SUCCESS FACTORS
Theme: Curriculum and Expectations
Organization Level: Institution-Level
Critical elements: Expectations for all students to prepare for college, to be able to successfully transition from one level to the next, to rely on clear specific pathways to guide them, and to obtain their degree/certificate depend heavily on curricular alignment. Effectiveness of this is based on students successfully thriving within the requirements in the next stage of education or employment.
Practice: Determine and write policies supporting a tight curricular alignment from high school to college that helps students successfully transition and meet the requirements of entering college.

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CriteriaLess Effective PracticesSuccess Factors for Meeting State StandardsSuccess Factors for College and Career Readiness
Structured Pathways implementation

The institution provides structure for students through its requirements for certificates or degrees. Individual student progress toward these outcomes are not systematically monitored for redesign or realignment.

The institution ensures that most students participate in goal setting and planning. Periodic monitoring occurs and adjustments are made to provide clarification for the students on their progress toward educational goals.

The institution pays attention to the entire student experience. Goal setting, planning, and student support are integrated into all instructional pathways, to ensure students have selected the appropriate course of study. Regular monitoring occurs, adjustments are made, and additional services are provided to help students progress toward educational goals.

Curricular Alignment

The role of the administration in aligning curriculum is very small, with leadership provided by individual faculty or departments.

The administration convenes an advisory committee that focuses on curricular alignment issues, that meets once or twice a year.

The administration provides an advisory committee that convenes monthly to track progress on curricular alignment topics, and ensures that policies and procedures reflect these priorities. Consistent faculty presence for curricular design and alignment is a priority.

Curricular Partnerships

The institution has few partnerships or is relatively new at trying to build partnerships with feeder high schools and uses articulation agreements between individual faculty to address curricular alignment.

The institution is working on strengthening and increasing partnerships with feeder high schools and developing institution-wide conversations concerning curricular alignment.

The institution provides needed resources for high school teachers and community college instructors to work collaboratively aligning standards, school exit standards, and career pathways.







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