institutional strategic planning council march 4, 2020 css ......2020/03/04 · 030420_ispcmm/1...

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Institutional Strategic Planning Council March 4, 2020

CSS-217 (1:00-3:00pm) Minutes

Members Present: Kris Anderson, Greg Aycock, Melissa Bader (Faculty Co-Chair), Quinton Bemiller, Rex Beck, Michael Collins, Leona Crawford, Monica Esparza, Monica Green (Administrative Co-Chair), Vivian Harris, Dominique Hitchcock, Ruth Leal (Classified Professional Co-Chair), Sam Lee, Virgil Lee, Arezoo Marashi, Thalia Moore-Shearer (ASNC Rep.), Andy Robles, Sigrid Williams Members Absent: Chris Poole Guests Present: ACCJC Visiting Team Members: Kenneth Bearden, Dan Troy, Aaron McVean, Leticia Barajas. College guests: Natalie Aceves, Celia Brockenbrough Mark DeAsis, Daniela McCarson, Gustavo Oceguera, Tenisha James, Valorie Piper, Sandra Popiden, Caitlin Welch, Gail Zwart Call to Order: 1:03pm Approval of Minutes: Approval of Minutes for February 19, 2020 MSC (Robles/Anderson) Corrections: None. Approved. 1 Abstention Tri-Chair Report

I. Action Item: A. None

II. Discussion Items

A. 2019-2025 Strategic Plan Key Performance Indicators (Greg Aycock) Greg provided an overview of what we are measuring, the review period, and the rationale for baseline measures that we will use to see where we are and where we need to be. He noted that we have aligned with district and state metrics in most of the methodologies. Request to note where the data is coming from and the actual numbers for equity reports. This report will be presented each fall to assess the achievement of our EMP and SP. B. FTES Distribution Plan (Sam Lee) Dr. Lee reviewed components of the FTES distribution plan highlighting the annual credit resident target FTES for 2018-2021. Question about what data informed the changes as the discipline data. The targets remain the same, and there will be many more in-depth conversations between the chairs and the division deans on how the targets are adjusted to meet student need. The document targets are not set in stone. Council

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members discussed at length how the targets are set. Request that the notes be included (i.e. STEM math course offerings). C. ISPC Membership agenda request from Academic Senate Faculty have 9 positions would like to have 11 faculty represented by each department. At large – can be used for LIB, CTE, Counseling, would like to use the at-large position as needed. Suggested to take into consideration as we develop the strategic plan. When are we anticipating regrouping our participatory governance structure, we are hoping for fall, if not spring of 2021. Faculty are concerned with having the right representation to be a part of the planning of the new strategic planning structures. An ad-hoc task force was convened to further discuss the request: Monica Green, Quinton Bemiller, Virgil Lee, Melissa Bader, Kevin Fleming, Ruth Leal, and two additional classified professions (TBD). D. Guided Pathways Scale of Adoption Assessment (Melissa Bader) Melissa provided a presentation of the scale of adoption at Norco College. See attached presentation.

III. Information Items

A. ISPC Workday Strategic Planning Updates (Monica Green) Three documents working drafts, please keep talking about them and bring back suggestions. B. General Obligation Bond Update (Monica Green) Still undecided, as of this morning the expected turnout rate is low, hoping that more mail in ballots are still to be counted. We anticipate an update on Friday evening.

IV. Good of the Order

Next meeting March 18, 2020

Meeting adjourned: 3:03pm

Next meeting: March 18, 2020

Minutes submitted by Denise Terrazas

EDUCATIONAL MASTER PLAN KPISBASELINE MEASURES FOR STRATEGIC PLAN 2019-2025

ISPC MARCH 4, 2020

2030 GOAL 1: ACCESSEXPAND COLLEGE ACCESS BY INCREASING BOTH HEADCOUNT AND FTES

KPI #1 (OBJECTIVE 1.1): GO FROM 7,366 TO 8,759 FTES

7384.5 7366

7625

7894

8172

8459

8759

6500

7000

7500

8000

8500

9000

2018-19 2019-20 2020-21 2021-22 2022-23 2023-24 2024-25

Source: CCCCO Data Mart

KPI #2 (OBJECTIVE 1.2):GO FROM 14,624 HEADCOUNT TO 16,581 TOTAL HEADCOUNT

15,28015,158

15,433

15,712

15,996

16,286

16,581

14,000

14,500

15,000

15,500

16,000

16,500

17,000

2018-19 2019-20 2020-21 2021-22 2022-23 2023-24 2024-25


KPI-3 (OBJECTIVE 1.3): EXPAND ENROLLMENT WITH STRATEGIC GROUPS (INTERNATIONAL, PRISON EDUCATION PROGRAM, DUAL ENROLLMENT, VETERANS, ONLINE, ETC.)

92 208 4

67

826

5594

99 212 5

05 841

5695

108

216 54

6 856

5798

116

220 5

90 872

5903

126

223 6

38 887

6010

136

228 6

89 904

6119

147

232

745 920

6230

0

1000

2000

3000

4000

5000

6000

7000

International Prison Ed Dual Enrollment Veterans Online

Source: International and Veteran-CCCCO MIS, Prison Education and Dual Enrollment-Program Leaders, Online-CCCCO MIS and Enrollment Management Dashboard

KPI #4 (OBJECTIVE 1.4):INCREASE CAPTURE RATES FROM FEEDER HIGH SCHOOLS BY 4% ANNUALLY

18.0% 18.7%19.5% 20.2%

21.1%21.9%

22.8%

0.0%

5.0%

10.0%

15.0%

20.0%

25.0%

Fall 2018 Fall 2019 Fall 2020 Fall 2021 Fall 2022 Fall 2023 Fall 2024

Source: CA School Dashboard and CCCCO MIS

2030 GOAL 2: SUCCESSIMPLEMENT GUIDED PATHWAYS FRAMEWORK

KPI #5 (OBJECTIVE 2.1): INCREASE NUMBER OF DEGREES COMPLETED BY 15% ANNUALLY

1,588

2,007 2,308

2,654

3,052

3,510

4,037

ISS Floor, 644

-

500

1,000

1,500

2,000

2,500

3,000

3,500

4,000

4,500

2018-19 2019-20 2020-21 2021-22 2022-23 2023-24 2024-25

Source: CCCCO Data Mart with RCCD EMP projections

KPI #6 (OBJECTIVE 2.2):INCREASE NUMBER OF CERTIFICATES COMPLETED BY 15% ANNUALLY

614522

600690

794

913

1,050

Floor ISS, 299

0

200

400

600

800

1000

1200

2018-19 2019-20 2020-21 2021-22 2022-23 2023-24 2024-25

Source: CCCCO Data Mart with RCCD EMP projections

KPI #7 (OBJECTIVE 2.3):DECREASE AA DEGREE UNIT ACCUMULATION FROM 88 TO 74 TOTAL UNITS ON AVERAGE

88 88

85.2

82.4

79.6

76.8

74

65

70

75

80

85

90

2017-18 2019-20 2020-21 2021-22 2022-23 2023-24 2024-25

Source: Student Success Metrics Dashboard

KPI #8 (OBJECTIVE 2.4): INCREASE NUMBER OF TRANSFERS 15% ANNUALLY

1,025 1,116 1,284

1,476 1,698

1,953

2,246

Floor ISS, 646

-

500

1,000

1,500

2,000

2,500

2018-19 2019-20 2020-21 2021-22 2022-23 2023-24 2024-25

Source: National Student Clearinghouse

KPI #9 (OBJECTIVE 2.5): INCREASE THE NUMBER OF FIRST-TIME FULL-TIME ENROLLED STUDENTS FROM 508 TO 900

636598

649704

764829

900

0

100

200

300

400

500

600

700

800

900

1000

Fall 2018 Fall 2019 Fall 2020 Fall 2021 Fall 2022 Fall 2023 Fall 2024

Source: CCCCO MIS with RCCD EMP projections

KPI #10 (OBJECTIVE 2.6): INCREASE PERCENT OF STUDENTS WHO RECEIVE FINANCIAL AID FROM 73% TO 81%

73.8

75.3

76.4

77.6

78.7

79.9

81.0

70

72

74

76

78

80

82

2018-19 2019-20 2020-21 2021-22 2022-23 2023-24 2024-25


KPI #11 (OBJECTIVE 2.7): INCREASE NUMBER OF STUDENTS WHO COMPLETE TRANSFER LEVEL MATH AND ENGLISH BY 20% PER YEAR

266319

383460

552

662

794

0

100

200

300

400

500

600

700

800

900

2018-19 2019-20 2020-21 2021-22 2022-23 2023-24 2024-25

Source: CCCCO MIS

2030 GOAL 3: EQUITYCLOSE ALL STUDENT EQUITY GAPS

EQUITY GAP –MOC DEGREE COMPLETION

Men of Color, 28.31%

Headcount 2018-19Men of Color, 22.42%

Degree2018-19 Men of

Color, 22.42%

Gap, 5.89%

Degree2018-19

KPI #12 (OBJECTIVE 3.1): REDUCE THE EQUITY GAP FOR AFRICAN AMERICAN STUDENTS BY 40%

2.26

3.45

0.69

4.66

2.11

3.22

0.64

4.35

1.96

2.99

0.59

4.04

1.81

2.76

0.55

3.73

1.66

2.53

0.5

3.42

1.51

2.3

0.46

3.11

1.36

2.07

0.41

2.80

0

0.5

1

1.5

2

2.5

3

3.5

4

4.5

5

Degree Certificate Transfer Volume Transfer Math and English

Source: Follows KPIs 5, 6, 8 and 11

KPI #13 (OBJECTIVE 3.2): REDUCE THE EQUITY GAP FOR LATINX STUDENTS BY 40%.

0.66

1.52

6.42

7.65

0.62

1.42

5.99

7.14

0.57

1.31

5.56

6.63

0.53

1.21

5.13

6.12

0.49

1.11

4.71

5.61

0.44

1.00

4.29

5.1

0.400.9

3.85

4.59

0

1

2

3

4

5

6

7

8

9

Degree Certificate Transfer Volume Transfer Math and English

KPI #14 (OBJECTIVE 3.3): REDUCE THE EQUITY GAP FOR MEN OF COLOR BY 40%.

5.89

2.58

6.46

3.87

5.5

2.41

6.03

3.62

5.1

2.24

5.60

3.36

4.7

2.07

5.17

3.1

4.31

1.89

4.74

2.84

3.92

1.72

4.31

2.58

3.53

1.55

3.88

2.32

0

1

2

3

4

5

6

7

Degree Certificate Transfer Volume Transfer Math andEnglish

KPI #15 OBJECTIVE 3.4:REDUCE THE EQUITY GAP FOR LGBTQ+ STUDENTS BY 40%.

•Data coming soon!

KPI #16 (OBJECTIVE 3.5): REDUCE THE EQUITY GAP FOR FOSTER YOUTH STUDENTS BY 40%.

0.59

0

1.69

0.29

0.55

0

1.58

0.27

0.51

0

1.46

0.25

0.47

0

1.36

0.23

0.43

0

1.25

0.21

0.39

0

1.13

0.19

0.35

0

1.01

0.17

0

0.2

0.4

0.6

0.8

1

1.2

1.4

1.6

1.8

Degree Certificate Transfer Volume Transfer Math andEnglish

2030 GOAL 4: PROFESSIONAL DEVELOPMENT

IMPLEMENT PROFESSIONAL DEVELOPMENT AROUND GUIDED PATHWAYS AND EQUITY FRAMEWORK; FOSTER A CULTURE OF ONGOING IMPROVEMENT

KPI #17 (OBJECTIVE 4.1): INCREASE PERCENTAGE OF EMPLOYEES WHO COMPLETE GUIDED PATHWAYS TRAINING FROM 5% TO 65% (305 OUT OF 472 EMPLOYEES

5%7.7%

11.8%18.0%

27.6%

42.4%

65.0%

0%

10%

20%

30%

40%

50%

60%

70%

2018-19 2019-20 2020-21 2021-22 2022-23 2023-24 2024-25

Source: Professional Development Coordinator

KPI #18 (OBJECTIVE 4.2): INCREASE PERCENTAGE OF EMPLOYEES WHO COMPLETE RACIAL MICROAGGRESSIONS CERTIFICATE FROM 1% TO 60% (285 OUT OF 472 EMPLOYEES)

1% 2.0%3.9%

7.7%

15.3%

30.3%

60.0%

0%

10%

20%

30%

40%

50%

60%

70%

2018-19 2019-20 2020-21 2021-22 2022-23 2023-24 2024-25


KPI #19 (OBJECTIVE 4.3): INCREASE PERCENTAGE OF FACULTY WHO COMPLETE TEACHING MEN OF COLOR IN THE COMMUNITY COLLEGE CERTIFICATE FROM 3% TO 40% (125 OUT OF 315 FACULTY)

3%4.6%

7.1%11.0%

16.9%

26.0%

40.0%

0%

5%

10%

15%

20%

25%

30%

35%

40%

45%

2018-19 2019-20 2020-21 2021-22 2022-23 2023-24 2024-25


2030 GOAL 5:WORKFORCE AND ECONOMIC DEVELOPMENTREDUCE WORKING POVERTY AND THE SKILLS GAP

KPI #20 (OBJECTIVE 5.1): INCREASE THE MEDIAN ANNUAL EARNINGS OF ALL STUDENTS

$24,436 $23,876 $25,864 $26,640

$27,439 $28,262 $29,110 $29,983

$30,883 $31,809 $32,764

$-

$5,000

$10,000

$15,000

$20,000

$25,000

$30,000

$35,000

2014-15 2015-16 2016-17 2017-18 2018-19 2019-20 2020-21 2021-22 2022-23 2023-24 2024-25


KPI #21 (OBJECTIVE 5.2):INCREASE PERCENT OF CTE STUDENTS EMPLOYED IN THEIR FIELD OF STUDY BY 3% ANNUALLY

64.5%

66.4%

68.4%

70.5%

72.6%

74.8%

77.0%

58.0%

60.0%

62.0%

64.0%

66.0%

68.0%

70.0%

72.0%

74.0%

76.0%

78.0%

2018-19 2019-20 2020-21 2021-22 2022-23 2023-24 2024-25

Source: CTE Outcomes Survey

KPI #22 (OBJECTIVE 5.3): INCREASE PERCENT OF ALL STUDENTS WHO ATTAIN A LIVABLE WAGE BY 5% ANNUALLY

48% 47%52% 55%

57% 60%63%

66%70%

73%77%

0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

2014-15 2015-16 2016-17 2017-18 2018-19 2019-20 2020-21 2021-22 2022-23 2023-24 2024-25


NEXT STEPS

• 22 KPIs to be assessed and reported annually each fall

• We have been intentional to report these KPIs in alignment with district goals, SSM, VfS, ISS

• Questions?

Scale of Adoption Self-Assessment 2020

Presentation to the ISPC – Norco CollegeMarch 4, 2020

GP Leads: Tenisha James, Melissa Bader, Quinton Bemiller, John Moore

PresenterPresentation NotesDr. Mills

Focus• Scale of Adoption Self Assessment Overview • Focus on Success (Re)defined Framework• Guided Pathways Implementation Plans

with embedded equity considerations• Beyond the Scale of Adoption

PresenterPresentation NotesDr. MillsDue to state on March 1, 2020

California Community College Guided Pathways

• $135 million allocated to California community colleges in April 2018 to implement Guided Pathways

• Each college submitted a scale of adoption self-assessment (SOAA) and plan

• GP20 Participation 2017-2019 • First SOAA submitted in fall 2017• SOAA includes essential Guided Pathways

practices along with an assessment scale• Current SOAA due March 1, 2020• SOAA process had engaged faculty, staff, and

administrators from colleges and district office.

PresenterPresentation NotesDr. MillsAdd in what you would like to discuss

Function Mapping

Coordination with Institutional Effectiveness, Educational Services, Human Resources, Facilities, Information Technology, Finance, Critical for Standard IV.C (Board), Standard IV.D (Multi-College District)Linkages between district strategic planning and colleges' planningBoard policy updatesProvision and tracking of evidenceShared versions of ISER with colleges and District throughout process

4

PresenterPresentation Notes5:00 - 6:00

Darla

An integrated, institution-wide approach to student success based on intentionally designed, clear, coherent and structured educational experiences, informed by available evidence, that guide each student effectively and efficiently from her/his point of entry through to attainment of high-quality postsecondary credentials and careers with value in the labor market.

Student Success (Re)definedSix Success Factors

5


Rogeair

Everything that students said helped them succeed inside and outside of the classroom can be synthesized into these six factors shown here in this wheel. The wheel depicts the fix factors ordered in the how students prioritized the factors going clockwise. The lines in the center connecting all the factors represent the interconnectedness of these factors.

What follows are short descriptions of the factors organized by similarities what factors helped foster their experiences of these six factors.

Mapping Pathways to Student End Goals- PILLAR ONE

HIGHLIGHTS:-Connect career-based onboarding to meta-major exploration and informed pathway choice for new students

-EduNav – prioritization of elective coursework by discipline and integration of smart rules for pathways

NEXT STEPS:-Use student focus groups, along with institutional disaggregated data, to evaluate student engagement and make necessary improvements to student engagement, equity practices, and inclusion.

Success (Re)Defined ThemesColleges need to foster student motivation.

Colleges must teach students how to succeed in the postsecondary environment.

Colleges need to structure support to ensure all six success factors are addressed.

NORCO COLLEGE

Pillar 1: Programs are organized, well designed, presented on college website, programs are mapped to milestones and critical courses of study, and math is aligned.

PresenterPresentation NotesVPs

Helping Students to Chose and Enter a Program Pathway- PILLAR TWO

Pillar II: Career exploration, choosing a pathway, supporting gateway courses, supporting math and English, and improving high school to college transition.

NORCO COLLEGE

HIGHLIGHTS:-EduNav Program Map implementation for all ADTs and AOE degrees

-BSTEM and SLAM co-requisite course implementation Fall 2019 for best placement for students in transfer-level math

-Opening of two schools-based Engagement Centers

NEXT STEPS:-Career based onboarding and career milestones will provide a foundation for all students, next steps will include how to raise career expectations for minoritized students

Success (Re)Defined Themes

Colleges need to provide comprehensive support to historically underserved students to prevent the equity gap from growing.

Everyone has a role to play in supporting student achievement, but faculty must take the lead.

PresenterPresentation NotesMake sure we discuss how we are guiding students from high school to college and encouraging them to be full time vs part time. EDUNAV TEMPLATE AND TRAILHEADS CREATED FOR FULL TIME STUDENTS

Keeping Students on Path- PILLAR THREE

HIGHLIGHTS:-Department chairs and deans collaborate to provide two-year rotations and offerings for all degrees and certificate

-Developing advising curriculum, counseling milestones, faculty toolkit development as part of Success Team progress

NEXT STEPS:-Continue equity minded training and culturally relevant advising practices and professional development to our general advisors working directly with minoritized students and implementing Student Success Teams


Colleges need to foster student motivation.

Colleges must teach students how to succeed in the postsecondary environment.

Colleges need to structure support to ensure all six success factors are addressed.

Pillar III: Monitoring student progress and interventions, milestone completion, providing student with viable career options, intentional student centered course scheduling.

NORCO COLLEGE

PresenterPresentation NotesVPs

Ensuring Students are Learning- PILLAR FOUR

HIGHLIGHTS:-Utilized PLO, GELO and career skills rubric to identify and input elective options into ADT pathways and implement in EduNav smart rules

-Career Center development in progress: dedicated career counselor, director

NEXT STEPS:-Implement Professional Development (PD) and Teaching and Learning Committee PD plan created at LFM for the college that focuses on equity and the guided pathways framework.


Colleges need to provide comprehensive support to historically underserved students to prevent the equity gap from growing.

Everyone has a role to play in supporting student achievement, but faculty must take the lead.

Pillar IV: Each program has Program Learning Outcomes that are linked to education and career outcomes, instruction engages students in active and applied learning, students are provided with experiential learning opportunities embedded in their coursework, faculty/programs assess student mastery of learning outcomes, learning outcome results are used to improve

teaching and learning.

NORCO COLLEGE

PresenterPresentation NotesIMPORTANT TO NOTE HOW WE NEED TO DEVELOP CRITERIA ON HOW WE MAKE SURE THAT STUDENTS ARE LEARNING. INCREASED UNIT TAKING PER SEMESTER, BUT ALSO INCREASED UNIT COMPLETION. THIS NEEDS TO BE AN ASSESSMENT METRIC THROUGH OUR GP WORK. WE NEED TO K NOW WHO OUR STUDENTS ARE TO CONNECT TO THEM TO BETTER ASSIST THEM THROUGH THE PROCESS.

Success Story

Challenge: The English discipline struggled with students not completing transfer level English in a timely manner. Norco College had implemented two strategies to increase student access to transfer-level English: Summer Advantage placement and English 80 (accelerated basic skills class). Both measures had success, but student access and affective barriers limited overall systems change. Students still placed into lower levels and began with that stigma.

Norco College became an MMAP pilot college and began placing students directly into transfer-level English Fall 2017. We began a comprehensive assessment for all students in the first two weeks of all English 1A courses to determine student placement accuracy. We used a common essay prompt and read sample essays using a rubric created from the entry-level objectives for the course. We had three distinct groups upon initial assessment: matriculated students from basic skills courses, first-time college students (MMAP) and Summer Advantage (hand placed after an eight-day refresher). Fall 2018 our first group of students with support courses were implemented.

PresenterPresentation NotesDr. MillsThe District offices and the colleges collaborated in several vital and key areas

Function Mapping


Outcomes• Fall 2017 Outcomes: Students placed directly into transfer-level English performed higher than all groups except students who previously had placed into transfer-level English using Accuplacer. Students placed "by hand" using the summer intervention performed equally to students placed from matriculation.

• Fall 2018 Outcomes: Students who took the co-requisite support course had a success rate of 59.3% compared to an overall success rate of 61.5%. Although this is a drop historically in success, the total completion number went from 594 (Fall 2016) to 909 (Fall 2018).• In addition we saw an increase in first-time student access from 295 (Fall 2016) to 762 (Fall 2018). The success rate for these students was 60.4%.

Students of color in the support course had a success rate of 57.8%. Student of color overall success rate was 58.4%. Access for students of color increased 117% (black or African American) and 75% (Hispanic/Latino).


Function Mapping


Collaboration Districtwide

RCCD Guided Pathways TaskforceAB705 WorkgroupsGuided Pathways 5-year plans (District Educational Services Plan)EDUNAVSpring 2020

Case Management & Onboarding Workgroups


Function Mapping


Beyond the Scale of Adoption

• Inland Empire/Desert Region Guided Pathways Consortium

• Regional Coordinators• Leading From the Middle• Securing funding for additional

resources (Title V, College Futures Foundation)

• GP 20• IEPI PRT Visits


Function Mapping


14

Continued Focus on Student Success through Data Driven integrated planning, assessment and program review.

Application to Cohort II of GP 20.

Leading From the Middle project focused on Faculty Advisement.

Integrated Guided Pathways into Strategic Organization.

Guided Pathways and the Norco Way…


Rogeair

DEVELOP/USE HANDOUT?

Questions?

Scale of Adoption Self-Assessment 2020

PresenterPresentation NotesDr. Mills

institutional strategic planning council march 4, 2020 css ......2020/03/04 · 030420_ispcmm/1...

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