LOS ANGELES COMMUNITY COLLEGE DISTRICT
BOARD OF TRUSTEES
INSTITUTIONAL EFFECTIVENESS & STUDENT SUCCESS COMMITTEE
Educational Services Center
6th Floor Large Conference Room
770 Wilshire Boulevard, Los Angeles, CA 90017
Wednesday, February 24, 2016
3:00 p.m. – 4:45 p.m.
Committee Members
Mike Fong, Chair
Andra Hoffman, Vice Chair
Nancy Pearlman, Member
Ernest H. Moreno, Alternate
Ryan Cornner, Staff Liaison
Felicito “Chito” Cajayon, Staff Liaison
Kathleen F. Burke, College President Liaison
Linda D. Rose, College President Liaison (Alternate)
Agenda
(Items may be taken out of order)
I.
II.
III.
ROLL CALL
PUBLIC SPEAKERS*
REPORTS
A. College Planning and Effectiveness Reports
1. Los Angeles Trade-Technical College
2. Los Angeles Valley College
3. West Los Angeles College
B. WorkSource Centers Update
C. Accreditation Update
IV.
V.
VI.
VII.
FUTURE
INSTITUTIONAL
EFFECTIVENESS
COMMITTEE MEETING DATES
&
STUDENT
SUCCESS
NEW BUSINESS
SUMMARY – NEXT MEETING................................................... Mike Fong
ADJOURNMENT
*Members of the public are allotted three minutes time to address the agenda issues.
If requested, the agenda shall be made available in appropriate alternate formats to
persons with a disability, as required by Section 202 of the American with Disabilities Act
of 1990 (42 U.S.C. Section 12132), and the rules and regulations adopted in
implementation thereof. The agenda shall include information regarding how, for whom,
and when a request for disability-related modification or accommodation, including
auxiliary aids or services may be made by a person with a disability who requires a
modification or accommodation in order to participate in the public meeting. To make
such a request, please contact the Executive Secretary to the Board of Trustees at
213/891-2044 no later than 12 p.m. (noon) on the Tuesday prior to the Committee
meeting.
Institutional Effectiveness Report to the Board of Trustees
February 24, 2016
Executive Summary
Introduction
LATTC serves approximately 14,500 students each semester (80% part time and 20% full time). In fall of 2014, LATTC’s
student population largely reflected regional demographics with 61.0% Hispanic/Latino, 22.0% Black, 6% White, 5% Asian,
and 2% other. The College has a long history of preparing students for trade and technical careers, as reflected in its 2014-15
academic year program completions of 93% certificates and degrees in career-technical education (CTE).
Access & Preparation
Challenges: Based on fall 2014 ARCC 2.0, the underprepared student population numbered 91% of LATTC incoming
cohort.
Strengths: The College community continued with its implementation of Pathways to Academic, Career, and Transfer
Success (PACTS), Strategic Priority #1 of the LATTC Strategic Educational Master Plan.
Current Strategies:
• Continue offering and improving the comprehensive and seamless student orientation experience that incorporates
completing the FAFSA and requiring all new credit students to take the Accuplacer test (PACTS Tier 1).
• Continue implementing new academic readiness strategies that include incorporating the assessment process into the
college’s orientation, providing refresher opportunities at our Academic Connections Center where individualized
assessments are provided to determine need-based educational services.
• Continue examining and piloting different effective instructional strategies including providing students several different
opportunities to attain credit for competencies in Math and English.
• Continue offering Pathway Guided Choices in English, Math and other general education courses.
• Continue providing embedded counseling services and expand additional student support services in the Pathways.
Teaching & Learning for Success
Challenges: Low persistence and completion rates.
Strengths: PACTS addresses teaching and learning for success through organizing programs and guiding students into
academic and career pathways to promote program completion and student success.
Current Strategies:
• Continue re-organizing the college into pathways (PACTS) to promote cohorts, guided choices, embedded counseling,
and math and English faculty to increase completion rates. Six pathways have been launched.
• Establish an electronic PACTS plan to help make more informed decisions and enable students to accomplish their goals.
• Continue establishing and communicating pathway guided choices - two-year scheduling cycle to allow students to plan
their courses for their entire program of study.
• Ensure an annual FTEF allotment to allow for the scheduling of courses based on current students’ needs as determined
by transcript mining.
• Establish a college-wide professional standard for use of instructional technology in and out of the classroom. Offer
“Train-the-Trainer” workshops on effective technology-centered instruction. Promote early faculty communication and
interaction with students prior to the first class meeting.
• Monitor the use of results from authentic assessments for continuous improvement with required dialogue at the
course/discipline/department level.
Institutional Efficiency/Effectiveness
Challenges: Lack of centralized system for real time data to promote accountability that guides the decision-making
processes.
Strengths: The College has the vital knowledge base to promote a data-driven culture and integrate the use of data into
campus-wide planning and decision-making processes.
Current Strategies:
• Continue developing enrollment management dashboards to identify, formalize and track student course-performance
milestones (gateway, midway and capstone).
• Develop an electronic version of the PACTS plan to better monitor student retention and completion progress.
• Implement Program Review, Planning, SLO, and Accreditation administration systems to increase institutional
effectiveness and efficiency.
LATTC COLLEGE PLANNING
AND EFFECTIVENESS
PRESENTATION
Larry Frank, President
Leticia L. Barajas, Vice President,
Academic Affairs & Workforce Development
February 24, 2016
ALIGNMENT OF LATTC AND LACCD PLANS
LACCD
GOAL 1: Access and Preparation for Success
GOAL 2: Teaching and Learning for Success
GOAL 3: Organizational Effectiveness
GOAL 4: Resources and Collaboration
LATTC
•
•
•
•
•
•
•
•
•
•
•
•
•
SEMP 1 - LATTC PACTS (Tier 1 and 2)
ATD Priority 1- Increasing math readiness
Student Equity Plan
SSSP
SEMP 1 - LATTC PACTS (Tier 3 and 4)
SEMP 2 - Student Support
ATD Priority 2 – Increasing math completion in program of study
Student Equity Plan
SSSP
SEMP 3 – Trade Tech Experience and Campus Culture
SEMP 4 – Faculty and Staff Development
SEMP 5 – Funding
SEMP 3.3 – Community Asset and Partner
400 West Washington Blvd., Los Angeles, CA 90015 ● www.lattc.edu ● 213-763-7000
2
COLLEGE ANALYSIS – STUDENT SUCCESS COMMITTEE
2012-2014 Overall Indicators
No change/Neutral (+/- 1%)
# Measures
7
Weaknesses
5
Math/English Assessment, Success rates over 6 Years
Improvements
7
Persistence (Fall-Spring), Active Learning, Self-Efficacy,
Success Rates over 3 years
400 West Washington Blvd., Los Angeles, CA 90015 ● www.lattc.edu ● 213-763-7000
3
NO CHANGE (+/- 1%)
Measure
2012
2014
Percentage of eligible students receiving Pell Grants
64%
65%
16%
23%
65%
65%
17%
24%
Persistence: Fall-to-Fall
Measure of student engagement in and out of class
% of new student cohort completing 60 units in 3 years
Pathway Interventions Programmed:
Pathway Financial Aid Personnel – Pilot Spring 2016 ATM
Pathway Guided Choices – Liberal Arts, Design & Media
Arts, and Advanced Transportation Pathways
400 West Washington Blvd., Los Angeles, CA 90015 ● www.lattc.edu ● 213-763-7000
Increase Outreach &
Speed of Processing
Increase completion
of 60 units for degree
4
WEAKNESS/NEUTRAL
Measure
Percentage of new students successfully completing
at least one English and Math class in their first
year *
Percentage of new student cohort successfully
completing English 101 and Math 125 (or above)
in 6 years
Pathway Interventions (Current and
Programmed):
2012
2014
10%*
9%*
18%
16%
Goal - Progress
By 2017, a 3% increase in new
students successfully completing
at least one English and Math
class in their first year.
By 2017, a 5% point increase for
completion of Math 125 and
English 101 in 6 years.
Fall 2015 Launch of Pathway English and Math
focused on cohort programming, competencybased, and contextualization.
* According to ARCC, 94% of LATTC’s students are underprepared for college.
* Math and English course-taking patterns differ at LATTC given the CTE focus on certificate completion.
* In addition, data do not reflect the LATTC strategy to enroll new students in Non-credit Basic Skills and/or
Learning Skills Math and Learning Skills English courses to remediate.
400 West Washington Blvd., Los Angeles, CA 90015 ● www.lattc.edu ● 213-763-7000
5
IMPROVING
Measure
2012
2014
Percentage of new students completing assessment in the first
term or before (Accuplacer only)**: English
Math
Persistence: Fall-to-Spring
Active/project learning
Self-efficacy/self-directed learning
Percentage of new student cohort completing 30 units in 3 years
44%
43%
79%
63%
71%
53%
39%
40%
82%
71%
78%
59%
** In Fall of 2014 due to new state mandates the college changed its assessment strategies from
TABE to Accuplacer. As a result, for Spring 2015, 68% of incoming students completed the Math
Accuplacer and 63% completed the English Accuplacer.
400 West Washington Blvd., Los Angeles, CA 90015 ● www.lattc.edu ● 213-763-7000
6
IMPROVING
Measure
2012
2014
Completion rate (i.e., certificate, degree, or transfer) in 3 years
10%
12%
Completions (i.e., certificate, degree, or transfer) by academic year
1,332
1,987
Degree completions for 2014-15 increased by 19% compared to 2011-12.
Certificate completions for 2014-15 increased by 102% compared to 2011-12.
400 West Washington Blvd., Los Angeles, CA 90015 ● www.lattc.edu ● 213-763-7000
7
LATTC STUDENT SUCCESS SCORECARD
400 West Washington Blvd., Los Angeles, CA 90015 ● www.lattc.edu ● 213-763-7000
8
2015 College Planning and Effectiveness Report
Los Angeles Trade Technical College
February 24, 2016
I. Alignment of College and District Strategic Plans
The purpose of LATTC’s SEMP is to outline the College’s vision, mission, values, and strategic priorities. The underlying strategy behind the plan is Pathways to
Academic, Career, and Transfer Success (PACTS). The 2012-2017 SMP and EMP have been combined and updated into one document building on progress to
date and extending the timeline for completion through 2017.
District Strategic Plan Goal
College Strategic Plan Goal Alignment
Goal 1: Access and Preparation for Success – Improve equitable access; help
students attain important early educational momentum points.
Goal 2: Teaching and Learning for Success – Strengthen effective teaching
and learning by providing a learner-centered educational environment;
help students attain their goals of certificate and degree completion,
transfer, and job training and career placement; increase equity in the
achievement of these outcomes.
Goal 3: Organizational Effectiveness – Improve organizational effectiveness
through data-informed planning and decision-making, process
assessment, and professional development.
Goal 4: Resources and Collaboration – Increase and diversify sources of
revenue in order to achieve and maintain fiscal stability and to support
District initiatives. Enhance and maintain mutually beneficial external
partnerships with business, labor, and industry and other community
and civic organizations in the greater Los Angeles area.
1
•
•
•
•
•
•
•
•
•
•
•
SEMP 1 - LATTC PACTS (Tier 1 and 2)
ATD Priority 1- Increasing math readiness
Student Equity Plan
SSSP
SEMP 1 - LATTC PACTS (Tier 3 and 4)
SEMP 2 - Student Support
ATD Priority 2 – Increasing math completion in program of study
Student Equity Plan
SSSP
SEMP 3 – Trade Tech Experience and Campus Culture
SEMP 4 – Faculty and Staff Development
•
•
SEMP 5 – Funding
SEMP 3.3 – Community Asset and Partner
II. Goal #1 - Comparison of College to District
Goal #1 - Access and Preparation for Success
2012
Objective 1. Ensure equitable access to education
1.2 Percentage of eligible students receiving Pell Grant
2013
2014
2014
District
3 year
change
College
3 year
change
District
64%
66%
65%
70%
1%
-1%
44%
35%
39%
73%
-5%
5%
43%
35%
40%
71%
-3%
6%
3.1 Percentage of new students successfully completing at least one English and Math
class in their first year
10%
8%
9%
24%
-1%
7%
3.2 Persistence - Fall to Spring
79%
82%
82%
88%
2%
1%
3.2 Persistence - Fall to Fall
65%
67%
65%
75%
0%
0%
Objective 2. Increase the percentage of new students who complete the
matriculation process
2.1 Percentage of new students completing English assessment in the first term or
before
2.1 Percentage of new students completing Math assessment in the first term or before
Objective 3. Increase the percentage of new students successfully completing at
least one English and Math class in their first year and persisting to
subsequent terms.
2
Goal #1 - College Analysis and Response
District Measure
Measure 1.1.2:
Percentage of eligible
students receiving Pell
Grants
Strength or
Weakness
No change
College Response
Plans for Improvement
Although we are still below district
average, the gap has been closing. The
college has improved over the last five
years from 40% (2009) to 65% (2014).
1. Continue offering and improving the
comprehensive and seamless student
orientation experience that incorporates
completing the FAFSA (PACTS Tier 1).
2. Advocate for District’s baseline
calculation methodology to be revised.
3. Initiate a campaign to dispel myths and
promote facts regarding Financial Aid.
Create an FAQ guide for LATTC.
4. Streamline Financial Aid processes to
increase the ease of accessing Financial
Aid focusing on Pathway services.
5. Expand Tax preparation (i.e. VITA)
services to obtain tax documents.
6. Utilize the Pathway as a means of
outreach and increasing services
available.
7. Develop targeted interventions for
students that have completed the FAFSA.
8. Increase the internal awareness for
faculty and staff of Financial Aid.
3
Expected Improvement(s)
By 2017, a 5 % increase in
eligible students receiving a
Pell Grant.
Goal #1 - College Analysis and Response
District Measure
Measure 1.2.1:
Percentage of new
students completing
English assessment and
Math assessment in the
first term or before
Measure 1.3.1:
Percentage of new
students successfully
completing at least one
English and Math class
in their first year
Strength or
Weakness
Improving
Weakness
College Response
Plans for Improvement
Expected Improvement(s)
1. In Fall 2015, 63% of students completed
the English Assessment; and 68%
completed the Math Assessment.
2. In 2010, the college implemented a new
student assessment TABE diagnostic test
strategy to help students identify and
address their knowledge gaps in Math
and English. TABE results were not
included in the district report. Since
Fall of 2014, due to new state mandates,
all new credit students take the
Accuplacer test.
3. In addition, the college developed new
academic readiness strategies that
include the launching of the Academic
Connections Center that offers
individualized assessments to provide
more need-based services.
1. LATTC CTE programs embed Math and
English and/or pair their program
courses with non-credit Math and
English courses. The District data do
not capture this information.
2. Math and English course enrollment
patterns differ at LATTC given the focus
on CTE programs. Most CTE
certificates do not require Math and/or
English courses.
3. LATTC is launching the Liberal Arts
and Sciences pathway along with a
corresponding intersession bridge
program.
1. Pilot different strategies to incorporate
Math and English assessment processes
into the College’s and Pathway
orientations.
2. Formalize college commitment to student
assessment by expanding mandated,
navigated, holistic, multiple-measure
assessments.
3. Formalize training processes for staff at
multiple entry points.
By 2017, 78% of new
students will be assessed on
college academic and
career readiness
competencies.
1. Expand the embedding of English, Math
and counseling into career and transfer
pathways.
2. Continue piloting and examining different
effective instructional strategies:
acceleration, refreshers, and flipping the
classroom.
3. Re-assess and revise, as appropriate, the
current placement cut scores.
4. Continue working on strategies to give
students different opportunities to attain
credit for competencies in Math and
English.
By 2017, a 3%-point
increase in new students
successfully completing at
least one English and Math
class in their first year.
4
Goal #1 - College Analysis and Response
District Measure
Measure 1.3.2:
Persistence –
Fall-to-Spring &
Fall-to-Fall
Strength or
Weakness
Improving
Fall to
Spring and
Fall to Fall
No change
College Response
Plans for Improvement
1. LATTC offers several short-term
certificate programs. District
methodology does not take into account
these completers who do not require a
college-level Math and/or English
course.
2. Persistence is one of the Institution-set
Standards and LATTC Student Success
Dashboard indicators. The Student
Success Committee has been monitoring
student course-performance milestones
and making recommendations for
improvement.
3. The college began embedding Pathway
counselors, Math and English faculty
into the pathways to strengthen
collaboration with classroom faculty to
promote student success.
4. College is establishing consistent
syllabus and mini-syllabus templates to
provide students with consistent course
expectations.
1. Establish, expand, and communicate a
two-year scheduling cycle, following
PACTS Guided Choice, to allow students
to plan their courses for their entire
program of study.
2. Ensure an annual FTEF allotment to
allow for the scheduling of courses based
on current students’ needs as determined
by transcript mining and PACTS Plan.
3. Develop the PACTS Plan in an electronic
format to better monitor student retention,
intervention and completion progress.
4. Continue monitoring the use of results
from authentic assessments for continuous
improvement with mandated dialogue at
the course/discipline/department level.
5. Promote early faculty communication &
interaction with students prior to the first
class meeting.
5
Expected Improvement(s)
Fall-to-Spring:
A 3%-point increase by
2017.
Fall-to-Fall:
A 2%-point increase by
2017.
III. Goal #2 - Comparison of College to District
Goal #2 - Teaching and Learning for Success
2012
2013
2014
2014
District
3 year
change
College
3 year
change
District
Objective 1. Provide a learner-centered learning environment
1.1 Measure of active learning/project learning
63%
71%
69%
8%
4%
1.1 Measure of student engagement in and out of class
16%
17%
19%
1%
-1%
1.1 Measure of self-efficacy/self-directed learning
71%
78%
78%
7%
6%
NA
63%
66%
NA
NA
1.3 Measure of how technology is being used to improve student learning and
engagement
Objective 2. Improve student outcomes*
2.1 Percentage of new student cohort completing 30 units in 3 years
53%
58%
59%
63%
6%
2%
2.1 Percentage of new student cohort completing 60 units in 3 years
23%
25%
24%
29%
1%
1%
2.2 Percentage of new student cohort successfully completing English 101 and Math
125 (or above) in 3 years
11%
15%
12%
26%
1%
1%
2.2 Percentage of new student cohort successfully completing English 101 and Math
125 (or above) in 6 years
18%
15%
16%
31%
-2%
-2%
2.3 Completion rate (i.e., certificate, degree or transfer) in 3 years
10%
12%
12%
12%
2%
-2%
2.3 Completion rate (i.e., certificate, degree or transfer) in 6 years
29%
26%
25%
30%
-4%
-5%
*Year for Objective 2 metrics denotes the final year of the measurement period for each cohort. For example, 2014 is final year for the three year measurement period beginning in 2011.
Goal #2 - College Analysis and Response
District Measure
Measure 2.1.1:
Active /project learning
Strength or
Weakness
Improving
College Response
Plans for Improvement
1. Results from 2012 survey data were
included in the program review data
package to enhance knowledge and
solicit campus wide input on strategies
for improvement.
6
1. College will continue to increase faculty
professional development opportunities that
include partnerships with USC’s Center for
Urban Education. LACCD Professional
Development College and Antioch College.
Expected
Improvement(s)
By 2017, a 5%
point increase.
Goal Met
Goal #2 - College Analysis and Response
District Measure
Measure 2.1.1:
Student engagement in and
out of class
Strength or
Weakness
No change
Measure 2.1.1:
Self-efficacy/self-directed
learning
Improving
Measure 2.1.3:
Technology is being used
to improve student
learning and engagement
N/A
Measure 2.2.1
Percentage of new student
cohort completing 30 units
and completing 60 units in
3 years
Improving on
30 units and
no change on
60 units
College Response
Plans for Improvement
2. Self-efficacy was identified in our
Educational Master Plan as a key
foundational competency for student
success.
3. Launched Pathway Orientations that
incorporate self-efficacy as one of the
foundational competencies for student
success (Tier 1). Counselors are able to
look at the data collected and implement
strategies accordingly.
1. Results from 2012 survey data were
included in the program review data
package to enhance knowledge and
solicit campus wide input on strategies
for improvement.
2. In Fall 2011 LATTC launched its local
Facebook social network; its popularity
and utilization have increased
substantially during the last five years.
1. Over 25 LATTC credit CCCCO
approved certificates have completion
requirements of 12-29 units. Thus, for
students in these programs there is no
need to complete 30 units.
2. Continue pathway strategy to promote
cohorts, guided choices, and integrated
student support services.
2. Establish a college-wide professional standard
for use of instructional technology in and out of
the classroom. “Train-the-trainer” workshops on
effective technology-centered instruction.
3. Establish Pathway Counselors are establishing
best practices working in collaboration with
Pathway Navigators.
7
Expected
Improvement(s)
By 2017, a 5%
point increase.
By 2017, a 5%
point increase.
1. Continue supporting and utilizing the LATTC
Facebook application to improve student
learning and engagement.
2. Increase the use of Course Management System
and e-Portfolio web software in our academic
and CTE programs.
By 2017, a 5%
point increase.
1. Continue restructuring the college into pathways
to promote cohorts, directed choices, and
embedded counseling, Math and English faculty
to increase 30 and 60-unit student completion
rates.
2.Monitor the use of results from authentic
assessments for continuous improvement with
mandated dialogue at the
course/discipline/department level.
3.Revisit District baseline calculation methodology
to account for program completers.
By 2017, a 10%
point increase for
30-unit
completion and a
5% point
increase for 60unit completion.
We are on track
to reach the goal
set in 2013.
Goal #2 - College Analysis and Response
District Measure
Measure 2.2.2
Percentage of new student
cohort successfully
completing English 101
and Math 125 (or above)
in 3 years and in 6 years
Measure 2.2.3
Completion rate (i.e.,
certificate, degree, or
transfer) in 3 years and in
6 years
Strength or
Weakness
Improving
Improving
College Response
Plans for Improvement
1. LATTC is primarily CTE. The CTE
certificates do not require English 101
or Math 125 courses.
2. The college has been focusing on
implementation of the pathways with
directed choices to increase student
degree completions which require
English 101 and Math 125. The college
has also seen an increase in transfer.
3. The 6-year cohort began in 2009,
whereas, the college began
implementing its transformative
strategies in 2010.
1. Degree completions for the 2014-15
academic year increased by 19%
compared to 2011-12.
2. Certificate completions for the 2014-15
academic year increased by 100%
compared to 2011-12.
2. Transfers for the 2014-15 academic year
increased by 31% compared to 2011-12.
3. The District’s benchmark calculation
omits the completion of students who
did not attempt any Math or English
course. For example, baseline
calculations do not include 45% of
2014-15 LATTC completers who did not
attempt a Math nor English course at
LATTC.
4. Six pathways have already launched.
1. Continue implementing PACTS’ Guided Choices
in the remaining CTE and General Education
Pathways.
2. Launch new Baseline calculation methodology
needs to be re-examined to account for program
completers.
8
1. Continue implementation of PACTS model to
increase student completions.
2. The Electronic PACTS plan will help the college
make more informed decisions and enable
students to accomplish their goals.
3. Baseline calculation methodology needs to be reexamined to account for program completers that
did not take Math or English.
Expected
Improvement(s)
By 2017, a 3%
point increase for
completion of
English 101 and
Math 125 in 3
years; and a 5%
point increase for
completion of
Math 125 and
English 101 in 6
years.
By 2017, a 4%
point increase for
completion of
certificate,
degree or
transfer in 3
years; and a 5%
point increase for
completion of
certificate,
degree or
transfer in 6
years.
IV. Institutional Efficiency- Comparison of College to District
Institutional Efficiency
2012
Average Class Size in Credit Classes
Cost/FTES (annual)
2013
2014
2014
District
3 year
change
College
3 year
change
District
38.3
36.5
34.7
36.5
-9%
-9%
$4,211
$4,400
$4,254
$4,358
1%
5%
Institutional Efficiency - College Analysis and Response
District Measure
Average class size in
credit classes
Cost/FTES (annual)
Strength or
College Response
Weakness
1. As a result of college dialogue and in
Neutral
response to the ARCC data, the college’s
(See
student success strategy to help improve
explanation)
completion rates includes decreasing
class size, where appropriate, as
informed by institutional effectiveness
data.
2. In addition, as a primarily CTE college
there are inherent class size limitations
in many programs (e.g. safety and lab
stations).
LATTC has many high cost programs.
Neutral
Nevertheless, the college has consistently
(See
explanation) balanced its budget while meeting its credit
and non-credit FTES targets.
9
Plans for Improvement
1. Continue developing enrollment management
dashboards to identify, formalize and track
student course-performance milestones
(gateway, midway and capstone) aligning to
PACTS.
2. Continue our progress towards achieving
sustainable continuous quality improvement
where evaluation and planning is embedded
in the culture.
1. Continue to maintain a balanced budget
while meeting enrollment targets.
2. Continue enrollment management strategies
aligned with PACTS to exceed credit and
non-credit base.
Expected
Improvement(s)
Improved student
completion rates.
Maintain balanced
budget while meeting
enrollment targets.
Institutional Effectiveness Report to the Board of Trustees
Los Angeles Valley College
February 24, 2016
Executive Summary
Introduction
Los Angeles Valley College served over 18,000 credit and 1,000 non-credit students in Fall 2015. About 30% of
the fall student population was new students, with over 3,000 (17%) designated as first-time freshman. Less than
20% are full-time. More than half of LAVC students indicated a transfer goal despite financial challenges as
being underprepared. With the implementation of our Student Success and Support Program and Equity Plans,
LAVC is expanding access efforts and activities to prepare students for success.
The college offers over 3,000 credit and 100 non-credit sections, generating about 13,000 FTES annually. The
college strives to meet the needs of the students while achieving the institutional goals to increase completion,
equity, and institutional effectiveness. Through the LAVC Self-Evaluation process, LAVC identified data
capacity and usage, facilities and space use for teaching and learning, and professional development as areas for
improvement over the next several years. These areas support the Educational Master Plan goals and college
student success initiatives.
Based on the College Effectiveness Report, LAVC has improved on eleven of seventeen indicators during the
three year period data are provided. Compared to the district, the college is currently on par or above on twelve of
the eighteen indicators. On the five indicators where LAVC performs below the district, four are only by one
percent (percent receiving Pell, fall to spring persistence, technology use for student learning and engagement, 3
year completion rate). The areas with the biggest gaps relative to district are student engagement and self-efficacy
and self-directed learning. LAVC is committed to making continued improvements.
Access and Preparation for Success
LAVC High School Outreach serves more than 30 schools in the San Fernando Valley. Regular visits provide
college awareness workshops, special program workshops, application assistance, online orientation, on-site
assessment and on-site first semester planning sessions. LAVC Outreach also partners with LAUSD ESC North
to sponsor and host College Fest, an annual college fair attracting more than 3,000 students and families.
The implementation of SSSP and Equity Plans allow the campus to address areas of improvement, promoting
student matriculation, persistence and completion. The Welcome Fair emphasizes institutional services, student
success skills and connections to the campus community. Information on academic resources, student services,
majors, clubs, etc. is available. LAVC’s START Program registers students into a math, English and student
success course (Counseling 1) based on their placement results. Accelerated math and Summer Bridge help
students prepare for their math course and shorten the sequence before the transfer level.
Teaching and Learning for Success
The Academic Resource Center has expanded workshops on central student success skills (e.g., critical thinking,
study skills) and tutoring services. Tutors are trained on how to infuse student success skills into their tutoring.
LAVC has expanded efforts to identify and recruit tutors from its student population.
In addition to SSSP and Equity plan efforts, LAVC’s recent Title V grant and QFE Action Item 3 focus on
expanding and enhancing professional development across the campus. In Spring 2016, LAVC will participate in
CCSSE and CCFSE surveys as well as student, faculty and staff focus groups to explore equity and engagement
issues that may be barriers to student success.
Institutional Efficiency
The college has improved its average cost per FTES while improving its performance relative to the district. The
college took proactive steps to reduce sections in Spring 2014 to further increase average class size and efficiency.
These steps were extended into Fall 2014 and as a result Fall 2014 WSCH efficiency increased over the previous
Fall, permitting greater FTES yields with 4% fewer sections and a higher average class size.
In addition, Since Nursing has the third highest FTEF allocation (tied with Biological Sciences), yet with
extremely low class size, the Nursing cohort was decreased from 5 to 4 to further facilitate obtaining higher class
size average for the college over the next few semesters. LAVC continues to monitor its productivity and costs
despite efforts to reach growth targets. These additional steps will all assist the college in its continued decrease of
cost per FTES.
College Effectiveness Report
Presented to the
Los Angeles Community College
District Board of Trustees
Institutional Effectiveness
and Student Success
Committee
February 24, 2016
Los Angeles Valley College
Plan Alignment
LACCD
Strategic
Plan
LAVC
Mission
LAVC
EMP
Goals
•
•
•
•
Teaching & Learning for Success
Access & Preparation for Success
Organizational Effectiveness
Resources & Collaboration
• Foster Student Completion
• Increase Equity
• Maximize Institutional
Effectiveness
Los Angeles Valley College serves as a leader in student
success, with pathways for certificates, degrees, transfer, and
continuing education. We enable students to advance their
education, personal development, and quality of life,
empowering them to be productive and engaged members
of the global community.
Goal #1- Access and
Preparation for Success
Completion of Assessment in
First Term or Before
Percentage of eligible students
receiving Pell Grant
72%
69%
70%
64%
72%
60%
60%
LAVC
LAVC
2012
2013
LAVC
District
40%
28%
LAVC
LAVC
2012
2013
English
2014
Percentage of new students
successfully completing at least
one English and Math class in
their first year
20%
70%70%
82%
78%
78%
65%
62%
30%
78%
80%
70%
64%
83%
85%
75%
67%
68%
66%
70%
33%
LAVC
District
2014
Math
Persistence
90%
86%
87%
88%
87%
85%
80%
76%
77%
76%
75%
75%
24%
21%
70%
65%
10%
0%
LAVC
LAVC
2012
2013
LAVC
District
2014
LAVC
LAVC
2012
2013
Fall to Spring
LAVC
District
2014
Fall to Fall
Goal #2- Teaching &
Learning for Success
New Cohort Completion of
English 101 & Math 125 or Above
Unit Completion in 3 Years
70%
60%
50%
40%
30%
20%
10%
0%
61%
63%
65%
63%
40%
30%
32%
30%
29%
28%
38%
30%
36%
31%
31%
26%
20%
10%
LAVC
LAVC
2012
2013
LAVC
District
2014
New Cohort completing 30 units
Completion Rate
(Certificate, Degree or Transfer)
36%
35%
30%
15%
13%
LAVC
LAVC
2012
2013
In 3 years
30%
12%
11%
LAVC
District
2014
In 6 years
0%
LAVC
LAVC
2012
2013
In 3 years
New Cohort completing 60 units
40%
35%
30%
25%
20%
15%
10%
5%
0%
30%
36%
LAVC
District
2014
In 6 years
2014
Goal #2- Teaching and Learning 2012
for Success
LAVC LAVC District
Measure of active learning/project
65%
69%
69%
learning
Measure of student engagement in
20%
16%
19%
and out of class
Measure of self-efficacy/self69%
76%
78%
directed learning
Measure of how technology is
being used to improve student
NA
65%
66%
learning and engagement
Goal 4 - Institutional
Efficiency & Conclusions
Goal #4 - Institutional
Efficiency
Average Class Size in Credit
Classes
Cost/FTES (annual)
2012
2013
LAVC
LAVC
37.8
$4,229
36.4
$4,141
2014
LAVC
37.1
$4,101
3 year
change
District
College
36.5
$4,358
2014
3 year
Relative
change
District to District
-2%
-9%
-3%
5%
0.6
($257)
College Effectiveness
Report Conclusions
• Access & Preparation for Success
• At or above district on 4 out of 6 indicators
• Teaching & Learning for Success
• At or above district on 6 out of 10 indicators
• Institutional Efficiency
• Above district on both indicators
• Areas for Improvement
• Student engagement
• Use of technology
• Completion
Continuous Improvement

Institutionalization &
Collaboration





Accountability



Institutional Standards
CCCCO IEPI Goals
Program Review &
Institutional Planning




SSSP Implementation
Equity Implementation
Basic Skills Action Plan
Grants
Enrollment
Management Plan
Technology Plan
Facilities Master Plan
Bond Construction
Projects
LAVC Educational Master
Plan
Goal 1: Foster student completion
by supporting a learner-centered
environment.
Goal 2: Increase equity by
identifying gaps in achieving
outcomes (transfer, associate
degree, certificate, etc.) and
implement effective models and
programming to minimize gaps.
Goal 3: Maximize institutional
effectiveness through evaluation
of environmental, human,
physical, technological and
financial resources.
LAVC QFE
Data Capacity & Usage
 Space & Facilities
 Professional Development

2015 College Planning and Effectiveness Report
Los Angeles Valley College
February 24, 2016
I. Alignment of College and District Strategic Plans
District Strategic Plan Goal
College Strategic Plan Goal
Goal 1: Access and Preparation for Success – Improve equitable access; help
students attain important early educational momentum points.
Increase equity by identifying gaps in achieving outcomes (transfer, associate
degree, certificate, etc.) and implement effective models and programming to
minimize gaps
Goal 2: Teaching and Learning for Success – Strengthen effective teaching
and learning by providing a learner-centered educational environment;
help students attain their goals of certificate and degree completion,
transfer, and job training and career placement; increase equity in the
achievement of these outcomes.
Goal 3: Organizational Effectiveness – Improve organizational effectiveness
through data-informed planning and decision-making, process
assessment, and professional development.
Goal 4: Resources and Collaboration – Increase and diversify sources of
revenue in order to achieve and maintain fiscal stability and to support
District initiatives. Enhance and maintain mutually beneficial external
partnerships with business, labor, and industry and other community
and civic organizations in the greater Los Angeles area.
Foster student completion by supporting a learning-centered environment
Through the College’s shared governance structures, maximize institutional
effectiveness through evaluation of environmental, human, physical,
technological and financial resources
II. Goal #1 - Comparison of College to District
Goal #1 - Access and Preparation for Success
2012
2013
2014
2014
District
3 year
change
College
3 year
change
District
Objective 1. Ensure equitable access to education
1.2 Percentage of eligible students receiving Pell Grant
Objective 2. Increase the percentage of new students who complete the
matriculation process
2.1 Percentage of new students completing English assessment in the first term or
before
1
64%
67%
69%
70%
5%
-1%
70%
72%
78%
78%
8%
4%
Goal #1 - Access and Preparation for Success
2012
2.1 Percentage of new students completing Math assessment in the first term or before
2013
2014
2014
District
3 year
change
College
3 year
change
District
70%
78%
83%
82%
13%
8%
3.1 Percentage of new students successfully completing at least one English and Math
class in their first year
21%
28%
33%
24%
12%
7%
3.2 Persistence - Fall to Spring
86%
87%
87%
88%
1%
1%
3.2 Persistence - Fall to Fall
76%
77%
76%
75%
0%
0%
Objective 3. Increase the percentage of new students successfully completing at
least one English and Math class in their first year and persisting to
subsequent terms.
Goal #1 - College Analysis and Response
District Measure
Measure 1.1.2:
Percentage of eligible
students receiving Pell
Grants
Measure 1.2.1:
Percentage of new
students completing
English assessment and
Math assessment in the
first term or before
Measure 1.3.1:
Percentage of new
students successfully
completing at least one
English and Math class
in their first year
Strength or
Weakness
Strength
College Response
College has increased 5% in the 3 year
period and is 1% below the district
currently.
Strength
For English assessment, the college has
increased 8% in the 3 year period and is
equal district currently.
For Math assessment, the college has
increased 13% in the 3 year period and
is 1% above the district currently.
Strength
The college has increased 12% in the 3
year period and is 9% above the district
currently.
2
Plans for Improvement
Expected Improvement(s)
Continue financial aid outreach and
awareness of financial aid opportunities
for new students. Promote awareness
through Equity Plan implementation.
Expand SSSP and Equity Plan activities
promoting students completing
assessment. Raise awareness of
assessment test through High School
Senior Day and practice exams. Revise
assessment mechanism through Multiple
Measures Project.
Implement SSSP and Equity Plan
activities promoting students completing
English and Math courses via Global
Cohort / START program. Promote
opportunities for completion of English
and Math courses by expanding
scheduling in pathways. Support
successful completion of these courses
by increasing and promoting tutoring in
Math and English.
Increase workshops and activities
to promote awareness and
increase recipients.
EMP 2.3
Increase assessment.
EMP 1.4
Scale up START program each
year to serve more new students.
Increase tutoring availability in
Math and English.
EMP 1.4
Goal #1 - College Analysis and Response
District Measure
Measure 1.3.2:
Persistence –
Fall-to-Spring &
Fall-to-Fall
Strength or
Weakness
Strength
College Response
Plans for Improvement
For fall to spring, the college has
increased 1% in the 3 year period and is
1% below the district currently.
For fall to fall, the college has remained
stable in the 3 year period and is 1%
above the district currently.
Expected Improvement(s)
Emphasize student retention through
special programs. Define course
sequences and program pathways.
Expand START and Equity cohorts.
Continue to clarify pathways to
completion and transfer. Promote
intercession and late start courses
to promote opportunities for
continuity. Implement Equity
Plan to promote persistence and
decrease equity gaps.
III. Goal #2- Comparison of College to District
Goal #2 - Teaching and Learning for Success
2012
2013
2014
2014
District
3 year
change
College
3 year
change
District
Objective 1. Provide a learner-centered learning environment
1.1 Measure of active learning/project learning
65%
69%
69%
4%
4%
1.1 Measure of student engagement in and out of class
20%
16%
19%
-4%
-1%
1.1 Measure of self-efficacy/self-directed learning
69%
76%
78%
7%
6%
NA
65%
66%
NA
NA
1.3 Measure of how technology is being used to improve student learning and
engagement
Objective 2. Improve student outcomes*
2.1 Percentage of new student cohort completing 30 units in 3 years
61%
63%
65%
63%
4%
2%
2.1 Percentage of new student cohort completing 60 units in 3 years
30%
32%
30%
29%
1%
1%
2.2 Percentage of new student cohort successfully completing English 101 and Math
125 (or above) in 3 years
28%
30%
31%
26%
3%
1%
2.2 Percentage of new student cohort successfully completing English 101 and Math
125 (or above) in 6 years
36%
38%
36%
31%
-1%
-2%
2.3 Completion rate (i.e., certificate, degree or transfer) in 3 years
15%
13%
11%
12%
-4%
-2%
2.3 Completion rate (i.e., certificate, degree or transfer) in 6 years
36%
35%
30%
30%
-6%
-5%
*Year for Objective 2 metrics denotes the final year of the measurement period for each cohort. For example, 2014 is final year for the three year measurement period beginning in 2011.
3
Goal #2 - College Analysis and Response
District Measure
Measure 2.1.1:
Active /project learning
District
Measure
Strength
District Measure
District Measure
District Measure
The college has increased 4% in the 3
year period and is equal to the district
currently.
Increase professional development
activities for faculty on active learning.
Improve mechanisms for capturing and
monitoring this data.
Increase engagement activities through
Equity Plan and other campus
initiatives. Promote current campus
activities and opportunities for
engagement. Continue focused dialogue
with students about challenges to
engagement. Improve mechanism for
capturing and monitoring this data.
Build from Student Support (Re)defined
study with CCSSE, CCFSE and Equity
focus groups. Enhance campus space
designated for students (e.g. Student
Union, Veterans Center).
Increase professional development for
faculty and staff. Promote opportunities
to foster self-efficacy / self-directed
learning. Promote successful student
habits through tutoring and workshops.
Improve mechanism for capturing and
monitoring these data.
The college continues to evaluate its
technology resources and expand access
on campus for teaching and learning.
Continue to improve technology campus
wide. Improve mechanism for capturing
and monitoring this data. Enhance
Professional Development to support
student learning and use of technology.
Develop specific professional
development activities to promote
active / project learning.
EMP 1.3
Improve awareness of
opportunities for engagement.
EMP 1.2
Measure 2.1.1:
Student engagement in
and out of class
Weakness
The college has declined 4% in the 3
year period and 3% below the district
currently.
Measure 2.1.1:
Self-efficacy/selfdirected learning
Strength
The college has increased 7% in the 3
year period, but is 2% below the
district currently.
Measure 2.1.3:
Technology is being
used to improve student
learning and
engagement
Weakness
The college is just below (1%) the
district.
4
Increase availability of tutoring
and workshops to promote student
success.
EMP 1.1
Implement Technology Plan
goals.
EMP 3.1 and 3.5
Goal #2 - College Analysis and Response
District Measure
Measure 2.2.1
Percentage of new
student cohort
completing 30 units and
completing 60 units in 3
years
District
Measure
Strength
Measure 2.2.2
Percentage of new
student cohort
successfully completing
English 101 and Math
125 (or above) in 3
years and in 6 years
Strength
Measure 2.2.3
Completion rate (i.e.,
certificate, degree, or
transfer) in 3 years and
in 6 years
Weakness
District Measure
District Measure
In reference to completions of 30 units,
the college has increased 4% in the 3
year period and 2% above the district
in the most recent year.
In reference to completions of 60 units,
the college has increased 1% in the 3
year period and 1% above the district
in the most recent year.
In reference to 3 year successful course
completion, the college is up 3% and is
above the district by 5% in the most
recent year.
In reference to 6 year successful course
completion, the college is down 1%,
but remains above the district by 5% in
the most recent year.
In reference to 3 year completion, the
college is down 4% and is below the
district by 1% in the most recent year.
In reference to 6 year successful course
completion, the college is down 6%,
but is on par with the district in the
most recent year.
Scale up student success initiatives
through institutionalization of SSSP and
Equity interventions, STEM grant, and
Basic Skills Action Plan.
Increase the percent of new
students completing 30 and 60
units and momentum points.
EMP 1.2
Continue to align offerings with student
goals. Attempt to scale up START and
Equity cohorts to offer Math and
English to new incoming students.
Continue curriculum development to
shorten pathways to completion of the
sequence.
Increase English and Math
gatekeeper course completions.
EMP1.2
Increase information provided to
students about completion options.
Align scheduling to promote student
completion through programs. Explore
solutions to identify students close to
completion. Expand CTE Completion
projection to other areas. Evaluate low
performing programs.
Increase completions in all award
types, especially ADTs.
EMP 1.1
5
District Measure
IV. Institutional Efficiency - Comparison of College to District
Institutional Efficiency
2012
Average Class Size in Credit Classes
Cost/FTES (annual)
2013
2014
District
2014
3 year
change
College
3 year
change
District
37.8
36.4
37.1
36.5
-2%
-9%
$4,229
$4,141
$4,101
$4,358
-3%
5%
Institutional Efficiency - College Analysis and Response
District Measure
Average class size in
credit classes
Cost/FTES (annual)
Strength or
Weakness
Strength
Strength
College Response
Plans for Improvement
Expected Improvement(s)
The college average is down 2%, but
it remains 0.6 above the district
(which is down 9%).
Decreased size of Nursing cohort,
reduce sections in low enrolled
sections to increase overall college
average. College will continue to
monitor programs using class
average as trigger for viability.
Continue to manage course offerings
to increase average class size and
efficiency. Reduced sections and
maximize offerings to increase yield.
Increase average class size while
maintaining appropriate program mix.
EMP 3.4
The college is down 3% and is about
$257 per FTES below the district
(which is up 5%).
6
Continue to increase efficiency and
FTES yields. Generate appropriate
FTES to balance budget.
EMP 3.4
Institutional Effectiveness Report to the Board of Trustees
February 24, 2016
Executive Summary
West Los Angeles College serves a diverse student body of over 10,000 students each semester. West
offers a variety of learning experiences where one-quarter of enrollments are in classes in the distance
education program. Demographics at West have been changing with an increase in the Hispanic student
population and a decrease in the African-American student population. West is located where two areas
of Los Angeles meet: South Central and Westside. South Central Los Angeles has a poverty rate of
30%-40%, while by contrast the poverty rate in the Westside is 10%-20%. This creates many challenges,
but also a wealth of opportunities for the college to meet the needs of the widely varying communities.
Access and Preparation for Success
Although West falls below the District average on five of the six measures of access and preparation for
success, four out of the six measures show substantial increases. One of the areas that calls for
improvement relates to the percent of students eligible for Pell grants. West plans to increase Pell grants
through several means: researching and adopting best practices in packaging financial aid for students,
hiring additional staff to help students accurately complete their financial aid applications, ramping up its
high school outreach program, and expanding workshops and other campus connections. West is
committed to guiding all students through the SS&SP process, and to that end designed and implemented
the on-line West Expressway. This systematic approach to SS&SP has proven effective, together with the
new student services building, which caused an immediate increase in the capacity and efficiency of the
assessment process.
Teaching and Learning for Success
West’s student outcomes have been improving in three of the six metrics. Completion rates have
continued to be impacted by the severe reduction in class offerings at West in response to the budget
crisis. As the budget crisis has eased, winter and summer were reinstated and section offerings were
expanded in fall 2015 and spring 2016. These changes should improve the completion rate. Further, the
new Educational Master Plan contains specific Objectives designed to improve achievement overall.
Objectives include strengthening the tutoring program, re-invigorating the ACT program, creating a Math
Lab, establishing an exemplary professional learning program, and creating and promoting roadmaps for
all degrees and certificates, and align class scheduling with them. In addition, new degree and certificate
programs have been developed which will enhance completion in the future: the IGETC Certificate,
Enhanced Noncredit Certificates, transfer degrees and the AS degree in Health Science.
Institutional Efficiency
With the improvement in the budget and the accompanying increase in class offerings, the average class
size has declined over the last three years, while remaining slightly above the District average. West
plans to sustain the gains in average class size, and prevent any further decrease by implementing
improvements in the enrollment and class scheduling processes. West has achieved its FTES targets in
each of the last three years with minimal unfunded FTES.
West has pursued many efforts to grow enrollment while at the same time balancing the budget. West
engages in focused, regular discussion about enrollment management, does a thorough analysis of causes
of decreased efficiency, has increase enrollment limits in online classes, and has expanded offerings to tap
new populations of students.
COLLEGE PLANNING AND
EFFECTIVENESS REPORT
Presentation to the
Institutional Effectiveness and
Student Success Committee
LACCD Board of Trustees
February 24, 2016
ALIGNMENT OF COLLEGE & DISTRICT STRATEGIC PLANS
District
Strategic
Plan Goal
West’s
Strategic
Direction
1. Access
and
Preparation
for Success
3: Programs
and Services
Responsive
to Student
Needs
2. Teaching
and
Learning for
Success
1:
Dedication
to Learning
3.
Organizational
Effectiveness
2: Culture of
Continuous
Improvement
4:
Collaboration,
Engagement,
and Respect
4. Resources
and
Collaboration
2: Culture of
Continuous
Improvement
5:
Connections
with
Communities
GOAL #1 ACCESS AND PREPARATION FOR SUCCESS
Objective / Measure
West
3 Year Change
1.1.1 - Eligible students receiving Pell Grant
62%
-2%
1.2.1 - New students completing English
Assessment in 1st term or before
75%
+3%
1.2.1 - New students completing Math
assessment in 1st term or before
78%
+7%
1.3.1 – New students completing 1 English &
Math class in 1st year
24%
+6%
1.3.2 – Persistence, Fall to Spring
84%
+1%
1.3.2 – Persistence, Fall to Fall
65%
-3%

Four measures up



West Expressway facilitates entry
Four Cornerstones of success designed to improve English and
Math achievement
Two measures down

Financial Aid Office reprioritizing activities
GOAL #2 TEACHING & LEARNING FOR SUCCESS
Objective / Measure
West
3 Year Change
2.2.1 – New students completing 30 units in 3 years
53%
0%
2.2.1 – New students completing 60 units in 3 years
21%
+4%
2.2.2 – New students successfully completing English 101 &
Math 125 in 3 years
17%
+3%
2.2.2 – New students successfully completing English 101 &
Math 125 in 6 years
17%
-3%
2.2.3 – Completion rate in 3 years
12%
-4%
2.2.3 – Completion rate in 6 years
26%
-4%



Full range of interventions to improve learning
Aligned with Educational Master Plan Goals, Quality
Focus Essay Action Projects, and other goals
New programs: IGETC Certificate, Enhanced Noncredit
Certificates, transfer degrees, AS in Health Science
INSTITUTIONAL EFFICIENCY
Objective / Measure
West
3 Year Change
Average Class Size
36.6
-10%
$4,624
+5%
Cost / FTES

Improvement Plans






Continue focused, regular attention to enrollment
management
Analysis of causes of decreased efficiency
Increase enrollment limits in online classes
Expand offerings to tap new populations of students
West has achieved its FTES targets in each of the last 3 years
with minimal unfunded FTES.
The data suggest a small-college disadvantage, with the 4
small colleges having the highest costs per FTES. This
suggests that economies of scale kick in at the mid-size
college level.
THANK YOU!
2015 College Planning and Effectiveness Report
West Los Angeles College
February 24, 2016
I. Alignment of College and District Strategic Plans
District Strategic Plan Goal
Goal 1: Access and Preparation for Success – Improve
equitable access; help students attain important
early educational momentum points.
College Strategic Plan Goal
Strategic Direction 3:
Programs and Services Responsive to Student Needs
 Create clear completion pathways
 Develop and implement systematic services to help at-risk students identify goals early in their
programs of study and to progress towards them
Goal 2: Teaching and Learning for Success – Strengthen
effective teaching and learning by providing a
learner-centered educational environment; help
students attain their goals of certificate and degree
completion, transfer, and job training and career
placement; increase equity in the achievement of
these outcomes.
 Prepare students to enter a competitive workforce
 Enhance curriculum vitality, viability, and relevance
Strategic Direction 1:
Dedication to Learning




Improve student achievement, both overall and among historically lower-achieving groups
Create a culture in which faculty develop and apply expertise in proven, effective learner-centered
teaching strategies
Foster ethical and affective development as well as cognitive development in all student populations
Inspire and increase the rate of faculty, staff, and administrators' involvement in professional learning
activities
Goal 3: Organizational Effectiveness – Improve
Strategic Direction 2:
organizational effectiveness through data-informed Culture of Continuous Improvement
 Strengthen the processes for assessment and improvement of student learning outcomes and service
planning and decision-making, process
area outcomes
assessment, and professional development.


Systematize the evaluation and improvement of West's effectiveness, focusing on planning and
resource allocation processes
Enhance and maintain facilities and technology to promote effective teaching and learning
Strategic Direction 4:
Collaboration, Engagement, and Respect
 Be collegial
 Eliminate organizational silos
 Celebrate the achievements of our entire community
Goal 4: Resources and Collaboration – Increase and
Strategic Direction 2:
diversify sources of revenue in order to achieve
Culture of Continuous Improvement
 Exercise financial stewardship that ensures fiscal stability while supporting educational excellence
and maintain fiscal stability and to support District
and the College mission
initiatives. Enhance and maintain mutually
Strategic
Direction 5:
beneficial external partnerships with business,
labor, and industry and other community and civic Connections with Communities
 Forge effective alliances with local schools, organizations, and individuals
organizations in the greater Los Angeles area.
 Open the College to the world
1
II. Goal #1 - Comparison of College to District
Goal #1 - Access and Preparation for Success
2012
2013
2014
2014
District
3 year
change
College
3 year
change
District
Objective 1. Ensure equitable access to education
1.2 Percentage of eligible students receiving Pell Grant
64%
63%
62%
70%
-2%
-1%
Objective 2. Increase the percentage of new students who complete the
matriculation process
2.1 Percentage of new students completing English assessment in the first term or
before
2.1 Percentage of new students completing Math assessment in the first term or before
73%
70%
75%
78%
3%
4%
70%
72%
78%
82%
7%
8%
3.1 Percentage of new students successfully completing at least one English and Math
class in their first year
18%
18%
24%
24%
6%
7%
3.2 Persistence - Fall to Spring
83%
84%
84%
88%
1%
1%
3.2 Persistence - Fall to Fall
68%
70%
65%
75%
-3%
0%
Objective 3. Increase the percentage of new students successfully completing at
least one English and Math class in their first year and persisting to
subsequent terms.
2
Goal #1 - College Analysis and Response
District Measure
Measure 1.1.2:
Percentage of
eligible students
receiving Pell
Grants
Measure 1.2.1:
Percentage of new
students
completing
English
assessment and
Math assessment
in the first term or
before
Strength or
Weakness
Trending to
Weakness
Trending to
strength
College Response
Plans for Improvement
• Number of FAFSA applicants for West Los
Angeles College has decreased in the past two
award years
• West Los Angeles College has a higher
percentage of students that are financial aid
disqualified in the district
• Number of applicants submitting financial aid
appeal petitions last two years were lower
• West Los Angeles College Financial Aid Office
is in the process of hiring a Financial Aid
Assistant to provide in-reach and outreach
support to increase number of under-represented
cohorts (veterans, foster youth, males) to apply
for aid
• Financial Aid Office will increase the number of
Satisfactory Academic Progress workshops
offered for students disqualified during the award
year to appeal and regain eligibility
• Financial Aid Office will direct new hires and
current staff to focus on case follow up to
increase the number of completed files for
awarding of Pell grants
Sustain and enhance the West Expressway.
A four-year increase in English assessment of 12
percentage point (63% to 74%) and increase in
Math of 14 percentage points (64% to 78%)
brings West almost to the district level. The
increase is due to increased capacity and
efficiency permitted by the new Student Services
Building, which provides well-designed
facilities, including larger computer labs
dedicated to assessment.
In addition, West designed and implemented a
new matriculation process housed online in a
portal, called West Expressway. We anticipate
that the percentage will rise with the new West
Expressway.
The SS&SP program is doing high school
outreach through West Expressway, recruiting
students who are likely to be eligible for
financial aid, thus improving Measure 1.1.2 as
well as 1.2.1.
3
Expected
Improvement(s)
1% - 2% increase
in number of Pell
Grants awarded
until District
average is attained.
100% of new
students will
complete English
and Math
assessment in the
first term or
before.
Goal #1 - College Analysis and Response
District Measure
Measure 1.3.1:
Percentage of new
students
successfully
completing at least
one English and
Math class in their
first year
Measure 1.3.2:
Persistence –
Fall-to-Spring &
Fall-to-Fall
Strength or
Weakness
Trending to
Strength
College Response
Plans for Improvement
West has improved so that the achievement rate
is even with the district average. The rate
increased in 2014 for the first time in three years
and by six percent!
• Evaluate adequacy of class schedule to meet
student needs at entry levels of English and Math
• Priority enrollment for students who complete the
matriculation process: assessment to orientation
to abbreviated SEP
• Consider an alternative Math pathway, to include
Math 122, Intermediate Algebra, prior to
Statistics
• Increase Accelerated English course offerings
• Established the Student Equity, Access and
Completion (SEAC) Committee to monitor and
provide recommendations on how to improve the
student experience from early outreach to
program completion
English faculty piloted accelerated English in
2014, which may have motivated more students
to enroll, and math faculty piloted a compressed
math sequence in 2015.
Trending to
Strength
• Fall to Spring persistence is holding steady,
while Fall to Fall persistence has dropped
slightly
• Reenergized focus on student success,
including the Student Success Committee,
Achieving the Dream, Student Equity, Access
and Completion (SEAC) Committee, and
Student Equity Workgroup
• Increased engagement of faculty, for example
in Faculty Inquiry Groups (FIGs), and through
professional learning, which emphasizes
engagement and cultural competence
4
Expected
Improvement(s)
Increase by 1% per
year over 5 years.
Increase by 1% per
year until West
reaches the
District average.
III. Goal #2 - Comparison of College to District
Goal #2 - Teaching and Learning for Success
2012
2013
2014
2014
District
3 year
change
College
3 year
change
District
Objective 1. Provide a learner-centered learning environment
1.1 Measure of active learning/project learning
63%
68%
69%
4%
4%
1.1 Measure of student engagement in and out of class
16%
16%
19%
0%
-1%
1.1 Measure of self-efficacy/self-directed learning
69%
76%
78%
7%
6%
NA
66%
66%
NA
NA
1.3 Measure of how technology is being used to improve student learning and
engagement
Objective 2. Improve student outcomes*
2.1 Percentage of new student cohort completing 30 units in 3 years
53%
52%
53%
63%
0%
2%
2.1 Percentage of new student cohort completing 60 units in 3 years
17%
19%
21%
29%
4%
1%
2.2 Percentage of new student cohort successfully completing English 101 and Math
125 (or above) in 3 years
14%
16%
17%
26%
3%
1%
2.2 Percentage of new student cohort successfully completing English 101 and Math
125 (or above) in 6 years
20%
19%
17%
31%
-3%
-2%
2.3 Completion rate (i.e., certificate, degree or transfer) in 3 years
15%
11%
12%
12%
-4%
-2%
2.3 Completion rate (i.e., certificate, degree or transfer) in 6 years
30%
30%
26%
30%
-4%
-5%
*Year for Objective 2 metrics denotes the final year of the measurement period for each cohort. For example, 2014 is final year for the three year measurement period beginning in 2011.
5
Goal #2 - College Analysis and Response
District Measure
Measure 2.1.1:
Active /project learning
Measure 2.1.1:
Student engagement in
and out of class
Measure 2.1.1:
Self-efficacy/selfdirected learning
Strength or
Weakness
Trending to
strength
College Response
Plans for Improvement
West sponsors a number of programs and activities that
support active/project learning, student engagement in
and out of class, and self-efficacy. Following is a
sample of these events and programs:
• Annual Student Poster Showcase
• Semester Kickoff
• Transfer and Career Fairs
• Supplemental Instruction Program
• One College, One Book
• Study Abroad
• Many Professional Learning opportunities for
faculty (California Acceleration Project, Reading
Apprenticeship, Tech Fair, etc.) offer training in
active teaching/learning strategies
• STEM emphasizes self-direction in scientific
inquiries; offers symposia
• Puente, LEARN, and Summer Bridge programs
emphasize self-efficacy
• ASO is very active, and has initiated several
programs. ASO initiated the ASO parking program,
bringing back the food truck, and participating in
college-wide events on re-defining student support
and engagement.
• International Students have an active club, including
the Ambassador Program which links them with
advisers on campus.
• Global Studies Initiative puts on annual conference
to reinforce West students’ place in a global
community beyond West.
• The students in the Athletics Program engage in a
service project with the Child Development Center.
• A group of students participated in the A2MEND
conference (African-American Male Education
Network and Development).
• Star Parties engage students in an activity outside of
class.
• Counseling classes emphasize meta-cognitive
strategies.
• Expand Professional Learning
opportunities for faculty
• Institutionalize the Supplemental
Instruction Program
• Institutionalize the Annual
Student Poster Showcase
• Expand Summer Bridge program
• Expand the One College, One
Book program
6
Expected Improvement(s)
2% increase every two
years as reflected in the
Student Survey, which is
administered every two
years.
Goal #2 - College Analysis and Response
District Measure
Measure 2.1.3:
Technology is being
used to improve student
learning and
engagement
Strength or
Weakness
Neither
College Response
Plans for Improvement
West provides many opportunities for technology
training through its Tech Fair workshops. The
Tech Fair provides faculty and staff with
workshops on various aspects of technology,
specifically to enhance teaching, delivery of
services, and provide training on the use of
instructional technology to improve student
success. Faculty and staff lead workshops for
other faculty and staff on innovative uses of
technology in the classroom to improve the
student experience in online, hybrid, and oncampus courses.
Unlike other professional development activities,
Tech Fair workshops are presented by West’s
faculty and staff. This approach creates a group of
experts on campus that not only present
workshops, but also serve as ongoing resources
for the campus community.
While Tech Fair started as a professional
development activity focused on technology, it has
expanded to include a Teaching and Learning
track with workshops focused on sharing and
discussing pedagogy to improve teaching and
learning.
Those who have attended Tech Fair sessions
complete workshop evaluations to rate the session
and how they will use what was learned to
improve teaching, student learning, and
engagement.
7
• Expand Professional Learning
opportunities for faculty and
staff
• Integrate training needs and
goals with the Technology
Master Plan being updated
• Integrate training needs and
goals with the Professional
Development Program Plan
being drafted
Expected Improvement(s)
2% increase every two
years as reflected in the
Student Survey, which is
administered every two
years.
Goal #2 - College Analysis and Response
District Measure
Measure 2.2.1
Percentage of new
student cohort
completing 30 units and
completing 60 units in 3
years
Measure 2.2.2
Percentage of new
student cohort
successfully completing
English 101 and Math
125 (or above) in 3
years and in 6 years
Strength or
Weakness
Trending to
weakness
Trending to
weakness
College Response
Plans for Improvement
Expected Improvement(s)
Although the completion rates have held steady or
increased slightly, they are still below the District
average.
• Evaluate scheduling to ensure
that students have access to entry
level English and Math courses
• Prioritize schedule offerings to
support student completion
• With SSSP, both West
Expressway and Counseling
guide students into English and
Math in their first years
• Market new ADT degrees to
support student completion and
transfer. The degrees have been
designed with a 60-unit
maximum.
• Consider an alternative Math
pathway, to include Math 122,
Intermediate Algebra, prior to
Statistics
• Build up ACT program
• Redesign academic outreach
programs to create dedicated
CTE pathways at feeder high
schools so that students can flow
easily from high school to
college
• Conversations about pedagogy
• Tech fair
• Increase professional learning
opportunities, especially for
math and English faculty
members
1% increase per year until
District average is attained.
The success rate has been declining, and is far
below the district average.
A number of efforts have been initiated in the last
3 years:
• Assessment reforms
o Multiple Measures
o Lowering Cut Scores
• Acceleration in English
• West Expressway – to get more students
assessed earlier – and to declare their major
earlier
• Summer Bridge
• Hired additional full time faculty in Math
• Hired full time English faculty
• Replaced full time Language Arts Learning
Skills instructor
• Pedagogical Innovations
o Reading Apprenticeship
o Acceleration Training
8
1% increase per year until
District average is attained.
Goal #2 - College Analysis and Response
District Measure
Measure 2.2.3
Completion rate (i.e.,
certificate, degree, or
transfer) in 3 years and
in 6 years
Strength or
Weakness
Trending to
weakness
College Response
Plans for Improvement
Expected Improvement(s)
Although West’s success rates are in line with the
district average, 26% represents a decline in the
most recent year.
• West conducted a systematic evaluation of
graduation processes, identified areas in need
of improvement, and worked to remedy the
problems.
• Implemented a “second review” process for
degree/ certificate denials
• Division chairs have begun to work closely
with A&R staff to facilitate graduation
paperwork.
• Created reports for Chairs of denied petitions.
• New degrees and certificates have been
created:
o Transfer degrees
o New IGETC certificate
o AS in Health Science
• Continue to monitor and improve
graduation processes
• Continue to grow the ACT
cohort program for working
adults to encourage full time
enrollment and completion
1% increase per year until
prior higher rates are
attained; then reevaluate.
IV. Institutional Efficiency- Comparison of College to District
Institutional Efficiency
2012
Average Class Size in Credit Classes
Cost/FTES (annual)
9
2013
2014
2014
District
3 year
change
College
3 year
change
District
40.7
38.0
36.6
36.5
-10%
-9%
$4,391
$4,743
$4,624
$4,358
5%
5%
Institutional Efficiency - College Analysis and Response
District
Measure
Average
class size
in credit
classes
Strength or
Weakness
Trending to
weakness
Cost/FTES
(annual)
Trending to
weakness
College Response
Plans for Improvement
Consistent with districtwide and statewide trends efficiency
is decreasing.
• While a greater number of sections are being offered,
enrollments are only up by a modest percent, which
negatively impacts the college’s efficiency
• Management staff, along with key campus governance
committees, have been engaged in weekly deep
discussions around enrollment management, fiscal
management, and desired growth
• Fiscal staff have conducted financial modeling and
provided projections on the impact of various enrollment
management strategies. Consensus has formed around a
few key strategies.
• Low-enrolled classes are being reviewed daily and slated
for cancellation in consultation with academic leadership
• Quarterly financial projections prepared by the fiscal staff
are being presented at monthly senior staff meetings
• West has had a balanced budget for the last 5 fiscal years,
and closed last fiscal year with a modest surplus.
However, the trajectory is that the Unrestricted General
Fund continues to shrink in the face of ever-increasing
instructional costs.
• The balanced budget and fund balance has been due to
the growth in special funds (grants, categorical programs,
international student program, etc.)
• Care must be taken to ensure the costs are matched to
revenue in the same fund, which would require either an
increase in apportionment revenue or other Unrestricted
General Fund sources, or a concomitant reduction in
Unrestricted General fund expenses
• The development of a campus enrollment
management plan is in process
• Agreements were put in place to allow MOUs
for the provision of extra-large on-ground
sections in selected strategically selected
disciplines
• Additional on-line sections are being offered
which will boost the overall campus
productivity while providing greater flexibility
and variety for students
• Marketing is encouraging large-class enrollment
10
• Staff has analyzed the source of the increase in
expenses and identified specific areas of high
costs: hourly instructional costs and release/reassigned time
• Management is examining areas where release
and re-assigned time can be reduced
• Management is working to create an enrollment
management strategy to create more large size
classes which reduces the need to hire large
numbers of adjunct faculty
Expected
Improvement(s)
Increase of 2
enrollments per
class until the
previous District
high of 42.6 is
reached
Reduce
proportion of
summer FTES
reported in
preceding year
until the total
reaches zero.
Colocation of One-Stop Center Resolution Update (Draft: Feb. 16, 2016 – 8:00 a.m.)
LACCD
College
LA Valley
College
LA Mission
College
Activities
President Endrijonas, Lennie Ciufo, Chito Cajayon met
with Robert Sainz (City of LA Workforce Development
system) on July 23rd to explore the collocation potential
of a center on the college campus.
Communications with President Perez occurred on
August 3rd. They are currently pursuing a co-location
strategy with Sun Valley (Proyecto del barrio) One-Stop
Center.
Outcomes
There is an agreement to develop concept paper and meet again in the near
future. The overall meeting was very positive and it is expected that the
colocation strategy can be deployed in early 2016.
1/22: LAVC is still moving forward with a sector academies approach with
designated WorkSource Center.
LAMC met with Sun Valley WorkSource on Sept. 8th. They intend to launch
their co-location and partnership on November 1st. The WorkSource will have
an office on campus and provide work source services to LAMC students. In
turn, LAMC will provide non-credit courses in the areas of GED and computer
literacy.
1/24: Sun Valley Workforce is scheduled to move in by February 8
LA Pierce
College
At the direction of President Burke, a meeting was held
between Chito Cajayon, Robert Sainz, and Dean Jose
Luis Fernandez on August 13th. The discussion focused
on the benefits of a collocated center and the potential
for increased enrollments especially in the non-credit
enhanced area.
The meeting resulted in Dean Fernandez going back to Pierce College and
identifying possible location(s) for a Build-Rehab One-Stop Center satellite.
Robert Sainz would reach out to Build-Rehab to get them updated. I would
arrange a formal meeting again in the next few weeks.
President Burke and I agreed that I communicate (on her behalf) with Robert
Sainz directly in order to expedite the process. A meeting has been scheduled
for the week of October 5th. The objective is to meet at Pierce College and
identify potential locations for the One-Stop Center or identify locations for
One-Stop Center-related services. The President of Pierce College will need to
give final approval prior to any actions taken in the future.
1/27: Pierce College’s CTE Dean now belongs to the Advisory Board for the
Chatsworth Build WorkSource Center. Although approximately 20% of the
college is under construction and or remodeling, the college is still exploring
the possibility of finding space for the local EDD and Chatsworth
WorkSource Center to have a representative on campus for 2 to 4 hours per
week each.
Page 1 of 4
LACCD
College
LA City
College
Activities
A discussion with Phil Starr (MCS One-Stop Center)
occurred on July 29th. I asked if he was open to a
deeper integration model whereby LACC can be
referred more students from their universal access
platform. He suggested a formal meeting.
Outcomes
Phil and I met on August 12th and discussed the integration of WIOA services
and participants in the traditional college process. He agreed that his center
would benefit from more leveraged resources (i.e., credit and non-credit
classes) through the college. A meeting with Renee Martinez was scheduled.
Phil Staff is very open to furthering the discussion. A formal request for a
meeting was sent to Renee Martinez on August 3rd.
Phil and I met with Renee Martinez and Dan Walden on August 13th. Further
discussions with frontline LACC non-credit staff have occurred that included
deployment strategies between LACC and the One-Stop Center (leveraging
the non-credit format).
1/27: For now, they are working with the MCS/Hollywood One-Stop Center
on an Apprenticeship grant. They are also in conversations on the DOL
TechHire grant.
East LA
College
I spoke with Marvin Martinez on July 28th whereby an
overview of the potential benefits of a collocated OneStop Center was shared.
Marvin Martinez has spoken with LA County WIB leadership whereby a future
Request For Proposal (RFP) will be released sometime in November. This
opportunity will enable ELAC to pursue grant funds that will allow the college
to administer a County-funded One-Stop Center. ELAC is considering
submitting a proposal upon the RFP’s release.
2/16: President Martinez has been in communications with the LA County
Workforce Development Board representatives and there is high-level
interest in multiple proposed locations in the near future.
LA Trade
Tech
College
This college is already working with a City-funded OneStop Center, which successfully procured funds last
year from the City of Los Angeles.
The college is continuing to leverage the existing One-Stop Center funded by
the City of Los Angeles, which is administered by the Coalition for Responsible
Community Development (CRDC), a local non-profit organization.
1/27: The WorkSource Center on campus now includes Financial Literacy
classes taught by LISC, one EDD Staff member, Friends Outside, and our
Coop Education Training partnership, along with several other partners.
Page 2 of 4
LACCD
College
West LA
College
Activities
I reached out to Marguerite Womack, Director of the
Marina del Rey/JVS One-Stop Center shortly after the
approval of the Board Resolution. She was very open to
scheduling a meeting with the focus on the collocation
of their One-Stop Center onto the WLAC campus.
The meeting between WLAC and JVS One-Stop Center
occurred on August 18th. Bob Sprague, Mark Procher,
Kathy Walton and I met with Claudia Finkel, Margarite
Womack, and Robert Sainz to discuss the Boardapproved Resolution.
Outcomes
A meeting has been scheduled between Int. President Bob Sprague and
Marguerite Womack for August 18th.
The August 18th meeting resulted in WLAC and JVS leadership scheduling
follow-up meetings to discuss space needs and programmatic flow of
participants. This flow will follow the ‘integrated model’ that allows One-Stop
Center participants to become enrolled into college classes (credit and noncredit classes that generate apportionment funds).
WLAC plans to hold the first of three preliminary programming meetings on
campus to address all their objectives and how we can support each one. The
meetings are getting set for October and November.
Jewish Vocational Services (JVS), which is the administrator of the City-funded
One-Stop Center, has two years left on their Marina Del Rey lease. They want
to use this period for decentralized activities (at WLAC) and planning the
incremental move to WLAC at the end of the two years.
1/27: WLAC just signed an MOU with JVS to participate with them in a
number of job fairs for a Veterans program they have. It adds to a recent
addition to our services for veterans and is an opportunity to serve current
student-veterans as well as to meet and recruit additional new veterans to
the college as part of this collaborative effort with JVS. Discussions are
continuing on the collocation matter and exploring innovative collaborative
strategies that would encourage dual programming and functioning as well
as other ways to collaborate.
Page 3 of 4
LACCD
College
LA
Southwest
College
Activities
I met with the leadership of the Los Angeles County
workforce development system on July 21st and
discussed the Board-approved Resolution.
Outcomes
There was a high degree of interest and the County is very eager to meet with
County-specific colleges (beginning with LA Southwest College). A formal
email introducing Otto Solorzano (head of the County workforce
development system) to Dr. Linda Rose was sent on July 24th, August 3rd and
August 18th.
On October 20th, LASC met with the Los Angeles County Workforce
Development system. This meeting covered colocation strategies and how
the County’s services can be merged with college-based activities. The
meeting ended with LASC frontline staff having further internal discussions
and considering LA County WIB as a potential partner in the future.
1/27: LASC is awaiting information from the LA County Workforce
Development Board relative to colocation needs and how the workforce
development program can support the college’s students. My office has
reached out to the Workforce Board for a follow-up meeting.
LA Harbor
College
There is an existing YouthSource Center already on the
campus.
LAHC is continuing to leverage its existing City of Los Angeles-funded
YouthSource center.
Page 4 of 4
Accreditation Update for 2/24/2016 IESS Committee
Standard/
Eligibility
Requirement
Description
District Primary
ER 4
ER 5
I.C.7
I.C.8
CEO: CEO possesses the requisite authority to administer Board policy
II.C.6
Student Support Services: Admissions policies and goal pathways
Student Support Services: Maintenance of secure student records and
procedures for release of records
Human Resources: Hiring procedures, qualifications and alignment to
institutional mission
Human Resources: Faculty qualifications, subject matter expertise and
inclusion of curriculum development and assessment of student learning in the
job description
Human Resources: Qualifications for administrators and classified staff
Human Resources: Process for validating foreign degrees
Human Resources: Employee evaluations follow policy and stipulated timelines
and promote improvement
Human Resources: Administrators and faculty responsible for student learning
have assessment of SLOs as a component of the evaluation
Human Resources: Inclusion of adjunct faculty in the "life of the institution",
and are provided with orientation, oversight, evaluation and professional
development
Human Resources: Written personnel policies and procedures are available
and are equitable and consistently administered
Human Resources: Policies and practice support diverse personnel
Human Resources: Institution upholds a written code of professional ethics
Human Resources: Access to and confidentiality of employment records
Physical Resources: Facilities are sufficient and safe
II.C.8
III.A.1
III.A.2
III.A.3
III.A.4
III.A.5
III.A.6
III.A.8
III.A.11
III.A.12
III.A.13
III.A.15
IIIB.1
Financial Accountability: Audits
Institutional Integrity: Policies on academic freedom
Institutional Integrity: Policies on student behavior and academic honesty
Accreditation Visit Referral Guide 1/25/2016
Key Contact
Francisco Rodriguez
Jeanette Gordon/ Arnold Blanshard
Ryan Cornner/ Don Gauthier
Ryan Cornner/ Don Gauthier
Ryan Cornner/ Maury Pearl/Deborah
Harrington
Jorge Mata/Kevin Jeter/Ryan Cornner
Albert Roman/ Karen Martin
Albert Roman
Albert Roman/ Karen Martin
Karen Martin/ Albert Roman
Albert Roman/ Karen Martin
Albert Roman
Albert Roman/Ryan Cornner
Albert Roman/ Karen Martin/ Gene Little
Karen Martin/ Gene Little/ Albert Roman
Karen Martin/ Albert Roman
Albert Roman/ Karen Martin
James O'Reilly
Page 1 of 4
Accreditation Update for 2/24/2016 IESS Committee
Standard/
Eligibility
Requirement
IIIB.2
IIIB.3
IIIB.4
III.C.1
III.C.2
III.C.3
III.C.4
III.C.5
III.D.1
III.D.2
III.D.3
III.D.4
III.D.5
III.D.6
III.D.7
III.D.8
III.D.9
III.D.10
Description
Physical Resources: Facilities planning, acquisition and asset management
Physical Resources: Planning for and evaluation of facilities and equipment
Physical Resources: Long range planning and total cost of ownership
Technology Resources: Adequacy of facilities, hardware, software and staffing
to support academic programs, teaching and learning and support services
Technology Resources: Technology assessment and planning
Technology Resources: Reliability and adequacy of technology regardless of
location
Technology Resources: Training and support for employees and students using
the system
Technology Resources: Policies and procedures for appropriate use of
technology in the teaching and learning process
Financial Resources: Resources are adequate to support student learning,
distribution supports institutional effectiveness, and are managed with
integrity to ensure financial stability
Financial Resources: Institutional mission and goals are the foundation for
financial planning
Financial Resources: Budget development processes and the inclusion of
constituent groups
Financial Resources: Planning reflects a realistic assessment of financial
resources
Financial Resources: Internal control structures for financial decisions
Financial Resources: Financial documents are credible, accurate and
demonstrate support of student learning
Financial Resources: Responses to external audits are comprehensive and
timely
Financial Resources: Evaluation of internal control structures
Financial Resources: Financial stability, risk management and maintenance of
reserves
Financial Resources: Oversight of finances including grants, auxiliary
organizations and institutional investments and assets
Accreditation Visit Referral Guide 1/25/2016
Key Contact
James O'Reilly
James O'Reilly/ Jeanette Gordon
James O'Reilly
Jorge Mata
Jorge Mata
Jorge Mata
Jorge Mata
Jorge Mata/ Kevin Jeter/ Ryan Cornner
Jeanette Gordon/Francisco Rodriguez
Jeanette Gordon/ Ryan Cornner
Jeanette Gordon/Francisco Rodriguez
Jeanette Gordon/Francisco Rodriguez
Jeanette Gordon
Jeanette Gordon
Jeanette Gordon
Jeanette Gordon
Jeanette Gordon/Francisco Rodriguez
Jeanette Gordon
Page 2 of 4
Accreditation Update for 2/24/2016 IESS Committee
Standard/
Eligibility
Requirement
III.D.11
III.D.12
III.D.13
III.D.14
III.D.15
III.D.16
IV.A.3
IV.A.4
IV.A.5
IV.C.1
IV.C.2
IV.C.3
IV.C.4
IV.C.5
IV.C.6
IV.C.7
IV.C.8
IV.C.9
IV.C.10
Description
Financial Resources: Short-term and long-term solvency including payment of
liabilities and future obligations
Financial Resources: Future liabilities and OPEB
Financial Resources: Locally incurred debt (N/A)
Financial Resources: Integrity of auxiliary activities, bonds and grants
Financial Resources: Student loan default rates are monitored for compliance
Financial Resources: Contractual agreements are consistent with mission and
follow institutional policies
Decision-making Roles and Responsibilities: Role of all constituent groups in
the decision-making process
Decision-making Roles and Responsibilities: Faculty and administrators role in
curriculum and student learning programs and services
Decision-making Roles and Responsibilities: Appropriate consideration of
constituent voice in decision-making and alignment with expertise and areas of
responsibility
Governing Board: Authority and responsibility for policies assuring academic
quality
Governing Board: Board acts as a whole
Governing Board: Policy for selecting and evaluating the CEO
Governing Board: Board is an independent decision-making body
Governing Board: Policies are consistent with the district mission and the
board holds ultimate responsibility for educational quality, legal matters, and
financial integrity
Governing Board: Size, scope, duties and operating procedures of the Board
Governing Board: Board acts consistent with its bylaws
Governing Board: Board regularly reviews key indicators of student learning
and institutional planning
Governing Board: Board education and development
Governing Board: Board evaluation
Accreditation Visit Referral Guide 1/25/2016
Key Contact
Jeanette Gordon/Francisco Rodriguez
Jeanette Gordon
Jeanette Gordon
Jeanette Gordon/Francisco Rodriguez
Jeanette Gordon/ Maury Pearl
Jeanette Gordon
Adriana Barrera/ Ryan Cornner
Bobbi Kimble/Adriana Barrera/ Ryan
Cornner/ Don Gauthier
Adriana Barrera
Francisco Rodriguez/ Adriana Barrera
Francisco Rodriguez/ Adriana Barrera
Francisco Rodriguez/ Adriana Barrera/
Albert Roman
Francisco Rodriguez/ Adriana Barrera
Francisco Rodriguez/ Adriana Barrera
Adriana Barrera/ Kevin Jeter
Francisco Rodriguez/ Adriana Barrera
Maury Pearl/ Ryan Cornner
Francisco Rodriguez/ Adriana Barrera
Francisco Rodriguez/ Adriana Barrera
Page 3 of 4
Accreditation Update for 2/24/2016 IESS Committee
Standard/
Eligibility
Requirement
IV.C.11
IV.C.12
Description
IV.D.6
Governing Board: Board ethics and conflicts of interest
Governing Board: Delegation of responsibility to the CEO
Governing Board: Board knowledge of and participation in accreditation
processes
Multi-College Districts: CEO provides leadership and delineation of roles
between the colleges and district
Multi-College Districts: Operational roles and support of college operations
Multi-College Districts: Resource allocation and distribution policies
Multi-College Districts: Delegation of responsibility to college presidents
Multi-College Districts: District planning and college planning are integrated
and evaluated
Multi-College Districts: Communication between district and college ensure
effective decision-making
IV.D.7
Multi-College Districts: Evaluation of role delineation
IV.C.13
IV.D.1
IV.D.2
IV.D.3
IV.D.4
IV.D.5
Accreditation Visit Referral Guide 1/25/2016
Key Contact
Francisco Rodriguez/ Adriana Barrera/
Kevin Jeter
Francisco Rodriguez
Adriana Barrera/ Ryan Cornner
Francisco Rodriguez/ Adriana Barrera
Adriana Barrera/ All
Francisco Rodriguez/ Jeanette Gordon
Francisco Rodriguez
Ryan Cornner/ Maury Pearl
Francisco Rodriguez/ Adriana Barrera/ All
Francisco Rodriguez/ Adriana Barrera/
Maury Pearl
Page 4 of 4