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Calibrating the college preparation bridgeway for independent study program students at Amazing Independent High School District: a multisite evaluation study through the teachers' lens

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Calibrating the college preparation bridgeway for independent study program students at Amazing Independent High School District: a multisite evaluation study through the teachers' lens

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Content CALIBRATING THE COLLEGE PREPARATION BRIDGEWAY 1

CALIBRATING THE COLLEGE PREPARATION BRIDGEWAY FOR
INDEPENDENT STUDY PROGRAM STUDENTS AT
AMAZING INDEPENDENT HIGH SCHOOL DISTRICT:
A MULTISITE EVALUATION STUDY THROUGH THE TEACHERS’ LENS

by
Marchelle Sowell Broussard

A Dissertation Proposal Presented to the
FACULTY OF THE USC ROSSIER SCHOOL OF EDUCATION
UNIVERSITY OF SOUTHERN CALIFORNIA
In Partial Fulfillment of the
Requirements for the Degree
DOCTOR OF EDUCATION

May 2020

Copyright 2020 Marchelle Broussard

CALIBRATING THE COLLEGE PREPARATION BRIDGEWAY 2

DEDICATION

To my father and mother, Lindsay and Elaine Sowell, for your perpetual love and support
throughout my lifetime.

CALIBRATING THE COLLEGE PREPARATION BRIDGEWAY 3

ACKNOWLEDGEMENTS
Thank you to all of the USC faculty for your unwavering support over the last three years
to the OCL program. I especially want to thank my committee chair Dr. Darline Robles for all of
her time care and attention on late nights, weekends, holidays, and technical issues to help me
make it to the finish line. Her encouragement was refreshing and invigorating from the
beginning when I first had her in the Diversity class all the way to final stages of dissertation
writing, editing and publishing. My committee member Dr. Renee Smith-Maddox was right
there from the start when we meet at the OCL Immersion dinner. The feedback and support
received throughout the dissertation process has helped me grow more critically as a scholar. Dr.
Shafiqa Ahmadi, also a committee member, inspired me with her research on college preparation
when I attended a USC Leadership conference. Her expertise on the study helped me refine my
work and sharpen my scholarly presentation.
Dr. Adrian Donato’s feedback as a professor and Capstone Assistant has helped me grow
immeasurably as a leader and writer. Dr. Alexandra Wilcox and Dr. Patrick Crispen have
contributed a great deal of support, knowledge, and expertise to the first virtual student
organization that I founded Rossier Association of Distance Graduate Learners aka RAD
Graduate Learners. Dr. Doug Lynch has turned me into a short film maker, and I greatly
appreciate the experience of the 4 day innovative educators conference I had the privilege to
attend as a result of the scholarship he made available. And Dr. Evelyn Castillo’s Weekend
Writes and Operation Dissertation Acceleration writing retreats throughout the course of the
program provided need support and just the right time!
Our cohort 8 has truly been great! I’ve made great friends, too many to name, in the
OCL program with classmates that live locally and across the United States many of whom I
CALIBRATING THE COLLEGE PREPARATION BRIDGEWAY 4

visited during my summer travels over the course of many years in the program. The SCistahly
bonds and Divine 9 pham friendships are indeed lifelong. Our Tuesday Wednesday study group
was stellar throughout our journey of many years. I especially appreciate the ones that held
steadfast until the very end of our coursework. Shuna ran the final leg of the Write On! Fight
On! marathon with me until the finish line, and Ernie helped keep me balanced with lots of LOLs
along the way. RAD Grads (Rossier Association of Distance Graduate Learners), succeeded in
building bridges and providing mentorships and friendships in OCL classes around the globe.
My great friends, Dr. Aaron Smith and Dr. Kim Freeman, both Trojans, have been my incredible
rocks and supporters from conception to throughout the program.
I feel deep gratitude to my family. My nuclear family has provided me with the love,
support, time and space to achieve a lifelong dream. Mom as my first teacher, Dad, may he rest
in peace, my greatest supporter in life, and Mia my most loving sister have been the foundations
of my being! Connor and Charles have been my inspiration and drive to continue to the finish.
A special thanks goes to Craig, #bestdad, for the continual support of our two wonderful children
so I could achieve my lifelong goal and dream!

CALIBRATING THE COLLEGE PREPARATION BRIDGEWAY 5

Abstract
The purpose of this phenomenological case study was to examine the knowledge, skills,
motivation and organizational influences related to reaching the Amazing Independent High
School District (a pseudonym) performance goal to ensure 50% of graduates are college
prepared according to the state college/career indicators through the teachers’ lens. Teachers at
AIHSD work in the western region of the United States in community and standalone classroom
sites in an independent study program model with students 17-70 years old. AIHSD is an
“alternative high school”. The Clark and Estes (2008) gap analysis model for performance
improvement was utilized along with a mixed method design for this problem-solving case
study. The three research questions that guided this study focused on 1) to what extent is the
organization AIHD achieving its goal, 2) what are the teacher knowledge, skills and motivation
influences needed to achieve the goal, and 3) what is the interaction of organizational culture on
the goal. Documents and artifacts unearthed the current state of the organization’s college
preparation performance while surveys and interviews allowed for the discovery of the
knowledge, perceptions, and attitudes of the primary stakeholder. Less than 1% of AIH’s
students are college prepared according to state college/career indicators. The study revealed
eight validated needs in the areas of conceptual and procedural knowledge, motivational affect
and self-efficacy, and organizational cultural models and cultural settings. Recommendations
specifically addressing each of these causes were addressed along with an implementation and
evaluation plan.
Keywords: independent study program, college preparation, alternative high school,
college/career indicators, school-to-college

CALIBRATING THE COLLEGE PREPARATION BRIDGEWAY 6

Table of Contents
Dedication 2
Acknowledgements 3
List of Tables 9
List of Figures 11
Chapter One: Introduction 13
Background of the Problem 13
Under-Preparedness of Community College Students 14
Minoritized Populations Enrolled in California Community Colleges 14
Negative Postsecondary Achievement Factors 15
Importance of the Organizational Evaluation 16
Organizational Context and Mission 17
Organizational Performance Status 18
Organizational Performance Goal 19
Description of Stakeholder Groups 20
Primary Stakeholders and Performance Goal 20
Purpose of the Project and Questions 21
Definitions 22
Organization of the Study 23
Chapter Two: Literature Review 25
Economic Inequities: Labor Market Issues in the 21st Century in America 25
Adult Education in the Western United States 26
21st Century ISP High School Students 26
Evidence-Based College Preparation Programs 28
Evidence-Based Practice 1: College Advising for College Preparedness 31
Evidence-Based Practice 2: Online Curriculum Solutions for College Preparedness 32
Evidence-Based Practice 3: Emotionally Literate Classrooms for College Preparation 34
Summary 36
The Gap Analysis Conceptual Framework 36
Knowledge and Skills 37
Stakeholder Knowledge, Motivation and Organizational Influences 38
Knowledge Influences 38
Motivation Influences 42
Organizational Influences 45
Conceptual Framework: Interaction of Stakeholders’ Knowledge and Motivation With The
Organizational Context 48
Conclusion 52
Chapter Three: Methodology 53
Participating Stakeholders 54
Survey Sampling Criteria, Strategy and Rationale 54
Interview Sampling Criteria and Rationale 56
Rationale 56
Interview Sampling Strategy and Rationale 56
Document and Artifacts Analysis 57
Explanation for Choices 58
CALIBRATING THE COLLEGE PREPARATION BRIDGEWAY 7

Data Collection and Instrumentation 60
Sampling Strategy and Timeline 60
Quantitative and Qualitative Data Collection and Instrumentation 61
Surveys 61
Interviews 62
Documents and Artifacts 63
Data Analysis 64
Validity and Reliability 66
Credibility and Trustworthiness 67
Ethics 67
Limitations and Delimitations 68
Chapter Four: Results and Findings 70
Inquiry One: Examining The College Preparation Bridgeway Through the Lens of State
College/Career Indicators 72
State Accountability Measures 74
Current Curriculum Coursework Offered at AIH 76
Future College Preparation Courses and Exams 79
Local Control Accountability Plan 80
Graduation Rates 81
Synthesis for Inquiry One: Results And Findings On Organizational Performance Goal 83
Validated Needs Defined for Knowledge, Motivation, and Organizational Influences 84
Inquiry Two: Examining The College Preparation Bridgeway Through the Lens of Teachers’
Knowledge and Motivation 85
Teacher Knowledge and Motivation Performance Gaps Impact College Preparation 87
Knowledge Causes: Conceptual 88
Summary of Conceptual Knowledge Causes 93
Knowledge Causes: Procedural 93
Summary of Procedural Knowledge Causes 102
Synthesis for Knowledge Results and Findings 103
Motivation Causes 105
Affect 105
Summary of Affect Causes 111
Self-Efficacy 111
Summary of Self-Efficacy Causes 114
Synthesis of Motivation Results and Findings 115
Validated Needs for Inquiry Two: Knowledge and Motivation 115
Inquiry Three: Examining The College Preparation Bridgeway Through the Organizational
Culture Interacting with Teachers’ Knowledge and Motivation 116
Organizational Culture 117
Cultural Models Causes 118
Collaboration 118
Summary of Cultural Models Causes 126
Cultural Settings Causes 126
Communication 127
Summary of Cultural Settings Causes 133
Summary of Organizational Culture Results and Findings 134
CALIBRATING THE COLLEGE PREPARATION BRIDGEWAY 8

Synthesis of Organizational Culture Results and Findings 134
Validated Needs for Inquiry Three: Organizational Culture 136
Chapter Five: Recommendations and Evaluation 137
Knowledge Influences and Recommendations 138
Motivation Influences and Recommendations 144
Organizational Influences and Recommendations 147
Integrated Implementation and Evaluation Plan 153
Organizational Purpose, Needs and Expectations 154
Level 4: Results and Leading Indicators 154
Level 3: Behavior 156
Level 2: Learning 159
Level 1: Reaction 165
Evaluation Tools 167
Data Analysis 169
Summary 171
Limitations and Delimitations 173
Future Research 175
Conclusion 175
References 178
Appendix A Survey Protocol 193
Appendix B Interview Protocol 201
Appendix C Documents and Artifacts Collection Protocol 209
Appendix D Immediate Post-Training Evaluation Instrument for Levels 1 and 2 217
Appendix E Delayed Blended Instrument For Levels 1, 2, 3, and 4 220
Appendix F Delayed Evaluation Survey 227
Appendix G Interim Assessments With Internal Outcomes Evaluation 228

CALIBRATING THE COLLEGE PREPARATION BRIDGEWAY 9

LIST OF TABLES
Table 1: Organizational Mission, Global Goal and Stakeholder Performance Goals 21
Table 2: Knowledge Influences, Knowledge Types, and Knowledge Influence Assessments 41
Table 3: Motivational Influences and Motivational Influences Assessments 45
Table 4: Organizational Influences and Organizational Influences Assessments 47
Table 5: Demographics of Interviewees for Calibrated Study 73
Table 6: AIH Currently Offers “Approaching Prepared “State College and Career Indicators 75
Table 7: CAASPP Results for AIH 76
Table 8: Participation in Career Technical Education (CTE) during the 2017–2018 School
Year 78
Table 9: AIH Graduates Prepared With College Coursework 79
Table 10: Scale of Validated Needs 85
Table 11: Validation Status for Each Knowledge Influence for Calibrated Study 104
Table 12: Validation Status for Each Motivational Influence for Calibrated Study 115
Table 13: Validation Status for Each Organizational Influence for Calibrated Study 135
Table 14: Summary of Knowledge Influences and Recommendations 139
Table 15: Summary of Motivation Influences and Recommendations 145
Table 16: Summary of Organization Influences and Recommendations 148
Table 17: Outcomes, Metrics, and Methods for External and Internal Outcomes 155
Table 18: Critical Behaviors, Metrics, Methods, and Timing for Evaluation 156
Table 19: Required Drivers to Support Critical Behaviors 157
Table 20: Professional Development Trainings: Coaching School-to-College for ISP High
School Students 161
Table 21: Evaluation of the Components of Learning for the Program 164
CALIBRATING THE COLLEGE PREPARATION BRIDGEWAY 10

Table 22: Components to Measure Reactions to the Program 166

CALIBRATING THE COLLEGE PREPARATION BRIDGEWAY 11

LIST OF FIGURES
Figure 1: Conceptual framework for integration of knowledge, motivation, and
organizational influences. 50
Figure 2: State Dashboard Equity Report illustrating graduation rates and college
preparedness per state department of education Dashboard. 83
Figure 3: Region A survey and interview participants by county. 86
Figure 4: Teachers participating in surveys and interviews in Region A. 87
Figure 5: Responses to item 6 I am knowledgeable about the principles of a college-going
school culture. 91
Figure 6: Responses to Item 7 I am knowledgeable about the four keys of college
preparedness and career readiness. 92
Figure 7: Responses to Item 12 I am aware that in some school settings college counseling is
provided by an advisor or a coach. 95
Figure 8: Response to item 9.1 have you attended any mentoring trainings offered by AIHD
during the 2018-2019 school year. 96
Figure 9: Response to I am aware of mentoring/coaching strategies that would be
appropriate to use with ISP students. 98
Figure 10: Responses to item 14 I am comfortable advising students about the local
community college and financial aid resources. 100
Figure 11: Response to survey item 10 Have you attended any coaching trainings
offered by AIHD (pseudonym for the school) during the 2018-2019 school year. 101
Figure 12: Response to survey item 9.1 Have you attending any mentoring trainings
offered by AIHD during the 2018-2019 school year. 102
Figure 13: Responses to item 21 I enjoy working with coworkers collaboratively. 109
Figure 14: Responses to I am aware of the components of CASAS competencies that
support college and career transition. 110
Figure 15: Responses to item 23 I feel confident advising my students about their options
for post-secondary education. 114
CALIBRATING THE COLLEGE PREPARATION BRIDGEWAY 12

Figure 16: Response to survey item 27 I believe teachers should work together so that every
ISP high school student at our school has the opportunity to matriculate into post-secondary
education after graduation. 121
Figure 17: Responses to item 31 I believe most teachers at our school feel every ISP high
school student at our school has the potential to complete post-secondary coursework for
college and career advancement. 122
Figure 18: Responses to item 29 to make our school more college/career focused, I believe
we need to adopt a large-scale program. 123
Figure 19: Responses to item 32 I believe that professional development time for teachers is
important in order to improve the quality of college advising. 128
Figure 20: Responses to item 33 I believe it is important for teachers to have time and
resources to create a classroom environment that promotes post-secondary educational
options for students. 129
Figure 21: Responses to item 34 if we care to make our school more college transition
focused, I would like time for collaborative meetings dedicated to college and career advising.
130
Figure 22: Trimester Graduates Prepared for Post-Secondary Education Progression During
2019-2020 School Year. 170

CALIBRATING THE COLLEGE PREPARATION BRIDGEWAY 13

CHAPTER ONE: INTRODUCTION
This study evaluated the problem of lack of college preparedness for Independent Study
Program high school graduates matriculating into postsecondary education. The purpose of the
study was to evaluate the college preparation program for ISP high school students at AIH to
ensure 50% of its students are prepared to matriculate into postsecondary education according to
state college/career indicators. College ready means the student does not require remedial
coursework on entering postsecondary education (Conley, 2012). Eleven percent of African
American 2016 graduates who took the American College Testing (ACT) exam showed strong
readiness for college as compared to the average rate of 38% for other graduates (ACT, 2016).
Additional evidence highlights 75% of first-term students entering California community
colleges were underprepared for college (Legislative Analyst’s Office, 2017). Furthermore, 87%
of African American students across all institutions of higher education in California were
enrolled in remediation courses. In contrast, 74% of Asian students and 70% of White students
were enrolled in these courses. (Public Policy Institute of California, 2017). This problem was
important to address because underprepared students are less likely to graduate from higher
education institutions with a workforce readiness certificate or associate degree, and their time to
degree completion is longer than for those who enter higher education prepared for college-level
coursework (Public Policy Institute of California, 2017).
Background of the Problem
Under the California master plan, the community college can “admit any student capable
of benefiting from instruction,” provide remedial instruction along with adult noncredit courses,
and offer the first two years of undergraduate lower division coursework so students can transfer
to and graduate from colleges and universities (Callan, 2009; University of California Office of
CALIBRATING THE COLLEGE PREPARATION BRIDGEWAY 14

the President, 2017). Minoritized student populations primarily enroll in California community
colleges, and matriculate from high school underprepared for college, which has a negative
impact on persistence, graduation from two-year colleges and transfer to four-year institutions
(Public Policy Institute of California, 2017).
Under-Preparedness of Community College Students
Many students in California are underprepared for college, and standardized tests results
show early indicators of lack of college preparation (Public Policy Institute of California, 2017).
Fifty-nine percent of eleventh grade students in English language arts and 33% of eleventh grade
students in math were prepared or conditionally prepared for college, according to the 2015–
2016 Smarter Balance Consortium (Public Policy Institute of California, 2017). Underprepared
college students must enroll in developmental coursework when enrolling at the community
college, thus prolonging their time in school.
Mejia, Rodriguez, and Johnson (2016) found 80% of students enroll in developmental
courses, thus increasing the time to credential or degree completion. Many African American
students in California lack the academic skills to begin their freshman term in credit-bearing
courses (Complete College America, 2012). A survey across 31 states, showed 67.7% of African
Americans were not prepared to enter a 2-year college (Complete College America, 2012).
Minoritized Populations Enrolled in California Community Colleges
Two-year colleges primarily serve underserved populations, such as African Americans,
Latinos, unemployed, underemployed, and first-generation students (National Center for
Education Statistics, 2000, 2005, 2010, 2014, as cited in Ma & Baum, 2016). The National
Center for Education Statistics indicates that California was one of the highest enrollers of
students in the community college system with 1.46 million students (as cited in Ma & Baum,
CALIBRATING THE COLLEGE PREPARATION BRIDGEWAY 15

2016. p. 2). Furthermore, in 2014, 7% of the state’s first-time African American undergraduate
students enrolled in 2-year college compared to 43% of Hispanic, 28% of White, and 12% of
Asian first-time students (Ma & Baum, 2016; National Center for Education Statistics, 2000,
2005, 2010, 2014). Carnevale, Fasules, Porter, and Landis-Santos (2016) found low wage
majors enroll more African American students than high-wage majors. Conversely, high-wage
sectors underrepresent African Americans. Minoritized students served by the community
college system represent a sizable demographic continuing to need supportive services to
increase persistence and transfer rates and decrease dropout rates. Underserved populations of
students experience hardships in transitioning from high school to college, which ultimately
affects their time to credential and/or degree completion.
Negative Postsecondary Achievement Factors
Funding, time to degree completion, and graduation rates negatively affect students’
pursuit of high-skilled 21st century employment with living wages. California community
colleges’ budgets direct efforts to remediate students with skill deficits (Legislative Analyst’s
Office, 2017). Remedial education for these colleges reached $400 million in the 2015–2016
term (Melguizo, Hagedorn, & Cypers, 2008). In Los Angeles County, remedial education
mostly costs students, rather than financial or opportunity cost (Melguizo et al., 2008). Students
enrolled in developmental courses take more time and take more classes than those who are not
(Melguizo et al., 2008). Therefore, time to and cost for degree completion were higher for
students who enter college underprepared. Data from the Transfer and Retention of Urban
Community College Students Project (TRUCCS, YEAR) showed remedial students average 9.81
semesters before transferring to a 4-year college compared to basic (8.07) and intermediate
(6.92) students. The United States Department of Education (2016) noted community college
CALIBRATING THE COLLEGE PREPARATION BRIDGEWAY 16

students contribute to the default rate for student loans in California even though the cost to
attend community college is lower that at a California State University, University of California,
or private school campus. Borrower’s 3-year default rates in California were 10.4% compared to
a low of 6% in Guam and a high of 18.9% in New Mexico (United States Department of
Education, 2016). Developmental education and social barriers affect learner persistence, which
the California community college system has been working to eradicate since the inception of the
3-tier postsecondary education system. Federal and state public education funds have been
directed into financial aid, grants and work-study for postsecondary education for the welfare of
adults entering community college and workforce certificate programs.
Importance of the Organizational Evaluation
It was important to solve the problem of college preparation among underrepresented
minority students in the California community college system because, without sufficient
education and supportive services, students will be unable to compete in a job market requiring
21st century skills and some postsecondary education (Carnevale, 2012). Individuals with some
college education can earn approximately $1 million dollars more over their lifetime than
individuals who have only a high school diploma (Symonds, Schwartz, & Ferguson, 2011). If
the problem of college access is not resolved, employees will not earn a living wage (Bureau of
Labor Statistics, 2015). California has invested $162 million dollars in the California
community college system’s Cal Grants to make college access more affordable (Callan, 2009),
yet economic investments in remediation with the goal of replenishing the workforce have failed
(Bailey, 2009). Finally, future deficits for new high-skills jobs and jobs baby boomers are
vacating affect the United States’ competitiveness in a global market (Public Policy Institute
California, 2016).
CALIBRATING THE COLLEGE PREPARATION BRIDGEWAY 17

Organizational Context and Mission
The focus of this study was a community-based public independent charter school in the
Western region of the United States. The mission of Amazing Independent High School District
(AIH), a pseudonym, was to use social justice principles to create individualized postsecondary
pathways for underserved students in a variety of educational and community settings. AIH has
various partnerships with community-based organizations and large urban centers in the western
U.S. The organization’s pillars emphasize student self-empowerment in five main areas:
academics, career, relationships, society and behavioral responsibility. AIH provides an
independent study program (ISP) for some of its students.
The California Department of Education (CDE) authorized AIH to operate as an ISP. As
an alternative education program, an ISP provides a course of secondary study guided by a
teacher in which students do not have classes daily (CDE, 2019a). Students have flexibility and
meet with teachers weekly and have access to classes five days a week. The curriculum was
aligned with the Common Core State Standards (CCSS). Students also have the option of
preparing for high school equivalency exams such as the general education development and
high school equivalency test. AIH received 5-year accreditation in 2015 by the Western
Association of Schools and Colleges.
Enrollment among adults peaked at 9,528 in the 2013–2014 school year. Adult students
within AIH were referred by community partners specializing in rehabilitation and workforce
development. Other agencies mandating attendance in school, such as parole boards, probation
officers, or the courts, refer students to AIH. The courses offered were available to anyone in the
community who had not earned a high school diploma in the United States. As of the 2014–2015
school year, AIH had 52% incarcerated and 48% community-based students, of whom 71% were
CALIBRATING THE COLLEGE PREPARATION BRIDGEWAY 18

male and 29% female. They ranged in age from 16 to 58. Racially, the school’s population was
diverse: 31% African American, 29% Native American students, 24% Hispanic/Latino, 10%
White, 3% Asian, 2% Pacific Islander, and 1% mixed ethnically. AIH had 212 employees
consisting of school administrators, general education and special education teachers, advisors,
school psychologists, curriculum specialist, educational coordinators, transcript analysts, student
operations support staff, and information technology specialists. The overarching theme for the
school was social justice. It was the aim of the school to help the students, faculty, and staff live
better lives by learning and applying restorative justice principles of success.
AIH serves non-traditional students. A non-traditional student is herein defined as one
over age 21 (Bennett, Evans, & Riedle, 2007; Kasworm, 1990; Donaldson & Rentfro, 2004;
Donaldson & Townsend, 2007) who works part-time or full-time, and/or is responsible for taking
care of a minor (ASC, 2015). Eighty-six percent of AIH students were from underrepresented
minority groups (ASC, 2015). Approximately half of the students engaged in part-time work
while others were involuntarily unemployed or underemployed (ASC, 2015). Additionally,
approximately half of the students had at least one or more of the following characteristics: one
dependent minor in the household and participating in a free or reduced-price lunch program,
immigrant, and would be a first-generation college student upon graduation (ASC, 2015).
Approximately 25% of the students in the community sites were in foster care and/or have been
formerly incarcerated (ASC, 2015) making them eligible for the state’s minimum graduation
requirements.
Organizational Performance Status
The organizational performance goal was for AIH to ensure 50% of graduating students
are prepared to matriculate into postsecondary education according to the state college/career
CALIBRATING THE COLLEGE PREPARATION BRIDGEWAY 19

indicators. The curriculum and instruction director established this goal in fall 2018 along with
the academic committee to establish LCAP goals and meet the college preparation and career
readiness transition goal established in the 2017–2019 strategic plan. Achievement of AIH’s
goal was measured by the graduation audit through December 2019. It was important to evaluate
the organization’s performance in relation to the goal within the school’s charter prior to
designing the innovation for a variety of reasons. If students do not continue their education
after reentry, there is a greater likelihood of recidivism and unemployment. Furthermore, if the
objective of the school’s charter was not met, the school could lose funding. Formative data will
allow AIH and its stakeholders to determine the viability of the program and the impact on
students’ reentry progress.
Organizational Performance Goal
The stakeholder goal was determined by analyzing AIH’s organizational vision, mission,
and LCAP goals and the 2017–2019 strategic plan’s global and intermediate goals set by the
State of California’s Department of Education. The organization’s Academic Committee along
with the executive team set the goal after examining immediate and intermediate goals.
According to AIH’s ASC self-study conducted in 2015, AIH’s incarcerated-based education
program has a specific action plan to “partner with City College and other community-based
organizations to bring contracted vocational programs into the jails.” Since AIH also has
community-based classes, a logical next step was to expand and explore options to ensure 50%
of students are prepared to enroll in postsecondary education.
AIH will ensure 50% of students are prepared to enroll in postsecondary education by
July 2021. The Academic Committee established this goal in winter 2019 to meet the college
preparation and career readiness transition goal established in the 2017–2019 strategic plan and
CALIBRATING THE COLLEGE PREPARATION BRIDGEWAY 20

to exit the school from Comprehensive Support and Improvement status. Achievement of AIH’s
goal will be measured by the graduation audit through December 2020.
Description of Stakeholder Groups
AIH stakeholders were students, teachers, and administrators. Students, as the recipients
of instruction, were key stakeholders, as they transferred the knowledge gained to their
employment to have an impact on their families and communities (Hentschke & Wohlstetter,
2004). The teachers were also involved as key stakeholders since they were the providers of
instruction as outlined in the CCSS. Instruction plays an integral role in preparing students for 2-
year community college coursework, workforce readiness certificates, employment, formative
and summative assessments, and high school equivalency exams. Finally, the administrators
functioned as key stakeholders since they were the directors (Hentschke & Wohlstetter, 2004)
and accountable for creating assessments to prepare students for success in college, career, and
life (Darling-Hammond, Wilhoit, and Pittenger, 2014). Executive leaders, senior leaders, and
principals collectively define the administrators of AIH. The administrators were empowered by
their state credentials as well as by the school’s charter to implement the vision and mission of
the school.
Primary Stakeholders and Performance Goal
Teachers were the primary stakeholder group of focus for this study. AIH’s mission
states it uses social and restorative justice principles to create individualized career and college
pathways for underserved students in school, community, and correctional settings. However,
matriculation rates for adult students at community sites entering postsecondary education was
not being tracked. Teachers play an integral part in helping students achieve college preparation
and career readiness. Programming specifically addressing college and career readiness
CALIBRATING THE COLLEGE PREPARATION BRIDGEWAY 21

transition for adult learners would better equip teachers to address these students’ needs. An ISP
high school college preparation and career readiness transition program would enable teachers to
equip their students to meet the demands of post-education and the workplace. Table 1 states the
organizational mission, global goal and stakeholder performance goals.
Table 1
Organizational Mission, Global Goal and Stakeholder Performance Goals
Organizational Mission
Amazing Independent High School District uses social and restorative justice principles to
provide traditionally underserved communities the opportunity to restart their education with a
focus on family, education, employment, community, and recovery.
Organizational Performance Goal
By July 2021, Amazing Independent High School District will ensure 50 % of graduating high
school seniors are prepared to matriculate into postsecondary education according to the state
college/career indicators.
Stakeholder 1 Goal Stakeholder 2 Goal Stakeholder 3 Goal
Teachers Principals ISP Students
By March 2020, a team of
independent study program
teachers will implement the
key college prepared
curriculum, resources, and
tools needed to ensure 50 %
of graduating high school
seniors are prepared to
matriculate into
postsecondary education
according to the state
college/career indicators.
By September 2020, a team of
principals will do learning
tours of organizations
successfully implementing a
college prepared program
compatible with independent
studies programs to ensure
50% of graduating high school
seniors are prepared to
matriculate into postsecondary
education according to the
state college/career indicators.

By March 2021, students will
participate in a college
prepared program to ensure
50% of graduating high school
seniors are prepared to
matriculate into postsecondary
education according to the state
college/career indicators.

Purpose of the Project and Questions
The purpose of this project was to evaluate the teacher knowledge and skill, motivation,
and organizational resources to reach the organizational performance goal to ensure 50 % of
graduating high school seniors are prepared to matriculate into post-secondary education.
CALIBRATING THE COLLEGE PREPARATION BRIDGEWAY 22

Analysis began by generating a list of possible needs and to examine them systematically to
focus on actual or validated needs. While a complete evaluation would focus on all stakeholders,
for practical purposes, the stakeholder focused on in this analysis were teachers working with
high school students in the northern and southern California region community site classes at
AIH. As such, three questions guided this study on knowledge and skills, motivation, and
organization resources and solutions for AIH:
1. To what extent is the organization, AIH, meeting its goal to ensure 50% of its graduates
are prepared to matriculate into post-secondary education according to the state
college/career indicators?
2. What are the knowledge and motivational influences necessary for teachers to meet the
goal to ensure 50% of AIH graduates are prepared to matriculate into postsecondary
education according to the state college/career indicators?
3. What is the interaction between AIH’s organizational culture and context and teacher
knowledge and motivation related to achieving the goal to ensure 50% of AIH graduates
are prepared to matriculate into postsecondary education according to the state
college/career indicators?
Analysis of the data provided recommendations for the knowledge, motivation and
organizational solutions for AIH to ensure 50% of its graduates are prepared to matriculate into
postsecondary education according to the state college/career indicators.
Definitions
Adult learner: A student over the age of 24 with the following characteristics: immigrant,
adult with disabilities, disadvantaged academically or economically, incarcerated, homeless,
single parent, and/or homemaker (CDE, 2018).
CALIBRATING THE COLLEGE PREPARATION BRIDGEWAY 23

College and career readiness: the student does not require remedial postsecondary
education coursework (Conley, 2012).
College preparedness: students that graduate from the local educational agency meet the
criteria of being college prepared according to the college/career indicators (California
Department of Education, 2019b).
First-generation college student: one who is the first person in their family to attend
college (Conley, 2010).
Independent Study Program (ISP): An alternative educational program and setting
providing a course of study guided by a teacher where adult students’ individual needs can be
met and classes do not meet daily. This program is designed to meet the needs of students who
are parents, working, or gifted and whose needs are not met in the regular classroom (CDE,
2018).
Non-traditional student: student aged 21 years old and older (Bennett et al., 2007;
Kasworm, 2003, 2007; Donaldson & Rentfro, 2004; Donaldson & Townsend, 2007)
Transitional age youth: students ages 16-24 years old
Organization of the Study
This dissertation is presented in five chapters. The first chapter provided the
introduction, background of the problem, organizational context and mission, organizational
performance status, description of stakeholder groups, stakeholder group’s performance goals,
and stakeholder group for the study, the purpose of the project and research questions. Chapter
Two provides literature on the labor market for the 21st century in the United States, adult
learners in the 21st century, barriers facing adult learners, improving internal accountability
within schools, background on adult education, successful college preparation and career
CALIBRATING THE COLLEGE PREPARATION BRIDGEWAY 24

readiness transition programs. The chapter also presents the conceptual framework and
integration of knowledge, motivation, and organizational influences. Chapter Three presents the
research design and methods for data collection and analysis. Chapter Four reports the findings
and concludes with implications. Chapter five discusses the organization and stakeholder group
for the study, the study’s purpose, research questions, recommendations for solutions, and closes
with integrated implementation and evaluation plans.
This problem was important to address because students who are underprepared for
college and career are less likely to graduate from higher education institutions. The evidence
highlights 30% of students entering California community colleges were underprepared for
college (Legislative Analyst’s Office, 2017). Their time to degree completion was longer than it
was for those who enter community college prepared for college-level coursework (Darling-
Hammond, Wilhoit, & Pittenger, 2014; Public Policy Institute of California, 2017). Increasing
students’ college preparation and career readiness transition skills will reduce the need for
remedial coursework and prepare students to be more competitive in the labor market.

CALIBRATING THE COLLEGE PREPARATION BRIDGEWAY 25

CHAPTER TWO: LITERATURE REVIEW
This literature review examines the causes and issues of gaps in college preparation and
career readiness transition for ISP learners at AIH community sites in the Western area of the
United States. The review begins with general research on economic inequities and labor market
issues, adult education and adult learners in the Western United States, and an overview of how
of college prepared programs can and need to be integrated at the local level. In addition, current
research on evidence-based successful college preparedness and career readiness programs is
discussed. Finally, the literature review dives into Clark and Estes’ (2008) gap analysis
conceptual framework, specifically the knowledge, motivational, and organizational influences
needed for AIH to achieve its goal for 50% graduates to be college prepared to matriculate into a
postsecondary workforce development certificate program or a 2-year community college
according to state college/career indicators.
Economic Inequities: Labor Market Issues in the 21st Century in America
Demand for workers with a 2-year degree outpaces the market (Carnevale, Smith, &
Strohl, 2013), yet almost 30% of adults do not have a high school credential and live at or below
the poverty line (National Coalition for Literacy, 2018). High school credentials earners receive
about $10,000 more annually than those without a high school credential (National Coalition for
Literacy, 2018). Earnings over a 40-year span have been impacted by education more than any
other demographic factor (National Coalition for Literacy, 2018). By 2030, close to 20% of U.S.
adult workers will be immigrants, yet the majority of adult immigrants feel their English
speaking skills are lacking (National Coalition for Literacy, 2018). Nearly 37% of adult students
are unemployed (National Coalition for Literacy, 2018). The American job market requires
employees have education beyond a high school diploma, yet high school graduation rates still
CALIBRATING THE COLLEGE PREPARATION BRIDGEWAY 26

hover at approximately 50%, and many workers have low levels of English proficiency (National
Coalition for Literacy, 2018).
Adult Education in the Western United States
Adult education provides learners the opportunity to learn and contribute to the state and
the nation as productive citizens and workers. In the 2005–2006 term, there were 62, 410 adult
learners served in California (CDE, 2018). Adult education was made available to students 18
years and older who have not earned their high school or GED (CDE, 2018). Programs within
adult education include adult basic and secondary instruction for earning a high school diploma
or high school equivalency certificate (CDE, 2018). The National Research Council (2012)
found students engage in adult educational programs for less than an average of 6,000 minutes
during an educational plan year.
State education agencies faced shortfalls in goals and expectations of college
preparedness and career readiness transition initiatives (National High School Center, 2012).
Expectations and accountability work in tandem (Burke, 2005). College prepared means the
student does not require remedial postsecondary coursework (Conley, 2012). Students must be
prepared for the challenges in college, work and life (Darling-Hammond et al., 2014).
Furthermore, the state and schools must more closely align the goals of accountability and
assessment for college preparation and career readiness transition (Darling-Hammond et al.,
2014).
21st Century ISP High School Students
Learners in ISPs are non-traditional students. Traditional students are defined in terms of
being between 18 and 24 years old and transitioning directly from high school into college
(Choy, 2002; CLASP, 2018). Non-traditional students are aged 21 and older (Bennett et al.,
CALIBRATING THE COLLEGE PREPARATION BRIDGEWAY 27

2007; Kasworm, 2003, 2007; Donaldson & Rentfro, 2004; Donaldson & Townsend, 2007).
Needs for ISP students working on their high school education differ from those of traditional
students.
First-generation college students. Students whose parents did not attend postsecondary
education are considered first-generation college students (Choy, 2001). These students are
more likely to be from minoritized groups, such as Black or Hispanic, leave school without a
degree, live in low-income households, and need financial aid to pay for college (Choy, 2001).
First-generation college students frequently have attended schools which have underprepared
them for college (Berkner & Chavez, 1997; Choy, 2001).
Caregivers and workers. Many ISP learners are parents and/or caregivers to aged
relatives (Fairchild, 2003). Non-traditional students include students with family and/or work
responsibilities who are unable to attend school full time in a traditional school setting (CLASP,
2018; Kasworm, 2003). According to the “competing-role thesis” (Jacobs & King, 2002, p.
214), multiple roles affect persistence and academic engagement, yet, within the family, the
parent’s educational level can have a significant impact. Although where a child lives and
household earnings weigh heavily in a child’s future educational achievements, the mother’s
level of academic achievement is the most important factor (The National Coalition for Literacy,
2018, p. 2).
Barriers adult learners face. Cross (1986) categorizes adult learners’ barriers to
participation in colleges: institutional, dispositional, and situational. Institutional barriers include
cultural organizational models (Clark & Estes, 2008) such as university policies and procedures
(Bergman, Gross, Berry, & Shuck, 2014; Cross, 1986). Dispositional barriers encompass
motivational influences (Clark & Estes, 2008) such as low self-confidence and fear of change
CALIBRATING THE COLLEGE PREPARATION BRIDGEWAY 28

(Harris & Brooks, 1998; Kobena Osam, Bergman, & Cumberland, 2017). Situational barriers
affect the pursuit of education and include life situations such as employment, family care, and
financial obligations (Kobena Osam et al., 2017). Cross found non-traditional adult students, as
opposed to traditional students, are highly motivated and self-directed and continue their
education to better themselves and their families despite these barriers. Relationships with
college personnel, other adult students, and supportive individuals in the family members were
important in facilitating the development of social capital and an inner circle of support
(Karmelita, 2018). College preparedness and career readiness transition programs can serve as
bridges for student success because, when students persist through transitions, their personal
ideas of self, self-perceptions, and values are reshaped (Bamber & Tett, 2000; Chickering &
Reisser, 1993; Merriam, 2005).
Evidence-Based College Preparation Programs
Components of a strong college preparedness program include nine areas: college talk,
expectations, curriculum and assessment, counseling model, information and resources, faculty
support, family support, college partnerships, and articulation agreements (McDonough, 2005).
Today’s independent studies teachers, much like the first teachers in the 1900s, take on the role
of teachers and part-time counselors due to the shortage of school counselors (CDE, 2018a;
Gysbers & Henderson, 2001). Independent studies program teachers, therefore, take on a variety
of roles by initiating college talks, setting expectations, implementing college prepared
curriculum, administering assessments, serving as college advisors for postsecondary education,
providing information and resources, and faculty support for independent studies students
(California Department of Education, 2019a). The primary role of a teacher, however, is to
CALIBRATING THE COLLEGE PREPARATION BRIDGEWAY 29

deliver curriculum instruction and provide students with skills enabling them to learn beyond
high school graduation (Conley, 2010).
Student’s academic preparedness should be measured based on college preparedness and
not high school graduation (Conley, 2010). “College ready” means a student is prepared to take
credit-bearing coursework and does not need to take any remedial coursework; success means
the student is prepared to persist within their selected coursework (Conely, 2012). College
preparedness spans a continuum and extends beyond the CCSS. Rigorous high school
coursework was an important component of academic college preparedness; however,
college/career indicators also serve as measures of accountability (CDE, 2019b). According to
the CDE (2017), only students that have graduated from high school can be categorized as
“prepared or approaching prepared”. It serves as a way to measure how well secondary school
and local educational agencies (LEAs) have prepared students for “likely success” after high
school graduation. A student needs to meet one or more of the measures in order to be classified
as prepared.
According to the college index (CDE, 2019b), approaching preparedness was measured
by the following:
1. Smarter Balanced Summative Assessments: Score of Level 2 “Standard Nearly Met”
on both ELA and mathematics
2. Completion of Dual Enrollment: One semester or two-quarters of college coursework
with a grade of C- or better in academic/CTE subjects where college credit is awarded
3. UC and CSU A-G requirements: Complete a-g course requirements with a grade of C
or better or
CALIBRATING THE COLLEGE PREPARATION BRIDGEWAY 30

4. Career Technical Education Pathway: Pathway completion with a grade of C- or
better in the capstone course.
AIH was a traditional public high school with an exemption to serve adults and was
governed by federal and state accountability policies (Burke, 2005). The Every Student
Succeeds Act (ESSA) holds public schools legally accountable for outcomes. Under the ESSA,
AIH was identified as eligible for comprehensive support and improvement (CSI), since
graduation rates have averaged less than 67% over two years. The CDE holds AIH accountable
for the education of its students in three high-priority areas: academic achievement, credit
progression and graduation rates. AIH receives state funding based on achieving particular
outcomes in these areas and risks losing funding if these outcomes are not met. For the school to
keep its funding, it was imperative to work closely with the local educational agency.
Schools meeting the criteria for CSI are assigned to work with local educational agencies
and partner with stakeholders to develop and implement a plan to improve student outcomes. A
strategic action plan to increase AIH’s graduation rates and college preparedness according to
the college index was under development at the time of this study. Increasing in graduation rates
requires increased student engagement in the CCSS coursework. Preparation for college and
career post-graduation requires increased student engagement in a more rigorous curriculum to
meet college admission requirements.
Academic preparedness is a key element in college success (Conley, 2010). Rigorous
academic coursework serves as a key pillar in postsecondary education. For AIH to be taken off
the list of schools eligible for CSI, AIH students and teachers must be sitting in the right seats on
the bus. Failure to meet the goal would lead to re-identification for CSI in 2020 and to the
CALIBRATING THE COLLEGE PREPARATION BRIDGEWAY 31

school being subject to new statutes, and metrics. Potential loss of funds would lead to programs’
closure and staff and faculty layoffs.
Evidence-Based Practice 1: College Advising for College Preparedness
Teachers within ISP serve as facilitators in motivating and helping students gain
knowledge and skills and provide the cultural models and settings for students to persist to
graduation and pursue postsecondary education (CDE, 2018). College advisors need knowledge
of the four dimensions of college preparedness and career readiness to effectively advise students
on postsecondary college pathways (Conley, 2010). According to Conley (2010), there are four
different types of readiness: employment ready, job ready, career ready, and college ready.
Persisting to college requires college readiness (Conley, 2010; McDonough, 2005).
Stephan and Rosenbaum (2013) introduced a new counseling model utilizing coaching
strategies for high schools. A lack of college-related social resources functions as a barrier to
college access. The authors demonstrated how college coaches may aid students in large urban
districts access postsecondary education by assisting providing college knowledge and helping
them complete specific college action steps. Severely disadvantaged students have benefited
from this new counseling model which incorporates coaching action plans. Two specific gaps
were identified. First, students need a postsecondary plan, but merely having a plan was not
enough. To enroll in college, students need access to social support in the form of a coach. The
college coach ensures the students complete specific steps, such as applying to at least three 4-
year colleges and completing the FAFSA. This college access model involves hiring a coach
who differs professionally from counselors (Stephan & Rosenbaum, 2013).
The coaches’ experiential background was largely working with disadvantaged youth
outside of school, and they used approaches not used in the traditional counseling approach. The
CALIBRATING THE COLLEGE PREPARATION BRIDGEWAY 32

coaches’ strategies involve non-complex skills, which counselors or other staff could apply for
comparable results (Stephan & Rosenbaum, 2013). The National College Advising Corps has
used this model in over 10 states. The Chicago Public Schools implemented this approach using
full-time coaches in the 2004–2005 school year, and it seems to have benefited the least
advantaged students by increasing enrollment (Stephan & Rosenbaum, 2013).
Evidence-Based Practice 2: Online Curriculum Solutions for College Preparedness
Leveling the playing field and narrowing the academic preparedness, education and
employment gaps for ISP learners in America can be achieved through college preparedness.
The CDE state accountability requires that students graduate from high school academically
prepared for college and ready for a career in the competitive marketplace (Burke, 2005).
Independent studies students need flexible options as their busy lives with work, parenting, and
other life challenges make it difficult to come to a traditional face-to-face class with traditional
time demands (California Department of Education, 2019a). Edmentum’s online learning offers
flexible alternatives for learners to recover course credits, progress towards graduation, and
prepare for educational endeavors beyond high school (Edmentum, 2019). Modern flexible
formats for instruction are online, blended, or face-to-face. Students need a desktop computer or
laptop and a reliable internet connection. Edmentum’s Plato courseware has been approved to
satisfy a-g college admission and career technical education workforce certificate program
requirements, and Advanced Placement course work and state test preparation which satisfy the
requirements for the state college indicators. Effective college preparation programs utilize high
school curriculum which prepares students to enter 4-year colleges. On the other hand,
curriculum based only on CCSS prepares students for 2-year college or workforce certificate
programs (Conley, 2010).
CALIBRATING THE COLLEGE PREPARATION BRIDGEWAY 33

Benefits of online curriculum. Students persist in educational activities when they
aspire to learn (The College Board, 2006). Personalized education aids learners in academic
improvement (Payne, et al 2017). Technology can serve as a vehicle to customize and
individualize student learning content and pacing and prepare learners with 21st century skills
(National Research Council, 2000). Christensen, Johnson, and Horn (2008) affirm technology is
a platform for “modularized systems thereby customizing learning” (p. 38). Edmentum’s
courseware was designed with individualized learning as a core element along with state
academic, career technical education, and iNACOL standards for quality online courses.
Edmentum (Edmentum, 2019) also recognizes the role teachers play in closing the
academic achievement gap. Online courseware with the support of trained teachers, online
instructional strategies, and meaningful data results in a high-quality education. McCann and
Kabaker (2013) illustrate the importance of professional development, high-quality trained
coaches, and allotting enough time during the workday to understand data and how it can be used
to improve academic outcomes. Courseware designed by Edmentum supports teachers and their
needs with tools and resources.
Success with Plato. Students achieve measurable outcomes with Plato online
coursework. Riverside County Office of Education (RCOE) operates 19 different ISP sites as an
alternative school in Riverside County, California (Edmentum, 2019). According to one case
study, students at RCOE have been expelled from their previous high school due to behavior
problems or have been referred by the court system. This urban county school has 1,500
students in grades 7 through 12, of whom 82% are Hispanic and African American. The school
used Edmentum’s Plato for credit recovery. Plato helps get students back on track for
CALIBRATING THE COLLEGE PREPARATION BRIDGEWAY 34

graduation. RCOE has graduated 300 students, including English language learners and special
needs students, using Plato web courseware.
Students in East Chicago, Indiana, also had success. Chicago Central High has 1,244
ninth through twelfth grade students of whom 7% are African American, 51% are Hispanic, and
92% are eligible for the free or reduced-price lunch program (Edmentum, 2019). Edmentum
(2019) found students at this school had difficulty with attendance. The school has a full-time
blended learning program with an English language arts teacher and a math teacher both working
with students four days a week until 6 pm. Testing was completed in class, although classwork
could be done in school as well as at home. Students who previously failed algebra or another
math class enrolled in the blended learning program, and 34% passed algebra and 29% passed
English. The demographics, stated challenges, and desired outcomes in both case studies were
similar to the student population of AIH. Finally, the performance measurements on increased
graduation rates and academic achievement in core subjects were those required by the state.
Evidence-Based Practice 3: Emotionally Literate Classrooms for College Preparation
Teaching students how to set goals, manage their time, and persist makes them better
prepared for college and career (Conley, 2010). It is necessary to teaching beyond the content of
a course by integrating emotional literacy to aid students achieve national standards (Brackett &
Kremenitzer, 2011). SEL encompasses self-management of emotions and social relationships,
being empathic, effective in decision making, and having the ability to create, persist, and
achieve goals. (Collaborative for Academic, Social, and Emotional Learning [CASEL], 2018;
Durlak, Weissberg, Dymnicki, Taylor, & Schellinger, 2011, p. 2). The state values SEL
standards and supports initiatives to implement them into children’s daily experiences (CDE,
2019c).
CALIBRATING THE COLLEGE PREPARATION BRIDGEWAY 35

Social emotional learning skills help students become college prepared and career ready.
The lack of these skills impedes a student’s academic performance (Dymnicki, Sambolt, &
Kidron, 2013). Dymnicki et al. (2013) found health-risk factors such as drug and alcohol use,
violence, risky sexual behavior, and bullying affect students negatively and result in
disengagement with academic progression, graduation, and postsecondary education.
Key SEL competencies can contribute to students’ academic and lifelong learning,
(Dymnicki et al., 2013). Research indicates SEL has a positive impact on academic
performance. The CDE adopted SEL as an initiative in 2016, as demonstrated by its
membership in CASEL’s Collaborating States Initiative (CDE, 2018). SEL supports the CCSS
as a building block. Teachers need to help students understand SEL to assist in the development
of critical thinking, problem solving and decision-making skills which were necessary for
rigorous academic development.
Effective SEL programs can be used with a diverse pool of learners, including
underrepresented minoritized groups, high school students, and adult learners (Dymnicki et al.,
2013). Dymnicki et al. (2013) identified Check and Connect as an effective SEL program
incorporating at-risk students with “a caring and trained mentor” with a mentor-to-mentee ratio
of 1 to 15. The Check and Connect program was effective in K-12 settings in terms of student
engagement and reducing dropout rates, according to the Coalition for Evidence-Based Policy,
the What Works Clearinghouse, and the National Dropout Prevention Center. Lions Quest Skills
for Action was another effective SEL program which encompasses employability skills and work
experience via “curriculum and service learning projects in their schools and communities” to
increase college preparedness. Many SEL assessments have been developed for K-8 students,
while assessments for ninth through twelfth grade students continue are developed at a slower
CALIBRATING THE COLLEGE PREPARATION BRIDGEWAY 36

pace. Regardless of developmental phase, SEL skills remain comparable, although skill sets for
older students center on growth in “leadership skills, long-term career and life plans” and student
agency (Kress & Elias, 2006).
Summary
The issue of lack of college preparedness has been discussed. The organizational goal
was for ISP learners to gain equitable access to postsecondary education. ISP learners face
barriers to attaining their high school diploma and accessing education beyond high school. To
address the obstacles ISP learners face, it was necessary to ensure a school-to-college bridgeway
for all graduating students to matriculate into postsecondary education. The researcher examined
successful alternative models to provide college preparedness via coaching, academic and career
technical education curriculum delivered online and SEL curriculum focused on developing
academic and employment skills for lifelong learning. The following section presents Clark and
Estes’ (2008) gap analysis model for performance improvement. Knowledge, motivation, and
organizational influences impacting AIH’s performance goal are examined with the objective of
creating a bridgeway for 50% of learners to graduate prepared to enter postsecondary education.
The Gap Analysis Conceptual Framework
Clark and Estes (2008) provide a systematic, analytic framework clarifying
organizational and stakeholder performance goals to identify the gap between actual
performance level and the performance goal. The assumed knowledge, motivation, and
organizational needs impacting performance were considered after the performance gap was
identified (Clark & Estes, 2008). To determine if the stakeholder knows how to achieve the
performance goal, four knowledge types were examined: factual, conceptual, procedural and
metacognitive (Krathwohl, 2002). Next considered were the motivational influences, defined as
CALIBRATING THE COLLEGE PREPARATION BRIDGEWAY 37

choice, goal orientation, and persistence (Clark & Estes, 2008). Motivational concepts include
learning theory constructs such as task value, goal orientation, and self-efficacy (Rueda, 2011).
Organizational influences include work systems, work policies and procedures and resources
(Clark & Estes, 2008).
The gap performance analysis includes each of the elements below in terms of ISP
teachers ensuring a college and career bridgeway to aid 50% of ISP learners to enroll in
community college by December 2020. The discussion begins with the assumed knowledge and
skills influences on the performance goal. Then, the assumed motivational influences are
reviewed. Finally, the impact of the organizational influences on performance is explored along
with each of the assumed stakeholder knowledge, motivation and organizational influences on
performance.
Knowledge and Skills
AIH provides educational services to ISP high school students. The school’s strategic
plan for 2017–2020 stated students will be empowered and prepared for diverse opportunities for
careers and college. Specifically, by March 2020, the teachers were to ensure 50% of AIH
graduates were college prepared according to state college/career indicators. The teachers need
particular knowledge and skills in order to reach this goal. It was also important for the teachers
to understand each of the seven dimensions of learning and thinking skills in alignment with the
CASAS competencies and know how to teach and assess for these skills. According to Collins
(2001), it is important to have the right people on the bus in the right seats. In this case, having
the right people in the right seats requires being aware of what kind of knowledge the teachers
have about learning and thinking skills. Clark and Estes’ (2008) gap analysis model provides a
framework for determining if the individual has the required knowledge and skills to accomplish
CALIBRATING THE COLLEGE PREPARATION BRIDGEWAY 38

the organization’s goal. The gap analysis model was used in this study to frame the context of
this research.
This problem of practice discussion includes the various knowledge and skill influences
affecting the AIH goal for teachers to design a college preparedness program promoting a
college-going culture for the 21st century. Although there were four knowledge influences, this
study focused on the two most relevant to the study: conceptual and procedural. A review of
literature also provided support for the two knowledge influences.
Stakeholder Knowledge, Motivation and Organizational Influences
Knowledge Influences
Assessing teachers’ acquired knowledge was important, since they would be responsible
for creating curriculum for ISP teachers. Additionally, it was important to examine knowledge
and skills influences when evaluating a program. Making issues concrete and clear means
asking the question, “What does one need to know to achieve his or her goals?” (Rueda, 2011, p.
27). The four knowledge types were factual, conceptual, procedural, and metacognitive
(Anderson & Krathwohl, 2001). Although all four knowledge types were important, this study
focused on conceptual and procedural knowledge.
Conceptual knowledge was defined as knowledge of categories or models relevant to a
specific area (Rueda, 2011). It was essential for teachers to have conceptual knowledge about
the CASAS broad content learning and thinking skills competency because the teachers would
be teaching the essential life and work skills curriculum. An example of conceptual knowledge
is explaining how each of the seven dimensions of learning and thinking skills plays a role in life
and work skills.
CALIBRATING THE COLLEGE PREPARATION BRIDGEWAY 39

The second knowledge type examined was procedural. Procedural knowledge was
defined as “knowing how to do something” (Rueda, 2011, p. 28). It was important to have
procedural knowledge when teaching learning and thinking skills. An example of procedural
knowledge is demonstrating knowledge on how to organize and prioritize tasks. The
demonstration of knowledge and skills would show evidence the teacher is interested in the
subject (Schraw & Lehman, 2009), activation of learners’ background knowledge (Schraw &
McCrudden, 2006; Mayer, 2011), and the practical value and application of the lesson (Eccles,
2006; Pintrich, 2003). Additionally, frequent checks for understanding illustrate whether the
learner understands what was taught (Anderman & Anderman, 2009).
Understanding the broad CASAS content area learning and thinking. Students
arrive at AIH with low grade point averages and few course credits toward their high school
diploma. All students were non-traditional learners who have returned to earn a high school
diploma or high school equivalency certificate. Upon graduation, many students either continue
to work, seek full-time employment, or a position with a higher wage. Therefore, it was
important for the students to attain thinking, conceptual, and ownership of learning skills for
college and career readiness (Conley, 2010).
Conceptual knowledge refers to knowledge of models related to a specific area (Rueda,
2011). Assessing prior knowledge in learning and thinking skills demonstrates the teacher’s
background knowledge (Mayer, 2011, p. 70). When evaluating teacher instruction, it was
important to look at content knowledge, the questions asked and the explanations given
(Shulman, 1986).
Assessing teaching and assessment skills on learning and thinking. Although there
are nine competencies for essential life and work skills (CASAS, 2012; West, 1995), it was
CALIBRATING THE COLLEGE PREPARATION BRIDGEWAY 40

especially important for teachers to know how to teach and assess key learning and thinking
skills. Procedural knowledge means the teacher can explain step by step how to accomplish a
task (Rueda, 2011). In this case, a teacher would demonstrate CASAS competency 7.5, personal
management skills, step by step. Personal management skills would include, for example,
creating a positive attitude, coping with negative feedback, and identifying personal values
(CASAS, 2012). AIH supports ISP teachers knowing how to teach and assess learning and
thinking skills in alignment with CASAS competencies.
Career management skills have been identified as career enhancing skills for optimization
(Bridgstock, 2009). Mindfulness helps to relieve mental exhaustion and promotes job
satisfaction (Hülsheger, Alberts, Feinholdt, & Lang, 2013). According to Silva (2009), there
should be “an emphasis on what students can do with knowledge, rather than what units of
knowledge they have, was the essence of 21st-century skills,” (p. 630). Silva further asserts
interpersonal skills, workforce skills, and non-cognitive skills all have the same meaning were
new to the 21st century learner.
Table 2 shows the organizational mission, global goal, stakeholder goal, and knowledge
influences and knowledge influence assessments identified in this literature review.

CALIBRATING THE COLLEGE PREPARATION BRIDGEWAY 41

Table 2
Knowledge Influences, Knowledge Types, and Knowledge Influence Assessments
Organizational Mission
Amazing Independent High School District uses social and restorative Justice principles to provide
traditionally underserved communities the opportunity to restart their education with a focus on the
adult, family, education, employment, community, and recovery.
Organizational Global Goal
By July 2021, Amazing Independent High School District will evaluate their college preparation
program to ensure 50% of AIH graduates are prepared to matriculate into postsecondary pathways
according to the state college/career indicators.
Stakeholder Goal
By March 2021, a teaching team of independent studies program teachers will evaluate their college
access program to ensure 50% of AIH graduates are prepared to matriculate into postsecondary
pathways according to the state college/career indicators.
Knowledge Influence Knowledge
Type
Knowledge Influence Assessment
ISP teachers need to understand the
socioemotional components that
support students in becoming prepared
for post-secondary education.
Conceptual ISP teachers will identify and explain
the basic CASAS competencies which
support socioemotional skills.

(Which of the CASAS competencies do
you feel is most important for post-
secondary education?)
ISP teachers need to understand the
college access components that support
students matriculating into
postsecondary education.
______________________________

ISP teachers need to understand the
college knowledge components that
support students enrolling in post-
secondary education
Conceptual

Conceptual
ISP teachers will identify and explain
the basic concepts of college access.

(What are your favorite resources that
help students become prepared for
college?)

ISP teachers will identify and explain
the basic concepts of college
knowledge.
(How would you describe college
knowledge to a student?)
ISP teachers need to know how to
apply a coaching model that aids
students in accessing postsecondary
education in college.
Procedural ISP teachers will explain the strategies
used when coaching a student on the
necessary steps in planning for
postsecondary pathways.
(What specific strategies do you use to
promote college access at your school
site?)
CALIBRATING THE COLLEGE PREPARATION BRIDGEWAY 42

Motivation Influences
Motivation-related influences were integral to AIH achieving its goal to ensure 50% of its
graduates are prepared to matriculate into postsecondary education. Clark and Estes (2008)
define motivation as active choice, persistence, and mental effort. Performance can increase by
targeting the closure of performance gaps with the elimination of “demotivators” supplemented
by “positive motivational support” (Clark & Estes, 2008, p. 79). Teachers at AIH teach ISP high
school students skills needed for life, work, and postsecondary education. Common Core State
Standards and college preparedness and career readiness skills focus on academic skill sets.
CCSS as well integrates competencies focused on life and work skills applicable to personal,
career, and academic goals. Teachers need curriculum aligned with and addressing the needs of
the 21st century learners entering high-skills high-wage positions.
Examination of AIH’s goal for teachers to ensure 50% of AIH graduates are prepared to
matriculate into postsecondary education would be beneficial for facilitating graduates’
immediate entry into postsecondary education and the job market. While there were many
different motivational influences, this study focuses on two research areas. The first research
area focuses on affect, and then the second area was self-efficacy. Gaining insight into the
motivational influences affecting teachers would inform the administrators and executives of the
organization about the viability of creating a college access program.
Affect. The first motivational influence was management of emotions (affect). Teachers
need to feel they can ensure AIH ISP graduates are prepared to matriculate into postsecondary
education. Epistemic emotions increase learning and performance (Pekrun, 2011). Since
emotions can influence engagement in tasks, it was best to support learners’ need for
independence and choice (Bono, Foldes, Vinson, & Muros, 2007). Positive affect results in
CALIBRATING THE COLLEGE PREPARATION BRIDGEWAY 43

higher order thinking and performance. Higher order thinking results in creativity, flexibility,
and holistic thinking (Krathwohl, 2002). Negative affect results in critical thinking, such as
analyzing, focusing on details and negative processing reducing performance.
Researchers Chiaburu and Harrison (2008) stated, “positive coworker influence” among
workmates results in tangible and intangible social support from colleagues, such as
companionship, emotional support, and/or informational advice. Conversely, conflict and
undesirable attitudes and/or behaviors toward another among work associates manifests as
“negative coworker influence.” Basford and Offermann (2012, p. 810) conducted a voluntary
organizational survey of 677 service-sector locations in the United States and found good
relations among workmates result in a motivational outcome in the workplace. Although teams
were also being used by 80% of middle and large size organizations (Chiaburu & Harrison,
2008), Darling-Hammond et al. (2014) found only 17% of national teachers reported making an
effort to work collaboratively with other teachers.
Teachers’ emotional engagement is influenced in part by the people they work with
(Basford & Offermann, 2012). Evaluating curriculum along with supporting activities
collaboratively with coworkers requires creativity, analysis, and focusing on details.
Accomplishing the goal of evaluating essential life and work skills curriculum requires
teamwork, utilizing higher order thinking skills, and processing of complex cognitive tasks.
Managing emotions would be enhanced by creating a community environment of positivity and
support (Lewis & Smith, 1993; Pintrich, 2003; Yough & Anderman, 2006).
Self-efficacy. Self-efficacy beliefs are defined as the way individuals think about
themselves and their capabilities to do things in their daily lives (Pajares, 2006; Alper, Tjosvold,
& Law, 2000). Teachers should believe they have the skills to create a postsecondary program
CALIBRATING THE COLLEGE PREPARATION BRIDGEWAY 44

for ISP learners matriculating into postsecondary education. Affirming individuals that are
capable of learning positively motivates them (Pajares, 2006). Role models who have
successfully completed the task serve as motivators for new learners (Pajares, 2006). When
engaging a person in a new task, it is important to assess frequently by checking simple tasks,
delaying checking more difficult tasks, and providing a fair representation of comments
emphasizing strengths with areas of improvement (Borgogni, Russo, & Latham, 2011).
Research has shown an individual who believes he/she can do a task stays with the task
until it is completed (Bandura, 1997). Self-efficacy is a kind of self-confidence (Kanter, 2006).
Individuals with high levels of self-efficacy are motivated to engage in high levels of
performance in the workplace (Lunenburg, 2011). Self-efficacy directly affects motivation;
individuals with high self-efficacy are more likely to choose to attempt challenging tasks
whereas others with low self-efficacy are not (Bandura, 1997; Schwarzer, 2014; Schwarzer, &
Hallum, 2008).
Evaluating the college access program for AIH students matriculating into postsecondary
education was a challenging task. Teachers involved in program evaluation and design would
need a high level of self-efficacy to persist in completing the task. Evaluating the program with
supporting activities, tools and resources would better enable the teachers to prepare their ISP
high school students for the 21st century as lifelong learners and productive citizens capable of
providing for themselves and their families financially and for better overall living. Table 3
shows the organizational mission, global goal, stakeholder goal, and motivational influence
assessments identified in this literature review.

CALIBRATING THE COLLEGE PREPARATION BRIDGEWAY 45

Table 3
Motivational Influences and Motivational Influences Assessments
Organizational Mission
Amazing Independent High School District uses Social and Restorative Justice principles to
provide traditionally underserved communities the opportunity to restart their education with a
focus on the adult, family, education, employment, community, and recovery.
Organizational Global Goal
By July 2021, Amazing Independent High School District will evaluate their college
preparation program to ensure 50% of AIH graduates are prepared to matriculate into
postsecondary education according to the state college/career indicators.
Stakeholder Goal
By March 2021, a teaching team of independent studies program teachers will evaluate their
college access program to ensure 50% of AIH graduates are prepared to matriculate into
postsecondary education according to the state college/career indicators.
Assumed Motivation Influences Motivational Influence Assessment
Affect-Teachers need to feel the strategies
they use are effective in promoting college-
going culture.
I feel positive about strategies I use to promote
a college-going culture at my school?

Likert survey response.
Self-Efficacy – Teachers need to feel
confident they are capable of creating a
college transition program for life and work
skills in alignment with CASAS
competencies.”
“I am confident in my ability to align work
skills with CASAS competencies within the
curriculum.”

(Open-ended interview question or response to
written Likert survey response).

Organizational Influences
Culture. Culture is an integral part of any organization. Schein (2017) discusses culture
as macro and micro-cultures within an organization, including norms, espoused beliefs and
values, identity and self-image, habit of thinking, mental models, or linguistic paradigms (shared
cognitive frames). The shared product of shared learning was the most important aspect of the
definition of culture (Schein, 2017). This shared learning then becomes the DNA of the
organization, according to Edmonson (2010, as cited in Schein, 2017).
CALIBRATING THE COLLEGE PREPARATION BRIDGEWAY 46

Change within an organization requires changing the culture of an organization by
looking at the organization’s DNA (Schein, 2017). Organizational DNA is composed of two
parts: cultural models and cultural settings (Gallimore & Goldenberg, 2001). A cultural model is
a shared mental schema or norms by which the world works or should work (Gallimore &
Goldenberg, 2001). Cultural settings, on the other hand, was defined by Sarason (1972) as
“whenever two or more are gathered together, over time, to accomplish something” (p. ix).
Often, teachers work in isolation disconnected from other teachers (Gallimore & Goldenberg,
2001). Working in collaborative professional learning communities is a more effective way to
bring about change in teaching and learning than working in isolation at the cellular level
(Gallimore & Goldenberg, 2001). Within the linkage of cultural models and cultural settings
lives the opportunity for meaningful change.
Cultural model influence 1: The school requires a cultural belief that teacher
collaboration enhances learning and will better enable students to reach their college
preparedness and career readiness transition goals. Organizations should conduct a self-audit
on their culture (Kezar, 2001). Promoting a culture of collective decision making, including
faculty and staff, enhances the process of implementing change (Kezar, 2001; Matsui, 1997). A
systems thinking approach includes taking into account making sense of the context of each
location, the culture of the organization, and how it is different and unique (Matsui, 1997).
Understanding an organization’s baseline, determining what the organization should “keep, fix,
and stop” is important to know before moving forward with implementing any changes (Matsui,
1997). Trust in primary relationships helps to facilitate collaboration and a win-win outcome
(Covey, 2004). Reflective, authentic and true outcomes captured in compelling stories can
influence an organization’s cultural beliefs (Denning, 2005; Matsui, 1997).
CALIBRATING THE COLLEGE PREPARATION BRIDGEWAY 47

Cultural setting influence 1: Teachers need enough time outside of their instructional
day to create a college preparedness and career readiness transition program. Gallimore and
Goldenberg (2001) found “clearly conceptualizing settings and cultural models can help focus
thinking and acting in ways that can further school reform efforts” (p. 51). School improvement
and transformation involves having time for continuous professional development based on
teacher needs which results in improved instruction, student achievement, teacher leadership and
collaboration (Reese, 2010; Quint, 2011). Union contracts, district policies, and grant
requirements require staff and faculty regularly participate in teacher development. Although
these times are regularly set aside for school improvement, often, teachers feel the time could be
used more productively (Gallimore & Goldenberg, 2001). Union contract requires teachers at
AIH receive a designated amount of collaboration time annually.
Table 4
Organizational Influences and Organizational Influences Assessments
Organizational Mission
Amazing Independent High School District uses social and restorative justice principles to provide
traditionally underserved communities the opportunity to restart their education with a focus on family,
education, employment, community, and recovery.
Organizational Global Goal
By July 2021, a teaching team of independent studies program teachers will evaluate their college
access program to ensure 50% of AIH graduates are prepared to matriculate into postsecondary
education.
Stakeholder Goal
By March 2021, a teaching team of independent studies program teachers will evaluate their college
access program to ensure 50% of AIH graduates are prepared to matriculate into postsecondary
education according to the state college/career indicators.

CALIBRATING THE COLLEGE PREPARATION BRIDGEWAY 48

Table 4, continued
Assumed Organizational Influences Organizational Influence Assessment
Cultural Model Influence:
The school requires a cultural belief that
teacher collaboration enhances learning and
will better enable students to reach their post-
secondary education goals.
Survey or interview questions of teachers that tease
out individual and organizational beliefs about
teacher collaboration.

I believe teachers should work together so that every
ISP high school student at our school has the
opportunity to matriculate into postsecondary
education after graduation.

(Strongly Disagree, Disagree, Agree, Strongly
Agree)
Cultural Setting Influence: Teachers need
enough time outside of their instructional
day to prepare to implement a new college
transition program.
Survey and interview questions to find out what time
teachers have available to work on implementing a
new post-secondary education program.

I believe that professional development time for
teachers is important to improve the quality of college
advising.
(Strongly Disagree, Disagree, Agree, Strongly
Agree)

Conceptual Framework: Interaction of Stakeholders’ Knowledge and
Motivation With The Organizational Context
A conceptual framework serves a conceptual map illustrating the main ideas guiding the
discussion (Maxwell, 2005). A framework serves as the boundaries for the named concepts.
The combination of the concept along with the frames create a conceptual framework. The
conceptual framework then provides a graphic model illustrating the concepts supported by a
narrative.
Clark and Estes’ (2008) gap analysis framework specifies looking at knowledge,
motivation, and organizational influences and analyzing these components in relationship to the
desired performance goal (Clark & Estes, 2008). This gap analysis framework was chosen
because it has been tested and used successfully for performance improvement. While each of
CALIBRATING THE COLLEGE PREPARATION BRIDGEWAY 49

the potential influences above has been presented independent of each other, they are not isolated
from each other. Next, the researcher demonstrates the way the knowledge, motivation, and
organizational influences may interact with each other in this context in relationship to the
research questions.

CALIBRATING THE COLLEGE PREPARATION BRIDGEWAY 50

Figure 1. Conceptual framework for integration of knowledge, motivation, and organizational
influences.

CALIBRATING THE COLLEGE PREPARATION BRIDGEWAY 51

Figure 1 represents the integration of the knowledge, motivation, and organizational
influences. The large blue outer circle represents the organizational influences impacting AIH.
Cultural components of the organization are cultural models and cultural settings (Schein, 2017).
Teachers valuing spending time advising AIH ISP high school students about college
preparedness and career readiness transition represent a cultural model, while supporting and
participating in activities encouraging a college-going culture represents a cultural setting.
Inside the blue organizational influences circle are two green circles. The circle on the
left represents the knowledge influences, and the circle on the right represents the motivational
influences. The green circles’ overlap represents the intersection of teachers’ knowledge, skills,
and motivation. Specifically, the overlapping circles illustrate the intersection of factual
knowledge, procedural knowledge, self-efficacy and expectation of success. Teachers need
conceptual knowledge about college components (Conley, 2010), procedural knowledge (Rueda,
2011) about the college application and financial aid process (McDonough, 2005). These two
knowledge components, combined with motivational beliefs (self-efficacy) and positive affect,
illustrate needs for teachers to create a program to support a college-going culture and access
program to influence adult students to enroll in a postsecondary work certificate program or
community college after graduation (Bandura, 1997; Chiaburu & Harrison, 2008).
The arrow positioned at the bottom of the blue organizational circle points to the yellow
stakeholder global goal. The summative connection of the organization, knowledge, and
motivational components directly affects, as illustrated by the blue arrow, the gold global goal to
create a college preparedness and career readiness transition program for ISP high school
students by March 2021.

CALIBRATING THE COLLEGE PREPARATION BRIDGEWAY 52

Conclusion
The purpose of the study was to evaluate the college preparedness program for AIH ISP
students. This chapter presented inequities in the labor market, the role of adult education, and
the characteristics of adult learners and successful evidence-based college preparedness
programs which increase graduation rates. Additionally, the chapter presented the knowledge,
motivation, and organizational influences of the key stakeholders: high school teachers in the
ISP. The study’s conceptual framework was the Clark and Estes (2008) gap analysis model for
performance improvement. Chapter Three presents the study’s methodological approach.

CALIBRATING THE COLLEGE PREPARATION BRIDGEWAY 53

CHAPTER THREE: METHODOLOGY
The purpose of this study was to conduct an evaluation using the gap analysis model
(Clark & Estes, 2008). This study aimed to examine the knowledge, motivation, and
organizational influences which facilitate or impede ISP teachers at AIH from reaching the
organizational goal to increase college enrollment rates. Three research questions guided this
study:
1. To what extent is the organization, AIH, meeting its goal to ensure 50% of its graduates
are prepared to matriculate into postsecondary education according to the state
college/career indicators?
2. What are the knowledge and motivation influences necessary for teachers to meet the
goal to ensure 50% of AIH graduates are prepared to matriculate into postsecondary
education according to the state college/career indicators?
3. What is the interaction between AIH’s organizational culture and context and teacher
motivation related to achieving the goal to ensure 50% of AIH graduates are prepared to
matriculate into postsecondary education according to the state college/career indicators?
Analysis of the data from the responses to the research questions provided recommendations for
the knowledge, motivation and organizational solutions for AIH to achieve the organizational
goal. A website was created to introduce the researcher, state the purpose of the study, provide
links to a downloadable copy of the confidentiality agreement and online version of the study,
and the researcher’s contact information.

CALIBRATING THE COLLEGE PREPARATION BRIDGEWAY 54

Participating Stakeholders
At AIH, the stakeholders were students, teachers, and administrators. Students, as the
recipients of the educational instruction delivered by the school, were key stakeholders. The
students transfer the knowledge gained to their employment, jobs and careers which affects their
families and their communities (Hentschke & Wohlstetter, 2004). The teachers were also
involved as key stakeholders since they deliver curriculum as outlined in the CCSS and CASAS.
Although many stakeholders were involved in increasing the rate of students
matriculating from ISP to postsecondary education, this study focused on the teachers as the
primary stakeholders. The ISP teachers spend the most time directly interacting with students,
and their duration, frequency, and influence play a critical role in the steps the student takes after
graduation. According to Johnson and Christensen (2008), sampling functions as a means of
extracting a sample from a population. For the purpose of this study, teachers served as the
convenience sample since the researcher works at the agency where the study was conducted.
Survey Sampling Criteria, Strategy and Rationale
Criterion 1: All teachers throughout the organization working at AIH for at least a year.
Rationale: Teachers throughout the organization at all school settings were invited to
participate in the study to gain more specific data on current knowledge, motivation, and
organizational needs to achieve the stakeholder goal. Teachers who have at least one year of
experience with the organization could provide more in-depth knowledge than newer teachers.
Fink (2009) suggests using surveys with groups who have a high interest in the topic.
Teachers who self-selected for the study have a high interest in students persisting to graduation
and continuing their education beyond high school. Furthermore, college preparedness and
career readiness require a districtwide effort, so all teachers were included as teachers regardless
CALIBRATING THE COLLEGE PREPARATION BRIDGEWAY 55

of content area of expertise. District school sites were spread across an entire state with five
large counties representing 87 locations. A survey allowed the researcher to gain a rich pool of
data from a variety of different teachers at community sites throughout the district. The survey
was distributed at the beginning of the data collection period to provide preliminary information
and serve as a foundation for the survey. The survey yielded general information to aggregate
data on the organization's perception of college access.
The survey was electronic, web-based, and sent via the researcher’s email address to
potential teachers. Although the sampling frame size was 145, this tool enabled the researcher to
reach the most teachers throughout the district. Teachers were recruited by an oral
announcement at a biweekly staff meeting and supported by a flyer announcement distributed at
the meeting and on a public website. Additionally, an email was sent districtwide 10 days before
the opening of the survey and as a follow-up within 24 hours of posting the survey. An
announcement in person, as well as by email, encouraged the greatest amount of participation
from potential teachers within a 2-week period. Potential teachers were also informed about how
the data would be used and the fact that responses would be anonymous (Pazzaglia, Stafford, &
Rodriguez, 2016). Fink (2013) suggests having data gathering options available to increase
response rates. A paper version of the survey was available offline for those who did not have
access to the internet or who preferred to take the survey offline. The researcher had the goal of
an 80% response rate, as a high response is expected when conducting a survey (Fink, 2013). To
increase the response rate, the researcher sent reminders to those who had not participated, and a
modest token of appreciation was provided to teachers as an incentive (Pazzaglia et al., 2016).

CALIBRATING THE COLLEGE PREPARATION BRIDGEWAY 56

Interview Sampling Criteria and Rationale
Criterion 1: Teachers throughout AIH school district who attended one or more AIH
college transitions professional development workshops.
Criterion 2: Teachers who have worked at AIH for at least a year.
Criterion 3: Teachers who currently work at an AIH community site.
Rationale
Community site teachers who attended at least one college transitions professional
development session offered by AIH were invited to participate in the interviews to gain specific
data on current knowledge, motivation, and organizational needs to achieve the stakeholder goal
of a college transition program. Teachers who have at least one year of experience with the
organization have had more time working with students and teachers and could provide more in-
depth knowledge than newer teachers. Teachers working in the jail were not interviewed as the
scope of the interviews was limited to the community site teachers.
Interview Sampling Strategy and Rationale
Interviewee recruitment consisted of non-probability, purposeful sampling (Creswell,
2017; Fink 2013). As the study was quantitative and qualitative and pertained to a very large
geographic area, sampling had to be representative. The goal was to interview 10 teachers
throughout the district who have taught with the organization for at least a year, attended at least
one AIH college preparation workshop, and worked at a community site. The researcher
interviewed a random subset of teachers who indicated interest in interviewing on the survey
since they could provide relevant knowledge and depth of information about the phenomenon
(Maxwell, 2013).
CALIBRATING THE COLLEGE PREPARATION BRIDGEWAY 57

The list of potential interviewees was gathered from the list of attendees for the
professional development workshops offered during the 2018–2019 school year. Potential
interviewees were asked on the survey if they would volunteer to be interviewed and if they met
the criteria presented above. If so, they were sent an email invitation for an interview.
Unstructured and structured questions in a semi-structured interview design were used for the
study (Maxwell, 2013; Merriam & Tisdell, 2015). Interviews were online or in person and face-
to-face to accommodate the interviewees (Merriam & Tisdell, 2015). Interviews were audio
recorded, transcribed and coded for themes (Creswell, 2017).
Document and Artifacts Analysis
AIH teachers use a variety of resources and information to prepare students for life after
high school. While surveys and interviews require live interaction from the primary stakeholder,
documents, and artifacts provide a different medium for analysis. Documents and artifacts
provide a historical context of the present, past, and future for organizations, and serve as
nonreactive source of material evidence (Merriam & Tisdell, 2016). Primary and secondary
sources of data serve as an institutional memory embedded within the online architecture and
brick and mortar edifices of the organization.
Documents and artifacts serve as archival sources of evidence for internal and external
stakeholders and for the public (Merriam & Tisdell, 2016). Data sources exclusively for the
organization were housed online on the intranet and also within the brick and mortar community
school site buildings. Online data were available to organizational members, stakeholders
outside of the organization, and the public. Internal sources of information stored on the intranet
and housed offline were available to teachers. Since the researcher was also a teacher, these
documents were accessible. Evidence was examined to determine whether AIH was meeting its
CALIBRATING THE COLLEGE PREPARATION BRIDGEWAY 58

goal to ensure 50% of graduates were prepared to matriculate into postsecondary education.
Furthermore, the evidence either validated or invalidated knowledge, motivation, and
organizational influences relevant to this study. The researcher examined AIH 2018–2019
school year documents and artifacts in three principal college-going culture components:
curriculum, counseling model, and information and resources (McDonough, 2005).
Evidence of teacher conceptual knowledge was assessed in teacher-designed and shared
curriculum coursework, lesson plans, instructional handouts, worksheets, work samples, and
presentation materials from professional development sessions and in-services housed on the
organization’s intranet. Teacher procedural knowledge was assessed by examining coaching
articles written by teachers on the organization’s best practices website. Motivational affect and
self-efficacy were examined through teacher-created coaching videos, AIH school culture
photographs, and AIH social media site photographs. Finally, the interaction of AIH’s
organizational motivation, culture and context was examined on the organization’s best practices
information and resources website by assessing time and collaboration among teachers by
examining teacher-designed and shared curriculum coursework, lesson plans, instructional
handouts, worksheets, work samples, and presentation materials from professional developments
and in-services, testimonials, videos, and photographs. Document sources were logged
according to protocol; the date requested and received will be time stamped in the log.
Explanation for Choices
Qualitative strategies encompass phenomenological research describing the human
experience while quantitative inquiry supplies numerical data specifying attitudes and/or trends
(Creswell, 2017). AIH, as a public non-profit, mission-centered organization, maintains
accountability upward and downward to stakeholders (Ebrahim, 2010), so gathering descriptive
CALIBRATING THE COLLEGE PREPARATION BRIDGEWAY 59

and numerical data was important (Kirkpatrick & Kirkpatrick, 2016). Surveys, interviews, and
document analysis were the methods for this evaluation study with teachers serving as the
primary stakeholder. Surveys provide a means to reach a large number of teachers who could
self-report on a wide variety of open-ended and close-ended responses. Additionally, surveys
are economically friendly, can be completed quickly and allow for qualitative and quantitative
data to be gathered (Creswell, 2017). Interviews allowed for the respondent to expound upon
what was addressed in the survey in real time verbally as opposed to pen and paper or online
selections or written responses. Also, surveys proved useful when teachers could not be
observed directly and when the researcher wanted to gather historical data and control the line of
questioning (Creswell, 2017. Furthermore, interviews allowed the researcher to be more directly
involved with the teachers and gain a deeper understanding of the phenomenon (Creswell, 2017;
Merriam & Tisdell, 2015). Finally, documents and artifacts as qualitative material provided
public and private evidentiary media sources illustrating the organization’s chronological stories
with text, pictures, videos, and advertisements (Creswell, 2017; Merriam & Tisdell, 2016).
Documents and artifacts served as non-human tangible items enabling synthesis of phenomena
visually, auditorily, and kinesthetically.
Independent studies programs were designed with flexible walk-in scheduling for class
times and days, as the non-traditional student is an adult with obligations outside of school. Due
to the vast number of schools, the researcher could not reach all sites within the limited data
collection period. If the study were conducted for a longer period, the researcher would sample
10 teachers who have had students graduate during the 2017–2018 school year and enrolled in
postsecondary education, since a very small percentage of AIH students attend college after
graduation. Multiple sources of data provided unique perspectives into the organization’s
CALIBRATING THE COLLEGE PREPARATION BRIDGEWAY 60

phenomenon. Furthermore, triangulation bears strength for increasing credibility and or validity
when using more than one data collection method or when using multiple sources of data
(Merriam & Tisdell, 2016, p. 245).
Data Collection and Instrumentation
Sampling Strategy and Timeline
Instrumentation for this study consisted of surveys, interview protocols, documents and
artifacts. Surveys were conducted online with a web-based program and consisted of questions
with multiple choice, Likert-scale items, and open responses. Surveys were sent from the
researcher’s email to 145 teachers districtwide at 87 sites in 9 counties (2 in Region A and 7 in
Region B) using a single group email address to reach all of the teachers from June 17 to July 31,
2019. Data analysis occurred from July 17 to July 31, 2019.
Semi-structured interviews were concurrently conducted with surveys for teachers who
indicated a willingness to be interviewed in person, by telephone, or by video conferencing.
Interviews were conducted from July 17 to August 9 for teachers who indicated having been
with AIH district for one or more years, at a community site, and having attended a college
transitions professional development. The researcher interviewed 16 teachers. Coding and
transcript analysis were conducted immediately after interviews and in the weeks following.
Lastly, document and artifact collection and analysis occurred from August 12 to 23,
2019. Private and public materials were collected offline and online. College program
documents, college curriculum, and college testimonials and media were examined. Special
attention was given to the most current college documents created during the 2018–2019 school
year.

CALIBRATING THE COLLEGE PREPARATION BRIDGEWAY 61

Quantitative and Qualitative Data Collection and Instrumentation
Three different data collection instruments were used: surveys, interviews, and
documents and artifacts. Survey data informed the researcher about the learning environment of
each site and how it supports the organizational culture of promoting a college transition
environment. Additionally, surveys addressed knowledge and motivational needs to achieve the
goal of a college access program. Interviews provided data on the interaction between AIH’s
organizational culture and context and teacher motivation related to achieving the goal of a
college access program for alternative high school students. Documents and artifacts were used
to validate the findings from the surveys and interviews and, therefore, served to triangulate the
data. These three tools effectively provided data to assess the organization’s current
performance level in relation to the desired performance goal.
Surveys
Survey instrument. The online self-administered survey included multiple choice, short
answer, and Likert-scale questions (Fink, 2013). Responses to 48 questions provided
demographic data, focused on teachers, and teased out individual and organizational beliefs
about the organization’s visions, college preparedness principles and keys, advising and
coaching strategies, college-going culture at school sites. Additionally, survey questions showed
what time teachers have available to work on developing a new curriculum and work
collaboratively on a college access program. A variety of survey items unearthed the
organizational influences related to the presence of a college-going culture or lack thereof.
Survey procedures. Surveys were administered prior to conducting interviews. Survey
prompts were in written text form. The survey was electronic, web-based, sent via email and
administered in English. Offline copies of the survey were also be available. As teachers were
CALIBRATING THE COLLEGE PREPARATION BRIDGEWAY 62

distributed across a large urban county, the survey allowed for the greatest number of teachers
given the accessibility of the instrument online as well as the economic resources provided in
support of this study. Survey data provided information about each school’s learning
environment and organizational culture promoting a college access environment. Furthermore,
knowledge and motivational needs were communicated on how teachers and administrators
could achieve the goal of creating a college access program for alternative high school students.
Surveys allowed for data from a small sample size to be generalizable to a larger sample and for
rapid turnaround in data collection (Babbie, 1990; Creswell, 2017).
Interviews
Interview protocol. A semi-structured interview protocol was used with the sample
group of teachers. Interviewing was the best type of protocol to secure rich data (Bogdan &
Biklen, 2007). Asking questions of teachers provided the researcher with gather data regarding
what cannot be observed directly (Patton, 2002). Flexible questioning, without predetermined
word order, allows the researcher a mix of “more and less structured interview questions”
(Merriam & Tisdell, 2016, p. 110). Also, interviews allowed understanding of the other person’s
perspective, meaningful story, and depth of knowledge (Patton, 2002). Questions expanded on
the core areas addressed in the survey: organizational visions, college preparedness principles
and keys, advising and coaching strategies, college-going culture at school sites, time teachers
have to work on college access programming individually and collaboratively. Also, interview
questions were asked to fill in gaps as well as explore emerging themes. These data led to a
better understanding of the interaction between AIH’s organizational culture and context and
teacher motivation related to achieving the goal of creating a college access program for
alternative high school students.
CALIBRATING THE COLLEGE PREPARATION BRIDGEWAY 63

Interview procedures. Interviews were conducted after the surveys were collected. By
conducting the interviews after the surveys, the interviewer had the opportunity to ask clarifying
questions regarding themes. Individual interviews were conducted with 10 ISP teachers for
approximately 1 hour to 90 minutes at the individual’s worksite, by phone, or video conferencing
to allow for the greatest participation, totaling approximately close to 15 hours of formal and
informal interview data. Interviews were conducted in English and recorded. Notes were
simultaneously taken. Interviews were transcribed, member-checked, and coded for themes.
Documents and Artifacts
Document and artifacts procedures. When examining AIH documents and artifacts, the
researcher determined the degree to which the organization has a college curriculum, counseling
model, and resources and information materials to support the organizational goal. The
researcher examined the following documents: teacher-designed curriculum coursework, lesson
plans, instructional handouts and worksheets, worked samples, testimonials, videos,
photographs, presentation materials from professional development sessions and in-services,
AIH coaching videos created by teacher coaches, presentations at professional development
sessions and/or in-services, archive of school culture photographs, and AIH social media
photographs.
Qualitative and quantitative data were collected and analysis provided in a narrative
form. College documents and artifacts were requested in three different categories using a
documents and artifacts collection tool: college program documents, college curriculum, and
college testimonials and media (Appendix C). First, college program documents were examined
for contextual knowledge and procedures used to advise students about postsecondary options.
Next, the ISP curriculum for college preparedness along with information, tools, and resources
CALIBRATING THE COLLEGE PREPARATION BRIDGEWAY 64

were evaluated for alignment with the conceptual principles of college knowledge, coaching
conversations, academic preparedness and SEL components utilizing the CASAS component of
thinking and learning. Lastly, documents and artifacts were reviewed for stakeholder
motivational affect, self-efficacy, and organizational culture within testimonials and media.
Appendix C illustrates the documents and artifacts protocol and how the items were logged and
categorized by document request, source, date requested and date collected/received.
Data Analysis
The researcher utilized a variety of tools and methods for data analysis in each phase of
the study. Analytical tools used to interpret data were both electronic and non-electronic while
analytic processes were both inductive and deductive (Merriam & Tisdell, 2016). Data
collection was initiated with districtwide surveys, followed by a smaller pool of interviews, and,
finally, specific documents and artifacts. Data analysis processes for each of the three methods
varied slightly and are discussed individually.
Survey data was analyzed manually and electronically. Prior to analyzing the data, the
files were prepared for analysis. Each completed survey was printed in preparation for analysis.
Next, the responses for each survey item completed were cleaned prior to be coded and entered
into an Excel spreadsheet. Final entries were likewise checked for accuracy with logic checks,
double checking each entry for duplicates, transpositions, and missing data. After the raw data
had been cleaned, numerical frequencies were calculated for each item in Excel to help identify
trends and themes. Additionally, percentages of stakeholders who strongly agreed or agreed
were presented in relation to those who strongly disagreed or disagreed for stakeholder groups of
fewer than 20. For larger stakeholder groups, means and standard deviations were presented to
CALIBRATING THE COLLEGE PREPARATION BRIDGEWAY 65

identify average levels of responses. A codebook was then developed by the researcher before
beginning to code the data.
Analytic notes were written to define how the researcher created the survey codebook
and any amendments to the original ledger. “Observer’s comments” were noted as ideas were
generated regarding findings (Bogdan & Bilken, 2007). Descriptive statistical analysis was
conducted once all survey results were submitted. Data analysis, however, began during data
collection for surveys. As visual devices were appropriate at all stages of analysis, the researcher
periodically created graphical representations of the numerical data to gain insights into
emerging trends and themes. The second phase of data analysis followed survey with interviews.
Interviews were conducted with a smaller pool of teachers who indicated they would like
to be interviewed face-to-face, in person, or by video conferencing. Once the researcher left the
field, interviews were transcribed and coded. Field notes were annotated manually shortly
following the interview. Analytic memos along with “analytic sticky notes” were also written
after each interview to document thoughts, concerns, and initial conclusions about the data in
relation to the conceptual framework and research questions (Miles, Huberman, & Saldaña,
2014). Portable forms of analytic memos were utilized to facilitate organizing and clustering
constructs into leading themes. In the first phase of analysis, open coding was used to identify
empirical codes and apply a priori codes from the conceptual framework. A second phase of
analysis was conducted where empirical and a priori codes were aggregated into analytic/axial
codes. In the third phase of data analysis, the researcher identified pattern codes and themes in
relation to the conceptual framework and study questions. A visual display of the themes
illustrated the interconnectivity of the coding (Miles et al., 2014). This process of open and axial
coding, and theme building simultaneously with jottings and analytic memos enabled the
CALIBRATING THE COLLEGE PREPARATION BRIDGEWAY 66

researcher to create concrete assertions and proclamations addressing the research questions and
conceptual framework (Miles et al., 2014). The final phase of data analysis included documents
and artifacts.
Documents and artifacts serve as objective sources of data and can be illuminating
sources of material for research (Merriam & Tisdell, 2016). Additionally, these sources provided
stable, non-reactive material with a historical context (Merriam & Tisdell, 2016). Items were
authenticated and analyzed for descriptive and numerical content to address the research
questions and conceptual framework. Analysis began with a review through a phenomenological
lens and inductive coding to identify informational data bits. Inductive and deductive analysis
identified larger chunks of data to group together by patterns, trends and categorical themes
(Merriam & Tisdell, 2016). Also, counter evidence along with researcher bias were examined.
Finally, these themes were aggregated with survey and interview analyses, reviewed and
deductively compared to the literary theory for purpose and conceptual congruence or lack
thereof to validate, invalidate, and triangulate the data in preparation for Chapter Four on results.
Validity and Reliability
Increasing and maintaining validity and reliability in this study’s survey has been given
full consideration. Validity meant addressing whether the survey measured what it was supposed
to measure, and reliability means the survey consistently measured results to the degree expected
(Salkind, 2017). The researcher created the survey instrument with transparency, and maximized
the validity and reliability of survey items to measure knowledge, motivation, and organizational
elements. As the survey was not be psychometrically tested, the investigator looked to increase
content validity by piloting the items of the study with three teachers. Peers also reviewed and
provided feedback on the instrument prior to conducting the pilot study. Open-ended responses
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were offered so teachers could discuss their thoughts in their own words. Close-ended
responses, such as Likert-scale and multiple choice, allowed for easy scoring (Fink, 2013).
Teachers in the survey had their identity preserved by not providing identifiers; participation was
voluntary, and modest incentives were provided (Pazzaglia et al., 2016). Responses of were
private and confidential. Two weeks were provided for teachers to participate, and reminder
notifications were sent after one week and again two days before the survey ended. The goal
was for 80% of the potential teachers to participate. Response rates were monitored online
through the survey’s back office data collection vehicle.
Credibility and Trustworthiness
Researchers must present plausible and precise data (Lincoln & Guba, 1985).
Triangulation provides a means of validating data by using different data collection methods to
minimize researcher bias. (Maxwell, 2013; Merriam & Tisdell, 2016; Creswell, 2017).
Credibility implies believability and transferability; trustworthiness requires reliability (Merriam
& Tisdell, 2016). Authenticity and trustworthiness in research require conscious tactical
application (Merriam & Tisdell, 2016). Strategies to improve credibility and trustworthiness in
the qualitative section of the study consisted of methodology, sampling, multiple interviews,
variety of documents and artifacts, member checks, and length of study. Moreover, surveys,
interviews, documents and artifacts protocol and data collection methods were applied to
increase trustworthiness in this study via triangulation (Merriam & Tisdell, 2016).
Ethics
The primary researcher of this study devoted attention to ethical concerns. According to
Rubin and Rubin (2012), interviewees must not suffer any harm as a result of participating in a
study. In preparation for the study, the researcher presented the study for approval to the
CALIBRATING THE COLLEGE PREPARATION BRIDGEWAY 68

institutional review board at the University of Southern California. The researcher was a member
of the organization where the study was conducted. Research was conducted with colleagues of
the primary researcher. There was no implicit or explicit expectation of participation since there
is no reporting relationship between researcher and subjects. The researcher informed teachers
the study would not cause suffering or risk, such as effect in performance evaluations or job
advancement. Anonymity of subjects was preserved by not collecting identifiers such as name,
address, phone, number, IP address, or email. Additionally, the researcher made clear the goal
was to serve as the principal researcher, the primary instrument for collecting data, and not to
express a point of view or be judge or therapist. Efforts to mitigate pressure and expectations
included reinforcing the voluntary nature of the study when recruiting teachers by email and
during staff meetings, in-writing on the survey, and face-to-face when interviewing teachers
(Glesne, 2011; Rubin & Rubin, 2012). Finally, the researcher disclosed researcher and
participant would both benefit from the research (Creswell, 2017).
Limitations and Delimitations
This phenomenological study with qualitative and quantitative design included surveys,
interviews, documents and artifacts, all of which have limitations (Creswell, 2017; Merriam &
Tisdell, 2016). Surveys may have been completed by subjects other than the desired population
since they were administered online and not proctored by the researcher. Furthermore, data were
self-reported, and surveys may not have been completed, as teachers may have opted to not
answer some questions. A limitation of the interviews is the researcher was a teacher
interviewing peers. Teachers may have provided interview responses deemed favorable or may
have allowed a certain mood or recent incident to influence their answers. Limitations of
documents and artifacts were that these were not intentionally created for research, the
CALIBRATING THE COLLEGE PREPARATION BRIDGEWAY 69

researcher’s authentication of items and search for multiple documents in multiple private and
public archives, and incomplete sources of data which may not align with the research questions
and/or conceptual framework (Creswell, 2017; Merriam & Tisdell, 2016).
Delimitations for the study were also defined. The study was limited to teachers.
Additionally, information was not gathered from AIH students currently enrolled or who
graduated and were attending postsecondary education due to the power relationships between
student and teacher. Lastly, the study only focused on one public charter school agency, in one
state, therefore the findings were not generalizable to a variety of other settings, although the
findings may inform organizations serving a similar demographic. The study focused on the
performance goal for AIH teachers to implement a college preparation program to ensure
preparation of students matriculating into postsecondary education and added to the body of
knowledge within adult education. Further research could be conducted on adult college
prepared and career readiness transition programs being used by teachers in other states.

CALIBRATING THE COLLEGE PREPARATION BRIDGEWAY 70

CHAPTER FOUR: RESULTS AND FINDINGS
The purpose of this study was to examine teachers’ knowledge, skills, motivation, and
organizational influences to reach AIH’s performance goal to ensure 50% of graduates are
prepared for college pathways. Teachers at AIH work in an independent studies model with
minors, transitional aged youth, and adult students in an alternative high school setting.
Quantitative and qualitative instruments provided data addressing the following research
questions that informed this problem-solving case study:
1. To what extent is AIH meeting its goal to ensure 50% of its graduates are prepared for
post-secondary education according to the state college/career indicators?
2. What are the teacher knowledge and motivational influences related to achieving the
goal for 50% of AIH graduates to be prepared for post-secondary education according to the state
college/career indicators?
3. What is the interaction between AIH’s organizational culture and context and teacher
knowledge and motivation influences related to achieving the goal for 50% of AIH’s graduates
to be prepared for post-secondary education according to the state college/career indicators?
This chapter addressed the organizational performance gap by focusing on each research
question sequentially with the support of data gathered from four sources: surveys, interviews,
documents, and artifacts. The first research question was analyzed primarily from documents
and artifacts secured from state and AIH websites as well as the AIH’s intranet. The second and
third research questions were analyzed primarily from surveys and interviews. Survey and
interview responses were coded thematically. The results and findings from chapter 4 will
inform the Chapter 5 recommendations, implementation and evaluation plan. The following
sections present a synthesis of the results pertaining to the first research question.
CALIBRATING THE COLLEGE PREPARATION BRIDGEWAY 71

Data collection for this study consisted of three stages over a period of six weeks. The
first stage of data collection began with an online survey of teachers throughout the AIH school
district over a period of two weeks. Next, the second stage of data consisted of interviews
conducted over a period of two weeks with self-selected interviewees and ceased when multiple
teachers responded consistently in the same manner. Lastly, the third stage of data collection
consisted of gathering documents and artifacts over a two week time frame.
In phases two and three the Clark and Estes (2007) knowledge, motivation, and
organization framework was used to analyze the survey and interview responses. After gathering
and analyzing the data, each of the knowledge, motivation, and organizational influences was
categorized as validated or not validated. Criteria for validated needs and not validated needs
were determined by the percentage of responses to survey items and interview questions. A need
was determined to be validated and significant if 25-100% of those surveyed or interviewed
demonstrated a need. Conversely, a need was determined not validated if 0-24% those surveys
or interviewed demonstrated such. The scale of need was further broken down into quartiles: 0%
to 25% as the lowest need, 26% to 49% as low need, 50% to 74% as high need, and 75% to
100% as the highest need. Validated needs require intervention to narrow the performance gap.
Needs deemed not validated demonstrate no performance gap. If no performance gap existed,
then the influence was categorized as not validated. Validated needs are addressed in chapter 5
with recommendations, an implementation and evaluation plan.
In phase three documents and artifacts were analyzed from credible sources such as the
state department of education, state test reporting bodies, the accrediting body for the district,
and official district correspondence, including reports, presentations, and emails from AIH
administrators and/or leaders. Documents and artifacts were deemed pertinent if they directly
CALIBRATING THE COLLEGE PREPARATION BRIDGEWAY 72

answered the research questions and contained one or more specific qualitative or quantitative
characteristics that expressed college preparation outputs and/or outcomes that hold AIH
accountable to the state department of education. State measures and internal metrics for
documents and artifacts were used to determine to what extent the organization is meeting its
performance goal.
Inquiry One: Examining The College Preparation Bridgeway Through the Lens of State
College/Career Indicators
The purpose of this study was to evaluate teacher knowledge, skills, and motivation,
along with the interaction of organizational influences that affect ensuring 50% of graduates at
AIH are college prepared according to state college/career indicators. Evaluation for this study
focused primarily on the 2017–2018 academic term for historical context and the 2018–2019
school year as data were available. Also, some data from the 2019–2020 school year were
included when available to provide a sense of where the direction the organization is heading.
The first research question examines the extent to which AIH is reaching its goal of
ensuring 50% of its graduates are prepared for college according to the state college/career
indicators. Documents and artifacts were examined as the primary sources of data. Surveys and
interview responses were used to triangulate the data. Interviewee demographics are illustrated
in Table 5. State documents were first examined and consisted of reports from the Dashboard,
SARC, state test scores and college indicators published by the state department of education.
Next, local documents and artifacts were examined: the LCAP, Dashboard report, SARC,
professional development workshops on college and career transitions and preparedness, emails,
flyers, and the organization’s two public websites. Lastly, the school’s graduation rates were
CALIBRATING THE COLLEGE PREPARATION BRIDGEWAY 73

examined as students that have not graduated from high school are considered to be not prepared
for college.
Table 5
Demographics of Interviewees for Calibrated Study
Gender Years of
Experience
Position(s) Instructional
Design
Model
Site Type Region and
County
Participant 1 Female 2–4 Years Teacher ISP Community A.1
Participant 2 Female 5–10 Years Teacher ISP Community A.1
and
A.2
Participant 3 Male 5–10 Years Teacher
Leader
ISP TAY
Community
A.1
Participant 4 Female 2–4 Years Teacher Direct/ISP Community A.1
Participant 5 Female 2–4 Years Teacher
Leader
ISP Community A.1
Participant 6 Female 5–10 Years Teacher Direct/ISP In custody
Community
A.1
Participant 7 Female 5–10 Years Teacher ISP Community A.1
Participant 8 Female 5–10 Years Teacher ISP Community A.1
and
A.2
Participant 9 Male 5–10 Years Teacher ISP In custody
Community
A.1
Participant 10 Female 5–10 Years Teacher ISP Community A.1
Participant 11 Female 2–4 Years Teacher ISP Community A.1
Participant 12 Female 2–4 Years Teacher
Leader
ISP Community A.2
Participant 13 Male 2–4 Years Teacher ISP TAY
Community
A.1

CALIBRATING THE COLLEGE PREPARATION BRIDGEWAY 74

Table 5, continued
Gender Years of
Experience
Position(s) Instructional
Design
Model
Site Type Region and
County
Participant 14 Female 5–10 Years Teacher Direct/ISP Community A.1
Participant 15 Female 2–4 Years Teacher
Leader
Direct/ISP Community A.1
Participant 16 Male 5–10 Years Teacher
Leader
Direct/ISP Community A.1

State Accountability Measures
Educational institutions must meet state standards to ensure students are ready to enter
post-secondary options in education and/or the job market. To evaluate whether AIH met these
standards, documents, and artifacts were analyzed from credible sources such as the state
department of education, the school district, school site meetings, and accrediting bodies.
Relevant documents for evaluation contained one or more convincing specific numerical,
pictorial, or narrative data characteristics that directly address one or more research questions to
be considered relevant.
State college indicators. Since the school is a traditional school with an exemption to
serve adults, the school must comply with state performance requirements, and CAASPP test
scores indicated the school needs to strengthen students’ academic preparedness. In November
2017, the college indicators were published by the state. For students to be considered prepared,
they had to graduate and have met one or more of the indicators in the column labeled
“prepared.” If a student had not graduated, their status was listed as not prepared, as illustrated
in Table 6. Currently, AIH offers four of the six state college indicators: CAASPP testing, A-G
coursework, dual enrollment, and CTE pathway certificates. Although AIH offers these
indicators, they are in various stages of development. In 2018, CAASPP was offered for the first
CALIBRATING THE COLLEGE PREPARATION BRIDGEWAY 75

time. The school has been in existence for over a decade, and this test was not required due to the
school’s alternative school status. A-G coursework is offered online to a limited number of
students. The dual enrollment program is in its infancy stage as it is set to roll out during the
2018–2019 school year. Finally, the CTE pathways certificates have limited offerings but will
expand with online course offerings during the 2019-2020 school year.
Prior to the school being in comprehensive support and improvement status, it was
designated as an alternative school and not subject to the same statutes as traditional schools.
However, it must be in compliance with K-12 statutes and expectations for accountability. The
school made changes within the three years prior to this study to comply with the state’s
requirements. Additionally, the school was visited by the ASC accrediting body regularly and
received cleared accreditation with a 5-year renewal as of 2015. The mid-year accrediting report
was submitted in June of 2018, and the school continues to operate as a fully accredited school.
Table 6
AIH Currently Offers “Approaching Prepared “State College and Career Indicators
Prepared Approaching Prepared Not Prepared
Smarter Balanced Summative
Assessments
Smarter Balanced Summative
Assessments
Did not meet and of
measures or did not
graduate
Advanced Placement Exams Advanced Placement Exams
International Baccalaureate Exams
Completion of Dual Enrollment Completion of Dual Enrollment
(2019–2020 SY)

University of California and
California State University
Coursework

Career Technical Education
Pathway Coursework
Career Technical Education
Pathway

CALIBRATING THE COLLEGE PREPARATION BRIDGEWAY 76

CAASPP 2017–2018 and 2018–2019. Eleventh grade students take the CAASPP test.
For a student to be considered prepared, the student must earn a score of 3 or “standard met” in
both English language arts and math. According to the 2017–2018 SARC, “This is the first year
we are participating in state-mandated standardized testing due to our ‘alternative school’ status
for the past 10 years.” At the July 2019 staff meeting, it was announced that two students in the
Region A community sites were “approaching prepared,” according to CAASPP scores for the
2018–2019 school year as illustrated in Table 7. If a student earns a score of 2 or “standard
nearly met,” then they have received that score on both English and math. If students earn a
score lower than a 2, they are “not prepared.” According to the state Dashboard (2018), AIH
does not have any students who are prepared. The organization set the goal of increasing the
number of prepared students for the 2019–2020 school year. P14 stated, “We need more PDs
[professional development] on this topic. It would be good to have information on how to
prepare our ELLs for college [and] career.”
Table 7
CAASPP Results for AIH
2016–2017 2017–2018
CAASPP ELA/Literacy 0% 15%
CAASPP Math 0% 0%
Current Curriculum Coursework Offered at AIH
All students on the high school diploma track are enrolled in AIH coursework aligned
with CCSS. AIH’s academic course offerings are all CCSS-aligned, according to the ASC
(2018) report. For the 2019–2020 school year, the district created curriculum addressing non-
CALIBRATING THE COLLEGE PREPARATION BRIDGEWAY 77

academic factors to help students become better prepared mentally for post-secondary pathways.
At the time of this study, the new curriculum had just begun a rollout and no data were available.
A-G coursework helps students become college prepared, and it is offered on a limited basis to
students in an online platform. The school also offers college preparation and CTE/vocational
curriculum.
Career preparation coursework. CTE coursework is limited in the community site
schools. During the 2017-2018 school year 7% of the students participated in CTE coursework
as illustrated in Table 8. P13 stated, “AIH needs to offer more CTE classes to students that don’t
desire to go to college or need to go to work to provide for their families.” P7 said, “Some of our
students are 60 years old and have low TABE scores, and will never be able to attend college.
They are just trying to survive.” Yet, a third interviewee, P9 said, “College ain’t for everybody.”
According to interviewee P2, “I routinely share the offering for CTE certificates with students
like food handlers, forklift operator, and now recently we are offering the welding class.” Plato
online courseware offers a suite of CCI approved CTE coursework. At the time of this study,
there was no data to report on how many courses were offered and how many students enrolled
in these courses. CTE course help students gain skills to earn entry-level employment in the job
market. The goal is for students to earn a living wage. Workforce certificates aid students in
attaining gainful employment with competitive wages.

CALIBRATING THE COLLEGE PREPARATION BRIDGEWAY 78

Table 8
Participation in Career Technical Education (CTE) during the 2017–2018 School Year
Measure Program
Participation
Number of students participating in CTE 1301
Percentage of students completing a CTE program and earning a high
school diploma
7.0%

College preparatory coursework. University admissions requirements include taking
A-G coursework. During the 2017-2018 school year 0% of students were enrolled in state
college and university admissions requirements as illustrated in Table 9. According to P15,
“[AIH] has been offering A-G coursework for a number of years, and it has been underutilized.
We are doing a relaunch to get teachers excited about using the curriculum so that our school
offers more curriculum for our students.” There was an increase in the number of requests by
teachers during the 2019–2020 school year to create student accounts so that students may take
the A-G courses. There is a team of experienced teachers serving on this team to help teachers
troubleshoot and answer questions. AIH offers this coursework online to a limited number of
students. According to the 2017–2018 SARC, no students are taking A-G coursework. This
coursework is not required for students to be admitted to community colleges. According to the
August 2018 LCAP, one of the greatest needs is to have “curriculum that supports lower level
learners and to increase college readiness.” Many students have been disengaged from school
for a period of years and need to increase their academic skills to succeed with more rigorous
college preparatory coursework.

CALIBRATING THE COLLEGE PREPARATION BRIDGEWAY 79

Table 9
AIH Graduates Prepared With College Coursework
State Course Measures Percentage
2017–2018 Pupils Enrolled in Courses Required for State College
and University Admissions
0%
2016–2017 Graduated Who Completed All Courses Required for
State College and University Admissions
0.5%

Future College Preparation Courses and Exams
In the late spring of 2019, AIH initiated an articulation agreement with a local
community college. The 2018 LCAP report supports the sustainability of existing partnerships
and the expansion of new college partnerships. Community teachers were oriented with
information in emails and brief videos on how to select students who would be good candidates
for the program and help them with the community college admissions application. A flyer was
created, teachers distributed it to potential students in May 2019 to potential students. Two in-
person orientation sessions were conducted with potential students along with a representative
from the community college.
College coursework focuses on preparing students for what they can expect when they go
to college. The dual enrollment program provides three transferable college credits, counts
towards high school graduation, and prepares the student with additional digital literacy skills for
the 21st century job market. Students will take courses online for 6 weeks with a college
professor and have the support of their AIH teacher. According to one P15,
Many students are interested in the dual program and will be able to increase their digital
literacy skills, which is a skill that they will need when they attend college. Students can
use a computer at home, come in during class hours and use student laptops, or use the
CALIBRATING THE COLLEGE PREPARATION BRIDGEWAY 80

computer centers with the partner agencies. Many youth, adults, and ESL [program]
students are interested.
The program will continue to be offered as long as there are enough students eligible and
interested in enrollment. The coursework will begin in the fall of 2019 after the conclusion of
this study.
Advanced Placement and International Baccalaureate exams. Advanced Placement
(AP) and International Baccalaureate (IB) coursework help students prepare for college
coursework. If a student scores a 3 or higher on two AP exams or a 3 or higher on two IB
exams, the student is considered prepared for college. If students earn a score of 3 or higher on
AP exams, colleges will grant them college credit. If students earn college credits from AP
exams, they will not have to take remedial coursework for that course when they enroll in post-
secondary education. The school district does not offer AP or IB coursework. According to one
interviewee, P15, “AIH is looking into ways to offer students AP credit from our district.
Students that transfer in from other schools and have AP coursework on their transcripts may be
prepared if they meet the other indicators.”
Local Control Accountability Plan
The LCAP evaluation report was examined for congruence with the state Dashboard and
SARC reports and was found to be in alignment. The organization’s three goals for the 2017–
2018 school year were analyzed and activities and services planned for the school year were in
congruence with college and career preparedness. AIH’s Local Control Accountability Plan
goals included engaging historically underrepresented students and providing accessible
educational opportunities to support learners in their academic, professional, and personal goals.
Supporting the learners holistically includes the learners as well as their families and community.
CALIBRATING THE COLLEGE PREPARATION BRIDGEWAY 81

Student achievement, equity, eight state priorities, engagement of all stakeholders, and ongoing
evaluation are the central themes of the report. AIH has a unique student demographic since it is
a K-12 school with an exclusion to serve adults.
Minors and adults ranging up to age 70 make up the student body at AIH. Students have
not earned a high school diploma in the United States and may be enrolled in the high school
diploma, GED, or the HiSet program. There are 3,203 students enrolled in the school: 8.8% are
White, 60.9% are Hispanic, 22.4% are African American, 47.1% are socioeconomically
disadvantaged, 20.1% are English learners, 4.0% are students with disabilities, and 0.9% are
foster youth. Most students have transferred from custody to community site classrooms upon
release from jail.
Graduation Rates
Student graduation is paramount for college preparation success. During the 2017–2018
school year, AIH supported 148 graduates per SARC 2017-2018. According to one P16,
It is important to understand that AIH has a wide student demographic. Students range
from minors, transitional age youth, adults, and older adults. The school has K-12 status
so it is being held to the standards of a traditional K-12 school. When reporting is done
to the state it consists of all learners and the graduation and college preparation data is not
disaggregated.
AIH’s graduation rate was 74.6%, a high-performance level for the 2017–2018 school year.
Additionally, the 2017–2018 LCAP survey reported 71% of students feel AIH prepares them for
employment, 90% of students report feeling the organization helps them progress toward life
goals, and 76% report gaining increased confidence for their professional environment. The
average student at AIH is enrolled for 66 days.
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Although the state Dashboard indicates the school had high graduation rates for the 2017–
2018 school year, the college preparation monitor indicates the lowest performance level as
reflected in Figure 2. According to P16,
The state has marked AIH as one of the lowest-performing schools according to the
Western Region newspaper (a pseudonym). The school is also under comprehensive
support and improvement status as a result of having graduation rates at less than 67%
averaged over two years [2017 and 2018] according to the Every Student Succeeds Act.
It is important that the district increase graduation rates to 92% by summer 2019 in order
to improve the status and come out of the danger zone. If the organization does not
improve status then the school’s status becomes further jeopardized.
One of the greatest needs, per the LCAP, is for “the development of retention, graduation, and
college pathways for transitional age youth.” Figure 2 indicates no students are prepared for
college.
CALIBRATING THE COLLEGE PREPARATION BRIDGEWAY 83

Figure 2. State Dashboard Equity Report illustrating graduation rates and college preparedness
per state department of education Dashboard.

Synthesis for Inquiry One: Results And Findings On Organizational Performance Goal
It is necessary that high school graduates be prepared for life after graduation with
academic, socioemotional skills to enter and navigate 21st century educational spaces and job
markets so that they may take care of themselves as well as their families and engage in their
CALIBRATING THE COLLEGE PREPARATION BRIDGEWAY 84

communities as productive citizens. Although AIH is making strides to ensure all graduates are
prepared for college with curriculum offerings, data from the state dashboard, SARC, CAASPP,
and LCAP reports confirm that less than 1% of its learners are “approaching preparedness” per
the college/career indicators. Whereas 0% of AIH graduates are prepared for college per the
Dashboard and CAASPP, and the SARC indicates 0% of students are enrolled in college
preparation courses, and the organization’s LCAP report states that at least 50% of students are
prepared for college, and 0% are prepared according to the college/career indicators, it is
concluded that college preparation for AIH’s learners is a highly validated need.
Validated Needs Defined for Knowledge, Motivation, and Organizational Influences
Inquiry one examined the performance gap utilizing documents and artifacts. Inquiries
two and three focus on the organization utilizing the Clarke and Estes (2008) gap analysis model
for performance improvement with the teacher as the primary stakeholder. Categorization of
knowledge, motivation, and organizational needs fell into two categories: validated and not
validated as illustrated in Table 10. The lowest need means there were 1-24% or more teachers
with a knowledge gap, therefore the need is defined as not validated. A validated need is defined
as 25% or more of the teachers having a knowledge, motivation, or organizational need. There
are three degrees of significance for the validated need depending on the percentage of
respondents indicating need as illustrated in table 10. A low validated need means 25-49% of
teachers experienced a knowledge gap. A high knowledge need means 50-74% of teachers
experienced a gap. The highest need means 75-100% of teachers experienced a need.

CALIBRATING THE COLLEGE PREPARATION BRIDGEWAY 85

Table 10
Scale of Validated Needs
Degrees
of Significance
for Validated Needs
Quartile Scale of
Validated Needs
Validated Categories
Lowest 1-24% Not Validated
Low 25-49%
Validated

High 50-74%
Highest 75-100%

Inquiry Two: Examining The College Preparation Bridgeway Through the Lens of
Teachers’ Knowledge and Motivation
AIH spans over one large state, seven counties, and is divided into two regions. Region A
has two counties and Region B has five counties. Although the recruitment efforts for teachers
included both counties, only teachers from Region A participated in the study. The researcher
sent the recruitment email to the entire district. Administrators from Region A voluntarily
forwarded the recruitment email to their teams of teachers. The researcher became aware after
data collection that an unspecified group of teachers in Region B was not working during the
recruitment period, as they were on a school break. The researcher, a resident of Region A, was
also employed as a community site teacher, worked as an instructional coach and mentor, and
interacted with Region A teachers from both counties at bi-weekly staff meetings and
professional development days held five days a year.
The pool of teachers for research questions two and three consisted of teachers from
Region A exclusively. This region has two large urban counties representing 33 school sites.
Sixty ISP teachers work within Region A, and 29 participated in the survey (Figure 3), resulting
CALIBRATING THE COLLEGE PREPARATION BRIDGEWAY 86

in an overall 55% participation rate. The survey offered teachers the opportunity to self-select
for the interview. Nineteen teachers agreed to be interviewed, and 16 interviews were conducted
(See Figure 3). In Region A 49% of teachers participated as illustrated in Figure 4, and
districtwide 20% of teachers responded representing 37% of school sites in 22% of counties
where the district is operating statewide.

Figure 3. Region A survey and interview participants by county.

CALIBRATING THE COLLEGE PREPARATION BRIDGEWAY 87

Figure 4. Teachers participating in surveys and interviews in Region A.

Teacher Knowledge and Motivation Performance Gaps Impact College Preparation
The second research question explores the teacher knowledge and motivational
influences related to achieving the goal for 50% of AIH graduates being prepared for post-
secondary education according to the state college/career indicators. Findings regarding the first
research question support the findings from the second question, which addresses the question of
the extent to which AIH is meeting its goal of ensuring all of its graduates are prepared for post-
secondary education. Analysis of 12 state, regional, and local documents along with 16
interviews revealed that AIH currently is not preparing students for college and that
organizational change will be necessary to reach the organizational goal. The second research
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question examined knowledge and motivational influences with the teacher as the primary
stakeholder.
The second research question asked, “What are the teachers’ knowledge and skills related
to achieving the goal for 50% of students to be prepared for post-secondary education according
to the state college/career indicators?” Clark and Estes’ (2008) framework served as the backbone
for analyzing the data pertaining to this question. Conceptual and procedural knowledge
influences were examined to determine the teachers’ knowledge and skills related to the
organization’s global goal of creating and implementing a college-going culture where teachers
can engage in coaching conversations regarding college post-secondary pathways. The
following data came from Region A community sites: online surveys from 29 teachers and
interviews with 16 self-selected ISP teachers. Additionally, 12 state, local, and accreditation
documents, and 33 artifacts. The following three themes emerged from data analysis: teachers
need knowledge about socioemotional learning curriculum, tools, and resources that can aid
students in becoming prepared for college and life; teachers need knowledge of principles of a
college-going culture and keys to college readiness; and teachers need knowledge of coaching
strategies that can be used with alternative students on various post-secondary pathways.
Knowledge Causes: Conceptual
Knowledge is the foundation of organizational change, begins with concrete factual
knowledge and is followed by conceptual knowledge, procedural knowledge, and metacognition
(Anderson & Krathwohl, 2001). The order of knowledge steps facilitates the accomplishment of
learning objectives. In this case, teachers are the change agents who will facilitate the
accomplishment of the organizational goal. The order of learning tasks matters, so this section is
CALIBRATING THE COLLEGE PREPARATION BRIDGEWAY 89

organized hierarchically. Findings reported in this chapter are focused on two key foundational
knowledge bases: conceptual knowledge and procedural knowledge.
Three conceptual knowledge assumptions were analyzed and identified as validated
knowledge needs. The first assumed conceptual influence that ISP teachers need to understand
the socioemotional components that support students in becoming prepared for college. The next
assumed influence was that ISP teachers need to understand the college access components that
support students enrolling in post-secondary education. The last assumption was that ISP
teachers need to understand college access components for post-secondary pathways. These
three influences were selected to address the organization’s performance gap.
To assess the teachers’ conceptual knowledge, 29 teachers in Region A were asked 18
four-point Likert-scale survey questions (Appendix A), and 16 self-selected teachers were
interviewed using 20 semi-structured open-response interview questions (Appendix B) to
determine their knowledge and skills. Two findings emerged from analyzing their responses.
First, teachers need knowledge about socioemotional learning curriculum, tools, and resources
that can aid students in becoming prepared for college and life. Second, they need knowledge of
principles of a college-going culture and keys to college preparedness.
Socioemotional learning curriculum supports college preparation. The first finding
was that 100% of teachers need knowledge about socioemotional learning curriculum, tools, and
resources that can aid students in becoming prepared for college and life. Teachers in ISP
programs work with at-risk youth and adults who come from high-poverty areas and face barriers
impacting their ability to attend classes, persist with credit progression, and graduate (Kobena
Osam et al., 2017). Only 6% of interviewees were familiar with the content of the CASAS
competencies and how they could aid students with non-academic skills to become ready for
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college and life pathways. According to interviewee P7, “It is hard for students to think beyond
their basic needs [right now] and think about the future.” P3 stated, “We have the AIH college
and career readiness curriculum, but I’ve found that students don’t enjoy it.”
One hundred percent of interviewees said they look at the student’s TABE score and use
that as a guide to prescribe core curriculum and electives, but they need additional resources and
professional development workshops to address the students’ social and emotional needs. When
asked about which components on the CASAS are most relevant for college, P4 said, “We need a
PD on that!” Teachers are aware of students’ academic needs pertaining to their preparation for
college, but none mentioned listening and thinking skills defined in the CASAS competencies
when interviewed, although non-academic skills are also an important component of college
preparedness. P6 and P14 expressed not knowing how to aid students in achieving goals that are
not focused on college preparation and career readiness. Fourteen percent of teachers
interviewed stated they would like more information and curriculum to support students who are
primarily in school for personal development rather than college preparedness. Teachers need
knowledge about all three pathways: college, career, and life.
A college-going culture supports college preparedness with college knowledge. The
second finding was that 38.1% of teachers need knowledge of principles of a college-going
culture and keys to college preparedness. Establishing a school with a college-going culture
requires high expectations of students (McDonough, 2005). In all, 61.9% of survey teachers
agreed or strongly agreed they had knowledge of the principles of a college-going culture (see
Figure 5). Although 82% of teachers agreed or strongly agreed they had knowledge of a bridge
program, 77% agreed or strongly agreed they have knowledge about community college
prerequisites, 62% agreed or strongly agreed they have knowledge about community college
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admissions and financial aid, only 58% had knowledge about resources, and 44.8% had
knowledge about matriculation rates.

Figure 5. Responses to item 6 I am knowledgeable about the principles of a college-going school
culture.

Since teachers interact with students one-on-one and in small-group instruction, “it makes
sense that teachers would be coaching students” regarding college pathways, according to P15.
Teachers do, however, need specialized knowledge about college and career preparedness to
advise their students about post-secondary education options. Nevertheless, only 27.5% of the
surveyed teachers agreed or strongly agreed they had knowledge about the four keys of college
preparedness (See Figure 6). One respondent stated,
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AIH teachers need more information directly from community colleges on expectations
of students’ enrollment/placement assessments/ and dual enrollment processes. Every
college seems different even if in the same community college district. [We] need more
info on local trade school opportunities.
Community colleges, trade schools, and apprenticeship programs update their requirements in
accordance with the job market. It is important that teachers, coaches, advisors, and counselors
stay current with requirements to provide students the most accurate information for post-
secondary college pathways.

Figure 6. Responses to Item 7 I am knowledgeable about the four keys of college preparedness
and career readiness.

CALIBRATING THE COLLEGE PREPARATION BRIDGEWAY 93

Summary of Conceptual Knowledge Causes
Conceptual knowledge is built upon factual knowledge. It is the second step from the
bottom on the stairway of four knowledge steps. Collectively the three conceptual knowledge
assessments focused on unearthing teachers’ understanding of the basic concepts related to
socioemotional components that support students in becoming ready for college, college access
components related to enrolling in post-secondary education, and college knowledge
components. Each influence was analyzed for gaps. The first, second, and third knowledge
needs were validated gaps. Socioemotional components were found to be validated, as all but
one of the teachers needed conceptual knowledge. College-going culture components and
college knowledge were also found to be validated knowledge needs, as some of the teachers had
knowledge while others had no knowledge. All three of the conceptual knowledge needs were
therefore found to be validated.
Knowledge Causes: Procedural
Four types of knowledge exist. Factual is the base for conceptual knowledge which
precedes procedural knowledge; lastly, metacognition is the highest form of knowledge
(Anderson & Krathwohl, 2001). The assumed influence analyzed was that ISP teachers needed
to know how to apply a coaching model that aids students in accessing post-secondary pathways.
To assess teacher procedural knowledge, 29 teachers in Region A were asked two Likert-scale
survey questions and 16 self-selected teachers were interviewed using three open-response
questions. Three findings emerged from analyzing their responses. First, 56.9% of teachers need
procedural knowledge on differentiating coaching from teaching and counseling. Second, 85%
need to know how to coach through barriers for student advancement. Third, 100% of teachers
need to know how to coach nontraditional special populations of adult learners. The results from
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the surveys and interviews surfaced a validated procedural knowledge need, as some teachers
have knowledge about differentiating coaching from teaching, as verified by surveys and
interviews, while others have no knowledge.
Teachers need procedural knowledge on how to differentiate coaching from
teaching and counseling. Independent studies teachers may act as counselors in alternative
school settings (California Department of Education, 2018). In this study, 82.8% of teachers
agreed or strongly agreed they were aware that college counseling could be provided by an
advisor or a coach as illustrated in Figure 7. Forty-eight and one-tenth percent of teachers who
have had AIHD mentoring and/or coaching training applied coaching skills when discussing
goals and barriers with students. According to the survey results, 48.1% of the teachers have
attended mentor training (see Figure 8), and 37% have attended coaching training at AIHD of
which the coaching techniques are the same. Teachers have engaged with students in
conversations about barriers and academic progress toward a high school diploma. Some
teachers have more success than others. Teachers who have had coaching training are coaching
students through barriers, but teachers who have not had training are utilizing teaching strategies
to coach students and are not experiencing the same success when coaching through barriers.
Both groups of teachers expressed having challenges with students facing emotional barriers and
referring students to community partners for additional support. Teachers would like to better
understand how to advise students academically through these barriers.
CALIBRATING THE COLLEGE PREPARATION BRIDGEWAY 95

Figure 7. Responses to Item 12 I am aware that in some school settings college counseling is
provided by an advisor or a coach.

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Figure 8. Response to item 9.1 have you attended any mentoring trainings offered by AIHD
during the 2018-2019 school year.

Coaching strategies differ from teaching and counseling when the objective is coaching.
In the survey, 62.1% of the teachers indicated awareness of coaching strategies that would be
appropriate to use with ISP students; however, 51.9% of interviewees without coaching training
provided strategies that teachers use for instructional purposes. P9 stated, “I use positive praise,
such as ‘keep up the good work’ and ‘great job.’” These encouraging phrases were cited as
examples of helping students advance through curriculum assignments, credit progression, and
graduation. Additionally, P9 stated, “I hold the student accountable” by having the student turn
in schoolwork and provide incentives for them to get the work done. Eighty-five percent of
interviewees stated they provide advice to a student much like a mentor and interact with
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students one-on-one much like a counselor. Additionally, small-group peer college advising has
been used by 0% of teachers.
Fifty-nine and one tenth percent of teachers who have had AIH mentoring and/or
coaching training coach their students through barriers and provide them support after
graduation. Coaching strategies learned during mentor training aids 62.1% of teachers (see
Figure 9) in conversations with students regarding coursework persistence, graduation, and post-
secondary pathways. Fifty-nine percent of teachers noted useful skills gained from mentor and
coaching training in the open-response section of the survey. Useful skills reported on the online
survey were “questioning”, “listening”, “conflict resolution”, “motivational interviewing”,
“emotional intelligence”, “resilience”, “planning”, “higher education”, “multiculturalism”,
“dialogues”, and “frameworks for conversations”.

CALIBRATING THE COLLEGE PREPARATION BRIDGEWAY 98

Figure 9. Response to I am aware of mentoring/coaching strategies that would be appropriate to
use with ISP students.

Schools with high post-graduation expectations of students regularly engage students in
college conversations. Low-SES students who have experienced academic challenges require
effective coaching strategies to further their education beyond high school. According to 89% of
interviewees, conversations with students regarding opportunities after graduation are driven by
proactively reaching out and initiating one-on-one discussions on interests coupled with candidly
discussing their reality. Conversations about life after graduation occur, according to P2 and
P16, when the student is “close to graduation” or “about to graduate.” Ongoing college talks,
monitoring action steps, and reflecting to adjust for post-secondary pathways are critical steps
needed for students to have access to college. Furthermore, despite 51.9% teachers’ having
CALIBRATING THE COLLEGE PREPARATION BRIDGEWAY 99

knowledge of coaching strategies, 100% of teachers expressed interest in knowing how to better
serve special populations of students; therefore, this is a validated knowledge need.
Teachers do not have in-depth procedural knowledge about how to counsel students
since they are not professionally prepared as counselors. Teachers need knowledge of
financial aid resources for post-secondary pathways. In addition to college applications, one of
the primary components of college knowledge pertains to financial aid in the form of grants and
scholarships. Results for Item 14 on the survey indicated that 62% of teachers either agreed or
strongly agreed they had knowledge about financial resources for students (See Figure 10).
Many teachers stated they talk to their students about financial aid, FAFSA, and scholarships.
However, the knowledge they share as teachers is general. In response to interview questions 23
and 24 which asked about financial resources currently available for students to pay for college,
P1 stated that they “get on the internet together and figure it out.” P6 mentioned they have
community-based partners on site to whom students are referred for specific college knowledge.
Although P6’s students are adults, and the co-located counselor focuses more on youth, the
students are still sent there as a place to get started on college knowledge. P1 stated special
education students have a transitions coach who helps with applying for college, and it would be
wonderful if all students had access to such a resource. P1 and P8 stated transitional age youth
have frequent access to the college counselor, but the adults do not have as much access.
Additionally, although AIH’s college transitions resources website provides additional
information, tools, and resources on admission and financial aid for community college, none of
the teachers indicated they use it as a resource.

CALIBRATING THE COLLEGE PREPARATION BRIDGEWAY 100

Figure 10. Responses to item 14 I am comfortable advising students about the local community
college and financial aid resources.

Teachers need knowledge on how to coach through barriers for student
advancement. Continuous college talk is a pillar of a college-going culture (McDonough,
2005). Sixty-three percent of the teachers have not had training in coaching methods (Figure 11)
and 59.1% have not had mentor training (Figure 12). Coaching students through barriers aids in
increasing their engagement in post-secondary pathway options, yet only 18% of the teachers
interviewed provided an example of helping students complete applications for bridge and post-
secondary programs. Barriers to students’ post-secondary pathways cited by interviewees
included childcare, transportation, and housing, for which teachers refer students to community
partners. Students have a variety of post-secondary interests, such as college, work certificate
programs, the workforce, personal goals, and being able to help their children with schoolwork.
CALIBRATING THE COLLEGE PREPARATION BRIDGEWAY 101

As teachers are not trained to coach in these areas, they struggle to coach students through
barriers. P15 stated,
I know if a student comes in and maybe expresses an interest in college, sometimes,
there’s this fear that they might be scared off if it’s brought up, or it might feel
unattainable. So, I think that there is some work holistically that we might need to do to
feel like we can have those conversations and have the resources.
Additionally, teachers mentioned students are concerned about the costs of tuition. Students lack
confidence and aspirations to persist beyond their current educational level, according to P5 and
P8. Thus, teachers need additional knowledge and skills to support students in breaking through
barriers that they may face after graduation, therefore this is a validated need.

Figure 11. Response to survey item 10 Have you attended any coaching trainings offered by
AIHD (pseudonym for the school) during the 2018-2019 school year.
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Figure 12. Response to survey item 9.1 Have you attending any mentoring trainings offered by
AIHD during the 2018-2019 school year.

Summary of Procedural Knowledge Causes
Procedural knowledge is built upon conceptual knowledge. It is the third step from the
bottom on the stairway of four knowledge steps. The last knowledge analysis pertained to one
procedural knowledge influence. The knowledge influence was analyzed for gaps. The
procedural knowledge assessment focused on teachers’ knowing how to apply a coaching model
relevant for students enrolled in an independent study program who will be pursuing post-
graduation pathways. Assessment questions in the survey and interviews revealed that teachers
need procedural knowledge to differentiate teaching roles from coaching roles, coaching through
various barriers, and coaching special student populations. The one and only procedural
knowledge influence examined is therefore validated for the one influence examined.

CALIBRATING THE COLLEGE PREPARATION BRIDGEWAY 103

Synthesis for Knowledge Results and Findings
Teachers who are knowledgeable about coaching students to the next level strengthen the
learners’ preparation for college pathways after graduation. Surveys, interviews, documents, and
artifacts were used to gather data. Data analysis focused on the knowledge and skills of 29
teachers working in 33 community site classrooms in independent studies programs in two
counties. Four knowledge influences were examined: three pertaining to conceptual knowledge
and one pertaining to procedural knowledge. Validated knowledge needs were confirmed under
both the conceptual knowledge and procedural knowledge influences.
A total of four thematic findings emerged under the knowledge category: two conceptual
and two procedural types. The conceptual knowledge instruments focused on unearthing
teachers’ understanding of the basic concepts related to each of these influences. First, the study
revealed that closing the gap in teacher knowledge of socioemotional skills will aid teachers in
helping students gain competencies to become socially and emotionally prepared for college,
career, and life. Second, teachers need conceptual knowledge college on creating a college-
going culture within the organization encompassing college knowledge on tools and resources
regarding admissions requirements, how to apply for college, and financial aid and creating
physical environments within the school to support a college-going mindset. Three conceptual
knowledges influences were therefore examined and validated.
Two procedural knowledge themes emerged. Procedural knowledge instruments,
focused on unearthing teachers’ knowledge about how to apply a coaching model relevant for
non-traditional learners enrolled in an independent study program who will be pursuing post-
graduation pathways. First, it was found that although teachers’ strengths in instructional
strategies can be leveraged for coaching conversations about college, career, and life, they need
CALIBRATING THE COLLEGE PREPARATION BRIDGEWAY 104

in-depth knowledge about how to counsel students due to lack of professional preparation as
counselors. Secondly, teachers that do not have training in coaching need professional
development workshops in order to develop these skill sets. One procedural knowledge
influence was therefore examined and validated. All knowledge influences were therefore
validated as needs as reference in Table 11.
Table 11
Validation Status for Each Knowledge Influence for Calibrated Study
KMO Type Assumed Cause Validated Not
Validated
Knowledge Causes
Conceptual SP teachers need to X
understand the
socioemotional
components that
support students
in becoming prepared
for post-secondary
education.

Conceptual ISP teachers need to X
understand the college
access components that
support students
matriculating into
post-secondary education.

Conceptual ISP teachers need to
understand the college
access components that
support students
enrolling in post-
secondary education.
X
Procedural ISP teachers need to
know how to apply a
coaching model that
aids students
X
CALIBRATING THE COLLEGE PREPARATION BRIDGEWAY 105

Motivation Causes
Clark and Estes (2008) define motivation as active choice, persistence, and mental effort.
Affect and self-efficacy were the two motivational types examined to answer the second research
question. Epistemic emotions increase learning and performance in the workplace (Pekrun,
2011). Affect is a form of epistemic emotion. Self-efficacy is a kind of self-confidence (Kanter,
2006). Individuals with high self-efficacy will be motivated to engage in high levels of
performance in the workplace (Lunenburg, 2011). These two motivational types were selected
by the researcher because, at the time of this study, the organization was experiencing a
significant shift in how it prepares its graduates for post-secondary pathways. The researcher
was, therefore, interested in learning more about how the organizational shift affected the
teachers’ emotions as well as their confidence. Three major themes emerged from examination
of the surveys, interviews, documents and artifacts: teachers enjoy talking and spending time
with their students regarding opportunities available after graduation, they do not feel confident
advising about post-secondary options, and they do not feel efficacious about creating a CASAS
program to prepare students for post-secondary education.
Affect
Teachers enjoy helping students, and feel confident using teaching strategies to help
students prepare for life after graduation, but do not feel confident in counseling students
about emotional issues. Teachers in the ISP program use positive affirmations to let their
students know that they are on the right track. For example, P15 states, “Hey, you actually did a
really good job with this curriculum.” Yet, additional strategies are needed when coaching
students on the next steps. According to P7,
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I just think it is challenging. Just to be honest about that process. Many of our students have
anxiety about testing. And we’re trying to get them in a place where they’re confident enough to
take the exam and not worry about what level they’re at [where] they may be at the at the time.
And it’s the challenges. Our students have full lives. You know, they’re parents. They’re
grandparents. They’re caretakers. They’re employees. They’re unemployed. They’re homeless.
So, with all of those challenges, it is just one more task that the teacher just has to take on.
This is in support of what research says on the barriers non-traditional ISP learners face in
persisting higher education in community college.
Teachers enjoy talking and spending time preparing students for academic opportunities
after graduation. Emotional engagement is partially influenced by coworker social support
(Basford & Offermann, 2012). Positive emotions in the workplace contribute to a positive
workplace culture and enhance productivity. AIH’s vision is for education to change people’s
lives. Responses from surveyed teachers and interviewees exhibited both positive and negative
emotions.
Positive responses. One hundred percent of teachers expressed positive feelings about the
new direction of the school. Some teachers are enjoying infusing a college-going culture in their
classrooms. Per one respondent, “We as teachers have to motivate and push students. Let them
know that there are many options for higher education. That the university is not the only
educational route, [but] vocational training is also an option.” Another teacher, P10, shared how
a new classroom culture has been implemented to increase student self-efficacy and attitudes
towards assessments. Students are being taught to adopt the mindset of “I love tests” to break
their fear of tests. The teacher further shared an example of how this is done by having the
students decode a written message of “I love tests” and chanting “I love tests” together as a class.
CALIBRATING THE COLLEGE PREPARATION BRIDGEWAY 107

Yet another teacher, P12, working in a different county with a large percentage of parolees on
the roster, is also shifting the classroom culture.
P12 shared an example of how the classroom and school site promotes college preparation and
career readiness:
I have a little board outside of my class where it says next steps, and I have about three or
four different local colleges or career technical schools that students can learn about and
just make it really accessible and comprehensive for them. I share with them all of the
local colleges. I made a little spreadsheet with all the different local community colleges
suggestive courses to take while they’re concurrently enrolled with us a contact name just
to make it very easy for them to find the information and enroll. I also bring in speakers
from community organizations [to] come in and talk to the students.
According to P1, P2, and P6, the special education teachers help students with
transitional plans for life after high school. Students receive services one-on-one or in small
groups and participate in field trips. P1 said, “It would be wonderful if all students had access to
transitional services” for post-secondary pathways. Eighteen percent of the teachers are going to
great lengths to provide a support system for students to engage in transitional collegiate
experiences. P11 previously worked at a middle school in a low socioeconomic status area
where all students were expected to go to college even if that was not their interest. This teacher
gave examples of how, even after the student has graduated from AIH, the relationship between
the student and teacher continues. Another teacher, P6, expressed how the experience of
working at a language school where the expectation was for every student to attend college
influenced the academic culture. The teacher explained how student and teacher are working
closely together so that the student presents a strong application for the bridge program and is
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accepted. The teacher stated regarding college preparedness for ISP students, “Even though I
know that they’re ready, the barrier is not necessarily a lack of opportunity because this is a free
program for a whole year. The barrier for [students] is self-confidence.” Whereas some teachers
feel positively about working with students on post-secondary education goals, other teachers do
not.
One hundred percent of the teachers mentioned how the school is shifting how students
are prepared for life after graduation. One stated, “I believe administration should do a better job
of consistently promoting the school’s vision and mission to teachers!” Another teacher
mentioned the change felt “chaotic.” Another interviewee, P2, said, “I’m really tired of them
always talking about community college and wish they would talk more about apprenticeships.”
Yet another teacher, P3 said, “College ain’t for everybody” since “some students really have
more of a need to put food on the table” and “they aren’t really interested in going to college.”
Collaboration within the work environment helps co-workers and colleagues work
together to find solutions to problems. On item 21 of the survey, 89.7% of teachers either agreed
or strongly agreed that they enjoyed working collaboratively with other teachers, as illustrated in
Figure 13. Conversely, slightly over half of the teachers, 55.1%, either disagreed or strongly
disagreed to feeling that they “freeze up” when working with a group on a project, and 44.9%
either agreed or strongly agreed with having positive feelings about collaboration. Weekly
newsletter analysis confirmed that bi-weekly staff meetings support teachers’ having a minimum
of 20 minutes of collaboration time every month during the school year. Teachers spoke about
elements of cultural settings and cultural models in their responses which will be further
discussed in the following section on organizational culture.
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Figure 13. Responses to item 21 I enjoy working with coworkers collaboratively.

Teachers do not feel self-efficacious about creating a CASAS program to prepare
students for post-secondary education options. Survey results were divided concerning
knowledge of CASAS competencies that support skills needed for post-secondary transitions:
Forty-four and eight tenths percent either agreed or strongly agreed and 48.2% either disagreed
or strongly disagreed. Data from interviews yielded different results. When interviewees were
asked the CASAS competencies, only P15 and P16 could cite them. The other interviewees
responded with “I don’t know.” Since teachers are unaware of the CASAS competencies,
confidence in creating a college preparedness program would be affected.
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Figure 14. Responses to I am aware of the components of CASAS competencies that support
college and career transition.

Many Work Source centers and America’s Job Centers use CASAS to determine if
unemployed enrollees are ready to enroll in a workforce-ready certificate program funded by the
Workforce Investment and Opportunities Act. The CASAS assesses basic academic and job
readiness for the workforce. Since AIH is co-located in job centers, many AIH students are co-
enrolled with community partners in supportive services to help them become employed.
Teachers refer students to career counselors and job developers when they need additional
support. The CASAS helps publicly funded programs decide if a person has the basic academic
skills to complete job training and enter the workplace.
Additionally, the CASAS is used to assess English learners’ language progression. Per
AIH leadership, “According to our internal EL teacher survey, 44% said they follow CASAS
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standards and 48% said No set standards identified.” Since AIH is a K-12 school, students under
age 22 are assessed via the ELPAC, and students over 22 are assessed with the CASAS.
Pathways for English learners include life skills, career readiness, transition to high school
diploma and Spanish GED. The CASAS assesses for grade equivalents for reading and math and
is frequently used for career readiness programs. In the survey sent to all teachers, 44.8% of
teachers agreed or strongly agreed that they were aware of the components of the CASAS that
support college transition, as illustrated in Figure 13. It is interesting to note that, when asked
which of the CASAS competencies was most important for college preparation, only P15 had a
direct response. The other interviewees responded with “We don’t use them.” Ninety-four
percent of the teachers interviewed were unfamiliar with the CASAS competencies, however
100% knew that, at AIH, it is a standardized test used to measure the reading level of ELL
students. This is a validated need.
Summary of Affect Causes
Teachers are hopeful about the shift in direction that AIH has taken in creating a school
culture that promotes students’ engaging in learning beyond the curriculum. Teachers enjoy
talking with students about their goals and helping prepare them for those goals through
curriculum focused on life after graduation, college field trips, and promotion of bridge
programs. Since teachers enjoy these activities but feel a lack of direction and uncertainty about
how to best help students with a variety of post-secondary pathways, this is a validated
motivational need.
Self-Efficacy
Teachers do not feel confident advising about post-secondary options. College talk is
one of the nine principles of a college-going culture (McDonough, 2005). Although only 24.1%
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of surveyed teachers either disagreed or strongly disagreed with feeling confident about advising
students about their post-secondary options, 55.1% felt confident in advising students about the
local community college admissions process, and 48.2% of teachers either agreed or strongly
agreed with feeling confident about advising students on paying for college. 100% of interviews
revealed that, although all teachers attended professional development training on college
transitions, only 3% received training from a college, university or extension program on college
preparedness. Eleven percent of teachers did, however, express having past experience working
at learning institutions that promoted college preparedness. P11 commented on how, prior to
coming to AIH, they worked at secondary schools with college-going cultures where the
expectation was that all students attend college. P5 taught in a beach city school district and
stated, “College prep was a whole different thing” as it was expected that all students to perform
well academically and attend competitive post-secondary schools.
When asked about their favorite tools and resources used to help students prepare for
post-secondary education, 92% of teachers said, “The internet.” Seven percent of teachers
mentioned a favorite internet source was CareerZone, which has some information about college
in conjunction with career readiness. None of the teachers stated they use the AIH website,
which was specifically designed to help procedurally with college applications and financial aid.
College preparedness curriculum. Curriculum is an important source for preparing
students for post-secondary options (McDonough, 2005). AIH has prepared curriculum to help
teachers prepare students for life after graduation. One hundred percent of teachers who
mentioned they used the AIH curriculum provided for college preparedness and career readiness
“do not like it.” P2 and P3 mentioned they have used the two curriculum units designed for
college and career readiness. Both teachers commented that the students do not really enjoy the
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curriculum, so they do not assign it often. P12 mentioned using a curriculum called Roots for
Success which also includes preparation for life skills. This teacher attended an outside training.
Conversations. College talk promotes a college-going culture in the classroom and at
school sites (McDonough, 2009). Eighty-one percent of teachers shared their college journey in
conversations with students and advised the students with the approach of a “caring family
member” and “a mentor” per P2, P4, and P11. Eighty-nine percent of teachers expressed a lack
of confidence in advising students who expressed barriers to entering college. P12 stated,
I know we would do a better job if somebody had that job transitions. I know that we
have one in [region 1], but, you know, to have a transitions coordinator that comes and
educates the students [about college transitions] stuff, you know.
If barriers were encountered, teachers referred students to wrap-around services with which
AIHD partners either in the building or near the school. P13 stated, “I think, as AIH teachers,
we’re sort of asked to juggle a lot of things. And then hopefully working with somebody from an
outside college.”
One hundred percent of teachers who have not had a mentor/coaching training expressed a desire
to have PD on these topics. According to one survey respondent, “It would be great if we had
some clear, step-by-step instructions we could provide students so they can start thinking about
college before they graduate.” One hundred percent of teachers who have had mentor training
use a combination of teaching and coaching strategies with students. Although 75.9% of survey
teachers indicated feeling confident in advising students about their post-secondary education
options as indicated in Figure 15, 93% of interviewees indicated having a lack of confidence in
advising students due to the variety of learners in the organization. Therefore, this is a validated
need.
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Figure 15. Responses to item 23 I feel confident advising my students about their options for
post-secondary education.

Summary of Self-Efficacy Causes
Independent studies teachers engage students in college talk and curriculum that helps
students prepare for post-secondary education. The primary role of the teacher is coaching the
student to meet the student learning outcomes for credit progression and graduation. Teachers
enjoy having conversations with students about post-secondary options, taking them on field
trips to college campuses, and helping them apply to bridge programs. However, teachers do not
feel confident using the college preparedness curriculum and refer students to outside resources
for additional college knowledge, tools, and resources. Affect is a validated need, and self-
efficacy is validated need. Both motivational needs are therefore validated needs.
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Synthesis of Motivation Results and Findings
Active choice, persistence, and mental effort is how to define motivation. Affect and self-
efficacy effect motivation (Clark & Estes, 2007). Teachers felt positively about the changes the
school is making to move the organization and the students forward, yet teachers did not feel
confident in advising students on post-graduation options due to the variety of learners, so
students were referred to community partners or affiliates for additional support.
Table 12
Validation Status for Each Motivational Influence for Calibrated Study
KMO
Type
Assumed Cause Validated Not
validated
Motivational Causes
Affect Affect-Teachers need to feel the strategies they
use are effective in promoting college-going
culture.
X
Self
Efficacy
Teachers need to feel confident they are capable
of creating a college transition program for life
and work skills in alignment with CASAS
competencies.
X

Validated Needs for Inquiry Two: Knowledge and Motivation
The second research question analyzed knowledge and motivational influences impacting
college preparation according to college/career indicators through the teachers’ lens. Two
influence categories were examined under knowledge: conceptual and procedural. Three
influences were analyzed under conceptual, and one influence was analyzed under procedural.
All three conceptual knowledge types were found to be a validated need among teachers as was
one procedural knowledge type found to be a validated need (Table 11). Both conceptual and
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procedural knowledge category influence findings demonstrated a need, therefore knowledge is a
validated need.
Two influences were examined under motivation: affect and self-efficacy. One influence
was analyzed under affect, and one influence was analyzed under self-efficacy. Affect was
found to be a validated need among teachers and self-efficacy was found to be a validated need
(Table 12). Both affect and self-efficacy influence findings demonstrated a need, therefore
motivation is a validated need. The third research question analyzes how the knowledge and
motivational influences interact with organizational context and culture utilizing Clark and Estes
(2008) gap analysis model for performance improvement.
Inquiry Three: Examining The College Preparation Bridgeway Through the
Organizational Culture Interacting with Teachers’ Knowledge and Motivation
The final research question explores the interaction between AIH’s organizational culture
and context and teacher knowledge and motivation related to achieving the goal to ensure 50%
of AIH graduates are prepared to matriculate into post-secondary education according to the state
college/career indicators. Two of the three research questions have already been discussed. The
findings from the first research question indicated that AIH was not meeting the goal of
preparing 50% of graduates for college as indicated by state and local reports. The findings from
the first research question support the results and findings in the second research question. The
Clark and Estes (2008) gap analysis model for performance improvement was used to identify
knowledge and motivation categories of influence for the second research question. Teacher
conceptual knowledge and procedural knowledge influences were examined in relation to the
organizational goal; both conceptual knowledge influences were validated and the procedural
knowledge influence was also validated. Next, the motivation category examined two influence
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types using the gap analysis model. Both affect and self-efficacy influences were validated.
Lastly, the organizational culture influences were examined utilizing a third research question.
Examining organizational culture influences in relation to the organizational goal also
required utilizing the Clark and Estes’ (2008) gap analysis model. The interaction between
AIH’s organizational culture and context and teacher knowledge and motivation relate to
achieving the organizational goal was the focus. Two organizational culture influence types were
addressed: cultural model and cultural setting. A thematic presentation of organizational culture
findings includes results from surveys, interviews, documents and artifacts.
Organizational Culture
Organizational culture is defined as the cultural values, beliefs, and customs of the
organization (Shein, 2016). Visible and invisible constructs create patterns of organizational
culture. Cultural models and cultural settings were examined under the category of
organizational culture. Collaboration was explored under cultural models as it is a necessary
element to move an organization’s performance forward. Time was explored under cultural
settings as it needs to be invested in professional development trainings, tools, and resources in
order for organizational initiatives to be successful. These two organizational culture influence
types were selected by the researcher because, at the time of this study, the organization
experienced a performance gap in college preparedness achievement according to the state
college/career indicators. Two major themes emerged from examination of the surveys,
interviews, documents and artifacts: collaborative strength is valued by teachers as a means to
support students in preparation for post-secondary options, and time is needed to communicate
with other teachers since teachers work at school sites that are not in close proximity.
Answering the third research question entailed determining the validity of these influences
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through the lens of the above mentioned themes along with how knowledge and motivational
influences intersect with organizational culture influences.
Cultural Models Causes
The first of two organizational culture influences concerned cultural models. One cultural
model was examined. The assumed influence analyzed was that the school requires a cultural
belief that teacher collaboration enhances learning and will better enable students to reach their
post-secondary education goals. To assess the cultural model, 29 AIH teachers in Region A were
asked five Likert scale questions and 16 self-selected teachers were interviewed using five open
response questions. Two significant findings emerged. The results from the surveys and
interviews confirmed a validated cultural model need.
Collaboration
Improved instruction, student achievement, teacher leadership and collaboration result
when teachers’ knowledge gaps are assessed prior to being filled with continuous trade
knowledge. (Reese, 2010; Quint, 2011). A culturally inclusive school in conjunction with
teacher collaboration enhances learning and better supports students in reaching their post-
secondary transition goals. Collaborative organizational culture supports an environment where
people work together toward a common goal. The school requires a cultural belief that teacher
collaboration enhances learning and will better enable students to reach their college preparation
and career readiness goals.
Underlying beliefs about students’ post-secondary options vary. College and career
indicators currently demonstrate that AIH students are not prepared academically for life after
graduation according to the college indicators, CAASPP scores and the state Dashboard
(California Department of Education, 2019b). AIH teachers play an integral role in preparing
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students for graduation and life after it, and 82.7% of them either strongly agree or agree that
AIH should focus on preparing students for post-secondary options. Teachers’ attitudes are in
harmony with the organization’s strategic plan. Likewise, 89.7% of teachers either agree or
strongly agree that teachers should work together so that students have the opportunity to
matriculate into post-secondary education (See Figure 16). Ninety-three percent of AIH teachers
believe it is important for teachers to provide students with support for post-secondary options.
Although 82.8% of teachers either agree or strongly agree that AIH should focus on
preparing students for post-secondary options as well as high school graduation, 57.2% either
disagree or strongly disagree that most teachers feel every student has the potential to complete
post-secondary education for college and career (See Figure 17). Additionally, negative
sentiments concerning the adoption of a post-secondary education were expressed by several
teachers in the open-response section of the survey. One participant stated, “I feel many teachers
don’t really think a 2-year or 4-year college is an option for many of our students.” This thought
was echoed by another participant who wrote,
“I don’t think the school has to have a college focus as much as a career focus since that
seems like more of an overall need for our student population post-graduation. I think the youth
sites may benefit more from college focused planning and requirements. I also think there
should be in-depth academic or career track counseling done when the student starts the program
so they have a goal and progress can be monitored by the student and instructor.”
Concern for special populations of students surfaced in teachers comments when another
teacher participant added, “We need options for students with special needs/IEP.” Another
participant concurred by stating, “Students with severe cognitive disabilities, which our school
has many, are hard to reconcile with a college ready culture.”
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Many teachers feel more obligated to work with youth and transitional age youth and
support them for post-secondary education options. Teachers felt that adults over the age of 25
usually have more of a need to support their family and have less time for attending a traditional
college. Also, 58.5% of AIH teachers have the desire to work together, but they do not agree
that the school should adopt a large-scale program, as indicated by 58.5% of teachers disagreeing
and strongly disagreeing in the survey (See Figure 18). Since non-traditional adult learners have
specialized needs a large-scale, program would need elements that would address the needs of
these populations.
For the school to reach its goal of having students prepared per college and career
indicators, it is necessary for teachers to work collaboratively to create a college-going culture at
each site. Since the strength of agreement is split with 57.2% who either disagree or strongly
disagree and 38.23% who either agree or strongly agree on item 31 on the survey (See Figure 17)
along with the comments and interview responses, this would be considered a validated need.
Additional interview findings regarding collaboration further support this conclusion and will be
discussed in the next section.
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Figure 16. Response to survey item 27 I believe teachers should work together so that every ISP
high school student at our school has the opportunity to matriculate into post-secondary
education after graduation.

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Figure 17. Responses to item 31 I believe most teachers at our school feel every ISP high school
student at our school has the potential to complete post-secondary coursework for college and
career advancement.

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Figure 18. Responses to item 29 to make our school more college/career focused, I believe we
need to adopt a large-scale program.

Need for convergence in diverse settings with a variety of personnel. An area of
strength is that AIH works within the alternative school model with ISP high school students
who have not been successful in the traditional high school setting. Teachers within this study
represent 33 sites and only one is a stand-alone site not partnered with a community-based
organization. The remaining sites have community partnerships, so the macro culture of the
school is embedded within the partnering organization. Each school and each class, therefore,
represent their own school culture. AIH uses a variety of technology, people and settings to
facilitate a region wide school culture.
Collaboration requires travel for the greatest benefit. In-person communication and
common planning occurs at the local level at individual school sites and classrooms. Teachers
work at one or more of the 33 sites in Region A that house up to three teachers. Sites range in
specialized populations from adults, transitional age youth, students with learning differences, re-
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entry, students recovering from addiction, and English language learners. Many school sites host
a variety of special populations. Teachers collaborate with colleagues before, during, and after
class and even at lunchtime. AIH teachers need to travel to a specific meeting location to
collaborate with teachers that work at other sites. P7 said,
We need to talk about these scenarios. We all have tons of scenarios. That much similar
and others are not. But, in this particular program because we’re spread out, we have to
do more of the comparing and collaborating. I just know that will help.
Itinerant teachers travel from site to site. School sites with ISP students eligible for special
education services benefit from having an itinerant teacher work with students at least once a
week. Independent studies teachers function as general education teachers and collaborate with
special education teachers and transition teachers on every visit. P1 stated,
So, we had those meetings and they’re like collaboration time. I’m like, shit, I’ve been
doing that all week. And then you’re like, well what’d you, who do I collaborate with? I
have eight different sites to collaborate with. Eight different sites!
P1 additionally shares how students transitioning out of special education services also have a
transition specialist: “I wish that all students had those transition services” because they have
many resources to help students with post-secondary education goals.
There are formal collaborative partnerships with school sites where classes are held.
Many partnering organizations provide support for students’ post-secondary educational needs in
the form of computer labs, field trips, and counselors. Partnering organizations include
youthsources, worksources, re-entry, and drug treatment centers, and community resource
facilities which have resources for post-secondary education. According to P7,
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So, I think our school is doing a much better job at preparing our students for college and
career training. I think it’s easier for some of our sites like our community sites. To
really prepare the students in that manner because some of us are located at work source
centers. So being in those employment agencies where we have access to resources. It
just helps a lot. It helps us kind of guide the students.
Additionally, informal partner relationships have developed with neighboring community
colleges as a result of teachers taking their classes on field trips there. Also, students may take
college classes with a bridge program which help them students earn high school credits and
credits for college. This is a validated need.
Increase collaboration with non-teaching personnel. Twenty-five percent of teachers
interviewed expressed a desire to collaborate more with counselors and community colleges.
P15 stated,
I think that there’s a few tweaks to our overall vision of how we’re introducing the
concept of college to students that could be really beneficial, and then partnering with
programs who specifically focus on these things like getting ready.
Collaborating with the AIH counselor enables more students to have options for post-secondary
education. Teachers schedule field trips so that students have the opportunity to learn first-hand
about applying for admission to the school and financial aid. P11 and P7 take their students on
field trips to the local community college. This demonstrates they supplement their knowledge
with outside resources. Eighty-seven percent of teachers have used their own experience
attending college to help their students attend college and gain financial assistance. P1, P5, and
P6 mentioned they use the approach of a family member like a “mother or older brother or
sisters”. Although no formal articulation agreements exist between AIH and the class site, 100%
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of teachers have taken the initiative to share field trip experiences, website information, and
extended outreach to community partners when available because they have financial resources
for post-secondary education. This is a validated need as collaboration among personnel is
needed in diverse settings.
Summary of Cultural Models Causes
Cultural models are an integral part of organizational culture (Shein, 2016). Assumptions
form the base of values which ultimately results in behaviors which funnel in cultural models.
The cultural model assessments in this study focused on learning about teachers’ understandings
about why they should focus on post-secondary education, college-going cultures within the
settings where they work, and critical conversations that need to be had around the
organizational goal. One cultural model influence was examined. This influence centered on the
school requiring a cultural belief that teacher collaboration enhances learning and will better
enable students to reach their college preparation and career readiness goals. Assessment
questions in the survey and interviews brought to light that teachers need additional knowledge
on collaboration on specific topics. This influence was, therefore, determined to be validated, as
there were areas of strength and areas of collaborative need.
Cultural Settings Causes
The second and last organizational culture influence referred to cultural settings. One
cultural setting influence was investigated. The assumed influence analyzed was that teachers
need enough time outside of their instructional day to prepare to implement a new college
preparation program. To assess the cultural setting, 29 AIH teachers in Region A were asked
three Likert scale questions, and 16 self-selected teachers were interviewed using four open
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response questions. One significant finding emerged. The results from the surveys and
interviews confirmed a validated cultural setting need.
Communication
Organizational settings include the unseen element of time, which affects performance
improvement (Clarke & Estes, 2008). Teachers need enough time outside of their instructional
day to create a college preparation program; cultural values and beliefs support this assumption.
Surveyed teachers indicated strong attitudes and perceptions about how time impacts work
performance, as 86.2% either agreed or strongly agreed that professional development time is
important to improve the quality of college advising (See Figure 19). To create a classroom
environment that promotes post-secondary educational options, 93% of teachers feel that they
need to have time and resources (See Figure 20). Finally, 89.7% of teachers expressed by
agreeing and strongly agreeing that if they care to make their school more college-transition
focused, then they would like time for collaborative meetings with teachers dedicated to college
and career advising (See Figure 21). Additionally, 88% of teachers spoke about having relevant
professional development training. For example, P11 stated, “Many PD presenters usually have
no idea how our school works, wasting theirs and teachers’ time; or teachers are not informed
has to what the PD has to do with what we need to do.” Relevant training that addresses the
needs of specific populations of students within specific educational settings would provide
tangible information that teachers could implement more quickly. Data within survey responses
was further supported by interviews, documents and artifacts.

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Figure 19. Responses to item 32 I believe that professional development time for teachers is
important in order to improve the quality of college advising.

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Figure 20. Responses to item 33 I believe it is important for teachers to have time and resources
to create a classroom environment that promotes post-secondary educational options for students.

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Figure 21. Responses to item 34 if we care to make our school more college transition focused, I
would like time for collaborative meetings dedicated to college and career advising.

Time orientations vary for the organization and its workers. Assumptions about time
can differ for organizations as well as for different people and departments within an
organization (Shein, 2016). Orientations of time can be focused on the past, immediate present,
near present, and the near future. When there is incongruence between the organization’s and
the teacher’s time orientation, there is the potential for a cultural gap. AIH is oriented toward the
present and how to get current LCAP initiatives rolled out and concerned about the near future
reports so that the organization can be compliant and no longer under CSI status. Teachers have
to adjust from the past ways of doing business and need to quickly adapt to new ways of doing
things so that both organization and students can thrive.
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Units of time impact production. One hundred percent of teachers within the
independent studies program model have specific segments of time when they work with
students and they also have dedicated time when they do not. Additionally, during the calendar
year, open-entry open-exit enrollment occurs within 13 distinct grading periods which average
three to four weeks due to the transient nature of the student. Teachers therefore are working
within monochromatic and polychromatic units of time during the school day, grading period
and within the school year. The immediate past school culture was focused on high school
graduation. Eighty-nine percent of teachers commented they are shifting their conversations to a
college focus rather than post-secondary transition because the school shifted the conversation to
post-secondary options since the latter half of the 2018–2019 school year.
One hundred percent of teachers desire to help students pursue post-secondary goals, but
they feel they “lack the time” to spend on preparing for coaching conversations with students as
evidenced by the response to the interview question, “What time do you have available to work
on curriculum for college and career preparedness? Eighty-nine percent of teachers spoke about
how they had “no time” to work on curriculum for college access. P10 stated, “I haven't had the
time to.” P11 stated, “Well, there's no extra time to do it. Time is a real constraint with all of the
different responsibilities that we have, and that makes me sad.” P5 commented about how
“phone calls are made to students while driving home in traffic” to encourage them to persist
towards graduation, pursue post-secondary options, and attend field trips to college campuses.
P6 stated, “I feel like we could be extremely useful and super successful if we really put more
time into that. I just don't think we put the time in. I don't necessarily have that sort of time when
I have to help the students, but I feel like AIH should figure that out for us.” P12 reflected on
how there are
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So many things to do. You know, like I had all these awesome ideas of things to get
done over the summer to have like an awesome year this year, and I got three out of the six done
you know because it's just so time consuming to get to everything. I think all of us are very
similar in that we want to go above and beyond for our students. And so, we've done quite a bit
to get resources for our students. But it does take a lot of time you know and I think that
To build a strong college-going culture at AIH, teachers feel that partnerships are necessary.
Teachers have confirmed in interviews that they need additional time outside of their
instructional day, therefore, this is a validated need.
Building teacher community during meeting times promotes inclusion. During the
staff meetings, time is set aside for common planning. Eighty-eight percent of teachers have time
during which when they must leave their assigned teaching site and attend school-wide staff
meetings at a central location. Teachers that interviewed indicated that they travel 15 to 90
minutes to participate in these collaborative meetings. According to P5, “having 15 to 20
minutes of meetings once a month” does not help make significant progress towards
organizational goals for college transition. The P5 went on to state, “Teachers need entire days
or half days to meet & work through the nuances of our sites to create general plans that can be
adaptable to each site, not 30 minutes at the end of a staff meeting.”
In addition to collaboration with teachers throughout the local region, 100% teachers
value time where they can work with other teachers at their own site. According to P7, “I’m sure
we all have strategies we use that we could share with one another.” P15 commented about how
“One of the challenges with AIH is that, even when we do meet with other teachers, each of our
sites is so different that what works in one may not work in another.” Therefore, “It is also
important for teachers to have time for site specific planning and preparation, especially at the
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beginning of the year and mid-year. A monthly planning time would be optimal.” Follow-ups to
professional development sessions is also important once teachers have implemented what they
learned. Due to the wide geographic region, one teacher said, “Zoom meetings might be more
beneficial for follow-up meetings.” If teachers are to feel more involved in the process of
helping students become prepared for post-secondary education, then specialized professional
development training supported by collaboration time is needed. As P7 stated,
I’m thinking of our PDs when we don’t really get much collaboration time, and, when we
do, it turns into a vent session real quick. And we get a little distracted, but maybe teacher
lead PDs could really share some of the testing prep.
Additionally, since AIH has 60 sites in Region A in two large urban counties, teachers stated that
“connection to community colleges/trade schools has to be local to our site.” Building strong
partnerships with post-secondary institutions is one of the necessary principles to create a strong
college-going culture (McDonough, 2009). The interview responses confirm that this is a
validated need.
Summary of Cultural Settings Causes
Organizational culture is comprised of two parts: Cultural models and cultural settings.
One cultural setting influence was examined. The cultural setting assessment focused on
understanding the extent to which professional development time for teachers is important to
improve the quality of college advising, resources to create a classroom environment that
promotes post-secondary education, and college and career advising. Additionally, the
assessment sought to determine time available and needed for curriculum for college access and
tools, resources, and support needed to develop a strong college-going culture. The cultural
setting influence are validated. The cultural assumption studied was that teachers needed time
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outside of their instructional day to prepare to implement a new college-transition program. This
is validated, need as teachers either agreed or strongly agreed in surveys and confirmed in
interview responses that time is needed outside of the instructional day to work on college
preparation curriculum.
Summary of Organizational Culture Results and Findings
Collaboration time is needed remotely at the local site and organizational level. For a
college-going culture to be achieved, a multi-pronged approach is needed that includes both in-
person collaboration and time. Regular in-person meetings allow individuals to openly
communicate nuances that are not possible in a virtual space. Critical conversation topics bear
sensitive content that is not always easily expressed virtually, but is more clearly communicated
in person, in the same setting where facial expressions, gestures, tone and cadence can convey
information that a virtual or asynchronous format cannot accommodate. Interaction among
remote colleagues combined with time aids to share best and promising practices leads to
increases in student achievement. Each individual who engages in the collective can contribute
ideas from their experience that can facilitate sustainable change (Matsuki, 1997).
Synthesis of Organizational Culture Results and Findings
Surveys, interviews, and document analysis served as the instruments to collect data to
address the three research questions in this study. This study revealed the attitudes and
perceptions of teachers concerning the organizational goal. Coaching and advising students by
teachers is a role that is usually not assumed. Teachers have the desire to help students succeed
after high school graduation, but the job of competing roles makes it challenging. Teachers need
tools and resources that address the needs of a variety of special populations. In some cases,
students are operating with more than one cognitive, emotional, physical, or behavioral need that
CALIBRATING THE COLLEGE PREPARATION BRIDGEWAY 135

may impact their ability to persist to post-secondary education, and the teachers need additional
training to understand how to move students forward. Teachers need practical methods to
conduct advising conversations about admissions and financial aid. Also, students have negative
socioemotional experiences, and teachers need to know how to coach students through those
barriers so they stay engaged with their education. Teachers need to know how to coach students
through these barriers, and they need the time and collaborative space to help students excel.
In the independent study program instructional model, the teacher can and often does
serve in the role of a college advisor, although they have not had any university training in this
area (California Department of Education, 2019). AIH has begun to provide college transitions
professional development trainings for teachers. For students to receive additional time on post-
secondary goal planning, teachers need specific curriculum to address the academic, emotional,
and technical knowledge barriers faced by ISP students who have returned to high school. For
the school culture to shift focus from credit progression to post-secondary options, a large-scale
districtwide program will be needed. This will require a culture shift with the support of an
implementation plan. The performance gaps exist in part because teachers work in silos and only
come together twice a month for limited collaboration time.
Table 13
Validation Status for Each Organizational Influence for Calibrated Study
KMO Type Assumed Cause Validated Not
validated
Organizational Causes
Cultural
Model
The school requires a cultural belief that
teacher collaboration enhances learning and
will better enable students to reach their post-
secondary education goals.
X
CALIBRATING THE COLLEGE PREPARATION BRIDGEWAY 136

Cultural
Setting
Teachers need enough time outside of their
instructional day to prepare to implement a
new college-transition program.
X

Validated Needs for Inquiry Three: Organizational Culture
Two influences were examined under organizational culture: cultural models and cultural
settings. One influence was analyzed under cultural model and one influence was analyzed
under cultural settings. Collaboration was examined under cultural model and time was
examined under cultural setting. Collaboration was found to be a validated need among teachers
as was time a validated need (Table 13). Both cultural models and cultural needs findings
demonstrated a need, therefore organizational culture is a validated need.
Chapter five discusses challenges facing AIH along with recommendations to address the
barriers to creating a districtwide culture where 50% of learners are prepared for post-secondary
options. The fifth chapter provides solutions, an implementation plan, and an evaluation model in
response to the results of the data analysis. Solutions address the validated knowledge,
motivation, and organizational influences for AIH to support the implementation and evaluation
of a program that ensures all of its graduates are prepared for post-secondary education. Where
no validated need exists, no recommendation is provided.

CALIBRATING THE COLLEGE PREPARATION BRIDGEWAY 137

CHAPTER FIVE: RECOMMENDATIONS AND EVALUATION
Three research questions were addressed in chapter four. The first research question of
three attends to what extent AIH was reaching its organizational goal to have 50% of high school
students college-prepared. The remaining two research questions zeroed in on the knowledge
and motivation, influences along with the interaction with AIH’s organizational culture and
context as it relates to the organizational goal. Chapter five’s structure, like chapters two and
four, encompasses the gap analysis model for performance improvement utilizing the
knowledge, motivation, and organizational Clark and Estes (2008) framework. This
phenomenological case study utilizes analyzed quantitative and qualitative data from the three
research question responses to inform the recommendations for the knowledge, motivation and
organizational solutions related to the goal for AIH teachers to create a college/preparedness
program within their classroom site to ensure 50% of graduates are prepared to matriculate into
post-secondary education. Recommendations included in chapter five address eight validated
knowledge, motivation, and organizational needs identified in chapter four, the results section of
this study.
The New World Kirpatrick (2016) model provides the methodology for implementation
and evaluation for AIH’s College Access Now Preparation program. The four levels of
evaluation will be discussed cascading with the end as the beginning and includes results,
behavior, learning, and reaction. Level four, results and leading indicators, assesses “to what
degree” the organization's College Access Now Preparation program training was successful in
meeting organizational objectives. Level three, behavior, assesses “to what degree” teachers are
applying the knowledge learned in professional development trainings in their classroom site
with their ISP high school students. Level two, learning, assesses “to what degree” the
CALIBRATING THE COLLEGE PREPARATION BRIDGEWAY 138

professional development workshops increase the learners’ knowledge, attitude, confidence, and
commitment. And finally, level one, reaction, assesses “to what degree” teachers are in-tune an
on-task with learning activities and perform the critical behaviors related to the expected
outcomes at their respective worksites. This final chapter of the study culminates with
limitations, delimitations, and areas for future research.
Knowledge Influences and Recommendations
Table 14 represents the complete list of assumed influences along with the probability of
being validated based on informal conversations and the literature review. Clark and Estes
(2008) assert that knowledge has various dimensions. It is necessary to have the foundation of
conceptual knowledge before moving into the next level of procedural knowledge. The case of
the college access components that support students matriculating into post-secondary education
before knowing how to apply a coaching model to aid a student in achieving the matriculation
goal would be an example of this. As such, as indicated in Table 14, it is anticipated that these
knowledge influences have a high probability of being validated and have a high priority for
achieving the stakeholders’ goal. Table 14 also shows the highly probable knowledge influences
based on theoretical principles in the recommendations section.

CALIBRATING THE COLLEGE PREPARATION BRIDGEWAY 139

Table 14
Summary of Knowledge Influences and Recommendations
Assumed
Knowledge
Influence
Validated as
a Gap?
Yes or No
(V or N)
Priority
Yes, No
(Y, N)
Principle and Citation Context-Specific
Recommendation

ISP teachers
need to
understand
the
socioemotion
al learning,
college access
components
that support
students
enrolling, and
matriculating
into post-
secondary
education. (C)

V

Y

Data acquired in a
relevant way linked
to background
knowledge is
learned more
quickly because it is
co-facilitated with
prior learnings
(Schraw &
McCrudden, 2006).

Mastery of
components requires
knowing individual
model components,
understanding how
the components
work together, and
when the
components are
relevant. (Schraw &
McCrudden, 2006)

Provide a districtwide
job aid calendar
highlighting SEL and
college knowledge for
ISP teachers with pre and
post self-assessments,
content knowledge, and
suggested activities
highlighting the
principles of creating a
college-going culture and
dimensions of college
readiness. Follow up
trainings should be
conducted regularly
during the school year.

CALIBRATING THE COLLEGE PREPARATION BRIDGEWAY 140

Table 14, continued
Assumed
Knowledge
Influence
Validated as
a Gap?
Yes or No
(V or N)
Priority
Yes, No
(Y, N)
Principle and Citation Context-Specific
Recommendation
ISP teachers
need to know
how to apply
a coaching
model that
aids students
in accessing
college. (P)
V Y Provide models that
are credible, similar,
and enthusiastic, and
whose behavior has
functional value
(Denler,
et al, 2009)

Encourage the use of
self-regulatory
strategies, including
goal setting and self-
evaluation, to
enhance learning
and performance
(APA, 2015;
Dembor & Eaton,
2000; Denler, et al,
2009).
Provide training
regarding college
preparation for
underserved populations
of students
(nontraditional students,
reentry, transitional age
youth, and foster youth)
encapsulated in a job aid
and demonstrated by
AIH college content
expert coaches on the
steps ISP teachers can
take to have coaching
conversations with
students regarding post-
secondary education
applications and
financial aid.

Pair AIH college
content expert coaches
(non traditional
students, reentry,
transitional age youth,
and foster youth) with
ISP teachers (coachees)
for skills practice in
implementing the steps
of evidence-based
coaching strategies that
ISP teachers can use
with students (goal
setting, self-evaluation,
and corrective
feedback).

CALIBRATING THE COLLEGE PREPARATION BRIDGEWAY 141

Provide a districtwide socioemotional learning curriculum, college enrollment and
matriculation preparation curriculum and job aid calendar for ISP teachers. The results of
this study indicate that 75% of the ISP teachers have a conceptual knowledge gap in
understanding the college access components that supports students matriculating into post-
secondary education. Conceptual knowledge means understanding the concepts, in terms of
categories, principles, models or structures, emerging from factual knowledge (Rueda, 2011). It
is therefore recommended that this conceptual knowledge gap be addressed with an information
processing-based solution. Data acquired in a relevant way linked to background knowledge is
learned more quickly because it is co-facilitated with prior learnings (Schraw & McCrudden,
2006). Mastery of components involves three steps: 1) knowing individual model components,
2) understanding how the components work together, and 3) identifying when the components
are relevant. (Schraw & McCrudden, 2006). The recommendation is to provide a socioemotional
learning curriculum, college enrollment and matriculation preparation curriculum and a
districtwide job aid calendar for ISP teachers with pre and post self-assessments, content
knowledge, and suggested activities highlighting the principles of creating a college-going
culture and dimensions of college preparedness. Socioemotional learning and college enrollment
and matriculation curriculum will include a toolkit will include lesson plans, answer keys,
worksheets, videos, media, and podcast that can be used districtwide. The job aid calendar will
include a pacing plan that teachers throughout the region can adopt so that all teachers can
function within the same timeline.
College-going cultures school-wide promote students matriculating into post-secondary
education. AIH School District has the goal to ensure 50% of students matriculate into college,
therefore teachers need to be informed, and understand their role in promoting a college-going
CALIBRATING THE COLLEGE PREPARATION BRIDGEWAY 142

culture in their classrooms and at their school site (McDonough, 2005) as the independent
studies teacher roles includes counseling (California Department of Education, 2019). Important
components of a college-going culture include having a supportive faculty that engages in
college talk, clearly express expectations that students will attend college, curriculum and
assessments, and provide current information and resources (McDonough, 2005). Conley (2010)
describes key dimensions of college readiness as “key transitional knowledge and skills” and
“possessing sufficient foundational knowledge and skill and general learning strategies necessary
to begin studies in a career pathway.” The evidence supports a calendar as a visual job aid
illustrating college-going components as well as college preparation and career readiness
components for ISP teachers. Large calendar aid visually posted within the learning
environment will support the reinforcement of a college-going culture.
Provide a coaching model and mentor coaches that aids students in accessing
college. The results of this study indicate that 75% of ISP teachers need procedural knowledge
in order to apply a coaching model that contains essential coaching ingredients that aid students
in accessing college. Procedural knowledge means having knowledge in how to perform a
specific task (Rueda, 2011). An information processing model solution is therefore
recommended to close this procedural knowledge gap. The information processing models need
to be credible, similar, and enthusiastic, and demonstrate behavior that has functional value
which facilitates learning (Denler, et al, 2009). Additionally, encouraging the use of self-
regulatory strategies, including goal setting and self-evaluation, enhances learning and
performance (Dembor & Eaton, 2000; Denler, et al, 2009). The recommended solution is to
provide training encapsulated in a job aid and demonstrated by AIH college content expert
coaches which serve as experienced mentor coaches on the steps ISP teachers can take to have
CALIBRATING THE COLLEGE PREPARATION BRIDGEWAY 143

coaching conversations with students regarding post-secondary education applications and
financial aid. An additional recommendation is to provide sample hands on materials supportive
of self-regulatory strategies such as a goal setting worksheet and/or planner or digital tools with
completed examples. Pair AIH college content expert coaches serving as mentors with ISP
teachers (coachees) for skills practice which implements the steps of evidence-based coaching
strategies that ISP teachers can use with students (goal setting, self-evaluation, and corrective
feedback). Mentor coaches will meet with mentor teachers at least once a month and provide
live demonstration lessons. A “College Access Now Preparation” tool will include video
recordings of model teacher-student coaching conversations regarding college preparation,
literature, articles, podcasts, and media supportive of developing a growth mindset. The toolkit
will be updated regularly throughout the school year.
Coaching conversations with students facilitate enrollment into post-secondary education.
Stephan and Rosenbaum (2013) introduced a new counseling model utilizing coaching
strategies for high schools. The study by Stephan and Rosenbaum (2013) demonstrated how
college coaches may aid students in large urban districts, such as Chicago Public Schools, in
accessing post-secondary education by assisting students in gaining certain “college
knowledge” and completing specific “college action” steps. This would suggest that
implementing a new counseling model with coaching strategies would be supportive of the ISP
teacher’s learning. It also suggests that coaching strategies and “professional development
training encapsulated in a job aid calendar with essential coaching ingredients” can serve as a
base for reinforcing declarative knowledge and further development of procedural knowledge
for ISP teachers (Clark and Estes, 2008). The evidence supports a coaching strategies training
encapsulated in a job aid calendar for ISP teachers, in addition to pairing AIH college content
CALIBRATING THE COLLEGE PREPARATION BRIDGEWAY 144

expert coaches with ISP teachers (coachees) for skills practice in implementing the steps of
evidence-based coaching strategies.
Motivation Influences and Recommendations
The motivation influences in Table 15 represents the complete list of assumed influences
validated based on the results and findings in chapter 4 and the literature review. Clark and Estes
(2008) argue that motivation is comprised of three key components: 1) active choice, 2)
persistence, and 3) mental effort knowledge. As the teachers have voluntarily chosen to
participate in the College Transitions workshops offered during the 2018-2019 school year, it
appears that persistence and mental effort may be the areas of need in utilizing strategies that
promote a college-going culture as well as creating a college and career transition program for
life and work skills in alignment with CASAS competencies. As such, as indicated in Table 15,
these motivational influences have been validated and have a high priority for achieving the
stakeholders’ goal. Table 15 also shows the highly probable motivational influences based on
theoretical principles in the recommendations section.

CALIBRATING THE COLLEGE PREPARATION BRIDGEWAY 145

Table 15
Summary of Motivation Influences and Recommendations
Assumed
Motivation
Influence

Validated
as a Gap
Yes or No
(V or N)
Priority
Yes, No
(Y, N)
Principle and
Citation
Context-Specific
Recommendation
Affect-Teachers
need to feel that the
strategies they use
are effective in
promoting a college-
going culture.

V

Y

Positive emotional
environments
support
motivation (Clark
& Estes, 2008)

Provide teachers college
preparation coaching
modeling strategies that are
effective in promoting a
sense of control and a non-
competitive structure when
promoting a college-going
culture.

Self-Efficacy –
Teachers need to
feel confident that
they are capable of
creating a college
and career
transition program
for life and work
skills in alignment
with CASAS
competencies.

V

Y

Feedback and
modeling increase
self-efficacy
(Pajares, 2006)

Provide teachers specific
training on college
admissions requirements,
applications, financial aid,
and CASAS competencies
with instruction, guided
practice, feedback and
modeling demonstrating how
learning about a college
transition program will be
useful. Regular follow up
trainings should be provided
throughout the school year.

Affect: Improve teacher affect by providing modeling strategies that are effective in
promoting a sense of control and a non-competitive structure when promoting a college-
going culture. Approximately 81% of AIH teachers did not feel that the strategies they use are
effective in promoting a college-going culture. A recommendation rooted in affect theory has
been selected to close this declarative knowledge gap. Since Clark and Estes (2008) found that
positive emotional environments support motivation, providing teachers with a demonstration of
what they need to do, and then providing feedback on their performance would increase their
affect positively. The recommendation is for the organization to provide a demonstration with
CALIBRATING THE COLLEGE PREPARATION BRIDGEWAY 146

opportunities for practice and feedback in identifying and aligning appropriate actions to the
types of hospital reports and corresponding required actions for nurses. This combination of
modeling, practice, and frequent targeted feedback strengthens affect and provides teachers with
strategies that are effective in promoting a sense of control and a non-competitive structure when
promoting a college-going culture. These activities should be recorded by video, auditory
recording, and photographs to serve as examples and references in an archive digitally and
physically for additional supportive resources.
Epistemic emotions increase learning and performance (Pekrun, 2011). Teachers’
emotional engagement is influenced in part by the people they work with (Basford and
Offermann, 2012). Researchers Chiaburu and Harrison (2008), assert “categorize positive
coworker influence as coworker social support” and “negative coworker influence as coworker
antagonism, exhibiting unwelcome or undesirable behaviors toward another employee,” (p. 808).
From a theoretical perspective, increasing affect in teaching would increase performance and
benefit students under their care in matriculating from secondary education to higher education.
Self-Efficacy: Increase teacher self-efficacy by creating a college, career, life
preparation program inclusive of CASAS competencies. Approximately 93% of surveyed
teachers do not feel confident that they are capable of creating a college preparation program for
life and work skills in alignment with CASAS competencies. A recommendation rooted in self-
efficacy theory has been selected to close this declarative knowledge gap. According to Pajares
(2006), feedback and modeling increase self-efficacy. Providing learners with a demonstration
of what they need to do, and then providing feedback on their performance would increase their
self-efficacy. The recommendation is for the organization to provide a demonstration with
opportunities for practice and feedback in identifying and aligning appropriate actions for college
CALIBRATING THE COLLEGE PREPARATION BRIDGEWAY 147

preparation programming and corresponding required actions for teachers. Both instruction and
guided practice in conjunction with frequent targeted feedback and modeling strengthens self-
efficacy and provides teachers with a demonstration of how learnings on a college transition
program will be useful. Recorded demonstrations by video, auditory recording, and photographs
to serve as examples and references in an archive digitally and physically for additional
supportive resources. Finally, demonstrations should be provided regularly over the course of
the school year and not just done once.
Role models that have successfully completed the task serve as motivators for new
learners (Pajares, 2006). When engaging a person in a new task, it is important to frequently
assess by checking simple tasks, delay checking more difficult tasks, and provide a fair
representation of comments that emphasize strengths with areas of improvement (Borgogni et al.,
2011). Individuals with high levels of self-efficacy will be motivated to engage in high levels of
performance in the workplace (Lunenburg, 2011). Individuals with high self ‐efficacy choose to
perform more challenging tasks, according to Bandura (1997) and Schwarzer (2014). Teachers
engaging in challenging tasks and experiencing success related to closing the performance gap
should have the opportunity to publicly tell of their experiences in staff meetings, organization
newsletters, via media and podcasts. From a theoretical perspective increasing self-efficacy in
teaching would increase performance and benefit additional teachers and students under their
care in transitioning from high school into post-secondary education.
Organizational Influences and Recommendations
The organization influences in Table 16 represents the complete list of assumed
influences along with the probability of being validated based on informal conversations and the
literature review on organization culture and theory. Galimore and Goldenberg (2001) advise
CALIBRATING THE COLLEGE PREPARATION BRIDGEWAY 148

that organizational culture is comprised of two key components: 1) organizational models and 2)
organizational settings. Organizational cultural models represent the invisible mental schema of
the organization such as beliefs and values, while the cultural settings represent the physical and
visible structures that shape the organization where performance outcomes land such as in
policies and procedures manuals. Clark and Estes (2008) contend that alignment of an
organization’s vision and mission must be congruent with an organization’s resources such as
time. In order for AIH to achieve its vision and mission it is imperative that the organizational
resources and processes support with a flush fitting. As such, as indicated in Table 16, it is these
organizational cultural influences have been validated and a high priority for achieving the
stakeholders’ goal. Table 16 also shows the highly probable organization influences based on
theoretical principles in the recommendations section.
Table 16
Summary of Organization Influences and Recommendations
Assumed Organization
Influence

Validated
as a Gap
Yes or No
(V or N)
Priority
Yes, No
(Y, N)
Principle and
Citation

Context-Specific
Recommendation

Cultural Model Influence:
There needs to be a cultural
belief in the school that
teacher collaboration
enhances learning and will
better enable students to
reach their college
preparation and career
readiness goals.

Valid

Yes

Organizational
performance
increases when
individuals
communicate
constantly and
candidly to others
about plans and
processes (Clark &
Estes, 2008)

Conduct consistent
team collaboration
meetings with
teachers to
communicate plans
and the quality
frequency of
teacher-student
interaction to ensure
50% of students that
graduate matriculate
into post-secondary
education.

CALIBRATING THE COLLEGE PREPARATION BRIDGEWAY 149

Table 16, continued
Assumed Organization
Influence

Validated
as a Gap
Yes or No
(V or N)
Priority
Yes, No
(Y, N)
Principle and
Citation

Context-Specific
Recommendation
Cultural Setting
Influence: Teachers need
enough time outside of their
instructional day in order to
have time to create a
college preparation and
career readiness transition
program.
Valid Yes Effective change
efforts ensure that
everyone has the
resources
(equipment,
personnel, time,
etc.) needed to do
their job, and that if
there are resource
shortages, then
resources are
aligned with
organizational
priorities (Clark and
Estes, 2008).
Provide an
organization map,
job aid that visually
illustrates the
established
organizational
priority of time to
ensure 50% of
students that
graduate matriculate
into post-secondary
education.

Policies. ISP teachers at AIH do not have the resources available to support students
transitioning to post-secondary education. Clark and Estes (2008) assert that it is necessary for
the organization to provide the necessary resources in order for the stakeholders to support the
vision and mission and achieve the related goals. Teachers need time to build collaborative
relationships and the essential elements of a college-going culture such as a counseling model,
curriculum and assessments, and partnerships (Mc Donough, 2005). Organizational policies that
support providing resources for transitioning post-secondary education aid in building a strong
infrastructure for program sustainability. ISP teacher duties as outlined by the State Department
of Education (California Department of Education, 2019a) recognize that counseling is a
component of ISP teacher’s position. ISP teachers have not been trained in their teacher
credentialing programs to assume these duties, therefore the organization, AIH, will need to
provide the resources in the form of time and personnel, to facilitate the enactment of these
CALIBRATING THE COLLEGE PREPARATION BRIDGEWAY 150

responsibilities. AIH’s actions function as processes that further reinforce and strengthen
organizational policies as outlined in the school’s charter and union contract.
Processes. AIH’s processes to ignite college preparedness for ISP high school students
needs strengthening. The underlying values and beliefs of the organization are supported by the
processes and systems that are in place to sustain the culture. Clark and Estes (2008) define
organizational culture as the organization’s unseen values and beliefs. Processes provide the
required drivers that reinforce, monitor, encourage, and reward performance for “critical
behaviors” on the job (Kirkpatrick & Kirkpatrick, 2016, p.14). Critical behaviors are the actions
that ultimately lead to achieving organizational outcomes resulting in the accomplishment of
objectives and impact for stakeholders and ultimately the society at large. If AIH’s underlying
belief is in harmony with the stakeholder goal that 50% of students should be prepared to enroll
in post-secondary education, then the processes to facilitate that action need to be in place.
Processes that directly tie into ensuring students are prepared for college would include teachers
utilizing college preparedness curriculum and assessments, coaching conversations driving
student to expand their thinking beyond high school graduation, and facilitating the development
of non-academic skills, such as socio-emotional learning (Brackett & Kremenitzer, 2011), to
build grit (Duckworth & Duckworth, 2016) with an intentional focus on college preparedness for
ISP learners.
Cultural models: Increase teacher collaboration to enhance learning. Ninety-three
percent of the teachers believe there needs to be a cultural belief in the school that teacher
collaboration enhances learning and will better enable students to reach their college preparation
and career readiness goals. The lack of collaboration leads to missed opportunities to share best
practices. A recommendation rooted in organizational change theory has been recommended to
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close this gap. Organizational performance increases when individuals communicate constantly
and candidly to others about plans and processes (Clark & Estes, 2008). Teachers need to
communicate and collaborate frequently. The recommendation is for the organization to conduct
consistent team meetings. For example, team meetings will be conducted during a portion of the
regularly scheduled staff meeting which will allow for teachers to collaborate and communicate
plans as well as the quality frequency of teacher-student interaction to ensure 50% of students
that graduate matriculate into post-secondary education. Exclusive teacher lead collaborative
meetings which exclude staff meetings should be planned four times during the school year.
Dates, times, and locations need to be published for July to December by July 15, and January to
June by December 15. This will enable teachers to plan collaboration time at their personal
school site and non-personal school site locations to engage in growth mindset activities.
Teachers should also be allowed to engage in collaborative time at other school sites within or
outside of their region and within and outside of their county for collaboration time to facilitate a
community college-going culture within the entire school district region.
Gallimore and Goldenberg (2001) argue that cultural models can help clarify thinking
and behavior in ways that promote school reform initiatives as they communicate “shared ways
of perceiving, thinking, and storing responses” to challenges and situations. Since mental
models are often unnoticed by individuals that possess them (Gallimore and Goldenberg, 2001),
it is important that they communicate constantly and candidly. How people interact with each
other in settings can impact the outcome of organizational goals (Rueda, 2011). Working in
collaborative professional learning communities within the organization is a more effective way
to bring about change in teaching and learning than working in isolation at the cellular level
(Gallimore and Goldenberg, 2003). Promoting a culture of collective decision making (Matsui,
CALIBRATING THE COLLEGE PREPARATION BRIDGEWAY 152

1997), including faculty and staff, enhances the process of implementing change (Kezar, 2001).
As such the literature supports that conducting consistent team collaboration meetings with
teachers would cause the communication of plans and the quality frequency of teacher-student
interaction supporting the goal to ensure 50% of students that graduate matriculate into post-
secondary education.
Cultural settings. Prioritize organizational time and reinforce with job aid. One
hundred percent of the teachers believe teachers need enough time outside of their instructional
day in order to have time to create a college preparation and career readiness transition program.
The lack of time leads to teachers not having enough time to create a college preparation and
career readiness transition program that ensures 50% of that graduate from high school are
prepared to matriculate into post-secondary education. A recommendation rooted in
organizational change has been suggested to close this gap. Effective change efforts ensure that
everyone has the resources (equipment, personnel, time, etc.) needed to do their job, and that if
there are resource shortages, then resources are aligned with organizational priorities (Clark and
Estes, 2008). Teachers need time in order to do their job effectively. The recommendation is for
the organization to provide an organization map. For example, the organization map would
serve as a job aid that visually illustrates the established organizational priority of time to ensure
50% of students that graduate matriculate into post-secondary education. The time specific
organizational map should be published twice a year at the beginning of the school year and mid
school year and made available in hard copy physical format as well as digitally to allow for
accessibility. The organizational map should be distributed, announced, and discussed at one or
more of the following growth mindset meetings: regionwide professional development days,
CALIBRATING THE COLLEGE PREPARATION BRIDGEWAY 153

staff meetings, principal territory meetings, teacher leader developments, and/or academic
committee meetings to facilitate effective distribution to teachers as an organizational priority.
Gallimore and Goldenberg (2001) state that a school’s dynamics in a cultural settings
impacts school improvement. A cultural setting is defined as whenever two or more people are
gathered together to accomplish a purpose Sarason (1972). Dixon (1994) surveyed twenty-three
reengineering projects to identify key success ingredients. The author goes on to specify the
alignment of structures and processes of organization with goals as a success ingredient.
Additionally, organizational mapping ensures accountability for organizational resources and
tested processes to achieve organizational objectives (Rummler, Geary, and Brache, 1995).
Time is an organizational resource (Clark and Estes, 2008). Therefore, the literature supports
aligning the resource of time to conduct consistent teacher team collaboration meetings.
Integrated Implementation and Evaluation Plan
The New World Kirkpatrick Model (Kirkpatrick & Kirkpatrick, 2016) has informed this
integrated implementation and evaluation plan and has been updated and revised to include
critical components not previously a part of the inaugural Kirkpatrick Four Level Model of
Evaluation (Kirkpatrick & Kirkpatrick, 2016). Beginning the evaluation plan backward to
forward is what makes the New World Kirkpatrick Model “new world”. Backwards evaluation
begins with Level 4 external and internal “leading indicators” linking to prescribed
recommendations closely aligned with the organizations’ global goal. Subsequently, Level 3
critical behaviors necessary for teachers to achieve the organizational outcome must accurately
be applied to the college access process. Next, the Level 2 application of knowledge,
motivational, and organizational influences required drivers for stakeholder outcomes are
described. Finally, a Level 1 explanation is given concerning what the stakeholder to know after
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the training event and the methods needs used to determine how teachers reacted to learning
events. Creating an integrated implementation and evaluation plan utilizing the backward to
forward “new world” four tiered level framework in this manner facilitates a “blueprint model”
that “melds people with metrics” (Kirkpatrick & Kirkpatrick, 2016).
Organizational Purpose, Needs and Expectations
The purpose of AIH is to restore communities with education and provide transitional age
youth and adult students with the necessary skills to matriculate into post-secondary education
and/or the world of work. AIH is an independent studies program high school providing
education to non-traditional students that need to recover high school credits in order to earn a
high school diploma or GED certificate. This study examined the knowledge, motivation, and
organizational influences that work against the organizational goal to ensure that 50% of its
students are prepared to matriculate into some form of post-secondary education after graduating
from high school. The proposed solution includes a comprehensive college and career access
program, relevant on-the-job supports, and a new recognition program that should produce the
desired outcome; an increase in the number of graduates that matriculate into post-secondary
education and decrease the number of graduates that do not enroll in post-secondary education.
Level 4: Results and Leading Indicators
Table 17 shows the proposed Level 4: Results and Leading Indicators in the form of AIH
outcomes, metrics, and methods for both external and internal outcomes. The surge of
organizational training and support targeted toward internal outcomes should result in objectives
being met, therefore resulting in external objectives being accomplished.

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Table 17
Outcomes, Metrics, and Methods for External and Internal Outcomes
Outcome Metric(s) Method(s)
External Outcomes
1. Increased number of high
school students
matriculating into post-
secondary education.
The number of graduates enrolled
in post-secondary education.
Secure copy of completed college
enrollment application and/or
confirmation number.
2. Increased number of
students enrolled in Dual
Enrollment program for
concurrent students.
The number of students enrolled in
Dual Enrollment program.
Secure copy of final course grade
for college counseling class for
high school enrollment credit.
3. Improved Dual
Enrollment program
participation.
The number of students that
evidence behaviors to matriculate
in a dual enrollment program.
Compare number of students
enrolled in the program from term
to term.
4. Improved relationship
with post-secondary
education partners.
The number of positive
testimonials from post-secondary
education partners.
Quarterly check in with partnering
post-secondary education partners
about student participation
Internal Outcomes
5. Increased number of
students “Prepared” and
“Approaching Prepared” per
the College and Career
Indicator (e.g., Dual
Enrollment program).
The number of students earning a
letter grade.
Self-report number of students
enrolled, withdrawn, completed,
audited, and In Progress
6. Increased accuracy in
identifying potential student
pool eligible for “Prepared”
and “Approaching Prepared”
College and Career Indicator
programs (e.g., Dual
Enrollment program), but
not invited to
participate/poor follow
through.
The number of students on teacher
roster that are eligible.
Set up 1:1 time to discuss potential
candidate loss opportunities with
teacher and principal.
7. Decreased students “Not
Prepared” not enrolled
and/or withdrawn from
College and Career Indicator
programs (e.g., Dual
Enrollment program).
Positive/negative feedback from
post-secondary education partners.
Set aside regular times for 1:1
conversations with the teacher,
principal, and partner to discuss
why withdrawals occurred and
how support can be offered for
future cohorts.

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Level 3: Behavior
Critical behaviors. Teachers, as the primary college transitions stakeholder for the
professional development, first need to correctly identify high school graduation candidates.
Next, teachers need to facilitate the selection of the best fit post-secondary education option
utilizing coaching strategies. Subsequently, the teacher must review the admissions
requirements with high school graduation candidates. And finally, teachers need to instruct
graduating high school candidates on how to complete the post-secondary education admissions
application and review it frequently for errors utilizing coaching techniques. The required
metrics, method, and timing for each outcome is specified in Table 18.
Table 18
Critical Behaviors, Metrics, Methods, and Timing for Evaluation
Critical Behavior Metric(s)
Method(s)
Timing
1. Teachers correctly
identify high school
graduation candidates.
The percent of students
correctly identified.
Lead coach reconciles
reporting via Google
Sheets collaborative
document along with
Oasis Student Information
System (SIS).
During first 90
days of school
year -weekly.

Thereafter,
monthly at the
conclusion of
each grading
period.
2. Teachers facilitate
selection of best fit
post-secondary option
for graduating high
school candidates
utilizing coaching
strategies.
The number of 1:1
sessions ISP teacher
conducts.
Lead coach reviews
tracking report for
percentage of eligible
students ISP teacher
coached.
Every quarter
3. Teachers review
admissions
requirements with
graduating high school
candidates utilizing
coaching strategies
The number of review
sessions conducted with
students.
Lead coach reviews
tracking report with
formative assessment
scores.
Every quarter

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Table 18, continued
Critical Behavior Metric(s)
Method(s)
Timing
4. Teachers instruct
graduating high school
candidates on how to
complete admissions
application and review
frequent errors utilizing
coaching strategies.
The number of students
table to complete an
application correctly.
Lead coach observes
instructional session and
tracks student completion
rates minutes.
Every quarter

Required drivers. Teachers need support and accountability after receiving training to
close performance gaps. Support and accountability from their principal and the organization
encourages them to take their learning to the next level and apply what they have learned in a
timely and correct manner that will meet performance objectives. Achievement of performance
goals should be supported with encouraging organizational teacher rewards since they are the
primary stakeholder. Table 19 illustrates the required drivers of critical behaviors to support
teachers.
Table 19
Required Drivers to Support Critical Behaviors
Method(s) Timing
Critical Behaviors Supported
1, 2, 3 Etc.
Reinforcing
Provide a districtwide job aid calendar for ISP teachers
with pre and post self-assessments, content knowledge,
and suggested activities highlighting the principles of
creating a college-going culture and dimensions of
college preparedness.
Quarterly 1, 2, 3, 4, 5, 6, 7
Provide training encapsulated in a job aid and
demonstrated by AIH college content expert coaches on
the steps ISP teachers can take to have coaching
conversations with students regarding post-secondary
education applications and financial aid.
Bi-monthly
(Every 2
months)
1, 2, 3, 4, 5, 6, 7
Pair AIH college content expert coaches with ISP
teachers (coachees) for skills practice in implementing
the steps of evidence-based coaching strategies that ISP
teachers can use with students (goal setting, self-
evaluation, and corrective feedback).
Quarterly 1, 2, 3, 4, 5, 6, 7

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Table 19, continued
Method(s) Timing
Critical Behaviors Supported
1, 2, 3 Etc.
Encouraging
Provide teachers modeling strategies that
are effective in promoting a sense of
control and a non-competitive structure
when promoting a college-going culture.

Quarterly 1, 2, 3, 4, 5, 6, 7
Provide teachers specific training with
instruction, guided practice, feedback and
modeling demonstrating how learnings on a
college transition program will be useful.

Bi-monthly 1, 2, 3, 4, 5, 6, 7
Rewarding
Performance incentive when error rate
decreases and matriculation rates increase
for post-secondary education.
Quarterly, or
project-based
1, 2, 3, 4, 5, 6, 7
Provide recognition at staff meetings,
community site meetings, and internal
professional development trainings when
team reaches organizational performance
goal for matriculation rates.
Quarterly 1, 2, 3, 4, 5, 6, 7
Monitoring
Conduct consistent team collaboration
meetings with teachers to communicate
plans and the quality frequency of teacher-
student interaction to ensure 50% of
students that graduate matriculate into post-
secondary education.

Bi-Monthly 1, 2, 3, 4, 5, 6, 7
Provide an organization map, job aid that
visually illustrates the established
organizational priority of time to ensure
50% of students that graduate matriculate
into post-secondary education.

Bi-Monthly-
Project-based
1, 2, 3, 4, 5, 6, 7

Monitoring. What gets measured gets results. In order to answer the question, “How do
you know if the objective was met?” it is necessary for monitoring to occur not as a single event,
but as an ongoing occurrence. Supervising administrators, such as principals, are tasked with
monitoring tasks in order to ensure that objectives are met. Principals can publish success stories
CALIBRATING THE COLLEGE PREPARATION BRIDGEWAY 159

in weekly newsletters, share testimonials at bi-monthly staff meetings, and provide feedback in
personal emails and on collaborative reporting documents. Frequent assessments aid the
organization in making data-driven decisions based on timely feedback so that course corrections
can be implemented.
Organizational support. It will be necessary for the organization to support the
stakeholders’ critical behaviors by creating a culture of community collaboration and
prioritization of time between the teachers, administrators, and counselors. Incentives will also
be needed to support the teacher in moving forward in effectively attaining the organization’s
performance goal to ensure 50% of students are prepared to matriculate into post-secondary
education. Lastly, the organization will need to provide each teacher with protected time to
collaborate and a clear message to prioritize time, energy, and resources in alignment with the
organization’s performance goals.
Level 2: Learning
Learning goals. After the completion of the recommended solutions, primarily the College
Preparation training, the stakeholders will be able to:

1. Recognize the college access components (C)
2. Differentiate the college access components that support students matriculating into post-
secondary education. (C)
3. Recall the specific principles of a coaching model that can be applied when aiding
students. (C)
4. Execute the steps of a coaching model that aids students in accessing college. (P)
5. Apply subject specific skills, steps and techniques in alignment with CASAS
competencies in the sub category of life and work skills. (P)
CALIBRATING THE COLLEGE PREPARATION BRIDGEWAY 160

6. Demonstrate positive emotions when implementing strategies promoting a college-going
culture. (Affect)
7. Indicate confidence when creating a college and career transition program for life and
work skills in alignment with CASAS competencies. (Self-Efficacy)
Program. A series of three professional development workshops will be developed to
meet the learning goals listed in the prior section that traverse college access and coaching
strategies. Professional development workshops will be held throughout the school year in July
2020, January 2021, and May 2021 in each of the two regions of the state to accommodate all
teachers statewide. Independent Study Program teachers will be the primary learners delving
into content knowledge in the areas of developing a college-going culture, college admissions,
and cognitive coaching for high school students within the independent studies setting. Learning
activities will be 25% asynchronous and 75% synchronous. Three hours of asynchronous
material will provide three sessions of one hour anticipatory sets for each of the three
professional development workshops held throughout the school year in July 2019, January
2020, and May 2020. One hour of post training support will follow each of the three
professional development sessions. Table 20 itemizes the training content, the medium of
delivery, and the amount of time for each session.

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Table 20

Professional Development Trainings: Coaching School-to-College for ISP High School Students

Asynchronous Synchronous Zoom
Professional Development #1- July 2020
Creating A College-Going Culture at Your
School Site
0.5 hours 1.5 hours
Coaching: Theory to Practice 0.5 hours 1.5 hours
Professional Development #1 Support 1.0 hours
Professional Development #2 - January 2021
College Knowledge: Application and
Admissions
0.5 hours 1.5 hours
Financial Aid, Grants, and Scholarships 0.5 hours 1.5 hours
Professional Development #2 Support 1.0 hours
Professional Development # 3- May 2021
Coaching Students for College Matriculation
and Summer Bridge
1.0 hours 3.0 hours
Professional Development #2 Support 1.0 hours
TOTAL 3.0 hours 9.0 hours 3.0 hours

Asynchronous material will help facilitate the activation and building of background
knowledge while the in-person sessions held face-to-face will address more complex cognitive
skills that would be best performed in a live simulated environment. Asynchronous learning will
consist of e-learning activities such as online reading and videos. Learning asynchronously will
be formatively assessed after each session with a multiple choice quiz and summatively assessed
at the end of the three online sessions with forced choice responses to facilitate recall and
recognition of declarative and conceptual knowledge. The organization’s learning management
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system will house the asynchronous material. Physical instructional materials such as handouts,
videos, PowerPoints, will support online learning and face-to-face workshops to facilitate the
application of instruction once the teacher leaves the training and returns the school site.
Teachers can also add useful resources to the online repository while attending asynchronous
sessions and/or synchronous sessions. Resources can also be added when not attending a
workshop. In class synchronous activities will follow asynchronous learning activities.
Synchronous learning activities will incorporate the application of the asynchronous
material by leveling up knowledge and application of learning. The learner’s zone of proximal
development (Wertsch, 1986) coupled with synthesized application sets will incorporate
demonstration of hypothetical scenarios and simulations requiring procedural knowledge and
higher order thinking skills such as critical thinking, decision making, and problem solving
(Anderson, Krathwohl, et al 2000). Face-to-face professional development workshops will be
held at partner sites that can accommodate audiences of 50-74 people for 3 hour workshops 3
times a year thus totaling 9 hours for the program year. Coursework for all phases of delivery
will be 9 hours. Follow up support in the form of an advisory will also be offered by the trainer
30-90 days post training.
Brief follow up support will be offered for 1 hour online as needed for three sessions a
year for a total of 3 hours. AIH currently offers Zoom as a platform for online video
conferencing. Trainers as well as teachers currently have access to this online meeting platform
and utilize it regularly for meetings. Zoom meetings will offer the flexibility for the trainer and
teacher to participate in the meeting without leaving their assigned worksite location which
reduces the need to find a collaborative meeting space with partner organizations. Also, Zoom
meetings can be recorded and distributed to invited teachers that were not able to attend the live
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session. Additionally, supplementary trainings can be offered in the form of brief video trainings
for needs that arise at the follow up meetings. Online recordings can be archived in an online
library enabling for historic records of trainings and their development over a period of time.
Teachers can also create short videos with best practices and house them in the library. These
archives of both videos and documents can later be evaluated for outputs and outcomes toward
the organizations’ vision and mission.
Reference tools and resources for ISP teachers includes content regarding college
knowledge, college applications, college admissions and financial aid, how to build a college-
going culture, utilizing a calendar job aid, coaching strategies and approaches for goal setting,
monitoring behavior and reflection. The intranet, as well as on the AIH app, will house the
reference tools and resources for easy access and portability. Utilizing a Google Classroom site
is another option for housing these materials and serves as a medium for online assessments and
discussion groups which promote collaboration.
Evaluation of the components of learning. Knowledge serves as the base of achieving
any performance goal. Knowledge is created in four different dimensions: declarative,
conceptual, procedural, and metacognitive (Krathwohl, 2002). Foundational knowledge begins
with declarative knowledge that is the basic knowing of concrete facts and terminology for
example. Moving up the pyramid the next stage of knowledge is conceptual knowledge which is
the understanding of basic ideas. The third level of the pyramid, procedural knowledge cannot
be accomplished without the understanding of the main thought behind the goal. Procedural
knowledge means understanding the steps, sequencing, and the manner in which to achieve a
particular task. It is with the accomplishment of these first three levels of knowledge in the
pyramid that the learners’ attitude, confidence and commitment increase. The building of these
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character traits occurs as a result of internal and external factors related to positive reinforcement
simultaneously with the occurrence of metacognition, the highest level on the knowledge
pyramid. It is in this space of reflection that the learner internally actively thinks about the
learning attained before, during, and after (Schön, 1987; Wilson, 2008) informal or formal
trainings (Kirkpatrick & Kirkpatrick, 2016); knowledge acquisition results in the learners
increased positive attitude, confidence, and commitment to take sustainable action on the
immediate learnings and established performance objective in alignment with the professional
training. Since Level 2 evaluations are focused on learning, summative assessments may occur
before, during or immediately after training (Kirkpatrick & Kirkpatrick, 2016). Timing of
evaluations in Level 2 are not delayed for long periods of time. As such, Table 21 lists the
evaluation methods and relevant timings.
Table 21
Evaluation of the Components of Learning for the Program
Method(s) or Activity(ies) Timing
Declarative Knowledge “I know it.”
College Knowledge checks using fill in the
blank and written multiple choice questions
online.
During live sessions of course and documented
in reflective notes journal.
Knowledge checks during “think, pair, share”
and cooperative learning activities.
During live sessions of course and documented
in reflective notes.
Procedural Skills “I can do it right now.”
Pre and post assessment asking teachers about
college access knowledge.
During the first and final material assessment
sessions of professional development
workshop.
Demonstration in groups with use of college
culture job aid.
During professional development workshops.
Survey items with open response. Formative and summative assessment
activities during professional development
workshops.
Attitude “I believe this is worthwhile.”
Reflective pre and post assessment. At conclusion of professional development
workshop.

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Table 21, continued
Method(s) or Activity(ies) Timing
Confidence “I think I can do it on the job.”
Survey using scaled items. Immediately after professional development
workshop.
Reflective pre and post assessment. During first and final professional
development workshop sessions.
Commitment “I will do it on the job.”
Discussions following practice and feedback. During professional development workshops.

Reflective pre and post assessment. During first and final professional
development workshop sessions.

Level 1: Reaction
How teachers respond to learning is often the most frequent domain evaluated at trainings
although it does not measure if the organization is reaching its overall performance goal
(Kirkpatrick & Kirkpatrick, 2016). Nevertheless, although reaction is the most common area
measured, it is often done incorrectly. Quantitative and qualitative data can be acquired with few
resources relatively quickly to determine Level 1 reactions from learners.
Evaluation timing is just as critical in levels 1 and 2 as it is in level 3. The difference between
timing in levels 1, 2 and 3 centers on the duration of time between learning activities and
acquiring feedback about the learning activities. In levels 1 and 2 timing focuses on immediacy
after an activity, whereas in Level 3 timing is 30-90 days after a professional development
learning event. The intentional delay in time allows the learners time to apply, synthesize
(Krathwohl, 2002), as well as reflect-on (Schön, 1987) what they have learned in their specific
learning environment and yet not while at the training facility. Conversely, the intentional
immediacy of collecting data in Level 1 in regular short intervals allows the instructor to gain
summative data and adjust the training activities and content to increase the learners’ response to
the highest level possible on the rating scale in specific reaction components. Three components
make up level 1 reaction: 1) engagement 2) relevance, and 3) customer satisfaction (Kirkpatrick
CALIBRATING THE COLLEGE PREPARATION BRIDGEWAY 166

& Kirkpatrick, 2016). Engagement focuses on “to what degree” learners are in-tune and on-task,
rather than distracted, with the learning activities. Relevance targets “to what degree” are the
components being taught directly related to the outcomes expected at the individual’s worksite.
Customer satisfaction encompasses “to what degree” teachers feel content about the learning
activities and content, student teacher-student rapport, room temperature, lighting, environment,
food and beverage at the time of the learning event. These three intangible components in level
1 can be examined with formative and summative assessments for asynchronous and
synchronous activities data utilizing techniques such as instructor observations, participant
feedback via pulse checks, assignment of a dedicated observer and occasionally interviews and
focus groups (Kirkpatrick & Kirkpatrick, 2016). As you see below in Table 22, it lists the
methods and timing to gage reactions for Level 1.
Table 22
Components to Measure Reactions to the Program
Method(s) or Tool(s) Timing
Engagement
Data analytics report in the learning
management system.
During asynchronous portions of course
after video demonstrations and during and
after professional development workshops.
Completion of online course lessons and video
modules.
During asynchronous portion of course.
Observation by instructor/facilitator During the workshop.
Attendance During the workshop.
Number of follow up questions during
question and answer session during workshop.
During the workshop.

Reflective pre and post assessment items
focused on engagement.
During the workshop.
Relevance
Brief pulse check with teachers in discussion
(ongoing).
After every lesson and/or module.
Post reflective assessment. During the workshop and at the conclusion
of session and 2 weeks after each
professional development workshop.
CALIBRATING THE COLLEGE PREPARATION BRIDGEWAY 167

Table 22, continued
Method(s) or Tool(s) Timing
Customer Satisfaction
Survey item focused on experience
satisfaction.
During the workshop and immediately
following the workshop.
Brief pulse-check with teachers via discussions
(ongoing) and individual interviews/focus
groups
After workshops (2 weeks later).

Evaluation Tools
Immediately following the program implementation. The accumulation of formative
and summative data enables trainers to adjust learning activities to fit the interest and abilities of
learners with agility when it is done immediately following program implementation.
Asynchronous learning activities occurring prior to class will enable the trainer to gain
quantitative and qualitative data. The learning management system will also provide objective
quantitative data in the form of the number of minutes each participant has spent on anticipatory
learning modules thus giving some insight on student engagement. Additionally, the
asynchronous material enables the trainer to become familiar with the background knowledge of
teachers prior to their arrival for face-to-face training. Quantitative and qualitative data
collection is a feature of the asynchronous website’s required learning modules formative
multiple choice, fill-in-the-blank, and discussion assessments. Also, a satisfaction survey will be
administered on the asynchronous learning material so that it may be a positive experience and
relevant for subsequent cohorts.
During the face-to-face workshop, formative and summative assessments will be
integrated seamlessly throughout training and at the end of the session. Ongoing pulse checks
occurring during each module will enable the trainer to collect formative qualitative and
quantitative data in the form of reactions and relevance (Level 1). The trainer can note the lived
experiences of the teachers in the moment with brief written notes that can be reflected upon
CALIBRATING THE COLLEGE PREPARATION BRIDGEWAY 168

after the workshop session. Post reflections notes at the conclusion of the workshop will enable
the trainer to collect descriptive data in written surveys with declarative and procedural
comprehension checks combined with motivational elements such as attitude, confidence, and
commitment (Level 2). A second post training reflection will serve as a 2 week follow up and
allow teachers to reflect-on what they have applied and reflect-on-the-future regarding what they
will do differently in the immediate future. Reflecting-on-the-future thoughts will be gathered
and compiled as a cumulative journal item and sent as an email postcard/newsletter 6-8 weeks
after the training for participant self-monitoring of plan-do-self monitor-assess-adjust. This
activity can also serve as an activator for the delayed evaluation, and/or function as a bridging
activity for subsequent professional development trainings or staff meetings on this same topic.
Delayed for a period after the program implementation. It is important for training
teachers to retain knowledge not only during the training and immediately following training, but
for an extended period of time after training as this is the time when the application of
knowledge will impact organizational outcomes. Evaluation of the training program will
therefore occur 45 days and 90 days after the workshop using scaled, forced choice, and open
ended response items. The evaluation form will be blended and incorporate multiple levels of
evaluation since the feedback is delayed. Measurements on implementation will include reaction
in the areas of attitude, satisfaction, and relevance (Level 1), learnings including confidence and
application of content on college-going cultures within school sites and coaching strategies
(Level 2 and Level 3), and the impact of the training on performance (Level 4) to make strides
towards the organizational performance goal to ensure 50% of graduates are prepared to
matriculate into post-secondary education.

CALIBRATING THE COLLEGE PREPARATION BRIDGEWAY 169

Data Analysis
Before a prescription is given it is necessary to assess and diagnose the problem.
Gathering data over a period of time such as pulse checks, formative, and summative
assessments (Kirkpatrick & Kirkpatrick, 2016). Using more than one form of assessment helps to
triangulate data, therefore giving the evaluator an objective and clear picture of where
adjustments in instructional treatment occur. Too much data, on the other hand, causes data
noise which leads to distraction and irrelevant knowledge transfer. Two forms of interval
assessment 1) immediate and 2) delayed were used to diagnose the performance problem at AIH.
Assessments provide declarative and procedural knowledge prior to and after asynchronous and
live in-person workshops.
“Mission critical” initiatives require data driven decision-making to address performance
deficits (Kirkpatrick & Kirkpatrick, 2016). The fundamental purpose of training is to fill
performance gaps; if the training has fulfilled its purpose, it will be relevant for teachers at their
worksite. Engaging and satisfying trainings should result in knowledge, confidence, and
commitment which transfers to performance on the job. Trainers will analyze pre and post
training data to determine if the training met its objective. If the training met its objective, how
did it do so? Additionally, if the training did not meet its objective, why did it not? Responses
to these questions will ultimately determine if the organization’s critical outcomes were attained.
Formative assessments must occur during and immediately after training. Summative
assessments need to take place either immediately or sometime after training has occurred.
The end is the beginning point when initializing a plan for needed change. Level 4 goals
begin with the visualization of the bull’s eye target and identification of results rather than
outputs (Kirkpatrick & Kirkpatrick, 2016). For example, increasing the number of teachers
CALIBRATING THE COLLEGE PREPARATION BRIDGEWAY 170

implementing coaching strategies that result in students setting goals, identifying obstacles, and
creating an action plan to achieve goals and push through barriers is level 4 goal for AIH.
Additionally, teachers will conduct coaching conversations with students regarding post-
secondary education every ten weeks. Furthermore, trimester accountability reports will be
submitted to principals on a collaborative Google document. The collaborative Google
document owned by principals will be organized by site, then alphabetically by teacher with
quantitative deliverables. The graphical illustration in Figure 22 highlights outcomes that will be
presented by principals and shared at professional development workshops in a live face-to-face
PowerPoint presentation. Official training materials for teachers in a hard copy format will be
distributed at each general session for teachers to take back to their site as a resource. Specific,
measurable and timely goals need to be clearly written and illustrated for stakeholders to grasp
the impact of outcomes. Figure 22 illustrates the graduate outcomes for college preparedness
and how it may be presented on a proposed dashboard on the AIH intranet viewable to teachers.

Figure 22. Trimester Graduates Prepared for Post-Secondary Education Progression During
2019-2020 School Year.
CALIBRATING THE COLLEGE PREPARATION BRIDGEWAY 171

Summary
AIH’s stakeholder goal is to ensure that 50% of high school students are prepared for
post-secondary education. State measured College and Career Indicators require that AIH
students are “prepared” for post-secondary education or careers upon graduation. In order to
evaluate if this goal has been accomplished, Kirkpatrick’s New World Model (Kirkpatrick &
Kirkpatrick, 2016) was used to design the implementation plan at four levels. Prior to designing
the plan, the gap analysis model for performance improvement was used to look at the
performance problem from the knowledge, motivation, and organization (KMO) influences
framework. Within this KMO framework the researcher examined conceptual and procedural
knowledge, affect, self-efficacy, cultural models such as time, and cultural settings, including
collaboration. Teacher surveys, 1:1 interviews, and documents and artifacts were gathered to
determine if the organization was meeting its goal to the degree that was expected. In this case,
it was found that the organizational needs centered on a gap in procedural knowledge,
specifically correctly identifying high school graduation candidates for post-secondary
education, facilitating the selection of best fit of post-secondary options, utilizing coaching
strategies for post-secondary options, and instructing high school graduation candidates on how
to complete admissions and financial aid applications.
Value needs to be created and demonstrated prior to the execution of a training program
in order to optimize performance outcomes. Since the end is the beginning (Kirkpatrick and
Kirkpatrick, p. 35) planning the results, leading indicators, critical behaviors and required
drivers, in that order, need to be designed and established in alignment with the organization’s
vision, mission, and strategic plan. Planning of goals was performed from the highest level to
the lowest level to facilitate an outcome driven design at the highest priority level. Next,
CALIBRATING THE COLLEGE PREPARATION BRIDGEWAY 172

concentrated attention was given to level 3, the most impactful level. Critical behaviors and
required drivers occur at the third level as this is where teacher transference of knowledge
happens at the school site. Level 2 and Level 1 outcomes of procedural college knowledge,
training reaction, and satisfaction were also carefully considered although less focus and
resources were concentrated at these lower levels due to impact being more foundational and less
significant.
Implementing the integrated plan to increase college access for ISP high school students
at AIH will require increasing teacher self-efficacy and knowledge in how to coach students to
cross the post-secondary bridgeways. Deja vu is the sensation of experiencing something
familiar in the present. Vuja de is the experience of looking at something you have experienced
many times in a totally different way (Dyer, et. al, 2009). In order for teachers to achieve the
organizational goal, a shift in the mental models of teachers will be required regarding the role
and what it means to be an independent studies teacher servicing non-traditional adult learners.
Intentional calibrated reflection will aid in the shift. Incorporating the utilization of reflection
strategies during instructional and non-instruction time with students with immediate and
delayed reflective sessions will enable the teacher to look at something familiar, such as teaching
the same student in the same Independent Studies Program, for many years, with a new
perspective.
Teachers coaching Independent Studies Program students utilizing calibrated reflections
for post-secondary bridgeways would be a new mental schema in the field of Independent
Studies Programs should this model be adopted across the nation industry wide. When the
people within organizations begin to look at a problem with new mental models enlightenment
occurs. Strategic problem solving creates in roads for innovations. New paradigm thinking
CALIBRATING THE COLLEGE PREPARATION BRIDGEWAY 173

coupled with a coaching frame intervention, results in the achievement of organizational
outcomes beneficial to AIH stakeholders within the organization such as teachers, students, and
administrators, and also societal stakeholders domestically and globally.
Limitations and Delimitations
The Calibrating school to career bridgeway study consists of quantitative and qualitative
methodology that included surveys, interviews, documents and artifacts. The researcher
performed the role as principal investigator in the study and works as an ISP teacher at the
organization studied. In order to avoid researcher bias, the researcher took measures such as
remaining in an incubator period away from the data after collecting survey and interview data
and prior to analyzing data. Other deliberate precautions included utilizing reflective analytic
memos and member checking. Despite these efforts, it is possible researcher subjectivity may
have influenced teachers. Social desirability may have impacted the responses given since the
researcher currently works as an AIH ISP teacher interviewing colleagues which are also ISP
teachers working in the same region, therefore validity and reliability may have been impacted.
Survey and interview data were kept in a secured location to protect the teachers’
anonymity as interviewees were informed that their responses would be reported as anonymous
and kept confidential. In order to accomplish this participant identifiers were scrubbed from the
data. When interviewing teachers some responses were vague which indicated that further
clarification was needed. The researcher, therefore restated and/or paraphrased the questions.
Additionally, although many interviews were conducted at the teacher’s classroom site, others
were conducted via online teleconferencing or the telephone. Teleconferencing interviews were
conducted and impacted by virtual permeation while interviews conducted via phone were
impacted by non-face-to-face communication wherein facial expressions and body language
CALIBRATING THE COLLEGE PREPARATION BRIDGEWAY 174

were not visible to provide additional context to the verbal responses offered. Documents and
artifacts collected only provided a historical period representing a couple of years as prior to
2018-2019 school year as this is all that was accessible to the researcher. Additionally,
documents and artifacts consisted of data that was not disaggregated by student populations of
minors, transitional age youth, adults, older adults or adults with disabilities.
The researcher’s selected boundaries impacted not only territorial boundaries, but also
targeted teachers involved in the study. It was not asked which principal each teacher worked
for, therefore making it difficult to disaggregate the data into smaller geographical segments.
Data collected was over a period of two weeks. Teachers were the primary and only
stakeholders involved with the study. Although the study was open to the entire school district
of community teachers, only one of the two regions participated. It was later brought to the
researcher’s attention that Region B operated on a slightly different academic calendar and the
ISP teachers were on school recess and not available to participate in the study within the
established timeline for the study. Additionally, the teaching community of AIH consists of
community site teachers and teachers working in the jails. This study was limited to community
sites as the needs of teachers working at non in-custody sites vary from teachers working in-
custody. Including an additional demographic of teachers would involve including additional
time and resources unavailable to the researcher therefore making the study unfeasible.
Recommendations for this study would only be applicable to other organizations working with a
similar demographic of ISP students. Future research recommendations have been developed
based on the limitations and delimitations of the study.

CALIBRATING THE COLLEGE PREPARATION BRIDGEWAY 175

Future Research
Future research can be expanded to include multiple stakeholders such as community-
based administrators, teachers, students, and family or supporting players. Since the targeted
population is ISP students and not minors, supporter is not limited to parents of students.
Adding different stakeholder groups to the study will allow for the perspectives of different
individuals to emerge regarding college preparation. Teachers are the drivers of instruction;
however, the authorization of administrators is critical and students are ultimately the ones that
will be impacted by academic achievement with post-secondary educational options in the near
future and distant future. In addition to surveys, interviews, documents, and artifact, the study
could be also include observations. Viewing teachers coaching students at their individual
classroom sites allows for direct data collection in real time and serves as a very reliable form of
data collection. Lastly, creating a classroom environment supportive of a college-going culture
could be a future area of research since the documents and artifacts revealed that, visually, the
classroom environment could be strengthened.
Conclusion
College preparation is important not only for minor high school students, but also ISP
high school students. This study aimed to evaluate teacher knowledge, attitudes, and perceptions
as it relates to ISP high school student preparation for post-secondary education. Teachers are
the primary drivers of instruction and assessment at AIH therefore they served as the primary
stakeholder for this study. Clark and Estes (2008) gap analysis for performance improvement
served as the analytical tool and encompassed the utilization of knowledge, motivation, and
organizational influences for this study. The gap analysis surfaced findings that although
teachers have some knowledge regarding college admissions and financial aid they need
CALIBRATING THE COLLEGE PREPARATION BRIDGEWAY 176

additional organizational infrastructures to strengthen the college preparation pillar. Increased
support from the organization includes college preparation tools and resources for the ISP
student aspiring to attend post-secondary education.
The Calibrating the School-to-College Bridgeway phenomenological study has measured
the extent of college preparation for AIH students and the knowledge, skills, attitudes and
perceptions of teachers within the Independent Studies Program educating students in
community based classroom sites. The gap analysis pinpointed organizational performance
issues that can be strengthened with the benefit of structured collaboration and time specifically
focused on college preparation conversations, technical college pathway knowledge skills, and
growth in academic performance as measured by state tests. Analysis of documents and artifacts
illustrated that AIH ISP students currently are not prepared for college. Surveys and interviews
support these thematic findings that teachers have the desire to aid students in not only
graduating from high school, but moving to the next level of education after their secondary
studies. Although teachers in the Independent Studies Program enjoy coaching and interacting
with students in preparation for academic opportunities post-graduation, they do need additional
technical college knowledge and strategies to increase confidence when advising about education
options after graduation. Teachers value the importance of preparing students for post-secondary
options after graduation. Region wide collaboration time is needed to discuss and attend to
situations impacting organizational objectives. Understanding the organizational performance
gaps utilizing the KMO categorical framework enables AIH to reflect on its goals, barriers,
current reality, (Clark and Estes, 2008) and ultimately calibrate an implementation and
evaluation plan of action that creates a bridgeway that fortifies the organization and facilitates
CALIBRATING THE COLLEGE PREPARATION BRIDGEWAY 177

transmission of critical actions of stakeholders leading to the realization of organizational global
objectives.
CALIBRATING THE COLLEGE PREPARATION BRIDGEWAY 178

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CALIBRATING THE COLLEGE PREPARATION BRIDGEWAY 192

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CALIBRATING THE COLLEGE PREPARATION BRIDGEWAY 193

APPENDIX A
Survey Protocol
Opening Survey Protocol
Thank you for participating in the survey for my study. My name is Marchelle Broussard
and I am a graduate student at the University of Southern California conducting my research in
partial fulfillment of the requirements for the degree of Doctor of Education. As mentioned in the
recruitment announcement, my study seeks to understand the college access programming, tools
and resources that are currently available at AIH. The aim of this research is to document the
knowledge and experiences of teachers assisting their student in planning and accessing
postsecondary education. My study does not aim to evaluate your techniques or experiences.
Rather, I am seeking to learn more about teaching, advising, and coaching adults over age 24
years of age within the ISP and hopefully learn about teaching practices that help improve adult
student access to college. Our survey today is confidential and anonymous and lasted
approximately 30 minutes. During this time, I will be asking you about your background and
experience with college access programs, coaching and advising students, currently available
tools and resources, and ideas that you may have about college access.
Also, if you would like to share more information on the topic of this study there is the
opportunity to do so by sharing your contact information. Your contact information will be
separated from the survey as the survey is confidential and anonymous.

CALIBRATING THE COLLEGE PREPARATION BRIDGEWAY 194

Online surveys will be offered to all teachers in the district that have taught for one or more years
at AIH.
Survey
Background Questions to Build Rapport
I’d like to start the survey by asking a few questions about your experience and background.
1. What is your present position at AIH? (check all that apply)
a. Teacher b. Coach c. Mentor d. Department lead e. Other _____
2. How long have you been in this position at this institution? (multiple choice)
a. 0–1 year b. 2–4 years c. 5–10 years d. 11 years or more
3. Where do you teach? (check all that apply)
a. community b) jail c) Northern Division d) Southern Division
4. What type of students do you teach?
a) Transitional Age Youth b) adults over age 24 c) both a and b
5. What is your highest degree? In what field of study? (multiple choice?)
a) Bachelor’s b) Master’s c) Doctorate
6. What do you teach? (check all that apply)
a. ISP b. ESL c. CTE d. Special Education e. Life Skills
7. How many College Transitions workshops hosted by AIH did you attend?
a. One b. Two
8. Which College Transitions workshop did you attend? (alternative)
a. July 2018 b. January 2019 c. both
9. Have you attending any mentoring or coaching trainings offered by AIH
during the 2018–2019 school year?
CALIBRATING THE COLLEGE PREPARATION BRIDGEWAY 195

10.
a. Yes b. No
11. Tell me about what experience, background, and or specialized training you
bring to AIH?
(Open response)
12. Tell me the training you have attended this past school year.

(Open response)

Is there anything else you would like to share or elaborate on regarding your experience
and background?

(Open response)

13. Would you be interested in sharing more information in addition to this
survey in a face-to-face, telephone, or video conference interview?
a. Yes b. No
If yes, what is your contact information? (This will be separated from the survey so
that it can remain anonymous)
Name:
AIH Email:
Phone Number:

CALIBRATING THE COLLEGE PREPARATION BRIDGEWAY 196

Likert Survey Item Responses

Online surveys will be offered to all teachers in the district that have taught for one or more years
at AIH. Each participant will indicate agreement to each survey item according to the following
four point Likert Scale:
0= Not Applicable 1= Strongly Disagree 2= Disagree 3= Agree 4= Strongly Agree

Conceptual Knowledge

1. I am aware that the vision for AIH is to redefine the way people think about the
role of education in restoring communities.
2. I am aware that the organization’s strategic plan includes a component on
postsecondary education.
3. I am knowledgeable about one or more local college bridge programs for my ISP
high school students.
4. I am knowledgeable about the matriculation rates of students entering
postsecondary education.
5. I am knowledgeable about community college enrollment prerequisites
community college prerequisites.
6. I am knowledgeable about the principles of a college-going school culture.
7. I am knowledgeable about the four keys of college preparation and career
readiness.
8. I am aware the school has the resources to support students enrolling in
postsecondary education after graduation.
9. I am aware that the school has tools to support tools to support students enrolling
in postsecondary education after graduation.
CALIBRATING THE COLLEGE PREPARATION BRIDGEWAY 197

10. I am aware of the components of CASAS competencies that support college
preparation and career readiness transition.
11. I am aware that in a most settings college counseling would be provided by the
school counselor if it is provided at all.
12. I am aware that in some school settings college counseling is provided by an
advisor or a coach.
13. I am knowledgeable about the community college enrollment prerequisite
requirements to attend a community college.
14. I am comfortable advising students about the local community college and
financial aid resources.
15. I am knowledgeable about one or more local college bridge programs for my ISP
high school students.
16. I am aware of mentoring/coaching strategies that would be appropriate to use with
ISP students.
17. I am comfortable advising students about the local community college admissions
process.
18. I feel confident advising students about the local community college financial aid
and resources.

Is there anything else you would like to add?

CALIBRATING THE COLLEGE PREPARATION BRIDGEWAY 198

Procedural Knowledg
19. I am aware of the steps necessary for students to become enrolled at a community
college.
20. I feel positive about strategies I use to promote a college-going culture at my
school.

Is there anything else you would like to add?

Motivational Affect
21. I enjoy working with coworkers collaboratively.
22. I tend to freeze up when I work in a group of coworkers on a project.

Is there anything else you would like to add?

Motivational Self-Efficacy
23. I feel confident advising my students about their options for postsecondary
education.
24. I feel confident advising students about how to pay for their postsecondary
education.
25. I feel confident advising students about the local community college admissions
process.
CALIBRATING THE COLLEGE PREPARATION BRIDGEWAY 199

Is there anything else you would like to add?

Organizational Cultural Models
26. Our school should be focused on getting students prepared for postsecondary
options as well as high school graduation.
27. I believe teachers should work together so that every ISP high school student at
our school has the opportunity to matriculate into postsecondary education after
graduation.
28. I believe it is important for the teacher to provide support for students to pursue
postsecondary education beyond high school graduation.
29. To make our school more college focused, I believe we need to adopt a large-
scale program.
30. Our school should be focused on getting students prepared for postsecondary
educational options (e.g., community college, college bridge, workforce certificate
programs, etc.) as well as high school graduation.
31. I believe most teachers at our school feel every ISP high school student at our
school has the potential to complete post-secondary coursework for college and career
advancement.
Is there anything else you would like to add?

CALIBRATING THE COLLEGE PREPARATION BRIDGEWAY 200

Organizational Cultural Setting
32. I believe that professional development time for teachers is important in order to
improve the quality of college advising.
33. I believe it is important for teachers to have time and resources to create a
classroom environment that promotes postsecondary educational options for students.
34. If we care to make our school more college transition focused, I would like time
for collaborative meetings with teachers dedicated to college and career advising.

Is there anything else you would like to add?

CALIBRATING THE COLLEGE PREPARATION BRIDGEWAY 201

APPENDIX B
Interview Protocol
Interviews will be conducted with teachers that have confirmed that they have taught at the AIH
district one or more years, at a community site, and have attended a career transition professional
development.
Opening Interview Protocol
Thank you for participating in the survey and being willing to participate as an
interviewee in my study. Welcome. My name is Marchelle Broussard and I am a graduate
student at the University of Southern California conducting my research in partial fulfillment of
the requirements for the degree of Doctor of Education. As I have mentioned to you before, my
study seeks to understand the college access programming, tools and resources that are currently
available. The aim of this research is to document the knowledge and experiences of teachers
assisting their student in planning and accessing postsecondary education. My study does not aim
to evaluate your techniques or experiences. Rather, I am trying to learn more about teaching,
advising, and coaching and hopefully learn about teaching practices that help improve student
access to college. Our interview today will last approximately 60–90 minutes during which time
I will be asking you about your background and experience with college access programs,
coaching and advising students, currently available tools and resources, and ideas that you may
have about college access.
You signed a consent form stating that I have your permission (or do not have your permission)
to audio record our conversation. The name of the school as well as the names of the teachers
interviewed will be pseudonyms in any reports or documents. Are you still in agreement with
me audio recording (or not recording) our conversation today?
CALIBRATING THE COLLEGE PREPARATION BRIDGEWAY 202

If yes: Thank you! Please let me know if at any point you want me to turn off the recorder or
keep something you said off the record.
If no: Thank you for letting me know. I will only write notes about our conversation. Before we
begin the interview, do you have any questions?
[Respond to any questions]
If any questions (or other questions) arise at any point in this study, you can feel free to ask them
at any time. I would be more than happy to answer your questions. If time begins to run short, it
may be necessary to interrupt you in order to push ahead and complete this line of questioning.
Also, you may withdraw from the study at any time.
Background Questions to Build Rapport
I’d like to start the interview by asking a few questions about your experience and background.
1. What is your present position at AIH? (open response)

2. How long have you been in this position at this institution? (open response)

3. What is your highest degree? (open response)
a. In what field of study? (open response)
4. Tell me about what experience and background you bring to AIH? (open
response)
5. How do you feel your experience and background have helped with students in
accessing postsecondary education? (open response)
Thank you. I’d like to start the interview by asking a few open response questions about
college access at your school site. Let’s begin with the conceptual knowledge questions.

CALIBRATING THE COLLEGE PREPARATION BRIDGEWAY 203

Conceptual Knowledge
6. How do you feel the school’s vision and mission support its strategic goal for
college preparation and career readiness transition?
7. How do you feel about the school’s goal to ensure 100 % of students are prepared
to access college upon graduation can be achieved?
College Access Components
8. How would you describe the principles of a college-going school culture? Is there
anything else that you would add?
9. How would you describe the key components of a college and career ready
curriculum? Is there anything else that you would add?
10. Describe what you think an ideal ISP college transition program would be like at
AIH?
11. What would an ideal classroom look like that supports a college-going culture?
12. What are your favorite resources that help students become prepared for college?
Why?
13. What resources would you add if you had the opportunity?
14. What are your least favorite tools that you use to help students become prepared
for college? Why?
15. What tools would you add if you had the opportunity? Why?
16. If you had to explain the barriers ISP students face in gaining access to
postsecondary options in higher education, what would you say?
17. What would you recommend ideally be done to reduce those barriers that you
mentioned?
CALIBRATING THE COLLEGE PREPARATION BRIDGEWAY 204

18. In most school settings college counseling is usually provided by the school
counselor. How is college counseling provided for your students?
Coaching Strategies
19. What coaching strategies or models do you feel would be ideal for ISP students to
help them access postsecondary education? Any other strategies?
College Knowledge
20. What postsecondary programs do you share with your ISP students? Why?
21. What do you know about the community college and/or workforce certificate
enrollment prerequisites? Anything else you would like to add?
22. What information would you like to know? Anything else? Why?
23. What financial resources are currently available for adult students to pay for
college? Anything else?
24. What financial resources would be ideally be made for adult students? Anything
else?
Socio Emotional Skills
25. CASAS includes eight competencies. Which component or components, if any,
do you feel are most relevant for promoting college access? Why or why not?
Thank you. I’d next like to start the interview by asking a few open response questions about
college access at your school site. Let’s begin with the procedural knowledge questions.
Procedural Knowledge
26. How do you feel CASAS competencies could best integrated into the ISP
curriculum for college preparation and career readiness? Any other ways?
CALIBRATING THE COLLEGE PREPARATION BRIDGEWAY 205

27. Suppose you have a student you are advising about college how would you go
about doing so?
a. Why would you do so in this manner?
b. Any other ways?
28. Suppose you have a student that desires to go to college right after graduation,
how would you describe the steps necessary to become enrolled? (K-P)
a. Anything else you would add?
29. What specific strategies do you use to promote college preparedness at your
school? (K-P)
a. Why?
Motivation
Thank you for sharing that information. Next, I would like to learn about how you work
with students and colleagues on college access.

CALIBRATING THE COLLEGE PREPARATION BRIDGEWAY 206

Motivational Affect
24. Tell me about a time when you worked on a college access program and
how you felt about it.
25. How do you feel about the college-going culture at your school site?
26. How do you feel about the college-going culture within your classroom?
27. How do you feel about working collaboratively on projects?
Motivational Self-Efficacy
28. What tools and/or resources would help you feel confident in
communicating about the following: College Talk, Clear Expectations, Information and
29. Resources, Comprehensive Counseling, Curriculum and Assessment,
Faculty Involvement, Family Involvement, College Partnerships, Articulation
Agreements with Community Colleges, bridge programs, and/or postsecondary
programs? (M-SE)
30. How do you feel about your role in promoting a college-going culture at
your school site?
31. Describe your level of confidence when advising students about their
postsecondary options.
32. Describe your level of confidence when advising students about applying
for work certificate programs and/or community college.
Organizational Cultural Settings and Cultural Models
Thank you for those responses. Now I would like to find out about the organizational
culture as it relates to college access.

CALIBRATING THE COLLEGE PREPARATION BRIDGEWAY 207

Organizational Cultural Models
33. How do you feel our school should be focused on getting students prepared for
postsecondary options educational options (e.g., community college, college bridge,
workforce certificate programs, etc.) as well as high school graduation?
34. How would you describe the college-going culture at AIH?
35. How would you describe the current college-going culture at your school site?
36. How would you describe the current college-going culture within your classroom?
37. What do you believe are the critical conversations we need to have at AIH to
create a college-going culture?
Organizational Cultural Settings
38. What time do you have available to work on curriculum for college
access?
39. What time do you feel would be needed?
40. What tools and/or resources do you feel you need to further develop a
college-going culture in your classroom?
41. What type of support do you feel would be important to develop a strong
college-going culture at AIH?
Closing Interview Protocol
Before we conclude this interview, is there something about your experience in this
college/university that you think influences how you engage in your classes that we have not yet
had a chance to discuss? Is there anything else you would like to share?
If participant wishes to discontinue study, ask if they would be willing to
share why.
CALIBRATING THE COLLEGE PREPARATION BRIDGEWAY 208

Thank you for participating in the study today and sharing your knowledge and experiences. All
responses will be kept confidential. I appreciate your time today!

CALIBRATING THE COLLEGE PREPARATION BRIDGEWAY 209

APPENDIX C
Documents and Artifacts Collection Protocol
Document
Request
Source KMO Date
Requested
Date
Collected/
Received
RQ 1 - Is the organization, AIH, meeting its goal to ensure 50% of graduates are prepared
to matriculate into postsecondary education?

RQ 2- What are the knowledge, motivation influences necessary for teachers to meet the
goal to ensure 50% of AIH graduates are prepared to matriculate into postsecondary
education?
College
Preparedness
Curriculum
and
Assessments

2018–2019
Documents and Artifacts

AIH Intranet
● Teacher
Designed
○ Curriculum
Coursework
○ Lesson Plans
○ Instructional
handouts and
worksheets
○ Worked
samples

AIH Best Practices Website
● Testimonials
● Videos
● Photographs
● Presentation
Materials from
professional
development sessions
and in-services

Knowledge

-conceptual

ISP
teachers
need to
understand
the college
access
components
that support
students
matriculatin
g into
postseconda
ry
education.
(C)

CALIBRATING THE COLLEGE PREPARATION BRIDGEWAY 210

College
Preparedness
Program
Documents

(Processes and
procedures for
advising
students about
postsecondary
education)

2018–2019
Documents and Artifacts

● AIH Coaching
Videos created by
teacher coaches
● AIH college
Website
● PowerPoints
Used at Professional
Developments and/or
In-services
● Archive of
School Culture
Photographs

Knowledge

-Procedural

ISP
teachers
need to
know how
to apply a
coaching
model that
aids
students in
accessing
college. (P)

RQ 1- Is the organization, AIH, meeting its goal to ensure 50% of graduates are prepared
to matriculate into postsecondary education?

RQ 2- What are the knowledge, motivation influences necessary for teachers to meet the
goal to ensure 50% of AIH graduates are prepared to matriculate into postsecondary
education?
College
Readiness
Information,
Tools and
Resources

2018–2019
Documents and Artifacts

AIH Intranet

Social Media
-photographs

Motivation

Affect-
Teachers need
to feel that the
strategies they
use are
effective in
promoting
college-going
culture.

-Self-efficacy

Teachers need
to feel
confident that
they are
capable of
creating a
college and

CALIBRATING THE COLLEGE PREPARATION BRIDGEWAY 211

career transition
program for life
and work skills
in alignment
with CASAS
competencies.”

RQ 1- Is the organization, AIH, meeting its goal to ensure 50% of graduates are prepared
to matriculate into postsecondary education?

RQ 3 - What is the interaction between AIH’s organizational culture and context and
teacher motivation related to achieving the goal to ensure 50% of AIH graduates are
prepared to matriculate into postsecondary education?
College
Readiness
Information,
Tools and
Resources

(2018–2019
school year
testimonials,
strategies,
organizational
and related
media
materials
demonstrating
affect, self-
efficacy, and
organizational
culture)

2018–2019
Documents and Artifacts

AIH Intranet
● Teacher
Designed
○ Curriculum
Coursework
○ Lesson Plans
○ Instructional
handouts and
worksheets
○ Worked
samples
AIH Best Practices Website
● Testimonials
● Videos
● Photographs

Organization

-Collaboration
Cultural
Model
Influence:
There needs to
be a cultural
belief in the
school that
teacher
collaboration
enhances
learning and
will better
enable students
to reach their
college
preparation and
career readiness
goals.

-Time
Cultural
Setting
Influence:
Teachers need
enough time

CALIBRATING THE COLLEGE PREPARATION BRIDGEWAY 212

outside of their
instructional
day in order to
have time to
create a college
preparation and
career readiness
transition
program.

CALIBRATING THE COLLEGE PREPARATION BRIDGEWAY 213

Research Question 1
To what extent is AIH, meeting its goal to ensure 50% of graduates are “prepared” for
college pathways?
Primary
Source
Documents
And
Artifacts
Name
Timeline for
Distribution
and/or
Occurrence
Document
Location

Date
Requested
and
Collected/
Received
Status of
Organizational
Goal
CDE College/
Career
Indicators
November
2017
Internet August
2019
Not Prepared
CDE Dashboard
for
Alternative
School
Status
June 2018 Internet August
2019
School applied
for this
recognition by
the state
2018-2019 School Year and Summer 2019
July 20, 2018 - August 15, 2019
AIH
Professional
Development
College
Transitions
PowerPoint
Presentation

July 2018 Intranet

August
2019
Not Prepared
With
Knowledge to
Coach Students
for College
Transitions
CDE College
Career
Calculations
November
2018
Internet August
2019
Explanatory of
state’s
procedures on
how calculations
are determined
AIH
Professional
Development
AIH
Regional
PowerPoint
Presentation
on District
Status
March 2019 Intranet

August
2019
Not prepared
with neither
graduates nor
Primary
Source
Document Date of
Distribution
Location

Date
Requested
Status of
Organizational
CALIBRATING THE COLLEGE PREPARATION BRIDGEWAY 214

/Occurrence and
Collected/
Received
Goal
Periodical

Newspaper
on the
Internet
March 2019 Internet August
2019
Graduation rates
Falling short of
percentage
required by
Department of
Education
AIH
Professional
Development
AIH
Regional
PowerPoint
Presentatio
n on
District
Status
July 2019 Intranet August
2019
Not prepared
with neither
graduates nor
CAASPP
AIH AIH
Graduates
for
2018-2019
School
Year
March 2019 Intranet August
2019
TBD Look at
Graduation
Rates for August
15, 2019
150 Graduates =
What percentage
over last school
year?
AIH School
Culture Study
AIH Report Spring
2019
Intranet and
Internet
August
2019
Descriptive Data
In Photograph
illustration
student
achievement
progressing
toward
graduation and
achievement of
graduation. No
pictures with
post-secondary
outcomes.

C/C Indicators
CAASPP
Scores
2018-2019
Intranet August
2019
Not Prepared per
California
Dashboard
CALIBRATING THE COLLEGE PREPARATION BRIDGEWAY 215

School
Year
DASS
C/C Indicators A-G
Course
Completion
s
2018-2019
Data Not yet
available on
students
enrolled and
completed
until after
conclusion
of study
Intranet Data Not yet
available on
students enrolled
and completed
until after
conclusion of
study.
C/C Indicators CTE
Pathway
Completers
2018-2019
August
2019
Intranet August
2019
“Approaching
Prepared” per
C/C Indicators
C/C Indicators Dual
Enrollment
2019-2020
October
2019
Intranet Data Not yet
available on
students enrolled
and completed
until after
conclusion of
study.
Calibrating
Study
Online
Survey
Item
#???
Response
July 2019 Researcher
Secured
and
Protected
Confidentia
l Data Files
July 2019 Not meeting
performance
Goal
Calibrating
Study
Interview
Question
Transcripts
August 2019 Researcher
Secured
and
Protected
Confidentia
l Data Files
July 2019 Not meeting
performance
goal
AIH Dual
Enrollment
Spring 2019 Intranet August
2019
In progress
AIH A-G
Coursewor
k
Spring 2019 Intranet August
2019
In progress
AIH CAASPP Summer Intranet August Not meeting
CALIBRATING THE COLLEGE PREPARATION BRIDGEWAY 216

2018-2019
Results
2019 2019 performance
goal
AIH College and
Career
Curriculum
??? Intranet August
2019

AIH College
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2019

CALIBRATING THE COLLEGE PREPARATION BRIDGEWAY 217

APPENDIX D
Immediate Post-Training Evaluation Instrument for Levels 1 and 2

SAMPLE EVALUATION IMMEDIATELY AFTER TRAINING
Professional Development Topic: COLLEGE-GOING CULTURE Date: ______

Directions: Thank you for attending our workshop today. We value your commitment to
educating our students and helping them get prepared for life after graduation. Please
complete this anonymous evaluation to provide feedback on the workshop you attended today.
It is a short 10 item survey with multiple choice, fill-in, and open response items. Thank you in
advance for your assistance. Please circle your response for multiple choice items.

1. The training today captured my interest.

Level 1 Engagement
1 2 3 4
Strongly Disagree Agree Strongly
Disagree Agree

2. The student tools and resources provided at the training today are relevant to my job as a
teacher aiding students in accessing college.

Level 1 Relevance
1 2 3 4
Strongly Disagree Agree Strongly
Disagree Agree

3. I am satisfied with my training experience (location, room, refreshments) today.

Level 1 Satisfaction
1 2 3 4
Strongly Disagree Agree Strongly
Disagree Agree

CALIBRATING THE COLLEGE PREPARATION BRIDGEWAY 218

4. There are 9 components of a college-going culture. What are the missing components?
You may write the components in any order.

Level 2 Declarative
1. Articulation Agreements 2. Curriculum and Assessments 3. Counseling

4. 5. 6.

7. 8. 9.

5. How would you go about coaching a student that was considering withdrawing from the
Dual Enrollment program? What coaching strategies would you use to aid the student?

Level 2.5 Procedural
Open Response

6. Understanding the components of college preparedness and knowing strategies in how to
coach ISP students regarding post-secondary options is valuable to me as a teacher?

Level 2 Attitude
1 2 3 4
Strongly Disagree Agree Strongly
Disagree Agree

7. I feel more confident about how to identify eligible students for the College and Career
Indicator programs (e.g., Dual Enrollment) as a result of attending this workshop today.

Level 2 Confidence
1 2 3 4
Strongly Disagree Agree Strongly
Disagree Agree

CALIBRATING THE COLLEGE PREPARATION BRIDGEWAY 219

8. I feel more committed to coaching my students about their post-secondary options as a
result of attending this workshop today.

Level 2 Commitment
1 2 3 4
Strongly Disagree Agree Strongly
Disagree Agree

9. What additional questions do you have concerning today’s workshop?

Additional Feedback
Open Response

10. What additional topics would you like to see presented?

Additional Feedback
Open Response

CALIBRATING THE COLLEGE PREPARATION BRIDGEWAY 220

APPENDIX E
Delayed Blended Instrument For Levels 1, 2, 3, and 4
SAMPLE EVALUATION DELAYS AFTER TRAINING
Professional Development Topic: COLLEGE-GOING CULTURE Date:_____

Directions: Thank you for attending our workshop today. We value your commitment to
educating our students and helping them get prepared for life after graduation. Please
complete this anonymous evaluation to provide feedback on the workshop you attended today.
It is a short 15 item survey with multiple choice and open response items. Please circle your
response for multiple choice items. Thank you in advance for your assistance.

1. I found the information and activities at the training continue to be engaging overall.

Encouraging
1 2 3 4
Strongly Disagree Agree Strongly
Disagree Agree

2. The instructional materials (job aids, handouts, and online resources) provided at the
training continue to be relevant to my job as a teacher working with students in the
Independent Studies Program.

Reinforcing Required Driver
1 2 3 4
Strongly Disagree Agree Strongly
Disagree Agree
Level 1 Reaction
3. My most applicable skills from the training several weeks ago continue to be:

Open Response

CALIBRATING THE COLLEGE PREPARATION BRIDGEWAY 221

4. What topics do you think should be added to the workshop to increase the continued
relevance of the workshop for colleagues like yourself?

Level 1 Reaction
Open Response

5. I continue to feel encouraged by the strategies modeled by seasoned coaches?

Encouraging Required Driver
1 2 3 4
Strongly Disagree Agree Strongly Not
Disagree Agree Applicable

6. How has your confidence increased since attending the training?

Level 2 Confidence
Open Response

Level 3 Transfer
7a. I continue to successfully apply what I learned during the training to my work with
students?

1 2 3 4
Strongly Disagree Agree Strongly
Disagree Agree

7b. If you selected agree or strongly agree for item #9a, please provide an example.

CALIBRATING THE COLLEGE PREPARATION BRIDGEWAY 222

Open Response

7c. If you selected strongly disagree or disagree for item #9a, please provide an example.
Open Response

8. In order to continue successfully applying what you learned at the training, what else is
needed?
Open Response

Rewarding Required Driver
9. My team has been recognized at staff meetings, community site meetings, and internal
professional development trainings for reaching organizational performance goals for
matriculation rates.

1 2 3 4
Strongly Disagree Agree Strongly
Disagree Agree
Level 4 Results
10. During the 2018-2019 school year I was able to successfully coach a student about post-
secondary options.

A. Yes, I successfully coached a student.

B. Yes, I coached a student, but the student did not enroll in post-secondary
education.

CALIBRATING THE COLLEGE PREPARATION BRIDGEWAY 223

C. No, I did not coach a student regarding post-secondary education options.
If you answered C for item #10, provide an example in the space below:

Level 4 Results and Level 3 Transfer
Open Response

Monitoring Required Driver

11a. I have established individual performance goals related to what I learned in the training.
1 2 3 4
Strongly Disagree Agree Strongly
Disagree Agree
Level 4 Results and Level 3 Transfer
11b. If you answered agree or strongly agree for item #11a, please provide an example.

Open Response

Level 4 Results and Level 3 Transfer
11c. If you answered disagree or strongly disagree for item #15a, please share what
information, resources, tools, support or anything else that is needed to establish individual
performance goals related to what you learned.

Open Response

12. How have you taken ownership for implementing the knowledge and skills you have
gained from the training? What support and/or resources do you need to continue supporting
your skills?
CALIBRATING THE COLLEGE PREPARATION BRIDGEWAY 224

Open Response

Level 4: Results
13. I have changed my approach to conversations regarding post-graduation planning with my
students.
1 2 3 4
Strongly Disagree Agree Strongly
Disagree Agree
Open Response

14. I have the knowledge and skills necessary as a teacher to implement a college-going
preparation culture at my school site.
1 2 3 4
Strongly Disagree Agree Strongly
Disagree Agree
Open Response

15. I am conducting coaching conversations regarding college preparation with my students.
1 2 3 4
Strongly Disagree Agree Strongly
Disagree Agree

16. An increased number of ISP students are enrolled in post-secondary education options.
1 2 3 4
Strongly Disagree Agree Strongly
Disagree Agree
CALIBRATING THE COLLEGE PREPARATION BRIDGEWAY 225

Open Response

17. An increased number of ISP students are completing post-secondary education options.

1 2 3 4
Strongly Disagree Agree Strongly
Disagree Agree
Open Response

18. My relationship has grown with post-secondary education partners.

1 2 3 4
Strongly Disagree Agree Strongly
Disagree Agree

Open Response

19. The number of students “Prepared” and “Approaching Prepared” per the College and
Career Indicators (e.g., Dual Enrollment program) has increased.
Open Response

20. I have increased accuracy in identifying a potential student pool eligible for “Prepared” and
“Approaching Prepared” indicators per the state College and Career Indicators.
1 2 3 4
Strongly Disagree Agree Strongly
Disagree Agree
CALIBRATING THE COLLEGE PREPARATION BRIDGEWAY 226

Open Response

CALIBRATING THE COLLEGE PREPARATION BRIDGEWAY 227

APPENDIX F
Delayed Evaluation Survey

Scaled Items: Strongly Disagree, Disagree, Agree, or Strongly Agree

Level 4: Results
I have the knowledge and skills necessary as a teacher to implement a college-going
preparation culture at my school site.
Level 3: Behavior
I frequently utilize the teaching tools that aid in cultivating a college-going preparation culture
at my school site.
Level 2: Learning
I feel confident that my skill sets will contribute to common planning activities in a manner
that will add to creating a college-going preparation culture at my school site.
Level 1: Reaction
Content learned in the professional development workshop is relevant to me as a teacher
building a college-going preparation culture at my school site.

CALIBRATING THE COLLEGE PREPARATION BRIDGEWAY 228

APPENDIX G
Interim Assessments With Internal Outcomes Evaluation

Abstract (if available)

Abstract The purpose of this phenomenological case study was to examine the knowledge, skills, motivation and organizational influences related to reaching the Amazing Independent High School District (a pseudonym) performance goal to ensure 50% of graduates are college prepared according to the state college/career indicators through the teachers’ lens. Teachers at AIHSD work in the western region of the United States in community and standalone classroom sites in an independent study program model with students 17-70 years old. AIHSD is an “alternative high school”. The Clark and Estes (2008) gap analysis model for performance improvement was utilized along with a mixed method design for this problem-solving case study. The three research questions that guided this study focused on 1) to what extent is the organization AIHD achieving its goal, 2) what are the teacher knowledge, skills and motivation influences needed to achieve the goal, and 3) what is the interaction of organizational culture on the goal. Documents and artifacts unearthed the current state of the organization’s college preparation performance while surveys and interviews allowed for the discovery of the knowledge, perceptions, and attitudes of the primary stakeholder. Less than 1% of AIH’s students are college prepared according to state college/career indicators. The study revealed eight validated needs in the areas of conceptual and procedural knowledge, motivational affect and self-efficacy, and organizational cultural models and cultural settings. Recommendations specifically addressing each of these causes were addressed along with an implementation and evaluation plan.

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Asset Metadata

Creator Broussard, Marchelle Lanee Sowell (author)

Core Title Calibrating the college preparation bridgeway for independent study program students at Amazing Independent High School District: a multisite evaluation study through the teachers' lens

School Rossier School of Education

Degree Doctor of Education

Degree Program Organizational Change and Leadership (On Line)

Publication Date 02/25/2020

Defense Date 01/21/2020

Publisher University of Southern California (original), University of Southern California. Libraries (digital)

Tag alternative high school,college preparation,college/career indicators,independent study program,OAI-PMH Harvest,school-to-college

Language English

Contributor Electronically uploaded by the author (provenance)

Advisor Robles, Darline (committee chair), Ahmadi, Shafiqa (committee member), Smith-Maddox, Renee (committee member)

Creator Email mlbrouss@usc.edu,msbroussard1@gmail.com

Permanent Link (DOI) https://doi.org/10.25549/usctheses-c89-273728

Unique identifier UC11675273

Identifier etd-BroussardM-8203.pdf (filename),usctheses-c89-273728 (legacy record id)

Legacy Identifier etd-BroussardM-8203.pdf

Dmrecord 273728

Document Type Dissertation

Rights Broussard, Marchelle Lanee Sowell

Type texts

Source University of Southern California (contributing entity), University of Southern California Dissertations and Theses (collection)

Access Conditions The author retains rights to his/her dissertation, thesis or other graduate work according to U.S. copyright law. Electronic access is being provided by the USC Libraries in agreement with the a...

Repository Name University of Southern California Digital Library

Repository Location USC Digital Library, University of Southern California, University Park Campus MC 2810, 3434 South Grand Avenue, 2nd Floor, Los Angeles, California 90089-2810, USA