Key Elements and Implementation Considerations

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Subject: [ProfessionalDevelopment 3102] Key elements and implementation considerations
From: Jackie A. Taylor jackie at jataylor.net
Date: Wed Feb 25 08:58:08 EST 2009

Tina, All,

Tina, thank you so much for this rich description of how I-BEST began and the revealing information about the tipping point. You wrote:

Based on this information, our system's thinking changed. We realized the importance of designing programs and pathways that got students to at least forty-five college level credits (Washington is on the quarter system) and a meaningful credential. At that point students had a good foothold in their educational experience and were much more likely to earn better wages and also get to the next educational level.

Would you or others say more about how you then used the tipping point research to inform program design and professional development? What are the key elements that get students to at least forty-five college level credits in your system?

Thanks,

Jackie

Jackie Taylor, PD List Facilitator, jackie at jataylor.net

Subject: [ProfessionalDevelopment 3129] Re: Key elements and implementation considerations
From: Tina Bloomer tbloomer at sbctc.edu
Date: Fri Feb 27 18:43:20 EST 2009

Hello all,

Jackie asked that we address, "Would you or others say more about how you then used the tipping point research to inform program design and professional development? And

What are the key elements that get students to at least forty-five college level credits in your system?"

First a reminder that the tipping point refers to at least 45 college-level quarter credits and a credential. The tipping point research was really one of those watershed moments. It has had broad effect across the Washington system at the policy level from the State Board's ten-year vision statement to the new performance funding system we are implementing by increasing the focus on access and success. The vision statement has three broad goals of economic demand, student success, and innovation. Under student success the goals are:

  • Achieve increased educational attainment for all residents across the state.
  • Enroll more underserved populations.
  • Improve academic achievement for all students.
  • Ensure community and technical college is affordable and accessible, especially for basic skills and part-time students, by developing bold, creative and innovative methods, including low tuition, need based tuition waivers and restructured financial aid.
  • Provide smooth transitions from K12 to colleges to universities.
  • Expand the pipeline to associate and bachelor's degrees, particularly in math, science, engineering and health sciences.

As a result of the Board's vision, we have implemented the Student Achievement Initiative. It is a statewide initiative within Washington's community and technical college system to develop an incentive system that rewards colleges for improving student achievement. The areas that the colleges are measured on include:

  • Improving preparation for college level courses (this includes adult basic education, GED, ESL, and developmental education)
  • Building to a year of college credit
  • Completing college level math
  • Completing certificates, degrees, and apprenticeship training

There are more points available at the lowest level because we were trying to ensure that the system measured equivalent student effort and that we created an incentive system that would leave the lower level students out. In looking at I-BEST, colleges receive points based in both the improving preparation for college level courses and in building to a year of college credit at the same time. This has helped colleges focus on designing I-BEST programs with high level of college credits in them, which ultimately helps them get to the tipping point.

At the individual college level, the tipping point has had an impact as well. From a professional development stand point, the State Board office worked very hard on getting this information to the system. Washington has a series of system groups comprised of the presidents at the highest level, vice president commissions, and a number of councils comprised of various staff levels. Information on the tipping point was presented to the system at the quarterly meetings of these groups in addition to presentations at a number of system conferences. This office issues competitive requests for proposals to the system and the tipping point was referred to in all of those and presented as information at bidding conferences.

As we know community and technical college outcomes are more incremental than four year colleges and universities. They serve a wider range of students for a wider range of purposes. The Student Achievement Initiative provides these incremental measures that allow them to see the broader effects of their efforts beyond certificates, degrees, and job placements. Colleges are focusing on the issues that were raised by the tipping point research and now have a measurement system in place that will capture the great work these hard working faculty and staff are doing.

What are the key elements that get students to at least forty-five college level credits in your system?"

There isn't a silver bullet for sure! That said, the key elements in getting students to this level (not in order of importance because it's all important) are having a well designed contextual program that has a clear pathway way to the next educational level and employment as well as intensive student support and services. Not a small order by any means.

Tina

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