Student Success Task Force
SSTF
8 Focus Areas – 22 Recommendations
1.
2.
3.
4.
5.
6.
7.
Increase college and career readiness
Strengthen support for entering students
Incentivize successful student behaviors
Align course offerings to meet student needs
Improve education of basic skills students
Revitalize and re-envision professional development
Enable efficient statewide leadership and increase
coordination among colleges
8. Align resources with student success
recommendations
SSTF – Focus Area 1
Increase Student Readiness For College
 1.1 Community colleges will collaborate with K-12
education to jointly develop new common standards for
college and career readiness that are aligned with high
school exit standards.
How and why:
 closely collaborate with the SBE and Superintendent of Public
Instruction to define standards for college and career readiness
 reduce the number of students needing remediation
 help ensure that students who graduate from high school meeting 12th
grade standards are ready for college-level work
 encourage more students to achieve those standards by clearly defining
college and career expectations.
SSTF – Focus Area 2
Strengthen Support For Entering Students
 2.2 Require all incoming community college students to:
(1) participate in diagnostic assessment and orientation
and (2) develop an education plan.
How and why:
 students have the foundational tools to make informed choices
 The Board of Governors will define categories of students who should
be exempt from mandatory placement and orientation (students with a
prior degree returning to pursue training in a different career field)
 Colleges would also be able to exempt students from each of these
requirements on a case-by-case basis.
SSTF – Focus Area 2
Strengthen Support For Entering Students
 2.2 Require all incoming community college students to:
(1) participate in diagnostic assessment and orientation and
(2) develop an education plan.
MC COUNSELING:
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Offering orientation classes at the high school
Working with the college to offer early registration for completing orientation
Multiple modalities: in-person, hybrid, online, foreign languages
Implementing a process for exemptions
Utilize report each term to contact students that have not completed orientation
Require educational plan in orientation and other study skills courses
Required by special programs
Grad project
eAdvising – in progress as directed by the state
SSTF – Focus Area 2
Strengthen Support For Entering Students
 2.4 Require students whose diagnostic assessments show
a lack of readiness for college to participate in a support
resource, such as a student success course, learning
community, or other sustained intervention, provided by
the college for new students.
How and why:
 A student’s readiness for college is based on several factors in addition to
their academic proficiency in English and mathematics
 numerous models of supporting under-prepared through college success
courses, first-year experience programs, learning communities, and campuswide initiatives
SSTF – Focus Area 2
Strengthen Support For Entering Students
 2.4 Require students whose diagnostic assessments show
a lack of readiness for college to participate in a support
resource, such as a student success course, learning
community, or other sustained intervention, provided by
the college for new students.
MC COUNSELING:
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Summer bridge program
Referrals to late start Counseling classes
Couns 003 + Read 053 Sp13
Couns 005 + Engl 908 F13
SSTF – Focus Area 2
Strengthen Support For Entering Students
 2.5 Encourage students to declare a program of study upon
admission, intervene if a declaration is not made by the end of
their second term, and require declaration by the end their third
term in order to maintain enrollment priority.
How and why:
 First-year concentrators were nearly 50 percent more likely to complete than those
who entered a program in their second year,
 Unable to declare a major or program of study by the end of second term, should be
provided counseling and career planning interventions
 Fail to declare a program of study after their third term should lose enrollment
priority.
SSTF – Focus Area 2
Strengthen Support For Entering Students
 2.5 Encourage students to declare a program of study upon
admission, intervene if a declaration is not made by the end of
their second term, and require declaration by the end their third
term in order to maintain enrollment priority.
MC COUNSELING:
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Provide overview of educational options during orientation and other success courses
Teach Couns 012 – Careers & Lifestyles 3.0 units & Couns 012A 1.0 unit
Utilize online career assessments and resources like Eureka & CA Career Café
Discuss educational options during appointments and while drafting ed plans
SSTF – Focus Area 3
Incentivize Successful Student Behaviors
 3.1 The Community Colleges will adopt system-wide
enrollment priorities that:
(1) reflect the core mission of transfer, career technical education and basic skills
development;
(2) encourage students to identify their educational objective and follow a
prescribed path most likely to lead to success;
(3) ensure access and the opportunity for success for new students;
(4) incentivize students to make progress toward their educational goal.
How and why:
 Current law and practice guiding student enrollment tends to favor the
continuing student, based solely on their accrual of course units
SSTF – Focus Area 3
Incentivize Successful Student Behaviors
SSTF – Focus Area 8
Align Resources With Student Success Recommendations
 8.2 Invest in a student support initiative.
Student Success Act of 2012
(SB 1456)
Planning & Implementation Timeline
Fiscal Year
2012-2013
System-level Planning
Year:
•
Implementation
workgroups
convened October
2012 to develop
proposals for title 5
Matriculation
revisions, new
allocation formula, &
revised MIS data
elements & definitions
•
New program
planning & budget
process developed
•
SB 1456 effective
January 1, 2013
Fiscal Year
2013-2014
District/College-Level
Planning Year:
•
Develop program
plans
•
Implement MIS
changes & ensure
accurate & complete
data reporting
•
Allocations remain
consistent as prior
year, new formula not
applied
•
Funding targeted to
core services of
orientation,
assessment, counseling
& advising, & other
education planning
services
Fiscal Year
2014-2015
District/College-Level
Implementation Year 1:
•
Program plans &
budgets submitted
•
Continue to ensure
accurate & complete
data reporting
•
Allocations remain
consistent as prior
year, new formula
not applied
•
Legislative
implementation
report due July 1,
2014 (biannually
thereafter)
Fiscal Year
2015-2016
Implementation Year 2:
•
FY 15-16 allocations
based on 14-15 yearend data reported
•
Application of
funding formula
beginning this year
Fiscal Year
2016-2017
Implementation
Year 3:
•
FY 15-16
allocations
based on 1415 year-end
data reported
•
Legislative
report due
July 1, 2016