completion by design’s loss-momentum framework & design principles

8/13/2019 Completion by Designs Loss-Momentum Framework & Design Principles

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www.inquiry2improvement.com

Completion by Designs

Loss-MomentumFramework & Design

Principles

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Priyadarshini Chaplot & Rob JohnstoneStrengthening Student Success

San Francisco, CAOctober 10, 2013


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www.inquiry2improvement.com National Center for Inquiry & Improvement

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


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


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


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


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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completion by design’s loss-momentum framework & design principles

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