the following section #2, respond to the listed questions. please . adhere carefully to the stated...

The California Guided Pathways Project Readiness Assessment and Application Submission

California community colleges are invited to apply for participation. Please see also the Project Description and the Project Participation Agreement.

OVERVIEW & SUBMISSION GUIDELINES

California community colleges (individually accredited institutions) are invited to complete and submit—by 5 PM PT February 28, 2017—application materials for participation in the California Guided Pathways Project. Please note that eligibility is limited to individual colleges and does not extend to groups of two or more colleges comprising a district.

The application materials are designed to enable both the college and the project partners/advisors to ascertain the institution’s readiness for and commitment to three years of intensive work on institutional change, with primary focus on the work of designing and implementing academic and career pathways at scale — for all students.

Readiness Assessment & College Selection Timeline:● February 28, 2017: Application materials due.● March 20 – April 7, 2017: One-hour scheduled interviews with finalist college

presidents and 3-4 other institutional leaders.● By April 19, 2017: Project notifies colleges of selection decisions and works with

selected colleges to launch advance work for Pathway Institute #1 in April, 2017.

Instructions for Submission of Application Materials: by 5 PM PT February 28, 2017▪ Complete College Readiness Assessment. ● Complete Participation Agreement, signed and dated by the president/chancellor

and the academic senate president. ● Email completed College Readiness Assessment and College Participation

Agreement as an attachment to Rob Johnstone, Project Director, at [email protected]

● Confirmation of receipt will be provided.● Please label your submission using the following format for the file name:

California Guided Pathways Project Application [FullCollegeName].doc

For information regarding the application process and materials, please email Rob Johnstone, Project Director, at [email protected].

For further information about project activities and goals, see the attached project description and description of the guided pathways model.

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SECTION 1: INSTITUTIONAL INFORMATION

INSTITUTION NAME: COLLEGE OF THE CANYONSDESIGNATED CONTACT PERSON/TITLE: AUDREY GREEN, ASSOC. V.P., ACADEMIC AFFAIRSCONTACT TELEPHONE: 661-259-7800 CONTACT EMAIL: [email protected]

INSTITUTION ADDRESS: 26455 ROCKWELL CANYON ROADCITY, STATE, ZIP: SANTA CLARITA, CA 91355WEBSITE URL: WWW.CANYONS.EDU

PRESIDENT’S NAME:DR. DIANNE G.VAN HOOK

PRESIDENT’S EMAIL:DIANNE.VANHOOK@CANYON S.EDU

PRESIDENT’S PHONE:661-362-3400

NUMBER OF YEARS CURRENT PRESIDENT HAS HELD THE POSITION: 28

PRESIDENT’S ASSISTANT:SUSAN TUMINARO

ASSISTANT’SEMAIL: [email protected]

ASSISTANT’S PHONE:662-362-3400

APPLICATION IS FOR PARTICIPATION BY: ☒SINGLE COLLEGE ☐MULTI-CAMPUS COLLEGE (ALL CAMPUSES)[MULTI-COLLEGE DISTRICTS MUST SUBMIT APPLICATIONS FOR INDIVIDUAL COLLEGES]IPEDS ENROLLMENT (FALL 2015 UNDUPLICATED HEADCOUNT CREDIT STUDENTS): 18,437CHECK ONE PRIMARY LOCATION: ☐ RURAL-SERVING ☒ SUBURBAN-SERVING ☐ URBAN-SERVINGCHECK ALL THAT APPLY: ☐ HISTORICALLY BLACK COLLEGE ☒ HISPANIC-SERVING INSTITUTION☐MINORITY-SERVING INSTITUTION ☐ TRIBAL COLLEGECHECK ALL CREDENTIALS OFFERED AT YOUR INSTITUTION: ☒<30-CREDIT-HOUR CERTIFICATES☒>30-CREDIT-HOUR CERTIFICATES ☒ ASSOCIATE DEGREES ☐ BACHELOR’S DEGREES☐MASTER’S DEGREES

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ACCREDITATION STATUSCHECK ONE: X CURRENTLY AFFIRMED ☐ PROBATION ☐ WARNINGREGIONAL ACCREDITING ORGANIZATION: ACCJC NEXT ACCREDITATION VISIT (YEAR): 2020

STUDENT SUCCESS INITIATIVE AFFILIATION/PARTICIPATION

CHECK ALL THAT APPLY:☐ ACHIEVING THE DREAM☐ ACCELERATING OPPORTUNITY☐ ASPEN PRIZE FINALIST NETWORK☐ COMPLETE COLLEGE AMERICA ALLIANCEX BSI TRANSFORMATION☐ BRICX CALPASSX CALIFORNIA ACCELERATION PROJECTX CAREER LADDERS PROJECT☐ CLASS (CALIFORNIA LEADERSHIP ALLIANCE FOR STUDENT SUCCESS)☐ GOVERNANCE INSTITUTES FOR STUDENT SUCCESS (ACCT)☐ NEW MATH PATHWAYS (DANA CENTER) ☐ STATWAY®/QUANTWAY®☐ PATHWAYS TO PROSPERITYX OTHER (PLEASE PROVIDE NAME): AAC&U ROADMAP PROJECT

PERCENT OF CREDIT COURSE SECTIONS (INCLUDING BASIC SKILLS EDUCATION) TAUGHT BY FULL-TIME FACULTY IN THE FALL 2015 ACADEMIC TERM

36 %

NAME OF THE MAJOR TRANSFER UNIVERSITY (LARGEST NUMBER OF STUDENTS TRANSFERRING FROM YOUR COLLEGE)

CALIFORNIA STATE UNIVERSITY-NORTHRIDGE

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IN THE FOLLOWING SECTION #2, RESPOND TO THE LISTED QUESTIONS.PLEASE ADHERE CAREFULLY TO THE STATED WORD LIMITS FOR RESPONSES.

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SECTION 2: READINESS—THE CURRENT STUDENT SUCCESS AGENDA

IN THE FOLLOWING SECTION #2, RESPOND TO THE LISTED QUESTIONS.PLEASE ADHERE CAREFULLY TO THE STATED WORD LIMITS FOR RESPONSES.

1. Student Success Goals and MetricsList in the box below the student success goals formally established for your institution. For each goal, state the specific metric used to measure progress toward goal achievement [If no goals have been established, simply leave this item blank.]

Student Achievement Indicators (IEPI):

2010-11

2011-12 2012-13 2013-14 2014-15

Short-Term

Goal (1 year)

Long-Term

Goal (6 years)

Successful Course Completion (fall)

83.2% 75.1% 74.6% 73.7% 75.1% 76% 78%

Completion Rate-Overall (Scorecard)

58.2% 56.2% 59.1% 55.0% 57.0% 58% 60%

Completion Rate-Unprepared

50.5% 49.0% 52.8% 48.0% 51.5% 52% 55%

Complete Rate-Prepared

81.4% 79.3% 80.4% 80.5% 80.0% 80.4% 80.4%

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Student Achievement Indicators (IEPI):

2010-11

2011-12 2012-13 2013-14 2014-15

Short-Term

Goal (1 year)

Long-Term

Goal (6 years)

Remedial Rate (Scorecard)

Math 37.0% 34.6% 39.6% 38.9% 42.4% 42% 45%

English 49.0% 49.9% 53.2% 51.5% 52.0% 55% 60%

ESL 27.1% 29.8% 29.1% 38.7% 51.5% 40% 42%

CTE Rate (Scorecard)

44.9% 45.7% 47.6% 43.6% 46.0% 44% 46%

Completion of Degrees (duplicated)

1,030 1,092 847 1,354 1,359 1,500 1,800

Completion of Certificates (duplicated)

529 393 546 820 657 900 1,000

Are the student success goals incorporated into the institution’s strategic plan? X Yes ☐No

Is there a formal statement of governing board support for a student success agenda? ☐Yes X No

Is there a formal statement of governing board direction for achieving equity in student outcomes? ☐Yes X No

Is there a standing item on student success and equity on agendas for the governing board and/or board student success committee? X Yes ☐No

2. IEPI Student Success Goals and Progress

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List in the box below the IEPI student goals established for your institution. For each goal, provide brief summary data indicating your college’s progress in achieving those goals. [If IEPI goals were used to respond to item #1 above, please so state and otherwise skip this item.]

Same as reported in #1

3. Data Collection and Use Describe in the box below the institutional research capacity at your institution and the IT capacity to support data use in planning, decision making, and monitoring student progress (250 word maximum):

College of the Canyons has a long-standing history of providing access to and using data to inform decision-making and planning processes. In 2015-16, the college’s research office developed, administered and analyzed 47 internal surveys; published 51 research and evaluation reports/briefs and launched new data visualizations for program review and enrollment management using Tableau. In addition, the research office has dedicated analysts to support basic skills, student equity, SSSP, and grants such as Title III and V, Basic Skills Student Outcomes Transformation, and California Career Pathways Trust.

The research office works collaboratively with requestors and categorical funded projects to evaluate the effectiveness of programs, services and activities. A unique feature of this collaborative approach is that requestors develop and submit action implications to the research office that identify what they will do as a result of the data. These action implications are then incorporated into the department(s) program review(s) where they are prompted to indicate the status of that action item.

The College’s Institutional Effectiveness and Inclusive Excellence (IE)2 steering committee, established in August 2015, is responsible for reviewing institutional data, related targets and work plans to ensure that the college achieves its stated goals/targets. Among the goals established for the committee was the establishment of a framework to direct the (IE)2 integrated plan, which was needed to help align activities across initiatives and activities supporting student success (e.g., Basic Skills, Student Equity, SSSP). The research office dean is one of the committee’s tri-chairs and other research analysts serve on the committee.

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Does your institution routinely engage in longitudinal tracking of entering student cohorts?

X Yes ☐No If yes, briefly describe in the box below how and by whom the cohort data are used (150 word maximum):

The College’s Institutional Research, Planning and Institutional Effectiveness (IRPIE) office has tracked cohorts including students in the First-Year Experience program, Academy of the Canyons (middle college high school), Personalized Accelerated Learning (PAL), postsecondary enrollment from the local high school district, transfers from College of the Canyons to four-year institutions, and grants.

Does your institution regularly report on clearly defined metrics for monitoring student progress and success?

X Yes ☐No If yes, list in the box below the five metrics you consider most important:

1-Degree and certificate completion2-Transfer to four-year institutions3-Term-to-Term Persistence4-Completion of college and transfer level math and English5-Completion of 30 and 45 degree-applicable units

If yes, briefly describe how and by whom at your college the metrics are used (150 word maximum):

The College disseminates research conducted by the IRPIE office in a variety of ways, including college-wide emails with the recent research reports, updates to the College Planning Team, research snippets in the Monday Report, and special presentations to departments or committees as requested. Hard copies of reports are distributed to Executive Cabinet members, board of trustee members and initiators of the request. Annual review of metrics such as the ACCJC Institution-Set Standards and IEPI goals are now reviewed by the Institutional Effectiveness and Inclusive Excellence committee. Recommendations for changes to the targets for the metrics are then taken to the Academic and Classified Senates and College Planning Team for comments. Feedback from the stakeholders are then brought back to the (IE)2 committee and changes are made as agreed upon by the committee.

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Does your institution participate in student engagement surveys—CCSSE and/or SENSE?

X Yes ☐No If yes, indicate the most recent year of survey administration at your college (survey data helpful but not required for project participation):

CCSSE (Community College Survey of Student Engagement): 2015SENSE (Survey of Entering Student Engagement):

If yes, briefly describe in the box below how and by whom the student engagement survey results are used (150 word maximum):

The CCSSE survey results were shared with faculty during the Spring 2016 Success Symposium with invited speaker, Dr. Tia McNair from AAC&U. Following the symposium the Center for Excellence in Teaching and Learning (CETL) requested to share the slides with its committee members. Attendees included full and part-time faculty as well as members of the Institutional Effectiveness and Inclusive Excellence committee.

Briefly describe in the box below your two best examples of using data to explore and address a key student success issue. Indicate what issue the college was exploring, what the data showed you, what you did differently after reflecting on the data, and if possible, what the subsequent outcomes data showed were the new results (500 word maximum).

Supplemental LearningCollege of the Canyons’ implemented a Supplemental Learning (SL) program in Spring 2009 to provide support through faculty developed workshops and Guided Learning Activities (GLAs) for students enrolled in historically difficult courses (Parker, Meuschke, & Gribbons, 2009). Supplemental Learning activities include faculty led workshops or individual work on Guided learning Activities with the support of a tutor. These activities are designed for students to increase knowledge of course content and develop skills needed to be successful in historically difficult courses at College of the Canyons. Between the Spring 2010 and Fall 2012 semesters, SL has cumulatively served just over 18,000 students. In addition, SL offered approximately 2,300 Supplemental Learning activities/workshops between Spring 2010 and Fall 2012 (RB #58).

English: Success rates increased significantly for students who participate in three or more activities compared to none. Students who did not participate in SL during the

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Fall 2012 semester and were enrolled in the same basic skills English courses had a retention rate of 90 percent and a success rate of 70 percent. Success rates ranged from 74 to 94 percent during the Fall 2012 semester for students who participated in SL and were enrolled in basic skills English courses.

Math: Success rates increased significantly for students who participate in three or more activities compared to none. Students who did not participate in SL during the Fall 2012 semester and were enrolled in basic skills math courses had a retention rate of 82 percent and a success rate of 50 percent. Retention rates ranged from 90 to 98 percent during the Fall 2012 semester for students who participated in SL activities and were enrolled in basic skills math courses. Success rates ranged from 67 to 83 percent during the Fall 2012 semester for students who participated in SL activities and were enrolled in basic skills math courses.

Math PlacementFollowing the publication of a report that supported the use of self-reported high school data for placement (RB #78) and the use of a disjunctive model, the math department implemented a disjunctive model effective Fall 2016 (RB #120).

The IRPIE office examined effects of the placement processes before (traditional) and after a disjunctive model was implemented in spring 2016 (RB #120 and RB #131). The Disjunctive model used self-reported High school data on GPA, highest Math course completed and grade in highest Math course to a) prevent students from placing into a lower level than the last high school course they passed and b) give students an optional placement into transfer-level statistics courses. In contrast, the traditional placement model used the Accuplacer test score and multiple measure weights.

Math placement trends across 4 years indicate that transfer-level placements made up the largest proportion of all placements in 2016 whereas it had been the smallest in prior years. For the Statistics pathway transfer-level placements increased more than 4-fold (15% vs. 71%) and for the Calculus pathway, transfer-level placements increased 2-fold (15% vs. 30%). Disaggregating placement by ethnicity indicates a closing of the gap in transfer-level placement between ethnicity groups in 2016 (vs. 2015).

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4. Student Learning Outcomes (250 word maximum)

Describe in the box below the extent to which your institution has completed and regularly updates definitions of student learning outcomes at the course, program, and institutional level:

NEED INPUT FROM SLO Faculty Coordinators (information below pulled from ACCJC 2016 Annual Report)

Assessment of SLOs are aligned with curricular practices throughout the college. For example, in Communication Studies the faculty used SLO assessment to identify the need for a repository to ensure consistency at the course level (COMS-105) for teaching methods of outlining. In Early Childhood Education (ECE), faculty wanted to align their curriculum to with the state of California’s Curriculum Alignment Project. As a result, faculty developed Signature Assignments to measure the SLOs throughout the program (SP15). Development of the Signature Assignments was done to ensure that the individual courses that comprise the program’s AS-T degree supported the program-learning outcome. Through this assessment process in ECE, faculty discovered that the PLO is too narrowly defined and needs to be adjusted to reflect the state of California’s expectations of an early childhood professional. The faculty is currently working on creating new PLOs and will publish these on their syllabi to inform students. To improve PLO assessment, we held 2 days of assessment entitled, Taking Program Level Assessment to the Next Level (March 2016). More training on using a holistic approach for PLO assessment is needed. This will include exploration of rubric development, curriculum mapping, course alignment, and the connection to the new ILOs.

Briefly describe in the box below how and by whom assessments of learning outcomes are used. Provide an example (150 word maximum):

NEED INPUT FROM SLO Faculty Coordinators (information below pulled from ACCJC 2016 Annual Report)

The SLO website has summary reports for course SLO, Program SLO, and ILO assessment. For departments that have course curricular coordinators they share SLO assessment results in a course management system such as Blackboard. For example, in chemistry new adjunct faculty are able to review previous SLO assessment results to identify where students historically struggle and then adjust their teaching accordingly. Faculty report that department meetings are beneficial for communication about SLO assessment and results. During these meetings, they have the opportunity to develop rubrics, assessment methods, and analyze SLO assessment results. In large departments, such as English, they will divide the work into sub-committees. In a recent conversation, math faculty were reviewing the SLO results for Math 102 (trigonometry) and discovered that more support for interpreting certain graphs and equations is needed. Math faculty have decided to adjust their teaching to address this

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need.

5. Transferable Gateway Course Completion (500 word maximum)Describe in the box below your institution’s best work to improve the number and rate of students who complete transferable gateway courses in English and math during their first year of college. [This might include, for example, changing placement policies, redesigning curriculum, implementing math pathways appropriate to different programs of study, etc.] Provide data!

College of the Canyons has a track record of success in acceleration through its Personalized Accelerated Learning (PAL) course offerings, curriculum redesign in Math and English with Math-075 (Intermediate Algebra for Statistics) and English-089 and English-096, and use of disjunctive placement in Math (previously described earlier in the application) and English (use of EAP for placement into transfer level English).

Highlights from the research on a couple of these efforts to increase the rate at which students can complete transferable gateway courses include the following:

English-096 (RB #80): Outcome data were examined, including success, progression, and placement, for English 096, a new course that allows students with placement scores of up to two levels below transfer to meet the prerequisite for ENGL-101 with just one course. Students who took ENGL-096 progressed to ENGL-101 and beyond at a significantly higher rate than students who started at ENGL-081 and followed the traditional sequence (56% compared to 32%) – an increase of 75% in transfer level English course completion, coming close to the rate at which students who took ENGL-091 complete transfer level English courses (61%). For students who enrolled in ENGL-096, 77% had Accuplacer scores at the ENGL-081 level, 12% had Accuplacer scores at the ENGL-091 level, and 11% entered through ENGL-071.

Progression rates to transfer level coursework in English were improved for all ethnic groups when students who took ENGL-096 are compared to those who started at ENGL-081 and followed the traditional sequence. The amount of the increase is notable, amounting to a 70% increased rate of progression for African American students who started in ENGL-096 instead of ENGL-081, an 80% increased rate of progression for Latino students, and a 74% increased rate of progression for White students. The progression rates for students who took ENGL-096 are comparable to those who took ENGL-091, even though a majority of the ENGL-096 students had ENGL-081-level eligibility before enrolling.

English PAL (RB #81): Outcome data were examined, including success and

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progression for students enrolling in Personalized Accelerated Learning (PAL) to complete ENGL- 081 and ENGL-091 in a single semester using 8-week scheduling as an alternative to taking two terms to complete the two course sequence that prepares students for ENGL-101. Students who took ENGL-081/091 PAL progressed to English 101 and beyond at a significantly higher rate than students who took ENGL-081 and ENGL-091 in separate semesters (64% compared to 32%) and at slightly higher rates than those who took ENGL-096 (64% compared to 56%). The PAL sequence consists of 6 units while ENGL-096 is a 4-unit course. Progression rates to transfer level coursework in English were significantly improved for all ethnic groups when students who took ENGL-081/091 PAL are compared to those who took ENGL-081 and ENGL-091 in two separate terms. The progression rates for students who took PAL were also higher than those for students who took ENGL-096, though the progression rates are closer between these two groups.

6. Completion and Transfer Outcomes (500 word maximum)Describe in the box below the results over the past 5 years of your institution’s best work to improve the number and rate of students who complete a certificate with value in the labor market, attain an associate degree, and transfer to a baccalaureate institution. Provide data!

Support from the Basic Skills Initiative, SSSP and Student Equity funded completion activities including a First-Year Experience program, Graduate Technician to process petitions to graduate, PAL program, curriculum development for acceleration and supplemental learning for historically difficult courses. Since data from the College’s acceleration efforts and supplemental learning were highlighted previously, data from a couple of other efforts aimed at increasing completion and transfer outcomes are highlighted below.

FYE Program (RB #63): Students from the William S. Hart Union High School District who participated in the program, which had cohorts from 2010-11 to 2012-13,were involved in support activities such as Cougar Days and Orientation Days on COC’s campus prior to taking classes at COC. Students participating in 2010-11 who placed below transfer-level math and/or English were guaranteed enrollment in their below transfer-level math and/or English classes and a general education class. Students participating in 2011-12 academic year who placed below transfer-level math and/or English were guaranteed enrollment in 12 units in their first semester at College of the Canyons, including: basic skills math and/or English, Counseling, and General Education/Career Technical Education courses. Students who did not complete their developmental math and/or English course sequence by the end of their first semester at COC were provided access to FYE math and/or English classes for Spring 2012. For

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the 2013-14 academic year, students were offered the same enrollment in 12 units, however, the program was extended to all incoming Hart District first-time freshmen, regardless of their math and English placement. Outcome data for FYE students compared to non-FYE students showed that overall they were achieving milestones including 60 or more units at a higher rate, higher persistence rates, and higher completion of degree applicable/transfer level English.

PAL Math (RB #124): IRPIE examined longitudinal outcome data for students enrolled in Math-060 (PAL and non-PAL Elementary Algebra) and students enrolled in Math-075 (PAL and non-PAL Intermediate Algebra for Statistics) during the Fall 2012 and Fall 2013 semesters. Students who enrolled in Math-060/070 PAL in the Fall 2012 semester not only passed Math-060 PAL at a higher rate than those who enrolled in non-PAL Math-060 (10 percentage points higher, or a 17 percent increase), but also enrolled in and passed Math-070 PAL at a higher rate than non-PAL Math-070 (17 and 14 percentage points higher, respectively). In addition, those who enrolled in and passed Math-060 PAL in Fall 2012 passed a transfer level math course at a higher rate than those in non-PAL Math-060 (8 percentage points higher, or a 29 percent increase). Students who enrolled in Math-075 PAL in the Fall 2012 semester not only passed Math-075 PAL at a higher rate than those who enrolled in non-PAL Math-075 (22 percentage points higher, or a 27 percent increase), but also passed a transfer level math course at a higher rate than those in non-PAL Math-075 (35 percentage points higher, or a 103 percent increase).

7. Labor Market Information (500 word maximum)Describe in the box below how and to what extent to which your institution systematically uses current labor market data/information to (1) align curriculum with labor market needs, (2) conduct career counseling and academic planning with students, and (3) assess employment/earnings outcomes for students after graduating. Also indicate the number and percentage of entering students who currently experience career counseling, including labor market information as an established part of the college intake process.

The IRPIE office provides support for labor market analyses for College Planning Team discussions, program reviews, development of new programs and the new Strong Workforce efforts. Over the past three years, the IRPIE office has completed needs assessment for five new programs and is currently working on two additional analyses. The IRPIE office also serves as a resource to the Program Viability committee, a sub-committee of the Academic Senate and serves on the Strong Workforce Local Data Plan team. In addition to needs assessments, the IRPIE office supports CTE programs by

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providing labor market information as requested for program review.

All incoming students are made award of the Job and Career Center and availability of career counseling. In addition to assisting students with career planning information through the College’s Job and Career Center, the College also offers COUNS-110 (Career-Life Planning) which introduces self-assessment tools to identify college majors and careers by clarifying interests, skills, values, and personality type. Students also examine the decision-making process, self-management, life roles and goal-setting. Includes a review of labor market trends, career research, interviewing skills, resume and cover letter writing, and job search strategies. In 2015-16, 486 students enrolled in COUNS-110.

Another effort aimed at helping students in high school with career counseling are Career Coaches. IRPIE examined outcome data for Wm. S. Hart District students who were advised by Career Coaches (RB #135). A Career Coach is a trained paraprofessional employed by College of the Canyons who helps students define their career aspirations and recognize community college programs and trainings that can enhance their capacity to achieve their educational and financial goals. Between four and seven Career Coaches advise students on any given semester and target 11th and 12th grade students with a GPA between 2.0 and 3.0. Career Coaches had contact with 957 Hart District students in the 2012-13 academic year, 1,303 students in the 2013-14 academic year, and 1,376 students in the 2014-15 academic year. High schools in which the Career Coaches had contact with students were Bowman, Canyon, Golden Valley, Hart, Saugus, Valencia, and West Ranch. Results showed that concurrent enrollment for students who had contact with a Career Coach increased 24 percentage points from the 2012-13 academic year to the 2014-15 academic year (4 percent – 2012-13 and 28 percent – 2014-15). Overall, there was a 20 percent increase in first-time student enrollment for students who had contact with a Career Coach and who enrolled at COC. The majority of Hart District students who had contact with a Career Coach enrolled at COC (77 percent – 2012-13, 81 percent – 2013-14, and 89 percent 2014-15). Career Coaches also have access to Pathfinder, a locally developed publication on job and career information for CTE programs, which is used as part of their college and career planning sessions with high school students.

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8. Promoting Equity Does your institution routinely disaggregate and report data on student progress and completion by selected student characteristics?X Yes ☐No If yes, check all routinely disaggregated variables that applyX ☐Race/ethnicity x Gender x Income ☐Enrollment status (FT/PT) X ☐College readiness x First time ever in college

If yes, briefly describe how and by whom the disaggregated data are used (100 word maximum):

The college began routinely disaggregating data a couple of years ago when we worked on the new Student Equity Plan. The research office produced a visualization with the Equity data using colors to depict varying degrees of disproportionate impact (D.I.) based on whether was found for one, two or all three D.I. measures. This “heat map” was used to engage the (IE)2 committee in dialogue about what was contributing to the observed differences and what plans we should take to close the equity gaps for Scorecard measures and transfer outcomes.

In addition to the equity data prepared for the Student Equity Plan, the research office has produced reports for placement test data disaggregated by race/ethnicity, success and retention rate data by student characteristics in program review, use of the health center by student characteristics and Title V grant evaluation data by low-income, first-generation and race/ethnicity.

Briefly describe in the box below your institution’s most successful work to improve equity in outcomes for the college’s students of color and students from low-income backgrounds. Include information about results, including also the number of students affected and what percentage that number is of the total target subpopulation of students. (500 word maximum)

A few examples of the College’s most successful efforts to improve equity outcomes for students of color and students from low-income backgrounds include the MESA program, Upward Bound program and changes in placement. Since placement impacts on equity were previously highlighted, data for the MESA and Upward Bound programs are provided below.

MESA is an academic enrichment program designed to help California’s historically underrepresented students succeed in math and science and transfer to four-year

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colleges and universities. To be eligible, students must major in math, engineering, or science, qualify to enroll in Math 070 (Intermediate Algebra) or higher, and be eligible for financial aid. The last formal evaluation conducted by the IRPIE office was for the 2006-07 academic year (EB #25). In 2006-07 MESA served 119 historically underrepresented and/or educationally disadvantaged students.

The MESA center provides Academic Excellence Workshops (AEW) for Calculus, Chemistry, and other math and science courses. During the Spring 2007 semester, the Calculus II AEW met for 2.0 hours once a week. MESA students who regularly attended the AEW Calculus II workshops had an overall grade average that was 14 percent higher than the average for other students in the same class.

Success rates were higher for MESA students classified as Active Users and Active Users + AEW than both Inactive Users and non-MESA students. Success rate for Active Users and Active Users + AEW was 10 percent higher than all other COC students in the same sections for Fall 2006. These findings are consistent with success rates for the Fall 2004 and Fall 2005 semesters.

Upward Bound is designed to support low-income, first-generation college bound high school students. The program provides opportunities for participants to succeed in their pre-college performance and ultimately in their higher education pursuits. The goal of Upward Bound is to increase the rate at which participants complete secondary education and enroll in and graduate from postsecondary education institutions. During the 2014-15 academic year (Year 3), Upward Bound served 65 high school students. Of the 65 students served, 46 were female (71 percent) and 19 male (29 percent). Ethnicities represented in this population were Hispanic/Latino and White (82 percent), African American/Black (15 percent), and Asian/Pacific Islander (3 percent). Overall, 50 out of 65 students (85 percent) had a cumulative GPA of 2.5 or better, which is above the 60 percent target for this objective. Eleven of the 20 seniors (55 percent) who graduated completed a rigorous secondary school program of study in which they completed the A-G requirements for CSU and UC admissions, which exceeds the 25 percent goal. Fifteen of the 20 seniors (75 percent) enrolled in a community college or four-year University, which surpassed the target of this objective. Specifically, eight graduates enrolled at College of the Canyons, one at LA Pierce College, two at California State University, Northridge, one at California State University, San Luis Obispo, one at California State University, Long Beach and one at University California, Santa Barbara (EB #52).

9. Policy Change (250 word maximum)

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Describe in the box below a key policy change at the institutional level that has been critically important in your institution’s student success work. If possible, provide data illustrating the impact of the policy (how many students were affected, in what way, and with what results?):

Starting in Fall 2016, the College implemented new disjunctive placement procedures for students placing into the mathematics course sequence. Research Brief #131 details the changes made to the placement process. The Disjunctive model used self-reported High school data on GPA, highest Math course completed and grade in highest Math course to a) prevent students from placing into a lower level than the last high school course they passed and b) give students an optional placement into transfer-level statistics courses. In contrast, the traditional placement model used the Accuplacer test score and multiple measure weights.Disjunctive placement into transfer-level statistics consisted of using High school GPA greater than 2.99; or completing Algebra II or higher with a ‘C’ or better and GPA greater than or equal to 2.7; or completing Algebra I or Geometry and GPA greater than or equal to 2.7. Of all placement takers in 2015-16, 71% (3,102 students) placed into transfer-level Statistics courses.Disjunctive placement in this pathway consisted of creating minimum placements. Students who passed Algebra II, Statistics or Trigonometry (with a grade of C or better) as the last Math course, could not be placed below intermediate algebra. Students who passed Pre-Calculus or Calculus as the last Math course could not be placed below transfer-level Math. Of all placement takers, 70% were blocked from placing two-levels below transfer (i.e. Algebra Prep and elementary Algebra/Algebra for Statistics), and 30% were blocked from placing one-level below transfer (i.e. Intermediate Algebra for Statistics/Intermediate Algebra). Initial research into the efficacy of these changes to placement indicate that these changes have dramatically increased the number of students achieving completion of transfer-level math.

10. Reallocation of Resources (250 word maximum)Describe in the box below a recent example of significant reallocation of institutional resources (i.e., operating dollars, capital dollars, personnel, time) to support your college’s student success agenda.

To advance the work of student success, the College hired a Dean of Instructional Support and Student Success in 2013. The Dean is responsible for the leadership of the Basic Skills Initiative (BSI) plan and provides input into budget management. The Dean is also responsible for the administration of the new Basic Skills Students Outcomes and Transformation (BSSOT) grant. These two funding streams provide over $600,000

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annually to advance student success. Additionally, the College added several counselors and paraprofessional staff as a part of its Student Success and Support Program allocation. Finally, the College hired a full-time classified institutional researcher using Equity Funds to support the needed data mining and research related to student success and equity work. The College will also add a new part-time classified researcher to assist with data and reporting related to both BSSOT and BSI 2.0 using BSSOT funding.

11. Allocation of Resources (250 word maximum)Briefly describe in the box below your college’s significant uses of California’s Student Success Initiative and Equity funding to support your college’s student success and equity agenda.

College of the Canyons’ Institutional Effectiveness and Inclusive Excellence committee directs the planning and braided funding for equity and student success programs. The annual goal all plans are working towards is “Canyons Completes.” The Committee uses Student Equity and Basic Skills Initiative funds to advance the college’s completion goal. The Committee collaborates with the College’s Student Success and Support Program and the Basic Skills Transformation grant team leadership to further integrate planning and funding. The Committee’s tri-chair represent Instruction, Student Services and Institutional Planning, Research and Institutional Effectiveness (IRPIE) to ensure the coordination of student success goals and efforts are collaborative across divisions and are informed by data and research. The Committee has cross-divisional representation and its membership is comprised of students, staff, faculty, and administration working to support student success. Equity efforts are led by the Vice President of the Canyon Country Campus and the Dean, IRPIE; the College receives close to $1.3M annually through State categorical funding to support Equity work. Additionally, Basic Skills initiatives are led by the Dean, Instructional Support and have more than $600,000 annually via grant and categorical funds to support the goals of the Committee. Prior to the formation of the committee in 2015-2016, the College’s student success and completion efforts were isolated and lacked cohesion. Now, with a unified Committee, the College was able to have a sustained dialogue using the AAC&U Equity Framework to construct a goal for student completion that all initiatives will work towards in the coming years.

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12. Achieving Scale (250 word maximum)Describe in the box below an evidence-based student success strategy that was adopted by your institution and successfully scaled to serve all students who could benefit from that strategy. Define the target population and provide the number of students involved, indicating what percentage that number is of the total credit student population (i.e., number of students involved divided by total Fall unduplicated headcount enrollment). Provide succinct data on results.

The College has evidence several large strategies brought to scale. Most recently, changes to the developmental English and math courses sequences via acceleration principles and supplemental learning have all shown demonstrable benefit to all students who participated. First, both the English and Math departments have revised their developmental course sequences by (1) removing lowest levels and combining other levels thereby shortening the pipeline; (2) embedding principles related to the affective domain and grit into the curriculum and pedagogy; and (3) creating alternate pathways, i.e. statistics pathways. Students who complete Math 075, Intermediate Algebra for Statistics and English-096, Accelerated Reading and Writing in a compressed format (8 week) along with the transfer level course have substantially higher success rates: 24% in a traditional pathways complete transfer vs. 73% in a statistics accelerated and compressed (PAL) format (Research Brief #124). Acceleration has been brought to scale at COC. Similarly, supplemental learning workshops and guided learning activities demonstrate an activity brought to scale at COC. Started in 2010 as part of the Basic Skills Initiative, supplemental learning has been brought to scale serving thousands of students every semester. Students who complete at least 3-4 supplemental learning activities during the semester have a 14% increase to the likelihood of success in their course (72% vs. 86% success rate) with more than 2,000 students participating in each term (RB #58).

13. Guided Pathways Work (500 word maximum)Describe in the box below work currently underway at your college that is directly related to design and implementation of guided academic and career pathways for students.

Starting in spring 2015, the College began creating 2-year guided pathways included recommended GE patterns for all academic departments. In March 2015, the College hosted its “Supporting Student Completion” workshop; 26 department chairs and faculty leads participated along with 6 counseling faculty. The workshop further developed the concept of two-year pathways, building on a January workshop that featured Dr. Rob Johnstone who introduced faculty to the body of work around guided pathways. Department chairs who attended the workshop spent the rest of the spring

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semester meeting with the Associate Vice President of Academic Affairs to complete their pathways. By fall 2015, 25 departments had developed two year pathways for their certificates, associate degrees and associate degrees for transfer. These initial pathways are posted on the Academic Affairs website. Departments are encouraged to review and revise their pathways as changes to their degree requirements occur. The College is pairing this work with the ongoing work on the online comprehensive educational planning tool in development through Student Success and Support Program (SSSP) categorical and Title V grant funding. Eventually, these two year guided pathways along with the developed two-year course offering plans will be embedded in the online planning tool so that student can plan their academic pathway knowing what classes will be available in all semesters for course in their major, major preparation, and general education.The College also participates in a California Career Pathways Trust grant with its local high school district, the William S. Hart Union High School district. As part of the work for this grant the College and the high school district have aligned nine career pathways, four of which are the focus of grant (paralegal and law enforcement studies, computer networking, construction trade and technologies, and manufacturing technologies). These pathways inform not only what courses students should take at the high school and college, but also provide opportunities for dual enrollment, helping students to complete their courses and enter their career at a faster pace. The work of the grant is supported by the Career Ladders Project.

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INSTRUCTIONS FOR SECTION 3: GUIDED PATHWAYS READINESS CRITERIA

READINESS FOR PATHWAY DESIGN & IMPLEMENTATION IN THE FOLLOWING SECTION #3,

RESPOND TO EACH ITEM IN TERMS OF THE AGREEMENT SCALE PROVIDED.

THIS SECTION SHOULD BE COMPLETED AND DISCUSSED BY MEMBERS OF THE COLLEGE LEADERSHIP TEAM, WORKING AS A GROUP.

ITEMS PERTAINING TO FACULTY ENGAGEMENT SHOULD BE DISCUSSED WITH FACULTY LEADERS AND THE COLLEGE ACADEMIC SENATE.

ITEMS PERTAINING TO GOVERNING BOARD COMMITMENTS SHOULD BE DISCUSSED WITH THE BOARD.

TO THE EXTENT POSSIBLE, IT WILL BE HELPFUL ALSO TO SEEK PERSPECTIVES OF OTHER GROUPS ON CAMPUS, AS APPROPRIATE TO THE TOPICS OF EACH SECTION.

REMARKS SHOULD BE BRIEF NOTES (1-3 BULLETS OR SENTENCES) ABOUT PARTICULAR STRENGTHS OR CHALLENGES THE INSTITUTION

MAY BRING TO THE GUIDED PATHWAYS WORK.

PLEASE NOTE THE SCALE PROVIDED FOR SECTION 3 RESPONSES IS INTENDED ONLY AS A PROMPT FOR COLLEGE DISCUSSION AND SELF-ASSESSMENT. THIS IS NOT A QUANTITATIVE MEASUREMENT INSTRUMENT AND SHOULD NOT BE USED AS SUCH. DO

NOT AVERAGE RESULTS ACROSS INDIVIDUAL RESPONDENTS OR ACROSS ITEMS.

READINESS FOR GUIDED PATHWAY DESIGN & IMPLEMENTATIONLEADERSHIP

Scale: (1) strongly disagree (2) disagree (3) neutral (4) agree (5) strongly agreeCapacity and Commitment Assessment and Remarks

College leadership is committed to substantial redesign of academic programs, instruction, and student supports, starting with a critical review of the extent to which the college’s academic programs provide a clear and educationally coherent pathway for students to further education or directly to good jobs in fields of economic importance to the college’s service area.

Check one: ☐1 Remarks:

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College leadership has spent at least one year laying the groundwork for major reform, including engagement of faculty and staff across divisions and departments in discussions about student success data and strategies for improving student outcomes.

Check one: ☐Remarks:

College leadership is committed to a reform process that will likely take 4-5 years for full implementation.


President/chancellor and senior administrators understand that implementing transformational pathways reforms will be hard, and they understand specific associated challenges.


Leaders have the strategic capacity to organize the college around a broad institutional reform strategy and have the vision, flexibility, and confidence to make substantial midcourse corrections as needed.


Governing board is formally committed to supporting leadership through a long-term reform process that will involve substantial and sometimes difficult change.


Governing board is committed to spending regular time in work sessions, retreats, and/or regular meetings in discussion and review of data on student progress and completion and the work of pathways design and implementation.


SECTION 3: GUIDED PATHWAYS READINESS

CRITERIAST

READINESS FOR PATHWAY DESIGN & IMPLEMENTATIONMAGNITUDE OF INSTITUTIONAL CHANGE

Scale: (1) strongly disagree (2) disagree (3) neutral (4) agree (5)

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strongly agreeCapacity and Commitment Assessment and Remarks

Leaders in the campus community understand that numerous systems and processes may need to be redesigned and are committed to making substantial changes in multiple areas including student intake (assessment, advising, orientation, registration, class scheduling); curriculum; and instruction.

Check one: ☐1 ☐2 ☐3 ☐4 x ☐5Remarks:

College is committed to strengthening functions that may be under-developed (e.g., career advising) and scaling experiences important to student progress and success.


College leaders understand that pathway design work will involve streamlining curriculum, including potential elimination of courses and programs and reduction of credit hours students must complete for degree attainment.


College is committed to integrating important and effective supports into student pathways as the alternative to typically disconnected and optional services.

Check one: ☐1 ☐2 ☐3 ☐4 x☐5Remarks:

College leaders understand that pathways reforms will involve more structure and more prescription for students.


College leaders have the will and the capacity to shut down or substantially curtail initiatives or programs in order to dedicate resources to more coherent and effective student experiences.


College leaders have the will and capacity to reallocate resources at a substantial scale.


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RUCTIONS FOR SECTION 3:FOR SECTION 3: GUIDED PATHWAYS READINESS

INSTRUCTIONS FOR SECTION 3: GUIDED PATHWAYS READINESS CRITERUIDED PATHWAYS READINESS CRITERIA

READINESS FOR GUIDED PATHWAY DESIGN & IMPLEMENTATIONFACULTY ENGAGEMENT

Scale: (1) strongly disagree (2) disagree (3) neutral (4) agree (5) strongly agree

Capacity and Commitment Assessment and Remarks

College leaders, including faculty and student services leaders, are committed to designing and executing a comprehensive plan for broad and deep faculty and staff engagement in work to design and implement guided pathways for students.


There is commitment from the Academic Senate to support the Guided Pathways Project work. [See also signature requirements and College Participation Agreement below.]

Check one: ☐1 ☐2 ☐3 ☐4 ☐5Remarks:

At least one faculty representative is on the project leadership team.


College faculty recognize that some changes in faculty roles and responsibilities will likely be part of the institutional change needed to


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support guided pathways for all students.

College faculty are committed to reviewing revising, and aligning course and program student learning outcomes with (1) employer-vetted career/occupational competencies and (2) primary transfer institutions’ requirements to support the Guided Pathways work.

Check one: ☐1 ☐2 ☐3 ☐4 ☐5Remarks:

READINESS FOR PATHWAY DESIGN & IMPLEMENTATION FRAMEWORKDATA COLLECTION, ANALYSIS AND USE



At multiple levels within the college, disaggregated longitudinal data on student progress and success are regularly examined and plans are developed to improve outcomes where weaknesses are identified.

Check one: ☐1 ☐2 ☐3 x ☐4 ☐5Remarks:

The college IR and IT functions regularly track student participation in support services. Check one: ☐1 ☐2 ☐3 x ☐4 ☐5

Remarks:

The college governing board regularly sees, reviews and discusses data on student progress and success.

Check one: ☐1 ☐2 ☐3 x ☐4 ☐5Remarks:

Faculty and student services professionals regularly see, review, and discuss data on student progress and success and determine action steps.

Check one: ☐1 ☐2 ☐3 ☐4 x ☐5 Remarks:

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College leaders are committed to report on selected metrics to establish baseline performance and progress, from the beginning of the project until three years after the 3-year project ends.

Check one: ☐1 ☐2 ☐3 ☐4 x☐5 Remarks:

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READINESS FOR PATHWAY DESIGN & IMPLEMENTATIONTECHNOLOGY



The college has in place technology tools to support academic planning and advising.


The college has in place technology tools that enable students, advisors, and faculty to track student progress through a defined pathway.

Check one: ☐1 ☐2 ☐3 x☐4 ☐5Remarks:

The college has in place technology tools to support career counseling, including employment and salary information and transfer and bachelor’s degree attainment data.

Check one: ☐1 x ☐2 ☐3 ☐4 ☐5Remarks:

The college has in place technology to support learning analytics.

Check one: ☐1 ☐2 ☐3 x☐4 ☐5Remarks:

The College is in the process of moving SLO, Program Review, ePortfolio and Curriculum management to eLumen, which will expand reporting capabilities.

The College also uses Edmentum, which provides diagnostic feedback to students on areas they have mastered as well as areas where additional practice is needed.

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READINESS FOR PATHWAY DESIGN & IMPLEMENTATIONPARTNERSHIPS



The college has strong partnerships with baccalaureate institutions that receive the largest numbers of transfer students from the college.

Check one: ☐1 ☐2 ☐3 x☐4 ☐5 Remarks:

There is a pattern of trust between the college and the four-year colleges/universities at which most of the college’s transfer students enroll evidenced through data sharing about student transitions and performance.

Check one: ☐1 x ☐2 ☐3 ☐4 ☐5Remarks:

This happens on an ad hoc basis.

The college has strong partnerships with major employers and workforce/ economic development entities that can assist with alignment of pathways to jobs with value in the labor market.


The college has strong partnerships with the K-12 schools and systems from which their largest numbers of recent high school graduates come for college enrollment.


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SECTION 4: STATEMENT OF INSTITUTIONALASPIRATION AND COMMITMENT

In 500 words or less, describe in the box below why your institution wishes to participate in the California Guided Pathways Project and what your shared aspirations are for work to be accomplished through your college’s participation. Please state a compelling case as to why adopting a guided pathways model at your institution is the critical next step in helping more students complete programs, earn credentials, and/or transfer.

College of the Canyons participation in the California Guided Pathways Project will help advance the work of the College’s “Canyons Completes” initiative, which will advance completion of degrees, certificates, and skills building courses for students through new and improved instruction, programs, processes, and services. After a year of diving deep into data and having robust dialogue around what performance indicator was most important to focus on the Institutional Effectiveness and Inclusive Excellence committee voted to focus on completion.

On March 6, 2015 Academic Affairs hosted a “Supporting Student Completion” workshop. Twenty-six instructional faculty and six counseling faculty participated in this workshop designed to develop program pathways. Since this workshop, there have been numerous pathways developed on paper but the College has not advanced far with examining the effectiveness of marketing these pathways and critically analyzed the volume of offerings available to students to identify the essential course offerings needed for completion of degree and certificate programs. Related to the work done in this workshop is the need to evaluate the pathways and connection to the College’s Road Map Project started as part of the College’s participation with AAC&U.

We have benefited greatly from our participation with the American Association of Colleges and Universities over the past few years, especially the network of other colleges and universities working on similar projects. Participation with other California Community Colleges working on Guided Pathways at a time when the state is proposing funds to support Guided Pathways presents a great opportunity for the College to make substantial progress towards its “Canyons Completes” initiative goals.

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Indication of governing board support (describe action taken and date):

?To be done

Indication of academic senate and/or faculty union support (describe action taken and date):

The Academic Senate has been engaged in the Guided Pathways discussions since 2015. Most recently faculty, including leadership from the Academic Senate have participated in discussions around Guided Pathways through the Institutional Effectiveness and Inclusive Excellence steering committee and a workshops with Dr. Rob Johnstone. The Academic Senate discussed the opportunity to participate in the California Guided Pathways Project at its November 10, 2016 meeting. There was support for moving forward with the application.

THE COLLEGE PARTICIPATION AGREEMENT ON THE FOLLOWING PAGES MUST BE COMPLETED, SIGNED BY THE PRESIDENT, ACADEMIC SENATE PRESIDENT, AND

DISTRICT CHANCELLORAND SUBMITTED WITH THE APPLICATION MATERIAL AND READINESS ASSESSMENT.

SUBMISSION DEADLINE IS FEBRUARY 28, 2017.

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the following section #2, respond to the listed questions. please . adhere carefully to the stated...

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