WEST LOS ANGELES COLLEGE

MIDTERM REPORT

Submitted by:

WEST LOS ANGELES COLLEGE 9000 OVERLAND AVENUE CULVER CITY, CA 90230

Submitted to: Accrediting Commission for Community and Junior Colleges,

Western Association of Schools and Colleges

March 2020

TABLE OF CONTENTS

Report Preparation ..................................................................................................... 1

Plans Arising out of the Self-Evaluation Process ..................................................... 7

Institutional Reporting on Quality Improvements ...................................................... 12

Response to Team Recommendations for Improvement .............................. 13

District Recommendations for Improvement ....................................... 13

District Recommendation 5 ....................................................... 13

District Recommendation 7 ....................................................... 14

District Recommendation 9 ....................................................... 15

District Recommendation 12 ..................................................... 17

College Recommendations for Improvement ...................................... 18

College Recommendation 1: Institutional Mission and Effectiveness ..................................... 18

College Recommendation 2: Instructional Programs............... 19

College Recommendation 3: Instructional Programs............... 20

College Recommendation 4: Administrative Structure ........... 21

Data Trend Analysis ............................................................................ 22

Report on the Outcomes of the Quality Focus Projects ..................... 33

Action Project 1: Institutional Effectiveness .............................. 33

Action Project 2: Outcomes Assessment ................................. 38

Action Project 3: Professional Learning.................................... 43

Appendix: Evidence .................................................................................................... 47

West Los Angeles College Midterm Report to ACCJC 1

REPORT PREPARATION

West Los Angeles College’s (West) preparation of the 2020 Midterm Report was a

college-wide endeavor achieved through the work of committees, special work groups,

and lead faculty and staff with the College’s Accreditation Steering Committee

overseeing the process. The committee’s co-chairs presented timelines for report

production to the overarching shared governance body on campus, the College Council

(C01.1 College Council Agenda Example), and to Academic Senate (C01.2 Senate

Agenda Example). The Committee maintained the organization used in preparing

previous reports, with one or two people serving as point persons for each of the Plans

Arising out of the Self-Evaluation Process, the Recommendations for Improvement, the

Data Trend Analysis Data Reporting Form, and the QFE Action Projects. For each

response, a summary of progress was produced and discussed at meetings of the

Steering Committee and progress was reported out to college governance and faculty

(C01.3 Flex Day 2019). The draft of the report was compiled with consultation and

feedback from individuals and offices throughout the college.

West Los Angeles College Midterm Report to ACCJC 2

LEAD COLLEGE PERSONNEL WHO CONTRIBUTED TO THIS REPORT

NAME TITLE RESPONSIBILITIES

Aracely Aguiar Vice President of Academic

Affairs, ALO

Entire Report

Mary-Jo Apigo Dean of Teaching & Learning QFE Action Projects 2 and 3,

Accreditation Steering

Committee Member

Holly Bailey-Hofmann English Faculty, Academic

Senate President

Entire Report, Accreditation

Steering Committee Member

Bonnie Blustein Mathematics Faculty, Faculty

Position Identification and

Prioritization (FPIP) Chair

College Recommendation 1

Jennifer Cole Sciences Faculty Proofreading

Luis Cordova English Faculty, SLO

Coordinator

QFE Action Project 2

Anthony Cuomo Communications Faculty,

SLO Faculty Leader

QFE Action Project 2

Ryan Edwards Librarian Evidence Management,

Accreditation Steering

Committee Member

Judith Fierro Administrative Secretary Clerical and Web Support

Ana Figueroa Foreign Languages Faculty,

Chair DE Committee Co-

Chair

College Recommendation 3

Michael Goltermann Dean of Student Services Plans Arising out of the Self-

Evaluation Process

Roberto Gonzalez Vice President of Student

Services

QFE Action Project 1,

Accreditation Steering

Committee Member

West Los Angeles College Midterm Report to ACCJC 3

NAME TITLE RESPONSIBILITIES

Jo-Ann Haywood Secretary, AFT Staff Guild Accreditation Steering

Committee Member

Eric Ichon Dean of Distance Learning College Recommendation 3,

Plans Arising out of the Self-

Evaluation Process

Walter Jones Dean of Academic Affairs Accreditation Steering

Committee Member

Meric Keskinel Behavioral Sciences Faculty,

Planning and Institutional

Effectiveness (PIE) Co-Chair

College Recommendation 1

James Limbaugh President Entire Report

Michelle Long-Coffee Director, Advertising, & PR Design, Layout, and Printing,

Accreditation Steering

Committee Member

Kimberly Manner Dean of Academic Affairs Plans Arising out of the Self-

Evaluation Process,

Accreditation Steering

Committee Member

Rasel Menendez AVP of Administrative

Services (acting)

Data Trend Analysis,

Accreditation Steering

Committee Member

Vicky Nesia Executive Assistant Administrative Support

Joy Ogami-Avila SLO Faculty Leader QFE Action Project 2

Laura Peterson Arts & Performance Faculty,

Facilities Chair

College Recommendation 1

Aimee Preziosi Behavioral Sciences Faculty,

Accreditation Steering

Committee Faculty Chair

Entire Report

West Los Angeles College Midterm Report to ACCJC 4

NAME TITLE RESPONSIBILITIES

Patricia Quinones Dean of Office of Institutional

Effectiveness

College Recommendation 1,

Data Trends Analysis,

Accreditation Steering

Committee Member

Carlos Sermeno Dental Hygiene Faculty,

College Council Chair

Entire Report

Marlene Shepherd Behavioral Sciences Faculty Accreditation Steering

Committee Member

Olga Shewfelt Social Sciences Faculty,

Chapter AFT Faculty Guild

President

Accreditation Steering

Committee Member

Leslie Tejada English Faculty, Professional

Development Coordinator

QFE Action Project 3,

Accreditation Steering

Committee Member

Beraki Woldehaimanot Sciences Faculty, Curriculum

Committee Chair

College Recommendation 2

West Los Angeles College Midterm Report to ACCJC 5

While each college has its own governance processes for addressing accreditation, all

colleges participate in addressing District accreditation recommendations and in

ensuring that the District meets all accreditation standards. The main venue for

discussing accreditation issues is the District Accreditation Committee (DAC). The DAC

is comprised of the college Accreditation Liaison Officers, the college faculty

accreditation leads, a college president, and representatives from the Educational

Services Center (D0.1_Accreditation Committee Charge). Following the comprehensive

site visits, the committee met to review the possible college and District

recommendations and to develop a plan for addressing each recommendation. The

committee continued to convene to address all recommendations to meet standards

and draft responses provided to the ACCJC as Follow-up Reports (D0.2 ACCJC

Reaffirmation Letter).

Since the completion of the Follow-up Reports, District and college staff have

continued to review and address, as needed, the recommendations for improvement.

District staff completed an initial response to these recommendations for review by the

committee. The report addressing the District recommendations was drafted by the

leads in each area at the Educational Services Center: Human Resources, Information

Technology, Educational Programs and Institutional Effectiveness, the Office of

General Counsel, and Finance and Resource Development. The area lead responses

were compiled and written in one voice by the Division of Educational Programs and

Institutional Effectiveness and provided to the DAC for approval (D0.3 District

Accreditation Committee Minutes August 2019).

Following committee review, the final District responses were provided to each

college for review and approval through the college governance processes. The

District responses were incorporated into the college Midterm Reports.

West’s Accreditation Steering Committee compiled a completed draft with the

incorporated District responses. The Committee voted at the September 2019

meeting to move the draft report on to local governance for approval (C01.4

Accreditation Meeting Minutes). The draft of the College’s Midterm Report was

Noticed Motion at the September 2019 meetings of College Council (C01.5 College

Council Minutes) and the Academic Senate (C01.6 Senate Agenda). Revisions and

necessary changes made from review and resubmitted for the October 8, 2019

Academic Senate meeting and the October 4, 2019 meeting of College Council for

final campus approval. Final college approval of the Midterm Report was voted on by

the Academic Senate (C01.7 Senate Minutes) and College Council (C01.8 College

Council Recommendation to President) at these meetings.

West Los Angeles College Midterm Report to ACCJC 6

Following the completion and approval of the college reports, the final content was edited and submitted to the District Office of Educational Programs and Institutional Effectiveness. The Midterm Report was presented to the Board of Trustees through the Institutional Effectiveness and Student Success Committee on January 22, 2020 (D0.4 IESS Agenda). The Board of Trustees reviewed and approved the report on February 5, 2020 (D0.5 Board Agenda). The final report was provided to the ACCJC with all required signatures following Board approval. All report materials and evidence have been posted on the College and District websites.

West Los Angeles College Midterm Report to ACCJC 7

PLANS ARISING OUT OF THE SELF-EVALUATION PROCESS

West Los Angeles College Midterm Report to ACCJC 8

PLANS ARISING OUT OF THE SELF-EVALUATION PROCESS

Change, Improvement,

and Innovation

Anticipated Outcome Actual Outcome

1. Review of Mission

in anticipation of

Dental Hygiene

Bachelor’s Program

(I.A.1, I.A.4)

Mission will broaden to

include a B.S. degree

Mission was broadened to

include a B.S. degree.

(PA1.1 20160810-Board-

Agenda; PA1.2 20160810-

Board-Minutes)

2. Financial Aid will

evaluate the impact

of adding additional

workshops and

refine as necessary

(I.B.2)

Improved student financial

literacy

Students packaged for

financial aid at West rose

steadily from August 2017

to August 2019. (PA2.1

Financial Aid Narrative;

PA2.2 Financial Aid

Student Statistics)

3. Add specific

questions to

program review to

assess performance

based on institution-

set standards (I.B.3)

All programs will expand

evaluation of progress on

student achievement

outcomes for their

programs based on

institution-set standards

and targets; improved

assessment of outcomes

As of fall 2016, all

programs are provided

with the necessary data to

assess student outcomes,

including institution-set

standards for course

completions and student

achievement in programs.

All programs are asked to

assess student outcomes,

which serves as the basis

for goal and resource

planning. (PA3.1 PR

Questions 2017)

4. Fold evaluation of

QFE into regular

evaluation of the

Improved evaluation of

progress

The college has secured

an Institutional

West Los Angeles College Midterm Report to ACCJC 9

Change, Improvement,

and Innovation

Anticipated Outcome Actual Outcome

Educational Master

Plan (I.B.7)

Effectiveness Partnership

Initiative (IEPI).

Partnership Resource

Team (PRT) will provide

the college support as it

undergoes major revisions

and updates of the

educational master plan.

(PA4.1 IEPI PRT

Acceptance) Revisions to

the educational master

plan will include alignment

of outcomes with the

district and California

Chancellor’s Office, which

will be evaluated on an

annual basis.

5. CurricuNET

Implementation

(I.C.2, I.C.5, IV.A.4)

Seamless integration of

curriculum and SIS

LACCD replaced

CurricuNET and will move

to a comprehensive

district-wide catalog and

curriculum management

system effective Fall 2020.

6. Student ePortfolios

with IEPI PRT

(II.A.11)

Additional method of

program and institutional

SLO assessment

SLO Faculty Leaders

established a framework

for building the project

guidelines and a scoring

rubric. Six faculty piloted

using ePortfolios in their

classes for additional

methods of program and

institutional SLO

assessment. The Team is

working to expand the

West Los Angeles College Midterm Report to ACCJC 10

Change, Improvement,

and Innovation

Anticipated Outcome Actual Outcome

pilot. (PA6.1 PLO Efolio

Project Guidelines)

7. Develop SAOs for

Library Services

(II.B.3)

Improved assessment of

outcomes

Library faculty collaborated

to create survey

instruments to measure

outcome, conducting the

surveys in 2016 and 2018.

(PA7.1 Library and

Tutoring SAOs)

8. Assessment Retest

Policy (II.C.7)

Students will move through

math and English more

quickly

Subsequent to the

passage of AB 705, the

College no longer

administers English or

math assessment exams.

9. Classified Staffing

Plan development

and process

incorporated into

ongoing program

review process

(III.A.9)

Sufficient number of

support staff to more

effectively support student

outcomes

Requests for new

classified staff have been

incorporated into Program

Review resource requests.

(PA9.1 1617 Program

Review)

The Classified Staffing

Committee has met

annually to draw upon

classified position requests

from Academic Affairs,

Administrative Services

and Student Services.

Through a prioritization

process, positions have

been ranked and filled

where budgetarily feasible.

(PA9.2 CPIP Ranking)

West Los Angeles College Midterm Report to ACCJC 11

Change, Improvement,

and Innovation

Anticipated Outcome Actual Outcome

10. Update of the

Technology Master

Plan (III.C.1, III.C.2,

III.C.3)

Updated Technology

Master Plan

Updated Technology

Master Plan. (PA10.1

2016-2020-

TechnologyMasterPlan)

11. Formal quarterly

reports of all funds

to the President's

Cabinet (III.D.10)

More up-to-date and

thorough understanding of

current budget, better

ability to effectively use

financial resources, and

better ability to maintain a

balanced budget

Both general fund budgets

and specially-funded

programs are discussed at

extended President’s

Cabinet meetings. (PA11.1

Expanded Cabinet_2017-

11-16_AGENDA)

Quarterly meetings are

held between College

Senior Management and

the District’s Vice

Chancellor for Finance,

Treasurer and Budget

Director to discuss the

general fund and specially

funded program budgets.

(PA11.2 1st Qtr FTES

Enrollments & College

Financial Plan Review;

PA11.3 Report 2nd Qtr

FTES Enrollments &

College Financial Plan

Review)

12. Kentico training for

updated committee

webpages (IV.A.7)

Improved dissemination of

information

Committee co-chairs and

support staff received one-

on-one training to post

meeting agendas and

minutes. (PA12.1 Kentico

Training Request Thread)

West Los Angeles College Midterm Report to ACCJC 12

INSTITUTIONAL REPORTING ON QUALITY IMPROVEMENTS

West Los Angeles College Midterm Report to ACCJC 13

INSTITUTIONAL REPORTING ON QUALITY IMPROVEMENTS

Response to Team Recommendations for Improvement

DISTRICT RECOMMENDATIONS FOR IMPROVEMENT

District Recommendation 5 (Improvement):

In order to increase effectiveness and better assess financial resource availability, the

team recommends that the District implement a District position control system to track

and budget for personnel costs. (III.D.4)

The District agrees with the need for a streamlined position control system. To address this need, the District has developed a short-term solution and long-term plan. In the 2016-2017 fiscal year, the District offered a retirement incentive. The purpose of the incentive was to control staffing costs, allow for restructuring of staffing to meet current institutional needs and to provide opportunities for staff and faculty diversification (D5.1 SRP Board Approval; D5.2 SRP Overview). The retirement incentive resulted in the retirement of 187 classified staff, 26 classified managers, 14 academic administrators and 146 faculty. Following these retirements, the District established a system of position control through the review of every position request. Each position request begins with the completion of a request form that is reviewed by the District Budget Office (D5.3 Classified Staffing Request; D5.4 Academic Staffing Request). Each position requires approval at the college-level indicating the funding source of the position. The Budget Planning Office reviews each position to determine if appropriate funding is available and provides approval prior to the position being forwarded to the Chancellor’s Office for final approval (D5.5 Sample Staffing Reviews). This process enables effective use and control of District financial resources and only hiring of positions for which funding is available.

The District has also begun work towards the development of improved technology systems to automate the position control process. The District hired a consulting firm to evaluate its technology systems (D5.6 IT Evaluation Approval). The firm evaluated the District systems and recommended integrating the business and student enterprise systems into a single system (D5.7 IT Evaluation Summary). Based on this recommendation, the District has created plans to adopt a new business enterprise system (D5.8 IT Evaluation Board Report). A required element of the new system will be position control. Given the pending investment in a new enterprise system, the District has chosen to maintain the manual process pending implementation of the new enterprise system.

West Los Angeles College Midterm Report to ACCJC 14

District Recommendation 7 (Improvement):

In order to increase effectiveness, the team recommends that the District develop and

publicize a plan to fully fund the Other Post Employment Benefit (OPEB) Liability, which

is currently funded at 16.06 percent. (III.D.12)

The District has reviewed the recommendation for improvement and has determined

that the current process meets the District’s needs in addition to legal requirements. The

District conducts regular reviews of its Other Post Employment Benefit (OPEB) Liability.

The last actuarial study dated July 1, 2017 determined that the liability is currently

funded at 14.29 percent. In 2008, the LACCD Board of Trustees adopted a resolution to

establish an irrevocable trust with CalPERS to pre-fund a portion of plan costs. The

District has been funding the trust annually at a rate of approximately 1.92 percent of

the total full-time salary expenditures of the District (D7.1 OPEB Funding History). In

addition, an amount equivalent to the federal Medicare Part D subsidy returned to the

District each year was also directed into the trust fund, but was ended in fiscal year

2015-16 due to elimination of this subsidy. Since its establishment, the District has

continued to fund the trust account, which has a current balance of $113,340,000 (D7.2

OPEB Asset Statement). Based on these actions, the District continues to meet the

standard by regularly conducting actuarial plans based on accounting standards and

allocating appropriate resources to manage current and future liabilities.

West Los Angeles College Midterm Report to ACCJC 15

District Recommendation 9 (Improvement):

In order to increase effectiveness, the team recommends that the District review the

membership of institutional governance committees to ensure all employee groups,

particularly classified staff, have formal input on institutional plans, policies, and other

key considerations as appropriate. (IV.A.5)

The District has systemic processes to evaluate the manner in which committees and governance structures are achieving their goals. These processes include regular evaluation of committees through an annual review cycle. The evaluation tool provides prompts related to the effectiveness of the committee at achieving its goals and additional information on the functionality of the committee. Included in the prompts are detailed questions regarding participation of constituent assigned members to ensure that each committee functions with the intended representation. The evaluation was modified to include an additional question on representation stating: “What changes should be made in committee composition, function, or charge to enhance its effectiveness?” Each committee member is offered the opportunity to respond to these prompts and provide an individual perspective from the vantage point of the group they represent. The results are then utilized to make changes deemed necessary by the committee. (D9.1 Sample Committee Evaluation). Also, some governance committees utilize an annual formal committee survey as an additional evaluative tool. The survey results provide information to inform a more detailed analysis of committee membership and functions and aid in the development of future committee goals and action plans.

In addition, the District conducts a biennial survey of governance representatives, which includes questions on appropriate representatives of each constituent group (D9.2 Survey Report; D9.3 Survey Overall Results). The survey was conducted in Spring 2019 with similar trends to previous years indicating that the committees have had representative membership. The results indicate that 70.6 percent of respondents feel that the membership represents the talent and skills required to fulfill the goals and purpose of the committee. The survey results also indicate a concern with representation of students and staff at meetings. Each committee includes student representation, but attendance has been minimal. The District will be working with the Student Affairs Committee (SAC) to gain appropriate student representation at the meetings. The committees will be provided with the survey results for use in their evaluation and determination of whether additional classified representation is needed on each committee.

While the governance groups and committees serve a role in the development of recommendations, it is not the only means for doing so. The District strategic planning process also served as another means of gathering input on institutional plans. The District Strategic Plan (DSP) was last updated in the 2016-17 academic year and was developed by more than thirty individuals across the district including administrators, faculty, staff, and students. The development of the DSP included public forums at each college that were attended by all constituent groups to provide feedback. As the plan was being developed, it was also placed on the internet to collect input from any

West Los Angeles College Midterm Report to ACCJC 16

individual, including members of the public, wishing to weigh in (D9.4 Public Forum Responses). The DSP was also brought to the SAC, each college’s participatory governance committee, and the District Academic Senate for approval (D9.5 Final Board Presentation). To this extent, all constituents were provided with an opportunity for formal input on institutional plans.

The approval process for all policies and regulations provide for formal input from each constituent group as appropriate. These processes are defined in Chancellor’s Directive 70 (D9.6 Chancellor’s Directive 70; D9.7 Example Regulation Sign-Off). Following the consultation process, each policy is noticed in the board meeting prior to approval (D9.8 Board Agenda Sample Item S.1). Each constituent group is provided an opportunity to respond to any issues through the resource table item on the Board Agenda or through general public comment.

Based on these reviews, the District has formal processes for input from all constituent groups. The District will continue its process of regular evaluation and make changes deemed necessary based on data and collective feedback from all constituency groups.

West Los Angeles College Midterm Report to ACCJC 17

District Recommendation 12 (Improvement):

In order to improve effectiveness, the team recommends that the District expand efforts

to communicate decisions made in the institutional governance process to all

stakeholders. (IV.D.6)

The District has six District-wide governance committees in addition to administrative

coordinating committees and multiple district-level Academic Senate meetings. While

each group maintains agendas and minutes (D12.1 Evidence of Posting), there has

been a need to improve communication of decision-making. The District Governance

Survey indicated that only 54.1 percent of respondents knew where to find information

on decisions made through participatory governance (D12.2 Governance Survey

Summary). This has been noted at other decision-making levels including the Board of

Trustees. In the past, Board agendas were published in formats that made searching

the documents difficult. To address this challenge, the District has adopted BoardDocs.

This software service provides a system for developing and posting online agendas and

minutes. The system also allows public users to track decisions live during governance

meetings. The District went live with BoardDocs in March 2019 for Board

Subcommittees (D12.3 IESS March 2019 Agenda) and for full Board meetings in April

2019 (D12.4 Board Agenda April 2019). BoardDocs track decision-making in real time.

This allows all constituents the ability review decisions made by the Board, Academic

Senate and other governance groups as they are made, or review them at a later time.

Following the successful adoption at the Board level, the District is expanding use to all

governance groups. The District will be utilizing this system for the District Academic

Senate, which was trained in May 2019 (D12.5 Sample Posting; D12.6 Senate Agenda),

and will be launching it for all District governance groups beginning in fall 2019. The

system will also be made available for use by each college for college-level governance

groups.

In addition to the work being done on BoardDocs, the District will also be redesigning its

websites to enhance communication. While the process for selecting a firm to update

the websites is still in process, the work will include the use of either improved internet

components or intranet systems such as SharePoint to further communicate to faculty

through the employee portal (D12.7 Web Redesign RFP). Given the number of

employees and students within the District, the expansion of digital communications is

believed to be the best means of improving communication. The District will continue its

regular review of governance and decision-making to determine whether these efforts

have resulted in the expected improvements.

West Los Angeles College Midterm Report to ACCJC 18

COLLEGE RECOMMENDATIONS FOR IMPROVEMENT

College Recommendation 1 – Institutional Mission and Effectiveness

In order to increase effectiveness, the team recommends West Los Angeles College

adopt consistent practices that allow for routine evaluation of course-level data during

the Program Review process. In addition, the College should regularly and widely

distribute disaggregated course-level data by student demographic and mode of

delivery to fully address effectiveness in individual courses.

During the 2015-16 to 2017-18 academic years, West created a standard data pack

each year, with the data disaggregated at the program, division, discipline and course

levels, in addition to other characteristics. The data packs were distributed to division

chairs printed and in folders, as well as available to all posted on the web at the

program review web site (CR1.1 2017-2018 Program Review Data). During the 2018-

2019 academic year, significant changes were made to the way data was being

disseminated campus-wide. During the 2018-2019 annual update cycle, an abbreviated

version of the data was provided in data dashboard form. All program review

participants had access to a dashboard that contained enrollment, course success, and

degree/certificates awarded by program, division, discipline, and course-level. The

Office of Institutional Effectiveness is beginning the process of building multiple data

dashboards as a way to track relevant outcomes and key performance indicators. In

addition to local data, external data from the Chancellor’s Office will be provided

campus wide to provide a more comprehensive assessment of how the college is

performing state-wide.

West Los Angeles College Midterm Report to ACCJC 19

College Recommendation 2 - Instructional Programs

In order to increase effectiveness, the team recommends West Los Angeles College

implement a process to ensure that syllabi consistently and accurately contain student

learning outcomes and that the outcomes reflect the approved student learning

outcomes on the Course Outline of Record.

The Curriculum Committee established a faculty workgroup to develop and implement a

process to include a standardized course syllabus template that aligns to the Course

Outline of Record (COR) (CR2.1 Curriculum Minutes). The course syllabus template

includes the following information: the approved course description, course objectives,

course approved Student Learning Outcomes, units, methods of evaluation, student

code of conduct, academic dishonesty, Disabled Students Programs and Services

(DSPS) contact information. Each course syllabus template and sample syllabus is

stored in a Shared Folder in One-Drive (CR2.2 Sample Syllabus Template). The files

are available to the Office of Academic Affairs, Division Chairs and College faculty.

Changes to the course content or SLOs initiate modification of the syllabus template,

thus ensuring consistent and accurate syllabi.

Each semester, Division Chairs distribute the course syllabus template to faculty.

Faculty integrate additional course details to the content provided in the course syllabus

template. In accordance with Board Rule 6703.10, the Instructor of Record for each

course submits the syllabus to the Division Chairperson and the Office of Academic

Affairs during the first week of classes. A rubric is utilized to ensure that the syllabus

content aligns with the approved COR and Course SLOs (CR2.3 Syllabus Rubric).

Syllabi that do not meet the criteria are returned to Division Chairs for correction.

Faculty are contacted by Division Chairs for follow-up and correction.

The Office of Academic Affairs maintains a spreadsheet each semester to monitor submission of course syllabi (CR2.4 Spring 2019 Syllabus Spreadsheet). The comprehensive spreadsheet is disseminated to Division Chairs and Office of Instruction Deans. Division Chairs assess the course syllabi as part of the faculty evaluation process. Deans of Instruction ensure that the faculty evaluation forms include the syllabus as an attachment.

The collected syllabi are stored in a shared drive, organized by semester and then by

course number. Division Chairs and Office of Instruction Deans have access to the

shared drive in order to provide copies to transfer institutions upon request.

The Academic Senate President has committed to the effort by announcing the

importance of accurate syllabi at Senate meetings, first in May 2019, to be continued

monthly (CR2.5 May 2019 Academic Senate Minutes).

West Los Angeles College Midterm Report to ACCJC 20

College Recommendation 3 – Instructional Programs

In order to increase effectiveness, the team recommends that: 1) West Los Angeles

College should ensure that all distance education courses include a completed Distance

Education Addendum with the Course Outline of Record; and 2) West Los Angeles

College should implement a process to accurately address all objectives listed on the

Course Outline of Record in the Distance Education Addendum to ensure rigor and

quality are equivalent to face to face courses.

The Distance Learning (DL) Office evaluated the status of all online courses during the

2016 – 2017 academic school year. The process ensured that all online and hybrid

courses approved by the Curriculum Committee had a distance education addendum on

file with the Course Outline of Record (COR). The distance education addenda were

evaluated to ensure that boilerplate language was not used, and that the strategies

accurately reflected the various methods of instruction and evaluation used to achieve

course objectives. These methods of instruction and evaluation demonstrate that

online/hybrid courses are taught with the same rigor as face-to-face courses.

To maintain the integrity of the DE addenda for all courses, the DL Office has created a

systematic process to ensure that the DE addenda are updated regularly and that they

meet the criteria mentioned above. This included the development of a new DE

Addendum that combines the former DE Approval Form and the DE Delivery Strategies

form into one document (CR3.1 Revised DE Addendum Form). The new DE Addendum

also addresses the recent changes to Title 5 to ensure that all online and hybrid courses

meet accessibility standards (Section 508 compliance) and that those strategies ensure

substantive, regular and effective contact between students and their instructors and

among students are documented in the DE Addendum.

Furthermore, a Distance Education Committee member was added as a voting member

of the Curriculum Committee. This person reviews DE Addenda to ensure that addenda

are aligned with the COR (CR3.2 2019-20 Curriculum Committee Roster).

West Los Angeles College Midterm Report to ACCJC 21

College Recommendation 4 – Administrative Structure

In order to increase effectiveness, the team recommends West Los Angeles College

develop and implement a formal process for evaluating the administrative structure.

The College is engaged in a process resulting from an Institutional Effectiveness

Partnership Initiative (IEPI) assessment to develop and implement a sound process to

evaluate and improve the administrative structure. In December 2016, the IEPI, a

special program of the California Community College Chancellor’s Office that focuses

on “professionals assisting professionals,” approved West Los Angeles College’s

request for a Partnership Resource Team (PRT) to visit the College and to work with the

College community in developing an administrative structure reflecting the mission and

operations of the College. The team visited the campus May 19, 2017 (CR4.1 Mini-

PRT: Schedule of Meetings with Participants), which resulted in a process for the

development and evaluation of the administrative structure (CR4.2 Mini-PRT: Menu of

options for Institution Consideration).

Based on PRT feedback, a college leadership retreat incorporating all managers and

administrators was held June 15-16, 2017. That retreat focused on the organizational

structure of the College (CR4.3 2017 Leadership Retreat Agenda). The group

considered various permutations of the College’s administrative structure that would

best support the College’s mission. The Chancellor approved a new organizational

structure for the College (CR4.4 2017 Organization Chart).

In January 2019, the College held the first of its annual administrative leadership

retreats. At the retreat, deans, vice presidents, and managers conduct a College SWOT

analysis, develop and refine leadership principles, and discuss roles and responsibilities

of each position. Changes to the administrative structure are made as challenges,

issues, and opportunities are surfaced.

The College organization chart is updated annually to reflect changes made as a result

of this evaluation process (CR4.5 2019 Organization Chart).

West Los Angeles College Midterm Report to ACCJC 22

DATA TREND ANALYSIS

ACCJC Midterm Report Data Reporting Form

West Los Angeles College Midterm Report to ACCJC 23

STUDENT COURSE COMPLETION

(Definition: The course completion rate is calculated based on the number of student

completions with a grade of C or better divided by the number of student enrollments.)

CATEGORY

Reporting Years

since

Comprehensive

Review

Year 1 2015-16

Year 2 2016-17

Year 3 2017-18

Institutional Set

Standard

60% 60% 60%

Stretch Goal N/A 68% 68%

Actual Performance 66% 68% 68%

Difference between

Standard and

Performance

+6% +8% +8%

Difference between

Goal and

Performance

N/A 0% 0%

Analysis of the data:

There was a 2% increase in overall student course completion for all credit

courses from 2015-16 to 2016-17. For the most current year, 2017-18, there has

been no change in student course success compared to 2016-17 academic year.

For all three reporting years, actual performance surpassed the institutional set

standard rate by as many as 8% points.

West Los Angeles College Midterm Report to ACCJC 24

DEGREE COMPLETION

(Students who received one or more degrees may only be counted once.)

CATEGORY

Reporting Years

since

Comprehensive

Review

Year 1 2015-16

Year 2 2016-17

Year 3 2017-18

Institutional Set

Standard

330 330 330

Stretch Goal N/A N/A 775

Actual Performance 530 650 1047

Difference between

Standard and

Performance

+200 +320 +717

Difference between

Goal and

Performance

N/A N/A +272

*all degree completion data are unduplicated head count

Analysis of the data:

The number of degrees awarded from 2015-16 to 2017-18 increased each year,

with the largest increase occurring in 2017-18. For all three reporting years, the

actual performance surpassed the institutional set standard of 330 degrees by as

many as 717 degrees. In addition, for 2017-18, actual performance surpassed

the stretch goal of 775 degrees by 272 degrees.

West Los Angeles College Midterm Report to ACCJC 25

CERTIFICATE COMPLETION

(Students who received one or more certificate may only be counted once.)

CATEGORY

Reporting Years

since

Comprehensive

Review

Year 1

2015-16

Year 2

2016-17

Year 3

2017-18

Stretch Goal N/A N/A 700

Actual Performance 579 618 830

Difference between

Standard and

Performance

+463 +502 +714

Difference between

Goal and

Performance

N/A N/A +130

Analysis of the data:

The number of certificates awarded from 2015-16 to 2017-18 increased each

year, with the largest increase occurring in 2017-18. For all three reporting years,

the actual performance surpassed the institutional set standard of 116 certificates

by as many as 714 certificates. In addition, for 2017-18, actual performance

surpassed the stretch goal of 700 certificates by 130 certificates.

West Los Angeles College Midterm Report to ACCJC 26

TRANSFER

CATEGORY

Reporting Years

since

Comprehensive

Review

Year 1

2015-16

Year 2

2016-17

Year 3

2017-18

Stretch Goal 0 0 400

Actual Performance 267 353 414

Difference between

Standard and

Performance

+92 +178 +239

Difference between

Goal and

Performance

N/A N/A +14

Analysis of the data:

The number of students who have transferred from 2015-16 to 2017-18

increased each year, with the largest number of student transfers in 2017-18. For

all three reporting years, the actual performance surpassed the institutional set

standard of 175 transfer students by as many as 239 transfers. In addition, for

2017-18, actual performance surpassed the stretch goal of 400 transfers by

fourteen transfers.

West Los Angeles College Midterm Report to ACCJC 27

STUDENT LEARNING OUTCOMES ASSESSMENT

CATEGORY

Reporting Years

since

Comprehensive

Review

Year 1

2015-16

Year 2

2016-17

Year 3

2017-18

Number of Courses

Assessed

577 579 223

Number of

Programs

122 122 57

Number of

Programs

Assessed

122 122 57

Number of

Institutional

Outcomes

9 9 9

Number of

Institutional

Outcomes

Assessed

9 9 9

Analysis of the data:

In Fall 2017, West started a new SLO Cycle that scheduled assessment of all of

the courses offered in a two-year period. In Fall 2017-Spring 2018, all of the

courses offered within the following divisions complete assessment: Applied

Tech, Arts & Performance, Behavioral Science, Business, Computer Science,

Counseling, and Health Sciences. During Fall 2018-Spring 2019, all the courses

offered within the following divisions complete assessment: Kinesiology,

Language Arts, Library, Library (DSPS), Math, Social Science, Science, and

College & Career Prep. This schedule meets the needs for assessment in a

clear schedule and focuses all the support and training for the divisions

scheduled. There will be no need for discipline-specific calendars, which

eliminates the confusion around when an assessment is due. In addition, SLO

West Los Angeles College Midterm Report to ACCJC 28

Facilitators can focus on divisions that have assessment due to support faculty.

The Divisions listed take into consideration the balance of Divisions’ assessment

completion and number of sections offered.

West regularly conducts assessment of all its programs through the Program

Review process. We regularly asses institutional SLOs through the Annual

Student Poster Showcase. In addition, some faculty participated in the ePortfolio

pilot and collected student artifacts for assessment of program SLOs and/or

institutional SLOs. We are also building the roll-up feature in TracDat to use

course-level assessments for program- and institutional-level SLO assessment.

LICENSURE PASS RATE

(Definition: The rate is determined by the number of students who passed the licensure

examination divided by the number of students who took the examination.)

Program

Name

Institution

Set

Standard

Actual

Performance

Difference Stretch

Goal

Difference

Y1 Y2 Y3 Y1 Y2 Y3 Y1 Y2 Y3

Certified

Nurse

Assistant

90% 90% 93% 93% 0 +3% +3% 95% -5% -2% -

2%

Dental

Hygiene 90% 95% 100% 100% +5% +10% +10% 100% -5% 0 0

Pharmacy

Technician 90% 0 79% 71%

-

90% -11% -19% 90%

-

11%

-

19% 0

West Los Angeles College Midterm Report to ACCJC 29

JOB PLACEMENT RATE

(Definition: The placement rate is determined by the number of students employed in

the year following graduation divided by the number of students who completed the

program.)

Program

Name

Institution

Set

Standard

Actual

Performance

Difference Stretch

Goal

Difference

Y1 Y2 Y3 Y1 Y2 Y3 Y1 Y2 Y3

Aviation 66% 75% 100% 100% +9% +34% +34% 100% -

25% 0 0

Dental

Hygiene 90% 100% 100% 100% +10% +10% +10% 100% 0 0 0

Film

Production 66% 94% 92% 78% +28% +26% +12% 90% +4% +2%

-

12%

Paralegal 65% 70% 73% 75% +5% +8% -20% 70% 0 +3% -

25%

West Los Angeles College Midterm Report to ACCJC 30

ANNUAL FISCAL REPORT DATA

General Fund Performance

CATAGORY Year 1

2016-17

Year 2

2017-18

Year 3

2018-19

Revenue 648,918,659 683,499,572 707,656,356

Expenditures 666,175,726 667,618,279 683,830,788

Expenditures for

Salaries and

Benefits

557,491,315 566,876,508 574,207,897

Surplus/Deficit (17,257,067) 15,881,293 23,825,568

Surplus/Deficit as

% Revenues (Net

Operating Revenue

Ratio)

-2.7% 2.3% 3.4%

Reserve (Primary

Reserve Ratio)*

113,068,270 125,761,234 147,997,467

Analysis of the data:

*Reserves are maintained at the District, not at the College.

West Los Angeles College has maintained a balanced general fund budget for

the past years, ending each year with a significant surplus.

West Los Angeles College Midterm Report to ACCJC 31

Other Post-Employment Benefits**

CATAGORY Year 1

2016-17

Year 2

2017-18

Year 3

2018-19

Actuarial Accrued

Liability (AAL) for

OPEB

671,326,000 690,481,000 696,537,302

Funded Ratio

(Actuarial Value of

Plan Assets/AAL)

12.43% 14.29% 16.27%

Annual Required

Contribution (ARC)

43,795,000 N/A N/A

Amount of

Contribution to

ARC

28,346,435 35,453,915 33,115,913

Analysis of the data:

**These are Districtwide (LACCD) figures, taken from the LACCD Audited

Financial Statements. The data is not available at the college level.

West Los Angeles College Midterm Report to ACCJC 32

ENROLLMENT

CATAGORY Year 1

2015-16

Year 2

2016-17

Year 3

2017-18

Actual Full-Time

Equivalent

Enrollment (FTES)

7,397.65 7,896.06 8,034.99

Analysis of the data:

From 2015-16 to 2017-18 enrollment increased each year as noted by the

increase in FTES year to year. From year one to year two, FTES increased by

approximately 500, and from year two to year three FTES increased by

approximately 140.

CATAGORY Year 1 2015-16

Year 2 2016-17

Year 3 2017-18

US Department of

Education Official

Cohort Student

Loan Default Rate

(FSLD - 3 year

rate)

13% 8.7% -

Analysis of the data:

There is no Official Cohort Default Rate (CDR) for fiscal year 2017-18 as of the

date of report submission.

West Los Angeles College’s CDR from year to year continues to improve.

West Los Angeles College Midterm Report to ACCJC 33

REPORT ON THE OUTCOMES OF THE QUALITY FOCUS PROJECTS

Action Project 1: Institutional Effectiveness

Systematize the evaluation and improvement of West’s effectiveness, focusing on

planning and resource allocation processes.

a) Establish and promote a systematic, evidence- based process for

proposing, developing, implementing, evaluating and sustaining programs.

In 2014-15 the joint Planning and Institutional Effectiveness (PIE) and Budget

Committee, identified the need for clarifying the process for initiating new

programs at its annual process evaluation meeting. The Academic Senate

formed a workgroup with the goal of identifying and articulating the process for

new program development (QF1.1 2015 Handbook). During the 2015-2016

academic year, this workgroup created a comprehensive handbook outlining the

West Los Angeles College Midterm Report to ACCJC 34

processes necessary for creating new programs. In 2019, the Curriculum

committee provided an updated handbook and is posted on the college website

(QF1.2 2019 Handbook).

Programs are also evaluated through the program viability process conducted by

the Academic senate educational policies and standards committee (EPSC). In

2018-19, the EPSC conducted two viability studies in Art and Music programs

resulting in the archival of two music programs and the revitalization of Art

programs. (QF1.3 EPSC Recommendation to Senate – April 2018)

b) Conduct an effective, evidence-based annual evaluation of progress on

every major College plan, and report the results to the College Council.

Technology Master Plan – In Spring 2015, the Technology Committee revised

the 2009-2016 Technology Master Plan (TMP) (QF1.4 Technology Master Plan).

This updated TMP is aligned with the 2014-2020 Educational Master Plan. The

College’s 2016-2020 TMP identifies those technology initiatives that are critical,

relevant, and necessary to assist the college in fulfilling its primary goals as

stated in the Strategic Plan and Educational Master Plan. As a result, the list

below identifies the adopted strategic directions for the new TMP: (1) Support

Basic Skills Learning, (2) Expand and Enhance Online Education and

Instructional Technologies, (3) Expand and Enhance Student Support, (4)

Update and Expand Classroom and Lab Technologies, (5) Develop a Reliable,

Accessible, and Convenient Web-Based Environment, (6) Enhance IT

Procedures, Security, and Campus Infrastructure, and (7) Enhance IT Related

Administrative Services. In Fall 2019, the Technology Committee will be

evaluating the 2016-2020 TMP for updating.

Educational Master Plan - West Los Angeles College requested assistance from

the Institutional Effectiveness Partnership Initiative (IEPI) through Partnership

Resource Teams (PRTs) to help with the revision of the Educational Master Plan.

The current plan spans five years and is set to expire in 2020. West will begin

working with a Partner Resource Team during fall of 2019 to update the

educational master plan and revise the program review process. Updates to the

Educational Master Plan include alignment with the Los Angeles Community

College District (LACCD) strategic plan, as well as the California Community

College Chancellor’s Office (CCCCO) vision for success and simplified metrics.

All goals identified in the Educational Master Plan will have measurable key

performance indicators that will be evaluated on an annual basis and reported

out to College Council during the last meeting of the year. Data on the

West Los Angeles College Midterm Report to ACCJC 35

Educational Master Plan key performance indicators will also be included in the

data provided for comprehensive program review.

c) Establish a systematic, evidence-based process for the evaluation and

improvement of the major College operational processes, and for

dissemination of the results.

Participatory Governance

West has established a process by which all College Council committees engage

in self-evaluation at the end of every academic year. Prior to the last meeting of

each academic year, committees are provided with an evaluation form that is

completed by committee co-chairs and then discussed during the last committee

meeting (QF1.5 Self-Evaluation Form 2015). This process allows for a systematic

assessment of each committee’s function, productivity, as well as to identify any

major obstacles/problems with the function of the committee. In addition to self-

evaluation, the College Council will begin work on revising the Participatory

Governance Planning Policy and Procedure Handbook. Revisions to the

handbook will include evaluating the charge, membership, and structure of the

committees (QF1.6 WLAC_PGHandbook_2015).

Enrollment Management

During the 2017-18 academic year, the Enrollment Management Strike Force

(EMSF) workgroup was created under the direction of the college President

(QF1.7 EMSF_Creation). EMSF is comprised of Academic Affairs and Student

Services administrators and the focus of this workgroup is on the day-to-day

operations of enrollment management and factors. EMSF has identified five

areas that fall under the umbrella of enrollment management including:

onboarding, outreach, instruction, retention, and completion. Beginning in late

spring 2019, EMSF began evaluating and identifying areas of improvement for all

five areas listed above. Evaluation of the five areas is formative in nature,

utilizing PDSA cycles (Plan, Do, Study, Act) with the goal of continuous

improvement. For each of the five areas, EMSF has identified an

obstacle/problem/issue along with a plan for improvement, and a plan for

assessing the impact of the changes (QF1.8 EMSF_Agenda July 8 2019).

West Los Angeles College Midterm Report to ACCJC 36

To further support enrollment management efforts, the Office of Institutional

Effectiveness provides daily enrollment reports to academic affairs deans, faculty

chairs, and enrollment management staff. The daily reports contain course

enrollment counts, course waitlist counts, and course fill rates etc. These reports

help faculty chairs and deans assess course demand, including adding or

dropping courses, and help with course schedule planning for the subsequent

terms (QF1.9 Daily Enrollment Report).

Hiring Processes

During the 2015-16 academic year, the joint Planning and Budget Committee

meeting put forth a recommendation that resulted in an established committee

and process for the hiring of classified personnel. The Classified Position

Identification Prioritization (CPIP) committee is charged with reviewing and

prioritizing classified positions that are requested via the program

review/planning process ever year. The process of ranking classified requests

follows a set of established core principles and criteria. (QF1.10 Report and

Recommendations of the Committee on Classified Staff Hiring & CPIP Rubric)

The CPIP process mirrors that of the Faculty Position Identification Prioritization

(FPIP) process.

Program Review

The Planning and Budget Committees have established a process to evaluate

the planning and budgeting process on an annual basis. After every program

review cycle, a joint meeting of the PIE and Budget committees is held to review

the resources requested during the program review process and then review the

overall process of linking planning to budgeting. At the conclusion of the joint

meeting, recommendations for how to improve the program review and

budgeting process for the following year are established and presented at

College Council for the next year. This process is conducted every year and has

allowed for continuous improvement of the planning and budgeting process. One

of the major revisions that has come from this process is the decision to pilot a

two-year comprehensive program review cycle. (QF1.11 College Council

Minutes) Prior to 2018-19, West L.A. College was conducting comprehensive

program review every year. Additionally, West L.A. College will be working with

the Institutional Effectiveness Partnership Initiative (IEPI) Partnership Resource

Team (PRT) to establish a permanent program review cycle that best suits our

needs and establish a process for the off-cycle years. The decisions and

West Los Angeles College Midterm Report to ACCJC 37

recommendations that arise from this evaluation process are currently reported

to the College Council. Imbedded in the work that will be done with the PRT is a

communication plan that reaches not only College Council constituents, but

faculty and staff as well.

d) Establish College-wide targets for each of the measures in the institution-

set standards for student achievement, and monitor improvement.

The Planning and Institutional Effectiveness (PIE) committee has previously

worked on establishing college-wide targets for the institution-set standards for

the ACCJC Annual Report. Currently, the PIE committee is working on

establishing stretch (aspirational) goals for course completion rates, certificates,

associate degrees, bachelor’s degrees, and transfers for the ACCJC Annual

Report. (QF1.12 PIE Agenda) Stretch goals established by the PIE committee

will be presented at Academic Senate and College Council for approval. It will be

the charge of the PIE committee to annually assess established stretch goals

and report out to shared governance committees. Data related to the stretch

goals will be provided for all programs to assess and incorporate in the program

review process.

West Los Angeles College Midterm Report to ACCJC 38

Action Project 2: Outcomes Assessment

Strengthen the processes for assessment and improvement of student learning

outcomes and service area outcomes.

a) Improve the frequency and quality of dialogue about SLO/SAO assessment

and improvement within programs, disciplines, divisions and the Academic

Senate.

West Los Angeles College requested technical assistance from the Institutional

Effectiveness Partnership Initiative (IEPI) Partnership Resource Team (PRT) to

improve service area outcomes assessment. Both Student Services and

Administrative Services have been conducting SAO assessment in their

departments. The departments have different approaches to assessment, and

we requested support in best practices for conducting SAO assessment in these

areas. The PRT visited in Spring 2016, and the SLO Committee implemented

their recommendations to strengthen the connection between SAO assessment

and the SLO Committee by identifying a SAO Facilitator each for Student

Services and Administrative Services as well as adding SAO assessment as a

standing agenda item on SLO Committee meetings. The SLO Coordinator and

Dean of Teaching & Learning also identified a representative from Student

Services and Administrative Services to strengthen assessment as well as

dialogue and changes as a result of assessment. An SLO Facilitator from

Westside Extension, West’s not-for-credit program, was also identified to assist

instructors to conduct assessment for their offerings. We worked with Westside

Extension to include their SLOs in TracDat for assessment as well.

With the implementation and roll-out of TracDat, additional questions were added

to document assessment results and dialogue. The following questions are

included in SLO assessment form (QF2.1 TracDat Handbook, pages 7-8): (1)

What is your interpretation of the results for this section? If there was a high rate

of students exceeding or demonstrating achievement of the SLO, what major

factors may have contributed to this? If your students did not demonstrate

achievement of the SLO, what major factors may have contributed to this?

Discuss any circumstances regarding student retention or success that may have

affected student performance on the SLO assessment. Describe any learning

strengths or gaps you observed in your students' readiness or performance on

the SLO. (2) What information are you sharing (e.g., assessment methods,

rubrics used) with other faculty? In what ways are you sharing this valuable

information? (e.g. Divisional Council or Division Meetings). If you conducted a

self-reflection, what information did you reflect upon and would you like to share?

West Los Angeles College Midterm Report to ACCJC 39

The College uses TracDat for both SLO Assessment and Program Review. The

following questions were added to Program Review (QF2.2 Program Review

Questions, page 3): (1) Summarize the highlights (e.g. learning strengths and

gaps, teaching strategies, action plans) from your course SLO assessment

dialogue. (2) From the dialogue highlights, what changes to the courses were

implemented? List each course and the corresponding changes that were made

based on SLO assessments.

The Academic Senate recommended a Division Meeting Agenda template with

SLO Assessment as a standing agenda item. The SLO Committee finalized an

Assessment Dialogue framework (QF2.3 SLO Dialogue Framework) using the

ATLAS Looking at Data guide (QF2.4 Atlas Looking at Data). The framework is

used as a set of guiding questions for faculty. The SLO Coordinator trained

Division Chairs on the framework at the March 2017 Divisional Council meeting.

A brief video training (QF2.5 SLO Dialogue Training Video) was also developed

for on-demand support.

One of the SLO Facilitators regularly holds online SLO Huddles for online, live

help with SLO assessment data and reports. He also developed an online

tutorial for using Google Drive for SLO Discussions (QF2.6 Google Drive for SLO

Discussions).

In addition, the theme for the 2019 SLO Symposium was Communicating About

SLOs: Dialogue Based Assessments. During the Symposium, we highlighted

how assessment can be used to share successes and findings to foster campus-

wide dialogue about effective teaching and learning practices. Attendees

reviewed their assessment in TracDat and cleaned up their data. Then, the

agenda focused on group work to develop a Course Student Learning Outcomes

(SLO) Action Plan (QF2.7 SLO Symposium 2019 Packets, pages 6-8) including

action items, timeline, a communication plan, and evidence of success.

During the Spring 2019 semester, the SLO team launched the SLO TracDat Data

Dashboard (QF2.8 SLO Data Dashboard). The Dashboard pulls data from

TracDat and allows faculty, administrators, and staff to review important data

points from TracDat, making it easier to see trends, missing data and

assessments, and supports dialogue about assessment data. The dashboard

can be accessed on our SLO webpage and is updated daily. There are several

pages within the dashboard that feature different types of information. On the first

page, a division summary is available, which is organized by reporting period

(e.g. 2017-2018, 2017-2018, 2018-2019). Under each reporting period, the

amount of assessments assigned and complete are also available. This gives us

a quick birds-eye view of the progress each division is making during an

West Los Angeles College Midterm Report to ACCJC 40

assessment period. The dashboard allows users to filter between divisions,

disciplines, and courses, giving specific information to help follow up with specific

programs or instructors. It also allows us to review specific course information to

analyze the integrity and validity of a course assessment. Furthermore, the

dashboard gives users the capacity to quickly review each element of an

assessment and correct any missing fields or inaccurate data. For example, if

assessment numbers do not add up to the total amount of students assessed,

the dashboard flags the course, allowing users to note which course

assessments need to be modified.

Since the launch of the Data Dashboard, SLO facilitators have been reviewing

discipline and division data and following up with faculty to close the loop and to

work toward our goal of completed assessments for every course offered during

their specific assessment cycle. For example, in communication studies,

assessments have moved to 100% complete and 100% accurate after using the

dashboard to review submitted assessments. This process has also provided

opportunities to work with faculty to support dialogue about assessment data.

b) Apply the results of SLO assessment and dialogue to the ongoing

improvement of the curriculum and teaching.

To support the use of SLO assessment and dialogue in improving curriculum and

teaching, the following questions are included on the SLO assessment form

(QF2.9 TracDat Handbook, pages 7-8): (1) What kinds of changes based on

assessment are you implementing? (2) Based on this assessment, what will you

change (related to pedagogy, instructional methods, or materials) to improve

student achievement of the SLO the next time you teach this course? Refer back

to any learning strengths and gaps you noted in the Data Analysis, and describe

what you will do to address them. (3) Based on this assessment, what formal

changes to the Course Outline of Record (if any) do you propose to improve

student learning for the SLO(s) assessed? This includes changes to the

textbook, course content and objectives, course SLO, the assessment methods,

or criterion level.

Changes as a result of assessment are also tied to the Program Review process

by linking changes to a Program Review goal, action, or resource request

(QF2.10 TracDat Handbook, pages 7-8). Since TracDat is an electronic

database, resources requested as a result of SLO assessment are collated into a

report to share with divisions when they complete their Program Review.

West Los Angeles College Midterm Report to ACCJC 41

West’s annual SLO Symposium in 2018 focused on Continuing the Dialogue and

Action Plans for Assessment. The session outcomes included (1) contrast

different communication strategies regarding assessment, (2) design an

Assessment Day structure that works for West Los Angeles College, (3) evaluate

various approaches to continuing assessment dialogue, (4) create a continuous

improvement action plan. The Symposium (QF2.11 SLO Symposium 2018

Video) was also recorded for faculty who could not attend.

In Winter 2019, the SLO Coordinator and Dean of Teaching and Learning

discussed expanding our SLO Team. The expansion included distributing some

of the SLO Coordinator duties and re-assigned time to two other faculty leaders

focused on a Program SLO, Institutional SLO, and Service Area Outcomes

Coordinator and Assessment Dialogue Coordinator (QF2.12 SLO Team).

All three positions have common SLO Team Goals: (1) Successful campus-wide

ongoing assessment and dialogue on student learning outcomes; (2) Ongoing

continuous closed-loop student learning outcomes assessment at the course,

program, institutional, student services, and administrative services levels; and

(3) Using college-wide assessment of learning outcomes to improve teaching,

learning, and delivery of services. The SLO Faculty Leader focused specifically

on developing a framework for assessment dialogue within and across

departments/divisions and facilitate forums for SLO discussions across campus

and areas. The initial framework was developed and used at the SLO

Symposium 2019. Additional workshops will be offered during Flex Week 2019

and the 2019-2020 academic year.

c) Highlight and commend, on an annual basis, the best practices resulting

from SLO /SAO assessment and dialogue.

The SLO Coordinator began including examples of best practices in assessment

and teaching improvements in the monthly SLO Newsletters (QF2.13 Monthly

SLO Newsletters). Select articles from Faculty Focus (QF2.14 Faculty Focus:

Higher Ed Teaching Strategies from Magna Publications) and Association for the

Assessment of Learning in Higher Education (QF2.15 Association for the

Assessment of Learning in Higher Education: Promoting Assessment for

Learning) are featured in West’s SLO Newsletters.

In Fall 2016, the SLO Committee discussed promoting teaching and learning

strategies as a result of SLO assessment through a handbook or brochure.

These improvements will be highlighted for the College community to share

West Los Angeles College Midterm Report to ACCJC 42

promising practices to improve student success. The SLO Committee will revisit

this discussion in Fall 2019.

In order to highlight and commend the best practices resulting from SLO/SAO

assessment dialogue, the SLO Committee recently awarded certificates of

achievement for all 2019 SLO Symposium participants. This best practice

acknowledges faculty for their time and effort during SLO activities. We are

planning to scale the recognition process by pursuing additional opportunities.

For example, we would like to allow SLO Facilitators to recognize their

colleagues and award these certificates in the future. We hope recognizing

faculty will increase participation and thank our colleagues for their hard work

and dedication to the assessment process.

During Fall 2018 and Spring 2019, the eFolio assessment project (an outcome of

the IEPI PRT Visits) highlighted how faculty across multiple divisions use

electronic portfolio to assess program learning outcomes. Both student work and

faculty assignments and instructions were highlighted. The SLO Committee is

discussing scaling portfolios as an additional assessment metric on campus and

also aligning with the fourth pillar of Guided Pathways: ensure learning.

Another activity we are planning for Fall 2019 is a listening tour. The SLO team

plans to visit at least three new division meetings during the semester to learn

how divisions across campus have been championing activities around

assessment, teaching and learning. After completing the listening tour, we hope

to highlight these best practices during a campus-wide event, such as the 2020

SLO Symposium.

West Los Angeles College Midterm Report to ACCJC 43

Action Project 3: Professional Learning

Create a culture in which faculty develop and apply expertise in proven, effective

learner-centered teaching strategies.

a) Establish an exemplary professional learning program.

The Professional Learning Subcommittee of the Student Success Committee

drafted and submitted a Professional Development Plan (QF3.1 Professional

Development Plan) in Spring 2016 to the Student Success Committee and

Academic Senate for approval. The Plan includes sections such as the History

of Professional Development at West; Professional Development Philosophy;

Professional Learning for Faculty, Classified Staff, and Teamsters; and alignment

with the Educational Master Plan and Quality Focus Action Project. It was

approved on May 10, 2016 by the Academic Senate. The Professional Learning

Subcommittee plans to review and update the Professional Development Plan.

In Fall 2016, the Professional Development Coordinator position became vacant,

and the Professional Learning Subcommittee went on hiatus. When the

Professional Development Coordinator position was filled in July 2018, the

Professional Learning Subcommittee resumed and began work on professional

development offerings starting with Professional Learning Week in August 2018.

West is planning a major construction project for a new College Library. Part of

the new Library will house a Professional Development Center for faculty and

staff. Members of the Professional Learning Subcommittee are researching and

visiting other colleges’ exemplary centers to include in the programming and

design.

b) Offer and incentivize ongoing training in proven, effective learner-centered

teaching strategies (e.g., Reading Apprenticeship, Five Day Experiential

Learning Institute).

The College was awarded a Basic Skills and Student Outcomes Transformation

Program (BSSOT) (QF3.2 California Community College Chancellor’s Office,

Basic Skills Student Outcomes and Transformation (BSSOT) Program) grant

from the California Community Colleges Chancellor’s Office in Summer 2016.

The project included establishing a Professional Learning Hub at West to identify

local College trainers to provide training in evidence-based, learner-centered

teaching practices such as: Growth Mindset, Habits of Mind, Acceleration,

Reading Apprenticeship, Culturally Responsive Teaching and Learning,

West Los Angeles College Midterm Report to ACCJC 44

Supplemental Instruction, and Just in Time Teaching. The Professional Learning

Hub Coordinator was selected in Spring 2017.

West used the BSSOT grant to develop Professional Learning (PL) Hubs to

promote learner-centered teaching strategies. The PL Hub developed the

following Theory of Change: If we build new networks and use existing networks,

we will recruit leaders and train them so that we will build a community of

practitioners so that they will implement what they have learned and advocate for

a culture of change. This will result in changing the culture of West to be more

inclusive and collaborative and to encourage people to reach their potential

(QF3.3 Professional Learning Hub Website). These PL Hubs were led by faculty

and staff who were committed to becoming experts within the methodology in

order to facilitate monthly FIGs, provide semester-long support to mentees, and

share the results at campus wide sharing events. Since the Professional

Learning Hubs’ inception, some methodologies have been replaced with more

relevant practices (e.g., Acceleration PL Hub for the AB705 PL Hub) and others

have been added, like the Creativity PL Hub. Nevertheless, the results have

been the same: faculty, classified professionals, administrators, and students

have been exposed to proven, effective learner-centered teaching strategies.

In Spring 2019, the Academic Senate made a recommendation to institutionally

fund professional development at the College (QF3.4 Senate Minutes

2/12/2019). The Professional Learning Subcommittee submitted a request of

$74,200 in funding to support professional development. The College President

approved $141,500 for the 2019-2020 academic year to increase support for

professional development, which includes expanding services and opportunities

to our classified staff, and funding training-related requests submitted through the

Program Review Resource Request Prioritization process (QF3.5 Approved

Resource Request 2019-20).

c) Implement learner-centered strategies.

The Professional Learning Hub Coordinator assisted in identifying local College

experts to receive train-the-trainer training in evidence-based, learner-centered

teaching practices. The local College trainers worked with the PL Hub

Coordinator to provide training to interested faculty. Interested faculty

participated in training, design ways to implement the practice into their teaching,

conduct syllabus redesign, develop revised assessments, and participate in

evaluation. The PL Hub Coordinator and local College trainers supported faculty

as they implement one of the evidence-based, learning centered strategies.

West Los Angeles College Midterm Report to ACCJC 45

Since 2017, 57 faculty have implemented these instructional strategies in more

than 325 sections across 25 disciplines (QF3.6 Professional Learning Hub

Teams).

In addition, the PL Hub Trainers held campus-wide trainings each semester. In

Spring 2018, the following campus-wide workshops were offered: (1) AB705:

Student-centered Approaches for the AB705 Classroom: Attention to the

Affective Domain: Saving Students from Self-Sabotage and AB705: What the

Heck Is It? (QF3.7 AB705 Campus-Wide Workshop, Spring 2018); (2) Culturally

Responsive Teaching and Learning (QF3.8 Culturally Responsive Teaching and

Learning Campus-wide Workshops, Spring 2018), Growth Mindset (QF3.9

Growth Mindset Campus-wide Workshops, Spring 2018), Habits of Mind (QF3.10

Habits of Mindset Campus-wide Workshops, Spring 2018), Just-in-Time

Teaching and Remediation (QF3.11 Just-in-Time Teaching and Remediation

Campus-wide Workshops, Spring 2018), and Reading Apprenticeship (QF3.12

Reading Apprenticeship Campus-wide Workshop, Spring 2018). In Fall 2018,

Creativity Studies, Habits of Mind, and Just-in-Time Teaching and Remediation

workshops were offered (QF3.13 PL Hub Campus-wide Workshops, Fall 2018).

d) Facilitate forums for dialogue on newly developed and implemented

learning/teaching strategies.

The PL Hub Coordinator designed venues for sharing out of newly developed

and implemented teaching and strategies such as Focused Inquiry Groups

(FIGs), Tech Fair workshops, Faculty Poster Showcase, and recording faculty

discussions to create a video repository of teaching and learning strategies.

In November 2018, the PL Hub hosted a Campus-Wide Sharing Event (QF3.14

Professional Learning Hub Sharing Event 2018 Flyer) with fifty-two attendees

that consisted of administrators, full-time and adjunct faculty, students, and the

PL Hub team. Each PL Hub Trainer prepared a presentation and provided

handouts to share how they and their mentees have implemented their

instructional methodology. Many of the trainers had their current and former

mentees present with them and some had students share their classroom

experiences. Additionally, all of the PL Hub Trainers lead hands-on activities for

the guests to participate and learn about their instructional methodologies.

A second Campus-Wide Sharing Event was held in May 2019 (QF3.15

Professional Learning Hub Sharing Event 2019 Flyer). Each of the seven hubs

prepared a presentation to share what they have implemented in their

West Los Angeles College Midterm Report to ACCJC 46

instructional methodology, and they presented activities supporting their

instructional methodologies for the thirty-six participants who attended. The

College President, three deans, the Academic Senate President, and thirty-one

faculty were in attendance.

In the summer of 2019, West sent a Professional Learning Hub team to BSILI, a

Leadership for Curricular and Institutional Transformation conference (QF3.16

BSILI), to create a plan for institutionalizing the PL Hubs since the BSSOT grant,

which had supported the Mentor-Mentee model ended in June 2019. The original

model used to initiate the PL Hub movement included 0.2 release time for the PL

Hub Mentors and a stipend for the PL Hub mentees who made a semester-long

commitment. Now that the PL Hubs are no longer under the auspices of the

BSSOT grant, West needed to rework the model so that we may continue to

build on the momentum that has been created. The team developed a logic

model that revised the vision of the Professional Learning Hubs: If we co-create

an equitable campus community by infusing evidence-based methodologies with

students at the center, we will build a culture of learning and transformation.

Sustained institutional commitments of resources will enable us to engage

faculty, classified professionals, and administrators. This will support student

success and persistence. At BSILI, the PL Hub team reimagined the hubs so

that even more stakeholders could be brought into the fold of the methodologies.

The team is committed to establish PL Hub ambassadors in every division and

committee meeting so the professional learning is ongoing. Embedding a PL Hub

ambassador who will lead the group through learner-centered activities, data

analyses, and readings will ensure that West creates a culture of learning.

In Fall 2019, The separate PL Hubs have been consolidated into one

Professional Learning FIG. The newly developed FIG will bring together all the

methodologies from the Hub to build a campus-wide community committed to the

best and most effective teaching strategies. The FIG will give faculty and staff an

opportunity to share classroom practices, discuss practical techniques for

improving student success and services, provide hands on demonstrations, and

explore ways to support one another.

West Los Angeles College Midterm Report to ACCJC 47

APPENDIX: EVIDENCE

West Los Angeles College Evidence Page

District Report Preparation

D0.1_Accreditation Committee Charge

D0.2 ACCJC Reaffirmation Letter

D0.3 District Accreditation Committee Minutes August 2019

D0.4 IESS Agenda

D0.5 Board Agenda

College Report Preparation

C01.1 College Council Agenda Example

C01.2 Senate Agenda Example

C01.3 Flex Day 2019

C01.4 Accreditation Meeting Minutes

C01.5 College Council Minutes

C01.6 Senate Agenda

C01.7 Senate Minutes

C01.8 College Council Recommendation to President

West Los Angeles College Midterm Report to ACCJC 48

Plans Arising out of the Self-Evaluation Process

PA1.1 20160810-Board-Agenda

PA1.2 20160810-Board-Minutes

PA2.1 Financial Aid Narrative

PA2.2 Financial Aid Student Statistics

PA3.1 PR Questions 2017

PA4.1 IEPI PRT Acceptance

PA6.1 PLO Efolio Project Guidelines

PA7.1 Library and Tutoring SAOs

PA9.1 1617 Program Review

PA9.2 CPIP Ranking

PA10.1 2016-2020-TechnologyMasterPlan

PA11.1 Expanded Cabinet_2017-11-16_AGENDA

PA11.2 1st Qtr FTES Enrollments & College Financial Plan Review

PA11.3 Report 2nd Qtr FTES Enrollments & College Financial Plan Review

PA12.1 Kentico Training Request Thread

Institutional Reporting on Quality Improvements DISTRICT RECOMMENDATIONS FOR IMPROVEMENT District Recommendation 5

D5.1 SRP Board Approval

D5.2 SRP Overview

D5.3 Classified Staffing Request

D5.4 Academic Staffing Request

D5.5 Sample Staffing Reviews

D5.6 IT Evaluation Approval

West Los Angeles College Midterm Report to ACCJC 49

D5.6 IT Evaluation Approval

D5.8 IT Evaluation Board Report

District Recommendation 7

D7.1 OPEB Funding History

D7.2 OPEB Asset Statement

District Recommendation 9

D9.1 Sample Committee Evaluation

D9.2 Survey Report

D9.3 Survey Overall Results

D9.4 Public Forum Responses

D9.5 Final Board Presentation

D9.6 Chancellor’s Directive 70

D9.7 Example Regulation Sign-Off

D9.8 Board Agenda Sample Item S.1

District Recommendation 12

D12.1 Evidence of Posting

D12.2 Governance Survey Summary

D12.3 IESS March 2019 Agenda

D12.4 Board Agenda April 2019

D12.5 Sample Posting

D12.6 Senate Agenda

D12.7 Web Redesign RFP

West Los Angeles College Midterm Report to ACCJC 50

RESPONSE TO TEAM RECOMMENDATIONS FOR IMPROVEMENT College Recommendation 1: Institutional Mission and Effectiveness

CR1.1 2017-2018 Program Review Data

College Recommendation 2: Instructional Programs

CR2.1 Curriculum Minutes

CR2.2 Sample Syllabus Template

CR2.3 Syllabus Rubric

CR2.4 Spring 2019 Syllabus Spreadsheet

CR2.5 May 2019 Academic Senate Minutes

College Recommendation 3: Instructional Programs

CR3.1 Revised DE Addendum Form

CR3.2 2019-20 Curriculum Committee Roster

College Recommendation 4: Administrative Structure

CR4.1 Mini-PRT: Schedule of Meetings with Participants)

CR4.2 Mini-PRT: Menu of options for Institution Consideration

CR4.3 2017 Leadership Retreat Agenda

CR4.4 2017 Organization Chart

CR4.5 2019 Organization Chart

DATA TREND ANALYSIS

REPORT ON THE OUTCOMES OF THE QUALITY FOCUS PROJECTS Action Project 1: Institutional Effectiveness

QF1.1 2015 Handbook

QF1.2 2019 Handbook

West Los Angeles College Midterm Report to ACCJC 51

QF1.3 EPSC Recommendation to Senate – April 2018

QF1.4 Technology Master Plan

QF1.5 Self-Evaluation Form 2015

QF1.6 WLAC_PGHandbook_2015

QF1.7 EMSF_Creation

QF1.8 EMSF_Agenda July 8 2019

QF1.9 Daily Enrollment Report

QF1.10 Report and Recommendations of the Committee on Classified Staff Hiring &

CPIP Rubric

QF1.11 College Council Minutes

QF1.12 PIE Agenda

Action Project 2: Outcomes Assessment

QF2.1 TracDat Handbook, pages 7-8

QF2.2 Program Review Questions, page 3

QF2.3 SLO Dialogue Framework

QF2.4 Atlas Looking at Data

QF2.5 SLO Dialogue Training Video

QF2.6 Google Drive for SLO Discussions

QF2.7 SLO Symposium 2019 Packets, pages 6-8

QF2.8 SLO Data Dashboard

QF2.9 TracDat Handbook, pages 7-8

QF2.10 TracDat Handbook, pages 7-8

QF2.11 SLO Symposium 2018 Video

QF2.12 SLO Team

QF2.13 Monthly SLO Newsletters

West Los Angeles College Midterm Report to ACCJC 52

QF2.14 Faculty Focus: Higher Ed Teaching Strategies from Magna Publications

QF2.15 Association for the Assessment of Learning in Higher Education: Promoting

Assessment for Learning

Action Project 3: Professional Learning

QF3.1 Professional Development Plan

QF3.2 California Community College Chancellor’s Office, Basic Skills Student

Outcomes and Transformation (BSSOT) Program

QF3.3 Professional Learning Hub Website

QF3.4 Senate Minutes 2/12/2019

QF3.6 Professional Learning Hub Teams

QF3.7 AB705 Campus-Wide Workshop, Spring 2018

QF3.8 Culturally Responsive Teaching and Learning Campus-wide Workshops, Spring

2018

QF3.9 Growth Mindset Campus-wide Workshops, Spring 2018

QF3.10 Habits of Mindset Campus-wide Workshops, Spring 2018

QF3.11 Just-in-Time Teaching and Remediation Campus-wide Workshops, Spring 2018

QF3.12 Reading Apprenticeship Campus-wide Workshop, Spring 2018

QF3.13 PL Hub Campus-wide Workshops, Fall 2018

QF3.14 Professional Learning Hub Sharing Event 2018 Flyer

QF3.15 Professional Learning Hub Sharing Event 2019 Flyer

QF3.16 BSILI