Simplified Metrics for Student Journey-Based Progress and Outcomes

1. Goal Setting and Metrics John Stanskas, ASCCC President Barry Gribbons, Deputy Chancellor, College of the Canyons

2. Simplified Metrics Work Group Webinar | April 30, 2018

3. Meeting Three Outcomes • Determined a set of recommended metrics • Identified key issues for implementation • Highlighted issues that need further examination

4. Student Journey-Based Metrics Student progress and outcomes should be measured based on their informed educational goals: • Adult education/ESL • Short-term CTE/skills-builders • Award/transfer

5. Student Types Based on Goals Award/Transfer • Obtain an associate degree and transfer to a baccalaureate granting institution • Transfer to a baccalaureate granting institution without an associate degree • Obtain a two-year associate degree without transfer • Earn a career technical certificate without transfer Adult Education/ESL • Improve basic skills in English, reading or math • Complete credits for high school diploma or GED • Move from noncredit coursework to credit coursework Short-term CTE/ Skills-builders • Discover/formulate career interests, plans, goals • Prepare for a new career (acquire job skills) • Advance in current job/career (update job skills) • Maintain certificate or license (e.g. Nursing, Real Estate)

6. Metrics Focus on Seven Themes • Equitable access • Enrolled after application • Momentum • Foundational coursework • Completion/transfer • Employment • Earnings

7. Metrics Focus on Seven Themes • Specific measures may vary based on the student type (Momentum is measured differently for Adult Education/ESL than Award/Transfer) • Each theme may not apply to all student types (Foundational Coursework is not measured for Short-term CTE/Skills-builders) • Adult Education/ESL measures are based on extensive work with K-12 and college practitioners last summer

8. Adult Ed Basic, Secondary & ESLStudents Short-Term CTE & Skills-Builder Students Participation is Aligned with Surrounding Community Award & Transfer Students Participation is Aligned with Surrounding Community Participation is Aligned with Surrounding Community

9. Disaggregated Data Information should be displayed showing the following categories of students, including the ability to look at several categories at once. How do outcomes differ by equity categories? • race/ethnicity • age group • gender How do outcomes differ based on student experiences? • Factors associated with lower success rates (economically disadvantaged, foster youth, veterans, first-generation, disabled, part-time students) • Factors associated with higher success rates (completed comprehensive credit education plan or noncredit education plan, attempted 30 units or 48 contact hours in first year, participated in support services/programs) How can I evaluate my college’s results? • time trends • comparison to the regional median, state median, peer group median, and top in state

10. Supplemental Information • Separate dashboards would provide outcomes on federal metrics such as the Workforce Innovation & Opportunity Act (WIOA) and Perkins. • Tools like Data Mart and LaunchBoard would remain available to allow users to drill down into related metrics or to see outcomes by program.

11. Funding Formula Metrics • College Promise Fee Waiver • Achievement • Associate’s Degree • Associate Degree for Transfer • Certificates 18+ units • Completion 9+ CTE units • Transfer to Four-year University • Completion of Transfer Level English/Math first Year • Attainment of Living Wage • Low Income Extra Points

12. Other Data • SLOs • Disaggregated SLOs • Program Review • Enrollment Management • Labor Market • Master Plan / Strategic Plan Local, Regional, Statewide Projections

16. Data!

17. Clear So Far?

18. Goals: What do you care most about? • Student Achievement? • Student Learning? • Workforce Needs? • Equity?

19. Do You Already Have Data? • Datamart • Launchboard • IEPI • Metric Simplification Project • Your Institutional Researcher

20. Secrets to Approaching IR Folks • No Data Vending Machine • Patience • Define and Articulate Need / Purpose: How will data be used. • Engage in Dialog about available data or approach to gather new data • Realistic timelines Fall 2015 Plenary Local Senates Irvine, California

21. Goal Setting • Meaningful dialog with campus community • Connected to plans and initiatives at the college • Don’t Just add 5 percent blindly • Goals can be lower • IEPI: No sanction for not achieving goals

22. Goal Setting Example • Institutional Effectiveness and Inclusive Excellence Committee (IE)2 • Discusses SSSP, Student Equity, Basic Skills, Performance Indicators • Reviews Goals • Which indicators does the College want to focus on? • What initiatives can move the needle? • What is the historical trend? • How much will new initiatives move the needle?

23. Goal Setting Example • Review and Input from Academic and Classified Senates • Multiple meetings to promote conversation • Send suggestions back to (IE)2 • Discuss at College Planning Team • Present to Board of Trustees

24. Goal Setting Example • Completion of Transfer-Level Math within 1 Year • Reflects major focus at college with multiple measures and acceleration • Math transfer placement changed from 17 percent to 71 percent! • Large gains expected • Goals will reflect major change • Still need to review historical data when they become available

25. Goal Setting • Inclusiveness: Encourage Meaningful Dialogue • Connection to Planning: Department • Connection to Planning: College-wide • Connection to Planning: Initiative • Numerical Goals Considerations • Timelines to Support Meaningful Dialogue

26. COC Example:Inclusiveness: Encourage Meaningful Dialogue • Institutional Effectiveness and Inclusive Excellence Committee (IE)2 • Discusses SSSP, Student Equity, Basic Skills, Institution-Set Standards and IEPI Indicators • Reviews Goals • Which indicators does the College want to focus on? • What initiatives can move the needle? • What is the historical trend? • How much will new initiatives move the needle?

27. COC Example:Inclusiveness: Encourage Meaningful Dialogue • President’s Advisory Council-Budget develops goals for Fiscal Indicators • Review and Input from Academic and Classified Senates • Multiple meetings to promote conversation • Send suggestions back to (IE)2 • Discuss at College Planning Team • Present to Board of Trustees

28. COC Example:Connection to Planning: Department • Online Academic Program Review includes: • Course Completion Rate • Degrees • Certificates • Transfers • Currently Does Not Include Goals • Other data are added ad hoc (e.g., basic skills math and English progression)

29. COC Example:Connection to Planning: College-wide • Strategic and Master Plan Processes Begin with review of Institution-Set Standards and IEPI indicators. • Discuss goals with the College Planning Team on what is needed in the Strategic Plan and Master Plan to Achieve the Goals

30. COC Example:Connection to Planning: Initiatives • Process for connecting to other plans includes: • Review data in (IE)2 committee • Identified one outcome of focus in (IE)2 committee: Canyons Completes • Activities developed through (IE)2 support the following initiatives: • Student Equity • SSSP • Guided Pathways • California Assessment Initiative • Open Educational Resources • Adult Education Block Grant • California Career Pathways Trust Grant • Basic Skills Outcomes Transformation Grant • Strong California Workforce (formerly Doing What Matters)

31. COC Example:Considerations for Numerical Goals • Completion Rate Overall • Already in the top 10 so we didn’t expect it increase much but changes in placement and acceleration will result in some change • Increased slightly, from 56% to 58% (1 Year Goal) • Increased slightly, from 57% to 60% (6 Year Goal) • Completion Rate - Unprepared • Increased slightly, from 48% to 52% (1 Year Goal) • Increased slightly, from 50% to 55% (6 Year Goal)

32. COC Example:Considerations for Numerical Goals • Completion Rate - Prepared • Already top three in the state and were satisfied with the rate (80%) so the Year 1 and Year 6 goals were set at the same performance level • Remedial Rate – Math • No change for 1-Year Goal • Increased slightly, from 42% to 45% (6 Year Goal)

33. COC Example:Considerations for Numerical Goals • Full-Time Equivalent Students: Added 3 percent annually, matching enrollment management goals. • Fund Balance: Except balanced budget, but slightly decreasing fund balance percent due to denominator increasing. • Salary and Benefits: Expect percent to stay level. • Annual Operating Excess/Deficiency: Zero, expect balanced budget.

34. COC Example:Considerations for Numerical Goals • Degree Completion • “Canyons Completes” focus resulted in substantial increase for goals • Increased slightly, from 1,359 in 2014/15 to 1,500 (1 Year Goal) • Increased 20% from 1-Year Goal to 6-Year Goal • Certificate Completion • “Canyons Completes” focus resulted in substantial increase for goals • Increased 37% from 2014/15 to 1-Year Goal • Increased 10% from 1-Year Goal to 6-Year Goal • CTE Rate • Increased slightly, from 45% to 46% (6 Year Goal)

35. COC Example:Considerations for Numerical Goals • Action Plans Connected to Goals • Robust dialogue about choosing one outcome to focus on in 2016-17: “Canyons Completes” • Developing plans supporting the “Canyons Completes” initiative such as • Establishing Student Success Teams • Establishing High Impact Practices (HIPS) Council • Defining “equity” at College of the Canyons • Providing professional development opportunities for equity minded practitioner training • Creating learning opportunities for faculty through the Center for Excellence in Teaching and Learning (CETL)

36. COC Example:Considerations for Numerical Goals Continued… • Developing plans supporting the “Canyons Completes” initiative such as • Developing a Year-Long Schedule • Revaluating existing programs and services to see what changes can be made in the context of Guided Pathways and Completion by Design • Exploring feasibility of a Promise Project • Including pre-enrollment, on-site orientation in the new FYE program in Fall 2017

37. COC Example:Considerations for Numerical Goals Continued… • Developing plans supporting the “Canyons Completes” initiative such as • Revising the Completion Exit survey • Reinstating Faculty/Freshmen Unite • Implementing Two-Day on-campus orientation • Developing and Communicating Clear Pathways for Students drawing on plans developed through the Roadmap Project and Completion by Design • Update common inventory of activities supporting student success, including funding sources • Develop common solution form for potential projects

38. COC Example:Setting Timelines to Support Meaningful Dialogue • Dialogue at (IE)2: February and March • Presentation to Academic Senate: March and April • Presentation to Classified Senate: March and April • Presentation and Discussion at CPT: March and April • Presentation to Board of Trustees as Information Item: June

39. Questions? Comments Fall 2015 Plenary Local Senates Irvine, California