Outcomes Assessment Summit: The Student Services PerspectiveJanuary 23, 2019

Guided Pathways

Student Equity Achievement

Program

Multiple Measures

Promise Program

Student Centered Funding Formula

Student Services and Instruction at the Nexus of Student Success**

** on the battlefield; in front of the firing squad …

New Statewide Initiatives; MandatesVision for Success: statewide direction and goals; local KPIs

Guided Pathways: national movement; onboarding; clear pathways; early career direction; educational plans; program mapping; accelerate completion

Student Equity Achievement Program (SEAP): consolidation of credit/noncredit SSSP, Student Equity, BSI

Multiple Measures: mandated use of multiple measures (high school grades) + placement into transfer level English and Math

Promise Program: increase enrollment of “college ready” high school students; increase students completion of goals; reduce achievement gaps

Student-Centered Funding Formula: radical change in how CCCs are funded -- 60% funding based on FTES enrollment; 20% of funding based on #s of Pell/Promise Grant (BOGW)/CA Dream Act students; 20% of funding based on outcomes (degree, transfer, certificate); bonus points for low income students achieving outcomes

Chancellor Eloy Oakley’s“Vision for Success” Statewide Goals

Mt. San Antonio College’s Key Performance Indicators (KPIs)

Vision for Success Mt. SAC’s KPIs

Increase by 20% the number of students obtaining degrees, certificates, job-oriented skill sets.

Increase the number of associate degrees by 4% -- from 2,129 (2016-17) to 2,214 (2021-22)Increase the number of certificate completers by 20% from 453 (2016-17) to 544 (2021-22)

Increase by 35% number of students transferring to a UC or a CSU

Increase by 18% the number of students completing the ADT from 549 (2016-17) to 648 (2021-22)Increase by 10% the number of students who transfer to any regionally accredited 4-year school from 1,859 (2016-17) to 2,045 (2021-22)

Vision for Success Mt. SAC’s KPIs

Decrease the average number of units accumulated by students from 87 to 79

Decrease by 3% the average units earned per completed associate degree from 86 (2016-17) to 83 (2021-22)

Increase the % of exiting students who report being employed in their field of study from a statewide average of 69% to 76%

Increase by 4% the percent of exiting CTE students who report being employed in field of study from 77% (2015-16) to 80% (2021-22)Increase by 10% the number of exiting students earning a living wage from 26% (2015-16) to 28.6% (2021-22)Increase by 10% the median annual earnings of exiting students from $18,817/year (2015-16) to $20,699/year in 2021-22.

Vision for Success Mt. SAC’s KPIs

Reduce equity gaps across all measures through faster improvements with underrepresented student groups by cutting achievement gaps by 40% within 5 years and closing gaps within 10 years.

“Disaggregated data should be available 2.15.19”Instructions are: identify which of your disproportionately impacted groups have data available in the Student Success Metrics. Identify completion goals for each group. Increase by 4% the number of completed associate

degrees from 2,129 (2016-17) to 2,214 (2021-22). In addition, for specifically identified DI student groups,

the number of completed associate degrees for [specified student groups] will increase by XX number in 2016-17 to XX number in 2021-22

Increase by 20% the number of completed Chancellor’s Office approved certificates from 453 (2016-17) to 544 (2021-22)

In addition, for specifically identified DI student groups, the number of completed Chancellors’ Office approved certificates will increase by XX number in 2016-17 to XX number in 2021-22, an increase of XX%.

Guided Pathways: “Close to Completion”

New Guided Pathways effort – focusing not just on “onboarding” but crossing the finish line as well

To be implemented Spring 2019

Identification of students close to completing associate degree and or transfer goals

Using caseload approach, pair para-professional with counselor to contact and follow up with students, provide counseling and educational plan monitoring

“The Count”

5, 204 students who enrolled in 6 or more units in Fall 2018 and had completed at least 45 degree applicable units as of Summer 2018:

◦2,736 (52.5%) have completed both college level English and math but yet to finish any degree or certificate

◦3,502 (67%) have received aid—either Pell or CalGrant or Promise Grant; 3,664 filed a FAFSA but only 1,674 had received Pell

Student Equity Achievement Program (SEAP)

2018 Budget Trailer Bill: “Consolidation of Categoricals” –created SEAP

Main purpose of SEAP is to consolidate efforts (and funding) under the umbrella of “Student Equity”

There is no SEAP Plan but there will be year-end SEAP Reports due January 1 of each year

There is a new, 3-year Student Equity Plan under SEAP due June 30, 2019 [template was just released 1/11/19]

SSSP Credit + SSSP Non Credit + Student Equity + BSI = SEAP

Funds for the Student Equity and Achievement Program support the California Community Colleges in advancing the systemwide goal to boost achievement for all students with an emphasis on eliminating achievement gaps for students from traditionally underrepresented groups by doing all of the following:◦ Implementing activities and practices pursuant to the CCC Guided

Pathways Grant Program

◦ Ensuring students complete their educational goals and defined course of study

◦ Providing quality curriculum, instruction, and support services to students who enter college deficient in English and mathematics to ensure these students complete a course of study in a timely manner

SEAP Purpose

SEAP Requirements

Provide student matriculation services including orientation, counseling and advising, referral to specialized student support services, and other educational planning services

Provide all students with an education plan leading to a course of study which:◦ Identifies courses, a sequence of courses,

◦ Key progress milestones

◦ Other requirements the student must complete to earn an associate degree, CTE certificate or meet transfer requirements

Provisions of SEAPThe Student Equity Plan must target disproportionately impacted student groups based on “Student Success Metrics” Student Success Metrics CCC

CCC Data Mart Student Success Scorecard Transfer Velocity Cohort Report

Funding for 2018-19 is based on the same amount of funds received for each of the categoricals in 2017-18 (no increase)

State working to clarify MIS reporting and a new funding formula

Title 5 Regulations (SEAP)

Must inform students of their rights to access transfer-level coursework in English, mathematics, credit ESL and of the multiple measures policies or other college placement processes

Include information about the student’s course placement options in the college catalog, in orientation and advisement materials, on the college’s website, and in any written communication by counseling services

Annually report the college’s placement results including students placed into stand-alone English or math pretransfer-level coursework, including an explanation of how effective practices align with the regulations

Publicly post the college’s placement results, including the number of students assessed and the number of students placed into transfer-level coursework, transfer-level coursework with concurrent support, or transfer-level or credit ESL coursework, disaggregated by race and ethnicity.

Multiple Measures—Student Services Role

Assisting students in understanding their placement options if they choose to enroll in a lower level course (lower than transfer level)

Collaborating to provide sufficient assistance to students in order to be successful in transfer level courses

Clarifying non-transfer placement levels for students with certificate and AA degree goals ONLY

Clarifying placement for international students, non-high school graduates

Current Work

Assisting students in understanding their placement options if they choose to enroll in a lower level course (lower than transfer level)

Develop information tools and resources (links, videos)

Providing sufficient assistance to students in order to be successful in transfer level courses

Clarifying non-transfer placement levels for students with certificate and AA degree goals ONLY

Clarifying placement for international, non-high school graduates

Developing and implementing“ Guided Self-Placement” model

Collaborating with the Assessment Center in group administration of the Assessment Questionnaire

Assisting continuing and returning students to understand their placement options

AB 19 – Promise Grant/Promise Program

Legislation establishes the “California College Promise”

Change in name only from Board of Governors Fee Waiver (BOGW) to the California College Promise Grant (CCPG) The qualifications are the same:

Qualify as a recipient of public assistance

Qualify based on # of family members and prior year’s income

File the FAFSA and qualify based on having at least $1 of unmet need

Undocumented students should file the CA Dream Act application which waives enrollment fees

AB 19 …

Provision of new funding to enable colleges to:Increase the number and percentage of high school students who are prepared for and attend college directly from high schoolIncrease the percentage of high school graduates who are placed directly into transfer-level mathematics and English courses at a community collegeIncrease the percentage of students who earn associate degrees or career technical education certificatesIncrease the percentage of students who successfully transfer from a community college to a California State University or the University of California

Reduce and eliminate regional achievement gaps and achievement gaps for students from groups that are underrepresented at California Community Colleges, including, but not limited toUnderrepresented studentsLow-income studentsStudents who are current or former foster youthStudents with disabilitiesFormerly incarcerated studentsUndocumented and AB 540 studentsStudents who are Veterans

The Confusion

Some community colleges are offering “deals” that entice students to enroll billed as “first year free”

Mt. SAC’s research confirmed close to 80% of students qualify for a fee waiver and the remaining 20% of students can afford the $46/unit fees

Nearly all incoming freshmen from high schools already qualify for the fee waiver or the California Dream Act

Mt. SAC’s “Promise + Plus [Pilot] Program”

The vast majority of students qualify for a fee waiver and/or the Pell grant. Mt. SAC will continue to focus on having all students apply through FAFSA or the Dream Act

Mt. SAC’s plan is to offer additional supports for students through book vouchers, other financial assistance, laptop loaner program, etc.

Pilot 2019-20

Proposed Pilot of Promise + Plus Program (Fall 2019)For new, first time, first year college students who:◦ Apply to Mt SAC for Summer or Fall

◦ Complete FAFSA, Promise Grant or CA Dream Act

◦ Complete AQ

◦ Complete MAP Counseling workshop

◦ Complete an educational plan prior to registration

◦ If enrolled in high school for 2018-19, complete the Connect 4 Program**

◦ Complete either Summer STEP to College Program or Summer Bridge Program in summer 2019

◦ Enroll as a full time student (minimum of 12 units each semester)**

◦ Enroll in English and/or Math for Fall 2019

** unless special circumstances

What do you get? [What is “promised”?]

FREE loaner laptop for the semester

FREE $250 book grant

FREE bus pass 24/7 on Foothill Transit lines

FREE $75 on-campus food card

FREE Mt. SAC Promise+Plus shirt

FREE Student Success Seminars, Peer Coaching, Study Groups and Priority Registration

Same benefits for Spring 2020: additional $250 book grant, additional $75 on-campus food card IF STUDENT COMPLETES ALL COURSES WITH A SEMESTER GPA OF 2.00 OR HIGHER

Student Centered Funding Formula

The state has decided to amend the historical funding of community colleges based on “head count” otherwise known as Full Time Equivalent Students (FTES)

This new funding formula began with the current year and is being phased in over 3 years

The new formula resulted in tremendous revenue increases for some districts and reductions for other districts. Mt. SAC is somewhere in the middle.

“Weighted Funding”

Base Grant = 60% [70% to begin; 65% next year]: based on enrollment (FTES)

Supplemental Grant [low income students] = 20%: based on# of students receiving Pell Grant;

# of students receiving CA Dream Act;

# of students receiving Promise Grant (BOGW fee waiver)

Student Success Incentive Grant = 20% [10% to begin, 20% next year]: # of students receivingAssociate Degrees Associate Degrees for Transfer (ADT) – bonus points for ADTsCertificates of 16 units or moreCompletion of transfer-level math or English in first yearSuccessful transfer to a four-year universityCompletion of 9 or more CTE unitsAttaining a living wage

** Bonus points for low income students (students receiving Pell or Promise grants) who achieve any of above

Success and Equity – Outcomes WeightingMetric Success =

CompletionEquity= Completion

+ Pell or Promise

AA/AS 3 4 ½

ADT 4 6

Certificate 16+ units 2 3

CTE 9 units completion 1 1 ½

Transfer 1 ½ 2 ¼

Transfer level English/Math completion year 1

2 2

Living Wage 1 1 1/2

Outcome Measure[dollar value]

All Students

Pell Grant Recipients

Promise ProgramRecipients

Associate Degree $1,320 + $500 + $ 333

Associate Degree for Transfer (ADT)

$1,760 + $666 + $444

Certificate Completion $880 + $333 + $222

Completion of Transfer levelEnglish and Math

$880 + $333 + $222

Completion of 9 or more CTE units

$440 + $167 + $111

Putting it all together …

What is the “umbrella” – Guided Pathways or Student Equity/SEAP or the new Student Centered Funding Formula (SCFF)?◦ Student Equity/SEAP is the over-arching goal – to be intentionally equitable

and inclusive

◦ Guided Pathways provides a structure to assist students to reach their goals from onboarding to completion

◦ Assessment/Orientation/Counseling/Ed Plans (SEAP) assist students supports Guided Pathways

◦ Multiple Measures helps to accelerate time to completion (reaching goals)

◦ The Promise Program supports Equity efforts and Guided Pathways

◦ The new SCFF is the pay-off for successfully implementing Student Equity/SEAP and Guided Pathways

Planning – Structure – Organization – Data – Research – Outcomes:Defining Student Success Data – Recommendations for Changing

the ConversationCompletion is the word of the day

With persistence, retention, graduation and job placement rates of first-time, full-time students data leading the conversation.

The measures used to determine student success differ with varying perspectives.

To respond, institutions have increased attention on teaching and learning, adding support structures and resources to assist students along the path to completion and disaggregating data to better understand the needs and educational paths of students served.

To respond, institutions have increased attention on teaching and learning, adding support structures and resources to assist students along the path to completion and disaggregating data to better understand the needs and educational paths of students served.

Today’s learners are not just going to college, but working, raising families, and engaging with their communities.

Navigating institutions not designed for their success has proved difficult for learners.

In a 2018 study by CCLASSS, findings included that students viewed community colleges as places that fit their complex lives and needs, that students held complex definitions of success including both career and completion goals as well as personal growth and development goals, yet they also faced significant challenges related to balancing work, finances, school, childcare, transportation and navigation of resources and services.

The students of today encounter

multiple barriers at once,

experience apprehension in asking

for help and/or are unaware of

available resources.

Student success is not just about getting students to and through, but about redesigning institutions to support students in the complex interplay of their lived experience.

Offering resources does not mean that students are supported.

Support needs to be available to them when they need it, in the form they need it, and not based on institutional convenience.

The current conversation around student success as completion has privileged certain types of learners and behavioral norms for what a “good student” does.

Current completion metrics do not capture

the work unfolding within institutions of

higher education to support learners,

focusing instead on the institution as the

metric of success –meaning a student is

only deemed successful upon completion

from a particular institution – not from the

various educational experiences with which

they engaged with along the way to

successfully achieve goals from the system

of postsecondary education as a whole.

Students define success differently, with some students stating that success is being able to get to class every day, while some students are not thinking about getting the degree but obtaining the skills and competencies needed for their next step whether it is a career or further education.

What is needed?◦Clear understanding of the student population served along with their needs

◦Regular and ongoing involvement of students in the process of designing supports and making sense of data

◦Clarity of process to select and implement approaches that align with students that build upon and inform research

◦Examination of what works and for whom and under what circumstances to achieve success

To bolster institutional student success efforts, institutions need to be transparent regarding◦The existing supports and processes

◦Why they are implementing the things

they are

◦What students are supposed to be getting

from them

“The pain of the past gives you power for the future”

How We Organize What We Do in Student Services

Approach to Educational Master Planning

Services to students can be viewed in three main ways in which services are designed and provided to meet the particular needs of students:

Intake Processing/Transactional

General Support Services

Specialized, Caseload Management-Based Services

Introducing and welcoming students to the college. Support services related to admissions, enrollment, outreach, determining students’ status, processing applications and eligibility, academic placement and general information.◦ Admissions and Records◦ Assessment and Placement◦ High School Outreach◦ Financial Aid◦ Inreach Services – Mountie Fast Track; Student Ambassadors, FAFSA

Follow-Up

In-take Processing/Transactional

Services that are provided to all students united through a primary focus of assisting students along their educational paths, safeguarding students’ health and well being, supporting persistence toward reaching goals◦Counseling

◦Career/Transfer Services

◦Student Health Center

◦Student Life

General Support Services

Services to specific groups of students based on eligibility criteria and need

◦ ACES – Achieving in College Ensuring Success (federal TRiO SSS grant)

◦ Arise – federal AANAPISI grant serving Asian and Pacific Islander students

◦ Aspire – Student Equity funded program serving African American students

◦ Bridge – Summer Bridge; learning communities; freshman experience

◦ CalWORKs/EOPS/CARE- lowest income, single parents, educationally disadvantaged students

◦ ACCESS (DSPS) – students with disabilities including DHH Center, Assistive Technology Center

◦ Dream – serving undocumented, Dream/AB 540, and DACA students

◦ International Students [F-1 visa students]

◦ REACH– Reaching, Empowering, Achieving and Completing with Heart serving foster and former foster youth

◦ Upward Bound - federal TRiO grant serving Ganesha HS--Pomona and La Puente HS

◦ Veterans Resource Center – active and inactive military

Specialized/Caseload Management-Based Services

APPPS: how we provide services to studentsAccess + (Participation+Progress+Persistence) =

Success

Access: Entering, finding your way, reaching out

Participation: Getting connected, becoming active

Progress: Having direction and purpose; knowing what to do/where to go, earning units, satisfactory progress

Persistence: Continuing, maintaining, enrolling

Success: Meeting goals, finishing, moving on

APPPS Organization of ServicesAccess: Outreach and Inreach -- HSO, Cash4College, Dual Enrollment, Mountie Fast Track, Juniors Day, Assessment, Orientation, Educational Plans, Information Booths/Student Ambassadors, Financial Aid follow-up, Promise Program

Participation: Associated Students, LEAD, Student Clubs, Special Programs, Student Retreats, Student Field Trips, Cultural Events, Mountie Mentor Program

Progress: Undecided students workshops, probation counseling, mental health services, comprehensive educational plans, degree audits, push messages, Close to Completion, dashboard (planned), Summer Science Transfer Program. Accommodations; specialized services

Persistence: Bridge, study groups, mentoring, momentum point recognition (planned), Sunday library hours, tutoring centers, Math Success Lab, Minority Male Initiative

Success: Transfer workshops, job fairs, resume writing/interview practice, auto award of degrees/certificates, recognition ceremonies, Commencement, SSEED

What are our common denominators?

How should we track

our progress?

How do we measure

our outcomes?

Intake/TransactionalTransactions/Frequencies Outcomes

# of applicants received; approved; denied Outreach yield

#s of appeals and approvals Focus on peak periods by area – amount of processing

#s/types of contacts for outreach (includes parents, students, counselors)

Based on registration terms (# applicants, # phone calls, # waivers)

Petitions for graduation/certificates

Date submitted/date complete/decision rendered [efficiency quotient]

Submission of documents for completion of file

Managing of documents (scanning)

Transactions: front counter, phone – define period to be measured (peak times versus middle of the term)

Attendance/participation at workshops

Tracking of contacts prior to student ID

General ServicesTransactions/Frequencies Data Desired/Needed Outcomes

Appointments Demographics Persistence: term to term

Workshops #s close to completion Completion ofdegree/certificate/transfer

Front desk/general questions #s of undecided

Phone calls #s of referrals

Online services Track what happens to students referred for mental health needs

# students served by Outside /external providers

Homeless/basic resource needs

# students attending special events; collaborative services

Tracking of employment

Professional training for staff/faculty #s of completed ed plans; if sticking to plan

Completion of certifications (IGETC)

#s of duplicated/unduplicated visits

Specialized Programs

Transactions/Frequencies Outcomes

Counseling contacts Persistence: term to term; year to year; entry to exit

Service usage Degrees and certificates earned

GPA/academic standing

Transfer – actual via Clearinghouse data

Units attempted/units earned; degree applicable units

Ed Plans – have or not; abbreviated or comprehensive; to meet goal

Financial Aid – applied; Financial Aid – received

Counseling contacts: visits to outcomes

Completion of college level English; college level math

Engagement and Inclusion: Addressing Equity Gaps

Monthly Mentoring Meetings

Open to all students but target equity student populations

Faculty, staff, administrators serve as mentors

Each meeting lasts only 2 hours long and includes:◦ Student student engagement activities

◦ Topical presentation

◦ Table group mentoring discussions

◦ Motivational closing

Additional activities:◦ Field trips; movies

◦ Cultural events

◦ Campus-wide Student Success Conference – FOR STUDENTS

Our January Meeting (winter intersession) n=200

Outreach and Inreach: informing and preparing for college; eliminating barriers

Connect 4 High School Outreach: Juniors Day, Senior Testing/Orientation

Dual Enrollment: Intro to College and Student Success courses

Summer Bridge: Freshman experience learning community continued with English Bridge and Math Bridge during subsequent terms

STEP to College: Extended orientation class spread over 8 sessions

Cash4College: Partnership with local high schools -- filing of FAFSA, CADream Act, Promise Grants (BOGW) -- 2 times/year; family focus

Inreach: Student Ambassadors representing equity groups approach students with help and guidance

Inreach: Student Ambassadors – proactive approach to engaging with students and providing information and direction; connect students with Student Services programs

◦ Designed by equity students

◦ Representatives from Equity Programs: Dream, Foster Youth, Minority Males, Pacific Islanders, DSPS, TRiO, Aspire, Arise

ACCESS Services: Planning for College

Foster Youth: Foster Youth Conference on campus for high school students

Dream: Partnerships with immigration groups; legal services; DREAM.US scholarships; community collaboration

Community Outreach: Partner with community organizations and agencies (foster youth) and government (Vets); conduct presentations in community

Mountie Fast Track (for new students): ◦ Attendance is voluntary

◦ Over 50% of students who apply voluntarily attend

◦ 2-hour session run by Student Ambassadors

◦ Prior to assessment, orientation or ed planning

◦ Presentation topics: applying for financial aid, preparing for and understanding assessment/placement testing, claiming account and navigating portal, clarification of steps to register

◦ Mini Career Inventory – provides students with Holland Codes (RIASEC) information at earliest point

Mentoring Topics and Conference Workshops

Time management

Coping with stress

Preparing for finals

Goal-setting

Career directions

All about transfer

Educational planning

Building self confidence

Job interviewing

Communication strategies (including how to speak to your teachers)

Minority Male Initiative Founded on equity data: lowest performing student groups:◦ Latino/African American/Pacific Islanders, especially males◦ Foster Youth◦ Dream◦ Disabled

Their pathway to success was not straight or paved in gold

Focus on students to tell us what they needed and wanted:◦ Mentoring◦ Jobs and career preparation◦ Reach out to their own◦ Group study (not tutoring)◦ Ways to connect and support one another

Components of Minority Male Initiative

Development of an intervention plan

Student leadership development -- Retreat

Reaching their own: Student Ambassadors and Inreach

Field trips; special events; conference attendance; conference presentations

Link to other services and programs

Professional development for faculty and staff

College-wide conference focused on their development of self

SSEED: Student Success for Education and Employment Development

A tool for persistence◦ Students get paid (financial reward);

◦ Students go to work and go to class

◦ Required academic progress checks

A tool for engagement◦ Many students pursue college “all alone” without a support system

◦ At the worksite, someone knows you and cares

Skill development◦ Employers and program provide professional skill building: office

etiquette, dress attire, soft skills development

◦ Regular training provided from Microsoft office to financial literacy to ethics in the workplace and networking skills

SSEED Statistics

95% completion rate

Overall GPA average 2.64

Placements:

Research Office

Payroll

Food Services

Academic Divisions

Art Gallery

Business

Kinesiology

Technical Services

Labs; Tutoring Centers

Student Services

Measuring SuccessUCLA

UCI

UCSBClass of 2017

U Hawaii

CSUF

Mt SAC Graduates preparing to transfer

working

Together we make the difference in our students’ lives!