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***ITEM 4.6***
>> BOARD MEMBERS TAKE YOUR SEATS, LET'S RECONVENE. AS NOTED BEFORE WE, HAVE OUR FRIEND, PRESIDENT
OAKLEY HERE WITH US TODAY. VICE CHANCELLOR, MICHALOWSKI, WOULD YOU LIKE
TO INTRODUCE THIS PARTICULAR ITEM. AND WELCOME TO ALL OF YOU FROM LONG BEACH.
>> I WOULD, THANK YOU, WE HAVE THE UNEXPECTED PLEASURE OF HAVING LONG BEACH
PRESIDENT, ELI OAKLEY HERE, I WILL TAKE A BRIEF MINUTE WHERE IN IS ON THE AGENDA.
AS YOU HAVE WORKED HARD AND WE ALL HAVE WORKED HARD PUTTING IN PLACE TO BETTER
SUPPORT STUDENTS IN THE SYSTEM. IT'S IMPORTANT TO LOOK AT SOME COLLEGES THAT
HAVE GONE OUT ON THE CUTTING EDGE TO FIND WAYS TO BRING IN STUDENTS.
BETTER PREPARED TO SUCCEED IN COLLEGE AND PROVIDE THE SUPPORT FOR THEM TO BE
SUCCESSFUL. THE PATH WAYS PROGRAM AT LONG BEACH CITY COLLEGE
IS ONE SUCH PROGRAM. WE WANTED TO LET YOU HEAR HOW COLLEGES ON
THE GROUND ARE TRYING TO DO THINGS DIFFERENTLY AND IMPLEMENT SOME REFORMS TO
IMPROVE STUDENT SUCCESS. WITH THAT I WILL LET SUPERINTENDENT, PRESIDENT
OAKLEY TAKE OVER. >> THANK YOU, VICE CHANCELLOR MICHALOWSKI.
AND GOOD MORNING, EVERYONE. THANK YOU FOR HAVING LONG BEACH IN THE HOUSE.
APPRECIATE IT. I KNOW IT'S NOT ALSO WELCOMED -- BUT WE TRY
-- [LAUGHTER]
>> THAT'S NOT TRUE. >> BUT YOUR STAFF IS ALWAYS WELCOMED.
[LAUGHTER] >> BUT IT'S A PLEASURE TO BE HERE.
AS ALWAYS. AND I PARTICULARLY WANT ED TO BE HERE TO WELCOME
CHANCELLOR HARRIS IN YOUR NEW ROLE. AND WE WANT TO HELP YOU MOVE THE STUDENT SUCCESS
AGENDA FORWARD. THE STUDENT SUCCESS ACT WAS SOMETHING THAT
WE VERY MUCH FOUGHT HARD FOR AND SUPPORTED THE CHANCELLOR IN HIS EFFORTS TO
GET THIS DONE. AND OF COURSE, WE THANK NOW CONGRESSMAN LOWEN
THAL THAT WAS A BIG SUPPORTER AS WELL. THE PRESENTATION AS VICE CHANCELLOR MICHALOWSKI
TALKED ABOUT. PROMISE PATHWAYS INCLUDE VARIOUS ELEMENTS
WE THINK ARE CENTRAL TO THE STUDENT SUCCESS ACT IN WHAT WE ARE TRYING TO ACCOMPLISH.
BY NO MEANS HAVE WE SOLVED EVERY ISSUE AT LONG BEACH.
WE ARE TRYING TO GET OUT IN FRONT AND TRY NEW THINGS.
AND FORTUNATELY OUR STAFF AT LONG BEACH CITY COLLEGE ARE VERY MUCH INTERESTED IN
TRYING TO IMPROVE THE PREPAREDNESS OF THE STUDENTS AND QUALITY OF EDUCATION AND
TRYING TO GET MORE STUDENTS THROUGH THE SYSTEM. WITH THAT, I WILL TURN THIS OVER MY STAFF
THAT KNOWS WHAT THEY ARE TALKING ABOUT. WE HAVE THREE WHO WILL INTRODUCE THEMSELVES
AND WHAT THEY DO AND TALK ABOUT THE PROMISED PATHWAYS AND PER -- FOR THAT I WILL
TURN OVER TO MARK TAILOR. -- MARK TAYLOR.
>> THANK YOU, I WANT TO TALK ABOUT THE BACKGROUND OF WHAT GAVE RISE TO THE PATHWAYS
PROGRAM. FOR 18 YEARS LONG BEACH COLLEGE HAS BEEN IN
A PARTNERSHIP WITH THE LONG BEACH UNIFIED DISTRICT AND THE TOWN OF LONG BEACH
TO HELP THE STUDENTS OF LONG BEACH TO PREPARE AND COMPLETE COLLEGE.
IN 2008 THAT PARTNERSHIP WAS REINVIGORATED WITH THE SIGNING OF THE LONG BEACH
COLLEGE AGREEMENT. TO MAKE COLLEGE SUCCESS AND COMPLETION THE
HIGHEST PRIORITY. FOCUSING ON PREPARING STUDENTS FOR COLLEGE.
AND TO BEGIN AFTER GRADUATION AND STICKING WITH IT THROUGH.
AND PART OF THAT IS PART OF A SCHOLARSHIP TO LONG BEACH COLLEGE AND TO HAVE THEIR
FIRST SEMESTER ENROLLMENT FEES WAIVED OR COVERED BY A SCHOLARSHIP.
AND WE CONTINUE FOR PREFERABLE ADMISSION FOR MOST GRADUATES.
THAT'S THE FOUNDATION AND BEDROCK OF OUR WORK. I WANT TO TALK ABOUT THE STUDENTS WE SERVE.
THIS IS OUR COHORT, OR THE DEMOGRAPHICS OF THE COHORT OF THE LONG BEACH UNIFIED
COLLEGE. 15% LATINO, AND 15% ASIAN, AND THAT'S SOUTHEAST,
AND SIGNIFICANT AFRICAN-AMERICAN POPULATION, AND ABOUT 70% OF LONG BEACH UNIFIED
STUDENTS QUALIFY FOR FREE OR REDUCED LUNCH SUPPORT.
SO IT'S A LARGE, DIVERSE URBAN HIGH-NEED POPULATION WE ARE SERVING.
AND DR. JANET MCKIH WILL TALK ABOUT THE STUDENTS AND THEN WILL HAND IT OFF FOR TALK
ABOUT MITIGATION OF THIS PROGRAM. AND WITH THAT WE WILL PROCEED.
>> GOOD MORNING, THANK YOU AGAIN FOR HAVING ALL OF US.
I AM JANNEY MCKIE AND I AM FORTUNATE TO BE A MEMBER OF THE ADVISORY COMMITTEE.
WHAT WE DID REALLY TO IMPLEMENT KEY AREAS OF ASSESSMENT AND ORIENTATION AT LONG
BEACH CITY COLLEGE. MATRICALATION IS PART OF OUR OVERALL STUDENT
SUCCESS PLAN AND HAS BEEN FOR THE LAST FIVE YEARS.
WHEN WE LOOK AT HOW TO HELP STUDENTS BE SUCCESSFUL, IT'S PART OF OUR OVERALL PLAN.
WE HAVE A BOARD POLICY THAT STUDENTS MUST ASSESS AND ORIENT BEFORE THEY ENROLL.
THAT HAS AFFECTED HOW MANY STUDENTS WE SERVE THROUGH THAT PROCESS.
WE IMPLEMENTED THAT IN OCTOBER, 2011. AND WE TRANSITIONED AND ONE POINT WE WERE
DOING PAPER/PENCIL TESTING. BUT NOW WE HAVE COMPUTERIZED A SIGNIFICANT
AMOUNT OF OUR TESTING VIA THE ACCUPLACER. THAT A LOT OF SCHOOLS USE.
AND STUDENT SUCCESS AND WE HAVE OPEN TESTING. THAT MEANS THEY CAN COME IN AND TEST AT ANY
TIME. THAT ALLOWED US TO IMPLEMENT THIS ENFORCEMENT
OF ASSESSMENT AND ORIENTATION. AND IN ORIENTATION WE HAVE A VARIETY OF WAYS
THAT IT'S DELIVERED. WE HAVE AN ONLINE ORIENTATION PROGRAM.
AND WE HAVE INPERSON. AND WE DO HAVE ESL ORIENTATION THAT IS IN
A VARIETY OF LANGUAGES. ONE OF THE AREAS THAT WE DO IS THE PROMISED
PATHWAYS ORIENTATION. WHERE WE HAVE A LARGE AMOUNT OF STUDENTS THAT
COME ON SATURDAY FROM THE LONG BEACH UNIFIED SCHOOLS IN THEIR SENIOR YEAR.
THEY WOULD GO THROUGH THAT PROCESS, THEY HAD TO DO IT LAST YEAR BEFORE MAY 5.
THAT WAS THE DEADLINE FOR THEM TO BE A PART OF PROMISED PATHWAYS.
WE THINK IT'S GOOD FOR THEM TO GET ON CAMPUS. WE EVEN HAD CATALINA STUDENTS, BECAUSE CATALINA
ISLAND IS PART OF THE LONG BEACH CITY COLLEGE TO BE A PART OF THAT PROCESS.
JUST TO SHOW THE AFFECT OF IMPLEMENTING THIS AT LONG BEACH CITY COLLEGE.
IN 2010-11, 10,000 STUDENTS WERE ASSESSED AND ORIENTED AND A 29% INCREASE OF
STUDENTS ASSESS ED AND ORIENTED IN 2011-12. THIS NEXT ONE SHOWS THE INCREASE OF JULY AND
AUGUST. OUR BIGGEST EFFORTS.
WE ACTUALLY TESTED AND ORIENTED 413 STUDENTS IN ONE DAY THIS JULY.
BECAUSE WE ARE ENFORCING IT. BUT THE SIGNIFICANCE HERE I THINK FOR ALL
COMMUNITY COLLEGES IS WE LOOKED AT THE AUGUST STUDENTS WHO ASSESSD AND ORIENTED.
AND THIS IS THE GENERAL POPULATION I AM TALKING ABOUT.
AND 50% OF THOSE STUDENTS DID NOT ENROLL IN CLASSES.
AND PART MAY BE THEY COULDN'T HAVE GOT THE CLASS.
AND A LOT THEY COULDN'T HAVE GOT THE CLASSES. BUT IT'S AN ISSUE STATEWIDE BECAUSE WE ARE
PROVIDING THE SERVICE. BUT WHAT EXPECTATION WE HAVE FOR THOSE STUDENTS
AND THEIR SUCCESS. AND ONE MORE SLIDE OVERALL, THE INCREASE OF
THE NUMBER OF TESTS WE IMPLEMENT. FROM 2008-09 IT WAS THOUGHING THE INCREASE
TO 2010-11. AND NOW WHAT WE ARE DOING SIGNIFICANTLY FOR
RECENT HIGH SCHOOL GRADUATES FROM LONG BEACH UNIFIED.
>> THANK YOU, PROMISE PATHWAYS IS A PROGRAM THAT WAS IMPLEMENTED IN 2012.
TO INCREASE THE NUMBER OF STUDENT COMPLETION. THE AREA OF FOCUS IS TO PREPARE THE STUDENTS
FOR COLLEGE COURSE WORK AND TO INCREASE THE NUMBER OF GOALS.
THE STUDENTS SIGN A MUTUAL AGREEMENT AND ATTEND ORIENTATION.
THEY MUST TAKE AND COMPLETE MATH, ENGLISH AND READING.
AND THEY MUST TAKE THE ASSESSMENT AND TAKE THE ED-PLAN AND CONTINUE TO PATH GOALS.
THE BENEFITS OF PROMISED PATHWAYS IS THEIR FIRST SEMESTER ENROLLMENT FEES ARE
WAIVED. AND THEY CONTINUE THROUGH SCHOOL FASTER AND
SPECIALIZE IN ACADEMIC ADVISING, TO ENSURE THAT ALL STUDENTS RECEIVE THIS SPECIALIZED
ACADEMIC COUNSELING. WE WORK CLOSELY WITH THE CAREER COUNSELORS
AT EACH HIGH SCHOOL. AS WELL AS UTILIZE OUR OUTREACH AMBASSADORS.
WHICH ARE LONG BEACH CITY COLLEGE STUDENTS WHO RECEIVE WORKSHOPS FOR TWO DAYS A
WEEK. WE HELD THESE WORKSHOPS AND IT WAS PROVEN
DIFFICULT TO GET THE STUDENTS ON THE CAMPUS.
AND THE LAST MONTHS WE HELD THE WORKSHOPS AT THE HIGH SCHOOLS.
AND ALL STUDENTS WERE CALLED OUT OF CLASS TO ATTEND THESE MANDATORY WORKSHOPS .
WE HAD TWO OR THREE ADVISORS ON THE HIGH SCHOOLS. AND THE STAFF MEMBERS PROVIDED AN OVERVIEW
FOR THE COLLEGE PATHWAYS. AND THE COUNSELORS DISCUSSED THE STUDENT'S
GOALS AND REVIEWED THE PLAN WITH THE STUDENTS.
NOW MARK WILL GO INTO THE IMPACT OF THE PROMISE PATHWAYS PROGRAM.
>> THANK YOU. REMEMBER WE ARE TALKING REAL-TIME.
THE FIRST COHORT THAT ENROLLED IN OUR INSTITUTION AUGUST 27.
WE ARE TWO-THIRDS THROUGH THE SEMESTER NOW. WE KNOW WILL KNOW MORE IN JANUARY.
BUT THIS IS WHAT WE KNOW. FIRST SCRIPT TO SCHEDULING.
WE ARE TELLING STUDENTS WHICH COURSES ARE MOST APPROPRIATE AND GUARANTEEING ACCESS
TO THOSE COURSES. WE ARE USING AN ALTERNATIVE METHOD OF PLACEMENT.
AND PROVIDING PLACEMENT IN LINKS COURSE. AND PROVIDING ASSESSMENTS FOR MANY STUDENTS.
THE FIRST PLACE YOU SEE THIS EFFECT. THIS IS A FOUR-YEAR AVERAGE OF OUR LONG BEACH
UNIFIED COHORT. WE RECEIVE 1600 ON AVERAGE, AND THIS YEAR
OUT OF THAT COHORT, 400. LESS THAN ONE IN FOUR ENROLLS FULL TIME.
THIS YEAR OUR NUMBERS ARE DOWN. NOT SURPRISING THAT OUR WORKLOAD REDUCTIONS
HAVE DECREASED. BUT THE FULL-TIME STUDENTS ARE UP.
MORE THAN DOUBLED. BY CHANGING PRIORITY TO GIVE PRIORITY TO FIRST-TIME
ENROLL STUDENTS. WE MORE THAN DOUBLED THE NUMBER OF STUDENTS.
ONE OTHER KEY CHANGE WE MADE IS ALTERNATIVE PLACEMENT PILOT.
WE HAVE DONE AN EXTENSIVE RESEARCH PROJECT BASED ON FIVE YEARS OF DATA.
OF STUDENTS THAT GRADUATED FROM LONG BEACH UNIFIED AND ARTICULATED TO LONG BEACH
COLLEGE AND WHAT ARE THE PREDICTORS OF SUCCESS. THE GRADES ARE MORE PREDICTOR THAN ASSESSMENT
ALONE. THIS STUDY HAS BEEN SHARED WIDELY AT CONFERENCES,
AND THE RP GROUP IS TESTING THE METHOD UP TO A COUPLE DOZEN OF COMMUNITY COLLEGES
ACROSS THE STATE. WE CHANGED THE WAY THAT WE ASSESS STUDENTS
AND BASED ON GRADES. SO FOR THIS -- BECAUSE THIS IS STILL A PILOT.
ALL THE STUDENTS TOOK THE ACCUPLACER TEST. AND FOR THESE STUDENTS THAT ENROLLD AND WHAT
IS WHAT IF JUST THE ACCUPLACER. AND USING THE ASSESSMENT PILOT, WE HAVE PLACED
NEARLY 56% OF STUDENTS IN COLLEGE ENGLISH.
AND 100% WERE ENROLLED IN APPROPRIATE ENGLISH CLASS.
ALL STUDENTS BEGAN THEIR FIRST SEMESTER COLLEGE IN ENGLISH.
AND MORE THAN HALF OF THEM BEGAN AT COLLEGE LEVEL.
SO A BIG CHANGE IN ONE YEAR. WE BROKE IT DOWN BY RACE AND ETHNICITY.
ACROSS THE COHORT IT'S 400% INCREASE AND LATINOS IMPROVED UP TO 50%.
AND MATH PLACEMENT IS SIMILAR. 9% WOULD HAVE BEGUN AT TRANSFER AND THAT CHANGED
TO 31%. THE KEY DISTINCTION TO UNDERSTAND HERE IS
THEY ARE TRYING TO BUILD FULL SCHEDULES THAT INCLUDE ENGLISH AND IN SOME CASES A REMEDIAL
READING COURSE. AND MATH.
BUT COULDN'T CRAM THAT INTO A SINGLE SEMESTER. LESS THAN 100% OF THE STUDENTS WERE ENROLLED
IN MATH. BUT THOSE NOT ENROLLED IN MATH THEIR FIRST
SEMESTER, THEY WILL BE FOR THE SECOND SEMESTER.
THESE NUMBERS GAIN FOR THE WHOLE GROUP. BRIEF WORD ABOUT LINK READING.
A SIGNIFICANT NUMBER OF STUDENTS TESTED INTO A REMEDIAL READING PLACEMENT AND WE
ARE LINKED AND PAIRED FOR A TRANSFER LEVEL COURSE.
THINKING THAT READING INSTRUCTION WILL MEAN MORE WHEN ATTACHED TO A COURSE THAN IN
ISOLATION. AND OTHER THING IS THAT HALF OF THE STUDENTS
ASSIGNED IN THE ACHIEVEMENT TO PROVIDE ADDITIONAL SUPPORT.
ALL INTERVENTIONS ARE BEING EVALUATED. AND THOSE THAT PROVE SUCCESSFUL WILL CONTINUE
IN FUTURE YEARS OF COHORT. WE ARE PLANNING FOR A FALL OF 2013 IN THE
NEXT ROUND OF STUDENTS. WITH THAT, THAT WILL CONCLUDE OUR FORMAL PRESENTATION
AND HAPPY TO RESPOND. >> IF I CAN MAKE A CLOSING REMARK.
A COUPLE OF THINGS, THIS COULD NOT HAVE BEEN DONE WITHOUT A TREMENDOUS K-12 PARTNER
IN LONG BEACH UNIFIED. AND THERE ARE MANY K-12'S IN THIS STATE WHO
ARE TRYING TO ACHIEVE THE SAME THING. HERE IN SACRAMENTO ALONE, KNOW THAT CHANCELLOR
HARRIS KNOWS THAT WORK OF SUPERINTENDENT OF SACRAMENTO CITY SCHOOLS.
WE NEED TO CONTINUE TO FIND AND ENCOURAGE PARTNERSHIPS WITH OUR K-12.
SECOND IN ORDER TO ACHIEVE WHAT THIS BOARD AND WHAT WE ALL WANT TO ACHIEVE WITH
STUDENT SUCCESS ACT. WE HAVE TO BEGIN TO LOOK AT THE MODELS, PARTICULARLY
IN ADVISORING AND COUNSELING DIFFERENT.
WE HAVE TO LOOK AT PLACEMENT DIFFERENT. I THINK WE NEED TO ENCOURAGE PILOTS AND EXPERIMENTATION
TO FIND NEW WAYS TO ACHIEVE WHAT WE WANT TO.
BECAUSE THERE NOT MUST HAVE MONEY TO ACHIEVE IN THE CURRENT MODEL.
AND THERE WON'T BE ANY TIME SOON. IF WE WANT TO ACHIEVE SUCCESS, WE HAVE TO
LOOK AT THINGS DIFFERENTLY. AND THEN FINALLY WE HAVE NOT SOLVED ALL THE
ISSUES HERE. WE ARE TAKING DISCREET PIECES OF THE OVERALL
PROBLEM. BUT ULTIMATELY THIS WORK MUST BE SCALED, OTHERWISE
WE WILL NOT CONTINUE THESE PILOTS IF THEY CANNOT BE SCALED.
WE WANT TO SCALE THEM TO ALL INCOMING STUDENTS. WHETHER THEY BE FIRST-TIME FRESHMEN OR REENTRANTS.
>> MEMBER REED. >> THIS IS A GREAT PROGRAM PRESENTATION.
THE QUESTION I HAVE, WHAT IS THE SUPPLEMENTAL FUNDING?
DO YOU GET MONEY FROM HEWLETT-PACKARD OR SOMEONE? >> WE RECEIVE NO ADDITIONAL MONEY AM -- WE
ARE BUILDING THIS WITH GENERAL FUND RESOURCES.
THE ONLY WAY TO SCALE SOMETHING LIKE THIS IS TO DO IT WITH AN EXISTING RESOURCE.
FAR TOO OFTEN WE LOOK FOR MONEY CATEGORICAL AND GRANT MONEY.
AND THE PROGRAM GOES AWAY. CERTAINLY WE ARE LOOKING FOR MONEY IN ALL
THE WRONG PLACES RIGHT NOW TO TRY TO HELP US TO CONTINUE TO SEE THIS.
BUT WE MADE A COMMITMENT WITHIN THE COLLEGE THAT WE ARE GOING TO DO WITH WITHIN
EXISTING RESOURCES. WE ARE SHIFTING RESOURCES IN OTHER AREAS TO
PUT INTO THIS AREA OF FOCUS. >> IS THAT TRUE OF THE K-12 IN LONG BEACH
AS WELL? >> THAT'S CORRECT.
>> JUST AS A FOLLOW UP TO THAT. THE INCOMING FRESHMEN WHO RECEIVE A SEMESTER
TUITION FREE, THOSE DOLLARS COME FROM WHERE?
>> THOSE DOLLARS COME FROM THE LONG BEACH CITY COLLEGE FOUNDATION.
THAT RAISED THE MONEY TO PROVIDE A FIRST SEMESTER TUITION FREE FOR EVERY INCOMING
FRESHMAN FROM LOCAL AREA HIGH SCHOOLS. AS LONG AS THEY COME DIRECTLY AFTER HIGH SCHOOL.
>> MEMBER MACDOUGALL. >> YEAH, I THINK THAT THE PRESENTATION WAS
EXCEPTIONAL. I REALLY COMMEND THE INSTITUTION FOR THE COMMITMENT
THAT YOU HAVE TO STUDENTS' SUCCESS.
AND YOUR WILLINGNESS TO BE CREATIVE IN FINDING WAYS TO INCREASE THE NUMBERS OF
STUDENTS THAT SUCCEED. NOW I RECOGNIZE IN STATING THAT, THAT THIS
IS THE FIRST SEMESTER AND THE DATA. BUT THE FACT THAT YOU ARE WILLING TO MAKE
THE EFFORT, AND LOOK AT IT. IS EXCEPTIONAL IN AND OF ITSELF AND MAKING
IT WORK IN THAT WAY. TO ME THE MOST SUBSTANTIAL AND POTENTIALLY
IMPACTFUL PART OF THE PRESENTATION WAS USING THE HIGH SCHOOL GRADES AS CONTRASTED
WITH THE PLACEMENT TESTS FOR PLACEMENT. IF YOUR DATA VERIFY THE ABILITY TO USE THAT
AND HAVE IT SUCCEED, THAT WILL HAVE A TREMENDOUS EFFECT STATEWIDE IN HOW WE APPROACH
THE WHOLE ISSUE OF STUDENT SUCCESS. SO THERE WILL BE A LOT OF PEOPLE INTERESTED
IN WHAT HAPPENS AFTER YOU COMPLETE THE FIRST SEMESTER.
AT A MINIMUM, AT A MINIMUM THE POSITIVE OUTCOME WILL BE THAT IF THE STUDENTS DON'T
PERFORM. YOU CAN THEN LINK WITH THE K-12 SYSTEM AND
SAY, SOMETHING IS WRONG HERE. YOU KNOW WE ARE EXPECTING THAT WHEN A STUDENT
GETS A "C" OR "B" IN ALGEBRA OR TRIG, THAT'S A VALID GROUP.
AND THEY NEED TO BE PREPARED FOR COLLEGE WORK, AND WORK TOGETHER AND FIND OUT WHY
THAT IS NOT HAPPENING. AT THE MINIMUM YOU WILL HAVE GOOD DATA TO
WORK THE K-12 SYSTEM. I AM VERY IMPRESSED WITH YOUR WORK.
AND COMMEND ALL OF YOU FOR WHAT YOU ARE DOING, AND ALL OF US WOULD BE ANXIOUS TO
SEE THE RESULTS. PERSONALLY I WOULD FIND IT VALUABLE TO GET
A HARD COPY OF THE OVERLAYS YOU HAD TODAY.
I DON'T KNOW IF YOU HAVE TAAVAILABLE. >> -- IF YOU HAVE THAT AVAILABLE.
>> WE WOULD BE HAPPY TO SHARE THAT WITH YOU. >> IF YOU GET THOSE, THAT WOULD BE APPRECIATED.
EXCELLENT WORK. >> WE WILL PROVIDE THAT.
>> MAKE ONE FOLLOW-UP POINT TO MEMBER MACDOUGALL. A COUPLE OF ISSUES REGARDING THE PLACEMENT.
FIRST OF ALL, WITH THE COMMON CORE COMING INTO THE K-12 SYSTEM.
THIS IT WILL MAKE IT EASIER. THERE WILL BE CONSISTENCY ACROSS ALL HIGH
SCHOOL CURRICULUM. SO THAT WILL HELP.
SECOND, WE DON'T -- WHAT WE EXPECT TO LEARN FROM THIS PILOT IS HOW TO BETTER PLACE
STUDENTS. WILL ALL STUDENTS THAT ARE PLACED SUCCEED
IN ENGLISH I OR COLLEGE LEVEL MATH? PROBABLY NOT BUT WE EXPECT TO CONTINUE TO
LEARN. WE WON'T SOLVE EVERYTHING FROM THE FIRST PILOT.
BUT THE KEY IS TO LEARN FROM THE DATA WE HAVE. AND I KNOW THAT MANY COLLEAGUES ACROSS THE
COUNTRY SEE THIS AS A GREAT BENEFIT. NOW THAT WE HAVE BETTER DATA AVAILABLE, WE
CAN BEGIN TO USE THAT. AND AVOID USING THE HAMMER WITH THE PLACEMENT
AND INSTEAD USE THE SCAFFLE AND PUT MORE STUDENTS IN THE RIGHT COURSE.
>> ONE FOLLOW-UP, IF THE STUDENT RECEIVES A HIGH SCHOOL GRADE THAT WOULD ENABLE
THEM TO PLACE IN A COLLEGE-LEVEL MATH CLASS. BUT THEN THEY TAKE THE TEST AND THE TEST SHOWS
A LACK OF READINESS FOR THAT CLASS. DOES THE STUDENT HAVE THE CHOICE AS TO WHICH
SELECTION IS MADE? OR DOES THE INSTITUTION SAY, BASED ON YOUR
GRADE, YOU HAVE TO GO IN TO THE MATH CLASS?
>> WHAT WE DID, AND THE COUNSELORS WORKING WITH THE STUDENTS.
WE POINTED OUT BOTH PLACEMENTS. AND TALKED IT THROUGH WITH THE STUDENT AS
WHAT THEY FELT THE MOST COMFORTABLE WITH. >> THAT'S TERRIFIC.
AND WHAT SUPPORT AS THEY GO THROUGH THE CLASSES? ANYTHING SPECIAL ALIGNED WITH THAT?
>> ONE OF THE PILOTS WE ARE TRYING OUT IS SOMETHING NEW ONLY IMPLEMENTED WITH THE
PROMISE PATHWAY STUDENTS, WHICH ARE THE ACHIEVEMENT COACHES.
EITHER MASTER'S CANDIDATES OR WITH DEGREES TO PROVIDE EXTRA HELP.
WE HAVE STUDENT SUCCESS CENTERS ALIGNED WITH MATH AND ENGLISH AND READING COURSES.
SO THERE ARE LOTS OF OTHER SUPPORT AVAILABLE TO ALL STUDENTS.
BUT IN PARTICULAR WE ARE TESTING THIS MODEL OF HAVING A DEDICATED ADDITIONAL COACH
IN THAT FIRST YEAR IS VERY HELPFUL. HALF OF THE STUDENTS WILL RECEIVE IT.
HALF WON'T. AFTER THE FIRST YEAR OR SEMESTER WE WILL SEE
HOW MUCH DIFFERENCE IS ATTRIBUTABLE TO COACHING.
IF IT SHOWS GREAT PROMISE, WE WILL FIGURE OUT A WAY TO CONTINUE.
IF NOT, WE WILL FOCUS ON THE THINGS THAT DO. >> MEMBER BAUM.
>> FIRST OFF, THANK YOU FOR THIS. I REMEMBER WHEN PRESIDENT OAKLEY CAME AND
INTRODUCED US TO THIS PROGRAM ABOUT FOUR YEARS AGO.
AND IT WAS SOMETHING THAT I FELT WAS A MODEL THAT WE SHOULD TRY TO CONTINUE TO
DEVELOP. AND IT'S EXACTLY THIS TYPE OF PROGRAM IS WHY
THE PUBLIC IS BEGINNING TO HAVE FAITH IN COMMUNITY COLLEGES.
BECAUSE THIS HOW THEY THINK IT SHOULD WORK. YOU SHOULD GO TO HIGH SCHOOL AND GO TO A COMMUNITY
COLLEGE AND TRANSFER TO A FOUR-YEAR UNIVERSITY.
AND I THINK THAT'S WHY THEY ARE WILLING TO SUPPORT THIS.
THE QUESTION FOR US, HOW DO WE EMULATE THIS UP AND DOWN THE STATE?
YOU HAVE CERTAIN UNFAIR ADVANTAGES OVER OTHER DISTRICTS.
YOU HAVE A LARGE K-12 DISTRICT THAT YOU CAN CREATE A GOOD PARTNERSHIP.
BUT IF I AM AT CERRITOS COLLEGE OR COMPTON AND THEY WANT A PATHWAY TO A STATE
UNIVERSITY. AND THOSE ARE MORE DIFFICULT.
THAT'S WHERE IT'S GREAT AS WE AS A SYSTEM ADVOCATED FOR S B 1440 TO CREATE PATHWAYS
TO EVERY COLLEGE THROUGH CAL STATE. ONE THING I HOPE TO WORK ON WITH THE PRESIDENT
OF CAL STATE SYSTEM, ENSURING THAT CAL STATE KEEPS ITSELF OPEN TO TRANSFERS IN
A PATHWAY FORMAT. AND THEY LIVE UP TO THE PROMISE OF SB 1440.
I HOPE WE HAVE A NEW CAL STATE PRESIDENT [INAUDIBLE] AS WELL.
>> I WOULD SAY THAT CHANCELLOR WHITE AND I SPOKE ON THE PHONE ON THE DAY OF HIS
APPOINTMENT. AND AS THE BOARD MAY KNOW, HE'S A COMMUNITY
COLLEGE GRADUATE HIMSELF. I DIDN'T HAVE TO PROMPT HIM, HE WAS RIGHT
AWAY INTERESTED IN FURTHERING 1447. >> AND ALSO THROUGH OUR FOUNDATION, THE LONG
BEACH CITY FOUNDATION IS SO EFFECTIVE. WE WANT TO BE SURE THAT FOUNDATIONS UP AND
DOWN THE STATE CAN PROVIDE SOME FINANCIAL INCENTIVE.
AND WE AS A BOARD HAVE TRIED TO DEVELOP A CLOSER WORKING RELATIONSHIP WITH THE
STATE BOARD OF EDUCATION OVER THE K-12 SYSTEMS. AND PERHAPS THIS IS AN AREA OF PRIORITY.
NOW THAT THERE A NEW ELECTED OFFICIAL. AND MAYBE NEW MEMBERS OF THE STATE BOARD OF
EDUCATION TO SAY LET'S FOCUS ON WHAT ASPECT OF OUR RELATIONSHIP AND MAKE THESE
PATHWAY PROGRAMS THAT CAN BE ADOPTED BY THE ABC UNIFIED SCHOOL DISTRICT OR THE HUNTINGTON
BEACH UNIFIED OR OTHERS. I WANT TO TAKE THIS MODEL AND THEN REPLICATE
IT AND ACKNOWLEDGE SOME OF THE KNOWLEDGES THAT LONG BEACH HAS OVER OTHER
DISTRICTS. BUT ALSO EXPECT TO SHARE THIS WITH THE LEAGUE
AND ALL [INAUDIBLE] AS WELL. >> WE HAVE SHARED THIS THROUGHOUT.
WE ARE DOING A PRESENTATION ON THE ALTERNATIVE PLACEMENT MODEL AT THE LEAGUE
CONFERENCE. DR. ALEXANDER AND I RECENTLY TESTIFIED BEFORE
HOOVER ABOUT THE PARTNERSHIP. THE KEY IS AND I REALIZE WE HAVE ADVANTAGES
IN LONG BEACH. BUT THE ADVANTAGE ULTIMATELY IS THE WILLINGNESS
TO HAVE DIALOGUE. DELIBERATE DIALOGUE AND TO LOOK AT DATA AND
TO ASK QUESTIONS ACROSS THE SPECTRUM OF EDUCATION.
YOU KNOW WHAT IS HAPPENING ALONG THE PATH FOR OUR STUDENTS AND WHAT DO WE NEED TO
DO. IF WE FOCUS ON THAT AND NOT SO MUCH THE UNIQUENESS
OF LONG BEACH. BUT FOCUS ON THE DELIBERATE DIALOGUE, I THINK
WE CAN MAKE A LOT OF PROGRESS. >> MY HOPE, YOU ARE RIGHT, EVERY DISTRICT
UP AND DOWN THE STATE SHOULD SAY, HOW CAN WE CREATE AN EFFECTIVE PATHWAY.
A LOT OF THEM DON'T HAVE A CAL STATE IN THE NEIGHBORHOOD TOO.
SO WHAT ARE THE OTHER PATHWAY MODELS THAT CAN BE DEVELOPED.
AND TO USE AND TO BE INSPIRED BY LONG BEACH'S EXAMPLE AND FIGURE OUT HOW TO
REPLICATE THROUGHOUT THE STATE. >> VICE PRESIDENT BACA.
>> EXCELLENT PRESENTATION, AND THANK YOU PRESIDENT OAKLEY FOR YOUR LEADERSHIP ON
THIS. IT'S VERY EXCITING WORK YOU ARE DOING THERE.
NOW THE QUESTION I HAVE IS ABOUT THE INCENTIVES THERE.
FIRST SEMESTER ENROLLMENT FEE WAIVED. AND THAT APPLIES TO CAL STATE FIRST YEAR OR
NOT? >> NO.
AND LET ME BE CLEAR. THE INCENTIVE FIRST SEMESTER INCENTIVE WAS
CREATED BEFORE THE PROMISE PATHWAY INITIATIVE.
WE WANTED TO INCENTIVIZE STUDENTS TO COME TO US DIRECTLY OUT OF HIGH SCHOOL.
MOST STUDIES SUGGEST IF THEY COME TO US WITH SOME OF THEIR KNOWLEDGE SKILL FRESH IF
-- IN THEIR HEAD THEY HAVE A BETTER CHANCE TO SUCCEED.
THAT PART DOESN'T EXTEND TO CAL STATE. BUT THIS ONE IS JUST THROUGH THE LONG BEACH
COLLEGE FOUNDATION. FOR LOCAL AREA STUDENTS THAT ARE MORE THAN
JUST LONG BEACH UNIFIED. ANY LOCAL AREA HIGH SCHOOL.
WHETHER IT BE PUBLIC OR PRIVATE. >> IS THAT A STRAIGHT SCHOLARSHIP OR COVER
FEES? >> WE ENSURE THAT THE STUDENT IF THERE IS
FINANCIAL AID AVAILABLE, GO THROUGH THAT PROCESS FIRST.
AND THE FOUNDATION BACK THE COLLEGE OF ANY FEES WAIVE.
INVISIBLE TO THE STUDENT AND AS LONG AS THEY COME TO US STRAIGHT OUT OF HIGH SCHOOL
AND THERE IS NO FEE. >> AND IN TERMS OF PROGRESSING THROUGH THE
REGISTRATION, HOW IS THAT HANDLED? AS FAR AS AVAILABILITY?
>> ARE YOU TALKING ABOUT GUARANTEEING THE COURSES?
>> UH-HUH. >> WHAT WE DO, ONCE WE GET THESE STUDENTS
SIGNED UP FOR PROMISE PATHWAYS. AND IT WAS SAID THEY SIGNED THEM UP IN MAY.
AND BY THE WAY, LET ME MAKE A POINT THERE. GETTING BACK TO LONG BEACH UNIFIED.
MANY OF THE STUDENTS WERE NOT 18 YET. WHEN WE GOT THE DATA FROM THE STUDENTS.
WE HAD TO PRE-POPULATE A SCHEDULE. LONG BEACH UNIFIED WENT OUT AND GOT PARENTS
TO SIGN A WAIVER. BECAUSE THE REGULATIONS DO NOT ALLOW US TO
USE STUDENT DATA UNTIL THEY ARE 18. HE
-- WE HAD TO GO AROUND THAT RULE AND TO HAVE AN EFFECTIVE PARTNER MAKES IT
EFFECTIVE. AND ONCE THEY SIGNED THAT COMMITMENT.
AND WE PRE-POPULATED. AND HOLD THE SPOT AND TAKE ALL THE OTHER STUDENTS
WITH PRIORITIES, VETERANS AND DSBS AND ALL THE REST.
BUT WE HOLD A SPOT FOR THE PROMISE PATHWAY STUDENTS.
AND SO ONCE THEY MEET WITH A COUNSELOR, THAT SCHEDULE STARTS AND IS GUARANTEED.
>> SO THEY FOLLOW RIGHT IN RIGHT AFTER THE REQUIRED PRIORITY STUDENTS?
>> RIGHT. THE PRIORITY STUDENTS WERE NOT IMPACTED IN
ANY WAY. >> MEMBER BIELANSKI.
>> I WANTED TO ADD AS YOU ADOPT NEW REGULATIONS [INAUDIBLE] PRIORITIES.
WE LOOKED AT EXACTLY THIS KIND OF MODEL WHERE A COLLEGE FOCUSES ON POPULATION
STUDENTS. AND NEW ENROLLMENT REGULATIONS NOT ONLY ENABLE
BUT ENCOURAGE COLLEGES TO DO PROGRAMS LIKE THIS.
IN ADDITION THERE ARE SO MANY DIMENSIONS OF THE LONG BEACH'S APPROACH TO STUDENT'S
SUCCESS. BUT THE FACT OF PROVIDING ORIENTATION AND
ASSESSMENT OF THE STUDENTS, THAT'S SOMETHING THAT [INAUDIBLE] ALL COLLEGES WILL
DO. AND THIS IS AN EXAMPLE OF HOW A COLLEGE CAN
[INAUDIBLE]. >> THANK YOU FOR PRESENTATION.
JUST A FEW DIFFERENT QUESTIONS. SO I UNDERSTAND SOME THINGS IN TERMS OF LOCAL
USE AND THAT KIND OF THING. WHEN YOU USE GRADES AS A WAY OF ASSIGNING
THE STUDENTS THE CLASSES, WHO DOES THE REVIEW OF THE GRADES TO SAY THAT STUDENT?
>> WE BUILT -- WE, OUR RESEARCH OFFICE WORKED CLOSELY TO BUILD A MODEL THAT
CONSIDERED A HOST OF THE FACTORS. STUDENTS ARE PLACED INTO ENGLISH USING A COUPLE
DIFFERENT FACTORS. EITHER THEIR TEST SCORES OR THE GRADE THEY
RECEIVED IN THEIR SENIOR ENGLISH. AND MATH WAS A HOST OF CONSIDERATIONS.
GPA WAS THE LAST GRADE THEY ACHIEVED AND THE LEVEL OF THAT MATH CLASS.
SO IN EACH CASE I THINK WAS SAID BEFORE, STUDENTS RECEIVED MULTIPLE PLACEMENTS.
THEY RECEIVED ACCUPLACEMENT AND THEY HAD ANOTHER PLACEMENT IN MATH.
THE STUDENTS WERE OFFERED THE HIGHEST AND IF THEY DIDN'T FEEL STRONG IN MATH.
OR IF THEIR CAREER OR DEGREE GOAL DIDN'T ALIGN. >> IS THAT DONE IN A GROUP OF STUDENTS OR
ONE-ON-ONE? >> IT'S DONE IN COUNSELING, AND WE TALK ABOUT
PRE-POPULATED FIRST SEMESTER IN THE PLAN.
WE GET A FILED FROM LONG BEACH UNIFIED. WE ARE NOT LOOKING AT TRANSCRIPTS INDIVIDUALLY,
AND THE FILE AND THAT'S WHERE WE GOT PARENTAL APPROVAL FOR THE GRADE.
WE GET A DOWNLOAD AND IT POPULATES. AND WHEN A COUNSELOR MEETS WITH A STUDENT,
THEY GO THROUGH THE RESULTS. THEY ARE ALREADY ON THAT.
AND THEN WE HAVE TO LOOK DOWN THE ROAD HOW WE DO THAT WITH ALL DIFFERENT DISTRICTS.
>> AND HOW MANY COUNSELORS DO YOU HAVE INVOLVED IN THIS PROCESS?
>> LET'S SEE -- I THINK AT LEAST, PROBABLY OF OUR ACADEMIC COUNSELING THERE WERE
ABOUT 20. >> 20 COUNSELORS, OKAY.
BECAUSE WE DON'T HAVE ANYTHING CLOSE TO THAT. AND YOU MENTIONED THE COMMENT OF RETHINKING
ABOUT ADVISING AND COUNSELING, CAN YOU GIVE EXAMPLES COME YOU HAVE ARE BEING IMPLEMENTED?
>> YES, AND THIS IS OBVIOUSLY A WORK-IN-PROGRESS. BUT WE AS JENNY MENTIONED WE PRE-POPULATE
A FIRST YEAR ED-PLAN. AND WE WILL PUT TOGETHER A DEGREE AUDIT AND
OTHER TOOLS TO ALLOW FOR THAT INITIAL ED-PLAN TO BE DEVELOPED USING TECHNOLOGY.
WE DO A LOT OF GROUP WORK. WE ARE LOOKING TO CREATE A NEW CLASSIFIED
POSITION THAT WILL WORK IN ENROLLMENT SERVICES.
THAT WE STILL HAVEN'T AGREED UPON WHAT WE WILL CALL THE POSITION.
BUT WE ARE WORKING WITH OUR COUNSELING DEPARTMENT TO ENSURE THAT THE ROLE OF THE
COUNSELORS AND THE CLASSIFIED POSITION IS INSYNC.
AND TO SUPPORT THE COUNSELORS IN ADVISING. BECAUSE THE KEY ISSUE HERE IS ADVISING.
ONLY COUNSELORS CAN DO COUNSELING. THAT'S WHAT THEY ARE TRAINED TO DO.
BUT ADVISING IS DONE THROUGH VARIOUS WAYS THROUGHOUT THE COUNTRY AND DIFFERENT
COLLEGES. AND IN EL CAMINO THEY ARE LOOKING AT VARIOUS
MODELS. AND LOOKING AT DIFFERENT WAYS TO DEPLOY THE
COUNSELORS. DIFFERENT COLLEGES THROUGHOUT THE HISTORY
HAVE GONE THROUGH COUNSELORS IN ONE DEPARTMENT OR SCHOOLS.
WE ARE LOOKING AT DIFFERENT WAYS OF HOW TO INCREASE THE AMOUNT OF ADVISING BEING
DONE WITHOUT ANY ADDITIONAL RESOURCES TO COUNSELING. BECAUSE WE KNOW WE CANNOT HIRE ENOUGH COUNSELORS
TO KEEP UP. >> JUST TO GIVE YOU A STRAIGHT 1-2-3 ANSWER.
WE DID A LOT OF WORK AHEAD OF TIME FOR STUDENTS ADVISING PRE-SEMESTER PLAN.
AND WE INVITED AND TRIED TO DO MOST WORK IN GROUPS.
AND MEET INDIVIDUALLY WITH COUNSELORS AFTERWARDS. INSTEAD OF THE COUNSELOR ONE-ON-ONE FROM THE
SCRATCH, BUT WE DID THAT STILL GIVE THEM ONE-ON-ONE WITH COUNSELORS.
>> AND I THINK WE ALL FACE THE CHALLENGE OF WHAT IS REALLY THE STUDENT'S MAJOR.
BECAUSE THEY TELL YOU ONE THING ON THE APP, AND THEY COME IN AND WE HAVE A LOT OF
UNDECIDED STUDENTS. THERE IS SUCH AN IMPORTANT PIECE TO THE COUNSELING
AND CAREER DEVELOPMENT FOR OUR STUDENTS THAT ARE UNDECIDED OR DON'T KNOW
THE CHOICES THEY HAVE. >> ONE THING WE ARE TRYING TO DO NEXT YEAR
TO HELP STUDENTS HAVE A CLEAR SENSE. WE ARE OFFERING A COUNSELING 1 IN EACH HIGH
SCHOOL. THE SECOND SEMESTER OF THEIR SENIOR YEAR BEFORE
THEY ENROLL. IF WE CAN GET MORE STUDENTS TO THINK AND HAVE
A CLEAR DIRECTION. THAT DRIVES EVERYTHING ELSE ONCE THEY KNOW.
>> MEMBER BAUM. >> TO ME IT UNDERSCORES SOMETHING I HAVE BEEN
PASSIONATE ABOUT. HOW TO INCREASE ACCESS TO COUNSELING.
AS A SYSTEM AND THERE ARE CERTAIN REGULATORY MEASURES THAT DON'T PREVENT US FROM
INVESTING MORE IN COUNSELORS. AND SOMETHING THAT WE SHOULD LOOK AT OF HOW
TO IMPROVE THAT IN THE SYSTEM. >> PRESIDENT OAKLEY AND LET ME ECHO MY COLLEAGUES
HERE. CONGRATULATE YOU ON WHAT LOOKS TO BE A TERRIFIC
PROGRAM. THANK YOU FOR TAKING THE TIME TO SHARE IT
WITH US. AND AS YOU HAVE HEARD FROM THE MEMBERS HERE,
THIS LOOKS LIKE SOMETHING WE WILL HAVE A GREAT INTEREST IN GOING FORWARD.
AND HELPING YOU CHAMPION THIS. BUT MOST OF ALL GOOD FOR YOU.
AND CONGRATULATIONS. THANKS.
>> THANKS FOR HAVING US. >> OKAY.