Guided Pathways Initiative
Request for Applications
March 2016
1300 Quince St SE; P.O. Box 42495
Olympia, WA 98504-2495
306-704-4400
www.sbctc.edu
CONTENTS
2016-17 Guided Pathways Initiative
CONTENTS ..................................................................................................................................................... 2
APPLICATION GUIDANCE .............................................................................................................................. 3
Introduction and Overview ........................................................................................................................... 3
Commitments ............................................................................................................................................... 5
Eligible Applicants ......................................................................................................................................... 6
Funding and Allowable Costs ........................................................................................................................ 6
Application Process ....................................................................................................................................... 6
Application Components .......................................................................................................................... 6
Application Format ................................................................................................................................... 7
Technical Assistance ................................................................................................................................. 7
Selection Criteria ...................................................................................................................................... 7
Timeline......................................................................................................................................................... 8
Contacts for Additional Information ............................................................................................................. 8
ATTACHMENT A: PARTICIPATION AGREEMENT ........................................................................................... 9
ATTACHMENT B: RFA NARRATIVE QUESTIONS........................................................................................... 11
ATTACHMENT B: RFA NARRATIVE QUESTIONS........................................................................................... 13
Washington State Board for Community and Technical Colleges | College Spark Washington
2016-17 Guided Pathways RFA Guidance
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APPLICATION GUIDANCE
2016-17 Guided Pathways Initiative
Introduction and Overview
College Spark Washington is inviting applications from Washington’s community and technical colleges
to participate in a Guided Pathways Initiative.
The idea behind Guided Pathways is straightforward. College students are more likely to complete a
degree in a timely fashion if they choose a program and develop an academic plan early on, have a clear
road map for the courses they need to take to complete a credential, and receive guidance and support
to help them stay on plan.
However, many community colleges, rather than offering structured pathways to a degree, operate on a
self-service or “cafeteria” model, allowing students to choose, often with difficulty navigating these
choices and making poor decisions about what program to enter, what courses to take, and when to
seek help. Many students drop out of college all together.
To address this problem, a growing number of colleges are adopting a Guided Pathways approach,
which presents courses in the context of structured, educationally coherent program maps that align
with students’ goals for careers and further education. Incoming students are given support to explore
careers, choose a program of study, and develop an academic plan based on specific program/degree
maps created by faculty and advisors. This approach simplifies student decision-making and allows
colleges to provide predictable schedules and frequent feedback so students can complete programs
more efficiently.
In contrast to reform efforts that seek to improve student success by scaling up discrete interventions
focused on only one element of the college experience, the Guided Pathways Model entails a systemic
redesign of the student experience from initial connection to a college through to completion, with
changes to program structure, new student intake, instruction, and support services. It is the goal of
Washington’s guided pathways effort to not only substantially improve progress and completion for all
students, but to close opportunity gaps for students of color and low income students at the same
time. Redesign efforts must incorporate strategies that will improve outcomes for our
underrepresented students.
Implementing Guided Pathways necessitates the engagement of faculty and staff across functions and
departments to develop program maps and design integrated supports. In order to successfully
implement guided pathways effectively, colleges need to be willing to make things mandatory. For
examples, with Guided Pathways, intake and advising systems become more intrusive, students follow a
default course schedule based on their program of study, and student supports are required rather than
optional.
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Selected colleges will receive grant funds to support implementation of Guided Pathways including
the following elements:
Meta Majors. Selected colleges will organize programs of study into Meta Majors of 5-10 broad fields of
interest (such as social sciences, STEM, humanities, health, etc.). All students will choose a Meta Major
upon enrollment and select a program of study within 1-2 quarters. Students who do not have a specific
program of study in mind select a Meta Major in a broad field of interest (such as business, allied health,
education, etc.) with a default curriculum that gives them exposure to a given field; these students are
expected to choose a specific program of study within the larger Meta Majors fields of interest within 12 quarters.
Program/Degree Maps. Faculty at participating colleges create degree/program maps for all academic
programs that clearly lay out educationally coherent pathways from college entry through to
completion, further education, and employment. As a part of the degree mapping process, learning
outcomes are clearly defined at the program of study level rather than only at the course level, and
these outcomes are aligned to transfer and degree completion requirements. Providing
program/degree maps that include a default course sequence simplifies choices for students. While
every student is required to have a clear roadmap to completion or transfer, students may customize
their program plans with support from an advisor.
Default and Predictable Schedules In the process of creating program/degree maps, colleges create presequenced, whole-program schedules that enable students to have a consistent class schedule.
Organizing courses in this way, and tracking how far along students are in their programs, makes it
easier for colleges to schedule classes and assign instructors well in advance: colleges are able to block
schedule courses for students in the same program. Additionally, the predictability of default schedules
makes it easier for students to schedule their work and family obligations around school, enabling more
students to attend full-time. Default schedules are designed to lead to on-time completion, but
students can customize their plans by working with an adviser or faculty member.
Enhanced Intake and Advising Practices Colleges implementing Guided Pathways redesign intake,
orientation, placement, and advising to help entering students choose a Meta Major and enroll in a
Program of Study as quickly as possible. If not already the case, orientation and intake activities are
mandatory so that students can be helped to clarify their goals for college and careers and to create an
academic plan based on program/degree maps created by the faculty.
To ensure students are making progress based on established milestones, advising systems are
restructured in several important ways. Professional advisors and faculty maintain close cooperation to
ensure a smooth transition from initial general advising to advising in a program, and advising becomes
more intrusive and mandatory for students. Students’ progress relative to their academic plan is
monitored with frequent feedback provided to them and to their advisors and instructors. When
necessary, students are provided with additional supports in order to maintain progress in their Program
of Study, or when necessary, students are helped to successfully transition between Programs of Study
and Meta-Majors.
Eliminate or Accelerate Remediation In the Guided Pathways model, developmental education is
redesigned as a critical part of entering a Program of Study, with the goal of helping students
successfully complete the critical introductory college-level courses (including, but not limited to
college-level math and English) in their initial field of interest as quickly as possible. For many students,
precollege courses can be eliminated by implementing strategies that allow underprepared students to
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2016-17 Guided Pathways RFA Guidance
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enroll directly into college-level, gate-keeper courses with additional supports. For students who
require a remedial approach, developmental courses are redesigned to be accelerated, contextualized
on-ramps to Programs of Study. Colleges are expected to implement strategies that dramatically
increase the rate at which students complete college-level English and math within one year of
enrollment.
College Spark has a preference for selecting colleges that are committed to significantly reducing the
number of students required to enroll in precollege courses through scaled implementation of strategies
that allow under-prepared students to enroll directly into college-level gatekeeper courses with
additional support. This can include a model that integrates precollege or foundation skills with collegelevel coursework to scaffold student’s success in critical college-level courses.
Implementation of Multiple Math Pathways Selected colleges must commit to developing and offering
multiple math pathways aligned with Meta Majors and where possible, contextualized to programs of
study.
The description of Guided Pathways included in this RFA was drawn from Community College Research
Center documents.
To learn more about Guided Pathways, visit http://ccrc.tc.columbia.edu/Student-Pathways-andPrograms-of-Study.html or read a comprehensive overview at http://tinyurl.com/GPWoverview
To learn more about the recommended five-year implementation plan recommended by CCRC, see page
4 of a CCRC’s Tips and Tools to Implement Guided Pathways:
http://ccrc.tc.columbia.edu/media/k2/attachments/Implementing-Guided-Pathways-Tips-Tools.pdf
A draft of Guided Pathways Implementation Work Plan Form with minimum implementation
requirements for the first two years of grant funding can be found here:
http://www.collegespark.org/files/documents/Other/Work_plan_draft.docx
This is the work plan that colleges selected to receive College Spark funding will complete during the
first year of the five-year grant.
Commitments
Presidents of applicant colleges must read and sign the attached Participation Agreement. Key
obligations of participation include:
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Full implementation of Guided Pathways as described above and in the Participation Agreement
(Attachment A).
Participation in up to four initiative workshops or meetings per year.
Completion of a work plan and submission of regular progress reports (not more than two per
year) focused on grant budget reporting, progress on implementation, and an analysis of
student outcome metrics. Draft work plan:
http://www.collegespark.org/files/documents/Other/Work_plan_draft.docx
Participation in an initiative evaluation, which will focus on continuous improvement, a learning
agenda, and measurement of Guided Pathways impact.
Washington State Board for Community and Technical Colleges | College Spark Washington
2016-17 Guided Pathways RFA Guidance
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Eligible Applicants
Washington State community and technical colleges.
Funding and Allowable Costs
Selected colleges will receive a $500,000 grant from College Spark, with $100,000 disbursed per year for
five years.
Grant funds may be used on any expense that supports implementation of Guided Pathways including
salaries, materials, faculty and staff stipends, travel, consultants, etc.
Following the first year of the grant, colleges may be required to set aside a portion of grant funds (not
more than 20%) to support college identified technical assistance needs.
Colleges allocating a significant portion of their grant budget to salaries in the last two-years of the grant
will need to provide an explanation of how they will sustain positions supported by these grant funds at
the end of the grant period.
Colleges will be permitted to carry forward unused grant funds from year to year.
Application Process
Colleges must submit proposals to Brooke Allinder via email (ballinder@sbctc.edu) no later than 4:00
p.m. Thursday, April 21, 2016. Applications will not be accepted after the deadline.
Application Components
The following items must be included in the application:
1. Signed Participation Agreement (Attachment A). A separate copy of this document is available at
http://www.sbctc.edu/colleges-staff/grants/guided-pathways-rfa.aspx.
2. Responses to the RFA Questions (Attachment B). A Word version of this document is available at
http://www.sbctc.edu/colleges-staff/grants/guided-pathways-rfa.aspx.
3. The Guided Pathways Budget form with the year 1 budget completed (column C only)
(Attachment C). An Excel version of this document is available at
http://www.sbctc.edu/colleges-staff/grants/guided-pathways-rfa.aspx.
4. A letter from faculty union/senate with statement of support.
5. A document verifying the college’s governing board commitment to Guided Pathways
Implementation (this could be a letter, meeting minutes/agenda, or other document).
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Application Format
Applications components 1, 2, 4, and 5, detailed above, must be submitted as a single .pdf file. Item 3
must be submitted as an Excel file. There is a 12-page limit to the RFA questions (item 2 above). Items 1,
3, 4, and 5 do not count toward the 12-page limit.
Technical Assistance
Two identical webinars will occur on March 15, 2016 at 2:00 p.m. and March 16, 2016 at 10:00 a.m.
Participation is highly encouraged and will help your college submit a competitive application.
Join the webinars at the following links.
March 15, 2016 at 2:00 p.m.:
https://sbctc.webex.com/sbctc/j.php?MTID=m435744731cf79d58abf3c6d199bbeab1
March 16, 2016 at 10:00 a.m.:
https://sbctc.webex.com/sbctc/j.php?MTID=m5ddaa6283cece5c5607f2b60c9c24341
Selection Criteria
The application review process will focus on selecting colleges that are in the best position to fully
implement all aspects of Guided Pathways. A list of selection criteria is provided below. The application
review panel plans to select five colleges for participation through this application process. Another
opportunity to apply is scheduled to take place in 2018, when five additional colleges will be invited to
join the initiative.
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Strength of Presidential leadership
Faculty commitment to implementation of Guided Pathways
Focus on equity
IT Capacity
Institutional research capacity
Strength of communications
Demonstrated capacity to implement strategies at scale
Demonstrated capacity of cross-department collaboration
Commitment to being prescriptive, making things mandatory
Strength of current advising
Strength of current orientation for new students
Demonstrated capacity of large-scale math reform
Strong ties between course learning outcomes and program learning outcomes, between
programs and market/degree requirements
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Timeline
March 15, 2016
March 16, 2016
April 21, 2016
May 9-13, 2016
Late May 2016
July 12, 2016
July 27-28, 2016
August 2016
Applicant technical assistance webinar at 2:00 p.m.
https://sbctc.webex.com/sbctc/j.php?MTID=m435744731cf79d58abf3c6d199b
beab1
Applicant technical assistance webinar at 10:00 a.m.
https://sbctc.webex.com/sbctc/j.php?MTID=m5ddaa6283cece5c5607f2b60c9c
24341
Application materials due no later than 4:00 p.m.
One-hour interviews conducted with finalists
Announcement of colleges recommended to College Spark Board for funding
Formal authorization of funding by College Spark Board of Trustees
First convening of funded colleges
Grant agreements in place between College Spark and selected colleges; Year-1
funding disbursed
Contacts for Additional Information
Please contact the following staff or system resource if you have questions about this grant:
Application/Grant
Lisa Garcia-Hanson, , Department
Questions
lgarcia-hanson@sbctc.edu / 360-704-1022
Application
Submission
Brooke Allinder, Administrative Assistant, Student Services
ballinder@sbctc.edu / 360-704-4315
Washington State Board for Community and Technical Colleges | College Spark Washington
2016-17 Guided Pathways RFA Guidance
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ATTACHMENT A: PARTICIPATION AGREEMENT
2016-17 Guided Pathways Initiative
THE COLLEGE AGREES:
•
•
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To comply with applicable federal, state, and local requirements.
To abide by the following commitments.
That the information contained in the college’s Guided Pathways application is true and
accurate.
College:
Name of Grant Contact:
Title:
Phone:
Email:
Name of College President or Designee:
Signature of President or Designee:
Date:
I understand and agree that participation in this Guided Pathways Initiative involves specific and serious
commitments, as delineated below. On behalf of the college listed above, I affirm our decision to abide
by the following commitments:
1) I am committed to institution-wide implementation of Guided Pathways at scale for all students as
described in the first two pages of the Request for Application. I understand that doing so will
require the following:
a. Redesigning and making systemic changes to student intake (assessment, advising,
orientation, registration, class scheduling); academic programs; student supports;
curriculum; and instruction.
b. Conducting a critical review of the extent to which the college’s academic programs provide
a clear and educationally coherent pathway for students to further their education and/or
directly lead to jobs in fields of economic importance to our college’s service area. This work
will necessitate the aligning of curriculum and mapping program outcomes to both
bachelor’s degrees and the labor market
c. Requiring students to choose a Program of Study within two quarters of enrollment;
providing students with default course enrollment and consistent scheduling, and instituting
intrusive advising and student supports that support progression and completion.
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d. Reconfiguring developmental education to ensure students enter their Program of Study as
quickly as possible; implementing strategies that allow underprepared students to enroll
directly into college-level gate-keeper courses with additional supports; and, for students
who need a prerequisite approach, redesigning developmental education to be a
contextualized onramp to Programs of Study.
e. Developing and offering multiple math pathways aligned with Meta Majors and where
possible contextualized to programs of study.
f. Streamlining curricula, which may result in a reduction of the credit hours students must
complete for degree attainment. (This is not intended to reduce staffing levels but rather to
align all courses with established Programs of Studies and their related program maps
within a Meta Major.)
2) I understand that pathways reforms will involve more structure and prescription for students.
3) I will oversee implementation of Guided Pathways with support from a senior cabinet officer, who
will also serve as the primary institutional contact person for work related to this grant. I will ensure
the planning and execution of college-wide engagement in Guided Pathways design and
implementation; needed and timely professional development for faculty, staff, and college leaders;
and needed and timely technical assistance in the work. I understand successful implementation of
Guided Pathways requires broad engagement of staff and faculty in the development,
implementation, and refinement of all aspects of Guided Pathways.
4) I will ensure that we participate fully in the initiative evaluation, which will focus on continuous
improvement, a learning agenda and measurement of Guided Pathways impact.
5) A team from my college will attend initiative workshops up to four times a year. The appropriate
composition of our college team may vary depending on the subject of these meetings. I
understand that our team may be asked to take steps to prepare for these workshops and we are
committed to doing so.
6) Our college will complete a work plan during the first year of the grant and submit periodic grant
reports (not more than 2 per year) from 2017-2021. This reporting will include grant budget
reporting, progress reporting on implementation, and an analysis of student outcome metrics that
will be provided by SBCTC.
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ATTACHMENT B: RFA NARRATIVE QUESTIONS
2016-17 Guided Pathways Initiative
Please provide a written response to all of the following questions in 12 pages or less. Answers should
be complete and concise.
1. Please refer to the “Introduction and Overview” section of this RFA. What components of Guided
Pathways implementation have you already accomplished, what are you best prepared to tackle,
and what presents the biggest challenge? Why is this the right time for your college to implement
Guided Pathways?
2. Student success is often measured by retention rates, SAI point accumulation, completion of
gatekeeper courses, completion rates, and other metrics. Give two specific examples of how clearly
defined metrics for monitoring student progress and success have been used for decision-making
within the campus community. In your response, include a description of the type of data that is
regularly presented to the executive team leadership, including the board of trustees.
3. Provide two examples of instances when student outcome data was disaggregated by selected
student characteristics, including race and socioeconomic status, and how and by whom the
disaggregated data were used. What initiatives to improve equity for students of color and low
income students were enacted as a result of the analysis?
4. How does your institution align program outcomes with requirements for success in post-program
education and employment? Please provide specific examples.
5. Please describe your current advising model including (a) where student advising takes place on
your campus, (b) faculty and/or staff involvement), (c) specific requirements for students such as a
new student orientation, and (d) time dedicated to advising on campus. In addition, what percent
of new students participate in your advising model(s) within their first year.
6. Provide an example of how your current advising practices are designed to help students explore,
select and stay on a) a career pathway to completion, or b) transfer into a specific bachelor’s degree
program at a subsequent institution; and/or the changes to your advising model that you anticipate
in preparation to make Guided Pathways work.
7. Describe your current placement practices for math and English, including the percentage of
students that are placed by different placement methods (e.g., placement test, GPA, high school
transcript, or other alternative placement methods). Please describe any changes to placement
policy or practice you have made in the past five years, and provide data to describe their
effectiveness.
8. Over the past 5 years, what has been the change in the percentage of students who earn collegelevel math and English credit within one year of enrollment? Please describe any reforms
implemented to this point, and any changes you anticipate are needed to facilitate successful
implementation of Guided Pathways.
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9. Describe in depth the models that your college utilizes that reflect best practices in precollege
reform and include percentages of students who participate in each model. If you are not currently
utilizing any models, what are you plans for future reform?
10. Does your college currently offer an alternative math pathway to pre-calculus? If so, is it offered at
scale? Please describe.
11. Describe a time when your institution enacted a significant policy change that was mandatory or
prescriptive for students and provide any relevant data that demonstrates the impact of the change.
Also describe the strengths and challenges associated with the policy shift.
12. Provide an example of a time when your college reallocated resources based on data findings to
promote better student outcomes. What amounts of resources were allocated and where was it reallocated?
13. Provide an example of a large scale student success initiative that your institution pursued, based on
evidence. Describe the process of change that occurred, how you managed the challenges that
came with it, and how you achieved scale.
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ATTACHMENT C: RFA NARRATIVE QUESTIONS
2016-17 Guided Pathways Initiative
See full budget form (Excel document) at http://www.sbctc.edu/colleges-staff/grants/guided-pathways-rfa.aspx. Note: Only column C needs to be
completed now.
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