Monday, April 22, 2019
The RP Group

 SSSC18 Post-Conference Workshops

Read more about our workshops, below, and register for a workshop, here.

CCC Guided Pathways

California is advancing guided pathways (GP) as the framework for integrating the many innovations and evidence-based practices our colleges are embracing in support of student success into a coherent and comprehensive success strategy. Colleges across the state have committed to this framework and are at varying stages of guided pathways inquiry, design, and implementation. This session will provide opportunity for participants to share accomplishments and challenges from their campuses, provide feedback, and contribute to the growing system effort to catalyze progress on transforming our institutions with students at the center.

Michelle Pilati, Academic Senate for California Community Colleges/Rio Hondo College; Laura Lara-Brady, California Community Colleges Chancellor’s Office; Michelle Simotas, Career Ladders Project; and Alyssa Nguyen, The RP Group

College Access and Success for Marginalized Communities: Leveraging Partnerships to Better Serve Alternative Schools, Adult Learners and Formerly Incarcerated Students

Amidst the tide of multiple initiatives and far reaching institutional redesign efforts, it is critical to ensure inclusion of, and equity for, students from all entry points. Join us to examine how your institution can ensure alternative high school, adult learners, and formerly incarcerated students are central to your redesign. Learn about current innovations in college access across California involving the inclusion of opportunity youth, formerly incarcerated, and adult/non-credit learners. Hear how partnerships are bringing early college credit to opportunity youth students. Discover effective practices for developing college programs that meet the needs of formerly incarcerated students and mapping of adult ed with college programs. Participants will actively engage with approaches and strategies that their campus can adapt to help ensure that the needs of opportunity youth and adult learners are better addressed as colleges move to redesign.

Katherine Bergman, Amal Amanda Issa, and Peter Simon, Career Ladders Project; Charles Eddy, Urban Strategies Council

Counselors' Role in Integrating for Success and Equity

Counseling and student support services are integral to achieving equitable student outcomes. In transforming our institutions to be more student-focused, it will be critical to consider how to integrate counseling and student supports with instructional offerings and pathways in order to better facilitate student journeys and success. The California Counseling Network (CaCN), facilitated by the Career Ladders Project, is focused on evidence-based practitioner work with equity at its core. CaCN brings together counselors from across the state to conduct inquiry that asks how counseling and advising are integrated into the development and implementation of guided pathways, resulting in innovative changes to counseling frameworks and structures (e.g., counseling/advising teams, strategies supporting undecided students, cross-functional and intersegmental partnerships). Engaged counselors will share their learning journeys and lead an active learning session around these efforts, their known results to date, and implications for adoption in California community colleges. Join us for a lively session and action planning to extend the learning and explore the changes needed for providing increased, intentional, integrated, and scaled student support services that have equity at their core.

Luis Chavez, Career Ladders Project; Lupe Dannels, Diablo Valley College; Robert Jaurequi, Fullerton College; and Additional College Counseling and Student Services Faculty

Naming Ourselves and Others: Bring Equitable Campus Conditions into Being through Use of Mindful, Strategic, Strengths-Based Language

Transforming our institutions to achieve their potential as truly equitable and student-ready spaces requires an examination of the deficit language that has been used in our institutions to “name” the communities we serve. In this session, participants will engage in guided practice generating and using strengths-based language that supports student success in a variety of domains (e.g., in a classroom or student services setting; when discussing student academic work samples or video clips; in course descriptions, syllabi, or assignments; and in web spaces). After guided practice with intentional, mindful language use, we will consider the ways that strengths-based language can also (1) transform campus conversations about state and local policies and practices, and (2) align with our goals of equity and inclusion during conversations that take place during committee meetings, department meetings, classroom discussion, and faculty office hours. Participants will have the opportunity to strategize productive ways to meet and redirect deficit language use and to begin brainstorming a plan to influence their domain to communicate more equitably.

Nika Hogan, 3CSN/WestEd; and Equity Project Practitioners

Ready or Not, Here It Comes!  Preparing for AB 705

This post-conference session will help colleges get ready for the fall 2019 implementation deadline for AB 705. Executive Vice Chancellor Laura Hope will provide guidelines and respond to questions about the law from participants. Researchers from the Multiple Measures Assessment Project will provide an overview of the research behind the state’s new default placement rules for English and math, as well as guidance on how colleges can conduct their own local AB705-compliant placement research. Faculty from the California Acceleration Project (CAP) will share data and lessons learned from colleges already implementing new approaches to placement and corequisite remediation, and the session will close by highlighting upcoming professional learning opportunities from 3CSN and CAP on how support for students can be reimagined under the law, with corequisite remediation, the use of learning assistance centers, reading apprenticeship pedagogy, and other innovative approaches.

Craig Hayward, Bakersfield College; Terrence Willett, Cabrillo College; Katie Hern and Myra Snell, California Acceleration Project; Laura Hope, Community College Chancellor’s Office; Mallory Newell, De Anza College; and John Hetts, Educational Results Partnership

Showcase of Growth Mindset and Habits of Mind Practices and Programs

The California Community Colleges’ Success Network (3CSN) Habits of Mind community of practice highlights the psychosocial aspects of successful college completion, focusing on relevant beliefs, attitudes, and dispositions. Hundreds of curious educators throughout California have attended workshops and trainings to learn more about adopting Growth Mindset and Habits of Mind practices in their programs, classrooms, and services. 3CSN is offering this session to honor the important and impressive work undertaken throughout the state. After a brief introduction to Growth Mindset and Habits of Mind, the session will showcase a variety of practices and programs designed to cultivate the beliefs, attitudes, and dispositions for academic success. Join us to learn practical approaches, gather new ideas, ask questions, contribute to a growing knowledge base, and network with like-minded educators.

Miguel Powers, Fullerton College; Scott Sandler, Gavilan College; Hetty Yelland, Hartnell College; Paula Gunder, Los Medanos College; Mary-Jo Apigo, Kim Manner, and Vicky Nesia, West Los Angeles College

Transformational Leadership Begins with Preparing Ourselves to Serve Students

How is your college creating a culture for transformation? For the past decade, the California Community Colleges’ Success Network (3CSN), through its BSILI: Leadership for Curricular and Institutional Transformation summer institute and community of practice, has provided ongoing training and technical assistance for educators to increase and support student capacity. Join us for an interactive session focused on creating opportunities and sustaining faculty engagement in transformative and equity-minded work. Using a student-focused framework, participants will discover and design strategies directed at seeding changes in their skills and behavior, systems and structures, and building a culture of transformation through personal meaning and shared values. Participants will practice identifying student needs as well as their personal and institutional needs so they can build stronger relationships, establish trust, and create community, coherence, and ownership across the campus for robust and intentional student pathways to success. 

Alice Perez, Community College Chancellor’s Office; Jessica Cristo, Deborah Harrington, Kyle Hull, Crystal Kiekel, and Rebecca Moon-Stone, 3CSN