Washington Math Pathways to Completion (MPC) Institutional Action Plan

This institutional action plan serves as a commitment to the Washington Math Pathways to Completion Initiative and will be used to report and track institutional-level implementation activities across the state. The items in the table reflect the key dimensions involved in implementing math pathways and will help you address your institutional progress toward achieving the commitments made as part of the Math Pathways project cohort. Please fill in the table by completing both columns for each item listed, then submitting the file (along with the letter of commitment) to Bill Moore, SBCTC ([email protected], 360-704-4346).

This initial version of the action plan is intended help you define an institutional “baseline” for your college-level work on math pathways, and it is a living document that you will be asked to revisit annually to gauge the progress of implementation on your campus.

For more information or questions about the initiative see the Developing or Expanding Your Math Pathways page on the State Board for Community and Technical Colleges’ web site (https://www.sbctc.edu/colleges- staff/programs-services/math/developing-or-expanding-your-math- pathways.aspx)

Institution: ______Date Submitted to MPC Leadership Team: ______

Dimension of Describe the current Identify your tentative 2017- Implementation status of this item 18 plans for addressing this (see next page for key questions to consider for each dimension) at your institution. item at your institution. 1) Structures (number, types) and scale of math pathways 2) Entrance into math pathways 3) Design of math pathways and alignment to programs of study 4) Student success in math pathways Questions to Consider for Each Dimension

Structures (number, types) and scale of math pathways  Which of the math pathways defined in the DTA do you offer currently? [Note: If you include business in the STEM pathway provide a rationale for doing so.]  How would you describe your precollege math pathways model? Are the courses aligned in terms of local prerequisites, content, and rigor to your first college-level math courses, and is it structured so that it’s possible to have at least 75% of students who enter the precollege pathway earn their first college math credit in one year or less?

 Are your college-level math pathways offered available to all associate degree seeking and transfer students (at community and technical colleges), or to all freshmen (at baccalaureate institutions)?

 Do you have a program inventory that identifies the default or recommended gateway math course and other required math courses for each program? Entrance into math pathways  To what extent does your placement policy allow for differentiated placement based on math pathways? and incorporate clear messaging to students in advising tools?

 Do you have clear messaging and advising tools for students describing the math pathways available to them (precollege and college-level)?

 Have you done any work on your campus to assess the effectiveness of your advising processes? Design of math pathways and alignment to programs of study  Have you convened faculty and staff to consider and plan for any necessary revisions and/or expansions of math pathways?

 Have you convened math faculty and/or faculty from key partner disciplines to consider the alignment of the statewide math pathways work with your local math pathways?

 Have you worked with key faculty to identify professional learning needs and interests related to pathway- related math-specific learning and assessment strategies and to consider how the design of key pathway math courses might include a focus on building students’ capacity as learners (e.g., metacognitive skills)? Student success in math pathways  Have you compiled available baseline data on student math enrollment and success?

 Have you examined your local data related to transfer and applicability of college-level math courses in order to assess and clarify your math pathways?