% of our
courses are zero textbook cost we’ve been trying to do everything
see remove those financial barriers for students so two of the problems that we
were trying to address that I’m going to talk about today are one we wanted to
make sure that students got onto the right path prior to registration so
that’s especially important with our math pathways now if which is part of
our AV 7:05 work if students get on the wrong math pathway from the get-go they
lose about of year so this was critical for us and the other is to look at
attainment gaps in particular at West Hills college Lemoore we’re looking at
an achievement gap in our male Latin X population so with the first strategy
what we wanted to do because we are small in rule I call us we have very
limited resources and so we needed to look for creative ways to build upon
existing relationships and partners and systems that are already in place so
what we did was we created a dual enrollment course it’s a Career Planning
class it’s one unit it’s six six weeks online open educational resources and
it’s pass no pass and the intention of that was to help students not only
identify a major but a very succinct career path and at the end of that
course they actually rate themselves on their confidence level in the career
path and that they’ve chosen and we built that in we piloted it I’ll talk a
little bit about the data in the moment from what we’ve done in our pilot but we
also built upon the ccgi which is the california college guidance
initiative and some of our high school partners were using this this tool so we
said well you know our k12 partners have been doing a great job of career
advising for years and we at the collegiate level have kind of ignored
that because what we do when they get to us is say hey let’s start career
planning all over again right so we said how could we build upon
that so we’ve been using that as a tool and finally we are part of the Tulare
Kings collaborative I think we have a lot of our partners here in the room
today and that is one of the strategies that we built into a k-12 strong
Workforce Partnership was to implement that across the collaborative so with
our pilot in our career planning class we ran a small cohort in this four
and I’m happy to say this small the date of the end is small but one hundred
percent of our students have stayed within at least the same meta-major
so we got them onto the right math pathway in our pilot we’ve scaled that
up this fall we have a hundred and sixty two students going through with
different color or different high schools and you can see that the
breakdown there so these students will enroll in those math pathways this
coming spring so having that information ahead of time is helpful to make sure
they get on to the right track the second strategy is a holistic case
management approach and so this was really to address all of our achievement
gaps but in particular we’re looking at that male Hispanic Latin X population
and so what we’ve done at West Hills college Lemoore is we have identified
every single person on the campus as a retention coach this is not just the
obligation of our counselors and our academic advisors but it is the
responsibility of all of us and so in order to make that happen what we did
was we democratize the data what does that mean well what that means is we
opened up access to data across our entire institution to all faculty
including our part-time faculty administrators frontline staff and of
course counselors and advisors who have always had this data the data includes
things like academic history it includes real time academic progress and
achievement across the board of all the classes that our students are taking it
shows what resources the students are connected to and it also is a shared
note-taking system so that we can make sure we’re doing 100% wraparound support
for our students I know people get really shocked when I say this we did a
lot of preparatory work for this a lot of conversations around bias and
checking them out at the door to make sure that we’re using data from good so
this has been a great tool and then some of our data as a result of some of our
holistic case management approach we have eliminated the 5% gender gap we had
for our transfer English completion with within one year we increased success for
Hispanic students and eliminated a gap between Hispanics
not Hispanic students for English completion within one year and we have
eliminated the gender gap for fall to fall persistence as a result of that so
we’re really proud this is preliminary work but I think the methods have been
really great and I’m hearing a lot of positive things from our faculty and
staff as a result of that thank you that’s a really impressive work using
data to inform the student experience and also the full college engagement in
student success principal Talent you know there’s quite a buzz around the
state about the work that you’re doing to engage students in college pathway
starting in the ninth grade so tell us about it yeah so just a little bit about
Wasco if you’re not familiar with wasp OWASP was about 30 miles to the north of
Bakersfield it’s a community of about 27,000 the school one comprehensive high
school in the community we have roughly seventy percent of our students are
socioeconomically disadvantaged it’s largely Hispanic of roughly 92 percent
and about 20% of our students are English language learners so that’s the
the general makeup of our community in our high school and when we set out on
this journey it’s now been about six years ago two of the biggest challenges
that we faced were in the pathway design the course schedule and then also the
the really belief or lack of belief and whether or not high school students
could be successful with the rigor of a community college course beginning in
the ninth grade and so that lent itself to a solution that really tackled both
of those things at the same time we we have a session of next slide I’m sorry
we have a course schedule that allows students to in a blocked schedule take
community college classes typically they’re taking one class their freshman
year two classes their sophomore year and junior year then three classes their
senior year and in those courses they go two times a week for roughly two hours a
day so that aligns to two highschool periods and when they’re
not in those classes they’re working directly with Wasco high school teachers
in a support model really for the rest of the week so we’re a community college
student might go to that class for an hour and a half two times a week the
high school student is doing that and then when they’re not in that class
they’re working directly with a high school teacher the high school teacher
often time oftentimes will go in and push in to the Community College course
so that they’re well aware of what’s going on and they’re able to better
support that class beyond that you have to let go of some of the the fears as a
high school principal that you might typically have if you say well what’s a
high school student going to do it for the class ends early or what do you do
if they if they’re done at 2:15 and the other students are done at three we put
parameters and protocols in place where the parents agree to release them and we
treat them much like a college student with with that schedule secondarily what
I would say for us that’s been a key part of our successes ensuring that the
resources are in place to support the students as they take community college
classes we have two full-time coordinators that support the work and
coordinate the work both with Bakersfield College and with the
students and I can’t say enough about the work that they do on a daily basis
and and how it lends itself to the success the program coordinator
coordinates directly with Bakersfield College when it comes to the courses the
how the professors are assigned how textbooks are to be purchased and
delivered to students and that’s that’s a key component of this if that Falls to
an administrator it can get done but it could also probably fall through the
cracks with the busyness of the day secondarily we have a student
achievement coordinator assigned just to our program and that student achievement
coordinator is on a sixth period release and he monitors the war
of those students really weekly to ensure that they’re on the right track
just and I maybe should have mentioned this before to paint the picture of our
program we have about 70 kids each year that go into our Academy roughly half go
into an Ag business pathway and roughly half go into an Ag mechanics pathway
each year we add 70 and so we have typically at this point about 250
students that are enrolled in the program so the management of those
students is really key to the work of those coordinators as far as success we
last year had our high school graduation on May 29th three weeks prior we had 45
students that after four years of being in these two pathways graduated from
Bakersfield College prior to graduating the vision for this again six years ago
was a partnership with with wonderful the wonderful company in Bakersfield
College and it really is changing lives in the Wasco community it’s breaking
down the barriers that do exist when you live 30 miles away and the
transportation to a community college might be an issue as an 18 year old and
it’s really giving that access to the student four years earlier and setting
them on a path to success interestingly we have about as I said 70 openings a
year in the NAG Academy and we’re now to about a hundred maybe applicants and I
have people that are constantly asking you about the program and how they can
get their student in kids are advocating for themselves which is amazing as well
and it’s just it’s I’m incredibly thankful to Bakersfield College and also
the other partners like wonderful that have helped make this possible for Wasco
High students thank you what a remarkable example of
how education can transform communities thank you so much dr. Bennett Clovis
Community College one of our newer ones has been hard at work and I know you
recently earned some recognition from the campaign for college opportunity for
your high ADT ray tell us about the work you’re doing there and how you’re
working and I think as early as ninth grade to improve ADT completion and also
transfer thank you so first I have to start with a shout out to Bakersfield
and Bakersfield College I grew up in Bakersfield and graduated from high
school here so back in my town is just such an honor I wouldn’t have thought
that way back when so but I started my career in education teaching as a
part-time faculty member up in the state of Washington and then spent 20 years at
Moorpark College as a faculty member and moving up until moving to Clovis
Community College and I’ve now been the president there for four years we as you
mentioned it is where one of the newest colleges we’re in our fifth year as a
college and it’s also one of the fastest growing in the state we had about 7,000
students in 2012 and now we’re up to about 13,000 students this year and so
you know I did keep that in mind as I talked about this project that we’ve
been implementing over the past decade and the successes that we’ve had despite
all the changes that we’ve gone through as a College our students Clovis
Community College has a diverse student population that really represents the
communities that we serve Clovis of Fresno and with nearly half of our
students enrolled identifying as the Latin ex so our strategy that I wanted
to share with you was an intentional alignment of our English curriculum to
address transfer level English and math readiness and completion by the end of
first year so the very first that we focused on was curriculum
alignment this project started about a decade ago while we were still a center
under Reedley college but as students were coming to the campus there was a
huge gap in student readiness and so the conversations went on why and so we
started by convening our English faculty with our high school teachers from one
of our main feeder high schools to look at instruction and curriculum and what
we found was that instruction at blows both places was great excellent but it
went like this and so the high schools were teaching one thing and we were
teaching another thing and through our the conversations of the faculty they
were able to align so that the high school instruction and curriculum fed
into the student learning outcomes and the expectations for college and as a
result then students were coming to Clovis Community College more prepared
to transition either from high school to our college or straight to a four-year
university Clovis took that alignment work a step further and structured a
dual enrollment program where students have an opportunity to really take what
is our English 1a and using the data and looking at the students we made two
pathways right now we have one pathway for the stronger students where they can
take 1a in the fall and 1b in the spring and by the end of their senior year have
a full year of college level English completed for those who need a little
more support or a little more time there is now a high school so a preparatory
English course that they take in the fall and then they can take English 1a
in the spring so in either case students are getting through English 1a by the
time they graduate what this did was moved us at the beginning of this from
about a 33% rate of students placing into English
– over 90% placing into one a and that was way before the implementation of a B
705 but it was not as simple as just tossing out a couple of dual enrollment
courses it required intentional curriculum alignment it
required a little bit of money because there was non instructional dollars
assigned to our English faculty to work with high school faculty for high school
faculty to be able to to step out of the classroom there was a little seed money
to organize and then we still have a faculty member who is sort of an
overseer who works with the high school faculty to make sure that our curriculum
continues to align as time goes on we believe that this is scalable and
sustainable because we’ve proven that we started with one school about ten years
ago and now it’s expanded to all the high schools in this district and our
success rate as you can see by this chart where we started with our pilot
with about thirty students and now we have about 450 to 500 students in this
program we’ve maintained almost a hundred percent success rates of
students moving through this program and now as of this year Clovis Community
College is starting to replicate this model with our math program starting
again with one particular high school with and we chose the one with the
highest demonstrated need for this pilot and then we’re replicating steps number
one with the curriculum alignment and number two with dual with the dual
pathway and then this time we’re adding one more thing which is sort of a summer
jump start it’s a 1 year one unit dual enrollment program somewhere – I think
the other one that we heard about where the students are taking this course
between their junior and senior year as and the purpose of this course really is
to support the transition from high school to Community College with the
confidence that Christian talked about because you know when a lot of our
students don’t believe that they belong in college and the part of this
was to help them build their self-confidence and their sense of
belonging and so with our pre and post data from our first pilot from this last
summer we saw that that worked extremely well with students believing at the end
that they really could go to college to end I’d like to say that I really
believe in this this project that we’ve been doing although we’re one of the
newest in the state as a Community College ecologist I believe we’ve
already established ourselves as a leader in academic excellence this is
where I now feel a little braggy and I’m sorry but the right now Clovis Community
College is the number one Community College in California for the number of
transfers to use c’s and CSU’s based on our size per thousand students we
received award last night for number one and associate degrees of transfer Awards
relative to campus size we’re number one in the state of California and this is
my favorite for the fewest units earned or accumulated – for receiving a degree
we’re actually lower than the state and I’m not a part of that is this
alignment project that we have we have high retention rates for all our student
demographics and we’ve also been acknowledged as I said two years in a
row by campaign for college opportunity as a champion for higher education and
in 2018 we actually were a bellwether finalist for this particular project so
thank you very much for listening we’re just very proud of our work on thank you so much it’s so impressive and
so exciting thank you before we turn to questions with the audience I just like
to give you a chance Christian to react if you want to anything you’ve heard
from the podium what is a student struck you as particularly helpful for students
like myself a lot more confident from the get-go this seems like a lot of
times or I felt like I could kind of get through it lock like I can’t really move
forward like I try to go one direction and then it’s like wait a minute like no
you can’t do this or you need this additional process and so on but I would
like to add to and I don’t know if it’s possible for example like right now at
Porterville college we have this PC promise program and I know that its
first students that are just getting out of high school but I don’t know if there
would be like a way to implement this with the case management approach such
as the one in West Hills where you can help students maybe serve as an
ambassador or kind of like a peer ferment or like a mentor because I’ve
noticed that in my position that I’ve been doing now I feel like students are
more likely to open up to other students and just share their challenges and
their fears whatever they have with students over faculty a lot of times
sometimes we do get a little intimidated I wish we didn’t but I’m being honest
and I just I think all of you guys for this opportunity and for listening to me
and I hope that you guys can provide me with some feedback and thank you guys
thank you so we do have a little time for
questions both from the audience and also from those that are joining us
virtually to be able to ask questions of the panelists we do have a few things
that we want to ask you as you do this and this will be the case for each one
of the discussion segments going forward today one you know we have a roving
microphone so if you want to ask a question raise your hand and the
microphone will find you and I’ll also be trying to scan to see you speak
directly into the microphone in consideration of all hearing abilities
and to be sure that our interpreters can translate your question and share your
name and organization and just ask a brief direct question we know you may
have lots of things you want to tell us about or discuss but we would encourage
you to use that commentary at your table share it on social media or join CLP the
career ladders team in the lobby to create a video or post your thoughts so
let’s get started this message is for dr. Bennett this is a Paul Chavez from
Delano dr. Bain I have a question you mentioned you expanded your English to
all schools in the district for the b1 a slash B won’t be in your second program
you said you had our all schools in the district do they all have qualified mass
preparing teachers to teach those classes or how are you doing that program degrees and I’m looking at my
fat English backing up over here who’s not in hers head yes that’s an absolute
criteria for this program good morning how are you my name is Marisa Marquez
and I’m addressing questions from the live stream and we’ve got a question
from Chris this question is directed at Clovis community colleges or community
college and the question is the dual enrollment summer course that you were
referring to with the juniors and senior high school students moving through is
this a student development course yes it’s along the lines of a career
course or a student success course where it actually
has full curriculum for that built into that is study skills and the different
techniques for how to make sure you you hit the ground running when you come to
college does that help yes thank you and it’s also a fully
transferable says the Dean of that program so this is a message of sorry
this is a question for dr. Clark you talked about democratization of data
exactly how much information does a faculty member or program coordinator
have about particular students and if they’re able to see granular information
from Civitas acing that’s the system how did you get permission to do this from
student services institutional research and others I’m sorry I’m public line
from college of the canyons so that’s a great question it’s a question we get
asked all the time so you know what we have historically used as a foundation
for restricting data and our systems of higher education has been FERPA the
Family Education right to privacy yet right but what purpose does is if you
have an educational need-to-know and that information can be released
who on my campus does not have an educational need to know to support our
students in addition see Huxley in addition to to getting past that
FERPA issue we we also talked about bias like I mentioned earlier we did a lot of
seed planting conversations around what does it mean when you get the privilege
to access this data and it is a privilege and we talk about that all the
time so there were a lot of conversations about that the other thing
is meeting our students where they are at so our students today they are very
used to using technology they are on their phones they are checking in they
are saying their union donut at Starbucks they’re here they’re there
right so we all know where they’re at at all times very different from the level
of privacy that we expect as as older adults and and so for our students it’s
almost offensive well we don’t share data because they walk from one building
to the next and they have to start their story all over again
and they look at us and say hey Amazon knows more about me than you do so right
so we gotta start changing the the the narrative here and that’s that’s where
the conversations went and that’s how we got to this place okay raise your hands
high so we can see you good morning again Marissa with another question from
the live stream what question here is actually directed towards our community
colleges partners here on stage in what capacity and how is the counseling
center or departments affecting success and change on your campuses for your
students well our counseling and advising are critical they always have
been they’re very important to the work that
we do especially in our pathway work there are the most knowledgeable on our
articulation agreements they work collaboratively with our k12 counselor
partners and those relationships are extremely important but again what we’ve
done to really expand the idea of a retention coach is not because our
counselors and advisers weren’t doing that crucial work it’s because our
ratios are too big and if in a perfect world I’d have a 1 to 5 ratio but I
afford that so I can’t hire 50 more counselors so we had to figure out a way
to really start to wrap around those services so what we’ve seen with the
case management approach now is that our counselors are getting more Intel from
our faculty members who are on the frontline with students we’re often
giving them a lot of detailed information about what’s going on with
them in their lives counselors can’t see students every
single week but faculty do so sharing this information has been extremely
helpful so our counselors and advisors are critical hub to that work that we’re
doing had our success rates are not from just one thing right the egos alignment
is one piece you’ve got amazing faculty in the classroom you have got staff on
the front lines but our counselors are in the center of all of our
conversations doing everything and play a huge role in that the pathway of
meeting with our students and really working with them to make sure that the
courses that they’re taking especially at the beginning are cover enough
different areas and all the ang and do you want to go here or do this or that
that they aren’t having getting down the road and saying oh I just took three
classes I didn’t need that is an amazing strength that our counselors are
bringing to our completion rates and programs at our school principal talent
did you want to add anything about supports that you’re offering yeah
counselors a couple different roles at the high school level have been key the
traditional counselor for both the academic and social/emotional support is
definitely touching the kids in our program but we also have I mentioned
leveraging resources the student achievement coordinator that is the one
that is really working with the granular data and really making sure that the
supports that we have in place are aligned to the individual needs of the
students so a couple of examples if a student in our program starts struggling
in math that student achievement coordinator coordinators tracking that
data weekly he will assign that student to a lunchtime tutoring session until
that grade improves or even an after school
full-time period as a seventh period of Wasco high school until the the grade is
improved and if that takes the entire semester then the student stays in that
support for the entire semester but it’s that real time data that allows the
student achievement coordinator that’s working as a counselor to align the
support immediately when the struggle begins that has been a real key for us
I’m sure there are additional questions but we’re out of time for this panel so
first of all I want to thank you for your engagement and let’s say

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