LOS ANGELES COMMUNITY COLLEGE DISTRICT
BOARD OF TRUSTEES
INSTITUTIONAL EFFECTIVENESS & STUDENT SUCCESS COMMITTEE
Educational Services Center
Board Room – First Floor
770 Wilshire Boulevard
Los Angeles, CA 90017
Wednesday, April 29, 2015
1:00 p.m. – 2:00 p.m.
Committee Members
Mike Eng, Chair
Mona Field, Vice Chair
Ernest H. Moreno, Member
Steve Veres, Alternate
Bobbi Kimble, Staff Liaison
Felicito “Chito” Cajayon, Staff Liaison
Erika A. Endrijonas, College President Liaison
Agenda
(Items may be taken out of order)
I.
II.
III.
ROLL CALL
PUBLIC SPEAKERS*
REPORTS
A. College Planning and Institutional Effectiveness Reports
1. Los Angeles Trade-Technical College
2. Los Angeles Valley College
3. West Los Angeles College
B. Accreditation Update
IV.
V.
VI.
VII.
FUTURE
INSTITUTIONAL
EFFECTIVENESS
COMMITTEE MEETING DATES
&
STUDENT
SUCCESS
NEW BUSINESS
SUMMARY – NEXT MEETING ..................................................... Mike Eng
ADJOURNMENT
*Members of the public are allotted five 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 Friday prior to the
Committee meeting.
Institutional Effectiveness Report to the Board of Trustees
April 29, 2015
Executive Summary
Introduction
LATTC serves approximately 14,500 students each semester (79% part time and 21% full time). LATTC’s student population largely reflects
resident demographics within its vicinity with 63.0% Hispanic/Latino, 23.0% Black, 6.7% White, 5.4% Asian, and 1.9% other. The College has a
long history of preparing students for trade and technical careers, as such; in the 2012-13 academic year, 95% of programs as well as certificate
and degree completions are Career-Technical Education (CTE). In addition, above 80% of incoming students enrolled in a CTE course during
their study at the college.
Access & Preparation
Challenges: Based on ARCC 2.0, the underprepared student population comprises 94% of LATTC incoming cohort, which is the highest
percentage in the state.
Strengths: The College community had intensive dialogue, developed, and planned the implementation of a Comprehensive LATTC Pathway for
Academic, Career, and Transfer Success (PACTS) Framework as part of its Strategic and Educational Master plans. PACTS addresses access
and preparation through Tiers 1& 2 of the framework: Tier 1 is the foundational competencies for success in college and careers; Tier 2 is the
academic and career readiness competencies.
Current Strategies:
• The college continues to implement 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 services.
• In Fall of 2014, due to new state mandates, the college changed its assessment strategies. All new credit students are referred to take the
Accuplacer test.
• The college continues to examine and pilot different effective instructional strategies including Statway, acceleration, refreshers, and flipping
the classroom. Identify strategies to give students different opportunities to attain credit for competencies in Math and English.
• The college has embedded English, Math and counseling into its Pathways.
Teaching & Learning for Success
Challenges: Low persistence and completion rates; Lack of data on employment outcomes.
Strengths: PACTS addresses teaching and learning for success through organizing programs and guiding students into academic and career
pathways to promote student completions and success.
Current Strategies:
• Continue re-organization of the college into pathways (PACTS) to promote cohorts, guided choices, and embedded counseling, math and
English faculty to increase completion rates. Six pathways have been launched.
• Continue to work on establishing and communicating a 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. The college plans to “Trainthe-trainer” 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 mandated dialogue at the course / discipline /
department level.
Institutional Efficiency / Effectiveness
Challenges: Lack of centralized system for real time data to promote accountability and help guide decision-making processes.
Strengths: The College has the vital knowledge base to promote a data-driven culture and integrated use of data into campus-wide planning and
decision-making processes.
Current Strategies:
• Develop 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 Barajas, Vice President
Anna Badalyan, Dean
April 29, 2015
INTEGRATION 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
EMP 1 - LATTC PACTS (Tier 1 and 2)
ATD Priority 1- Increasing math readiness
Student Equity Plan
Basic Skills Plan
SSSP
EMP 1 - LATTC PACTS (Tier 3 and 4)
EMP 2 - Student Support
ATD Priority 2 – Increasing math completion in program of study
Student Equity Plan
EMP 3 – Trade Tech Experience and Campus Culture
EMP 4 – Faculty and Staff Development
LATTC’s Integrated Planning Process
EMP 5 - Funding
400 West Washington Blvd., Los Angeles, CA 90015 ● www.lattc.edu ● 213-763-7000
2
400 West Washington Blvd., Los Angeles, CA 90015 ~ www.lattc.edu ~ 213-763-7000
3
COLLEGE ANALYSIS
2011-2013 Indicators
No change
Weaknesses / Neutral
Improving
# Measures
4*
3
10
*Data from Fall 2014 Student Survey will inform further improvement plans
400 West Washington Blvd., Los Angeles, CA 90015 ● www.lattc.edu ● 213-763-7000
4
WEAKNESSES / NEUTRAL
Measure
2011 2013
Percentage of new students successfully
completing at least one English and Math
class in their first year *
11%*
8%*
Cost/FTES (annual)
40.4
36.5
$3,992 $4,400 Maintain balanced budget while
Average class size in credit classes
Goal - Progress
By 2016, a 3% increase in new
students successfully
completing at least one English
and Math class in their first
year*.
Improved student completion
rates.
meeting enrollment targets.
* According to ARCC, 94% of LATTC’s students are underprepared for college.
* Math and English course-taking patterns differ at LATTC given the focus on certificate completion.
* In addition, data does not reflect the LATTC strategy to enroll new students in Non-credit Basic Skills &/Or
Learning Skills Math and English courses to remediate.
400 West Washington Blvd., Los Angeles, CA 90015 ● www.lattc.edu ● 213-763-7000
5
IMPROVING
Measure
2011
2013
Percentage of eligible students receiving Pell Grants
Persistence – Fall-to-Spring
Fall-to-Fall
Percentage of new student cohort completing in 3 years: 30 units
60 units
Percentage of new students completing English assessment and
Math assessment in the first term or before (Accuplacer only)**
62%
79%
64%
50%
22%
42%
66%
82%
67%
58%
25%
31%**
** 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, 49% of incoming students completed the Math
Accuplacer and 51% completed the English Accuplacer.
400 West Washington Blvd., Los Angeles, CA 90015 ● www.lattc.edu ● 213-763-7000
6
IMPROVING
Measure
2011
2013
Percentage of new student cohort successfully completing English
101 and Math 125 (or above) in: 3 years
6 years
11%
13%
15%
15%
Completions (i.e., certificate, degree, or transfer) by academic year
1176
1821
Degree completions for 2013-14 increased by 21% compared to 2011-12.
Certificate completions for 2013-14 increased by 83% compared to 2011-12.
District baseline calculations do not include completers who did not attempt a Math or English course at
LATTC, for example in 2013-14, 62% of LATTC completers were not accounted for based on District’s “cohort”
definition and research methodology.
400 West Washington Blvd., Los Angeles, CA 90015 ● www.lattc.edu ● 213-763-7000
7
LATTC, STUDENT SUCCESS SCORECARD
Set
Stand
Institutional-Set Standards
2011-12
Actuals
70%
69.2%
56%
55.6%
14,886
N
%
5.3% 673 4.6%
2.7% 340 2.3%
Course completion rate
Retention percentage
N (3-Year Fall Average)
Certificate completion
Degree completion
Transfer
UC &
CSU
Other
1.3%
400 West Washington Blvd., Los Angeles, CA 90015 ● www.lattc.edu ● 213-763-7000
163
156
2.1%
Counts
2012-13
2013-14
Actuals
Actuals
67.7%
67.5%
62.0%
58.6%
14,212
13,814
N
%
Actuals
1135 8.0% 1233 8.9%
361 2.5% 410 2.9%
134
69
1.4%
178
1.3%
**
8
2014 College Planning and Institutional Effectiveness Report
Los Angeles Trade-Technical College
April 29, 2015
I. Alignment of College and District Strategic Plans
LATTC’s Strategic and Educational Master Plan were developed one year prior to the District Strategic Plan. This chart summarizes how our plan aligns with the
District’s Strategic Plan.
District Strategic Plan Goal
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 datainformed planning and decision-making, process
assessment, and professional development.
College Strategic Plan Goal
Educational Master Plan (Goal #1):
• Develop and Implement a Comprehensive LATTC Pathway for Academic, Career, and
Transfer Success (PACTS) Framework (Tiers 1 & 2) Including a Student Diagnostic and
Preparation Program
• Develop and Implement a Formal Instructional Support Services Program tied to PACTS
Achieving the Dream Plan
Increase math readiness
Basic Skills Plan
Student Equity Plan
SSSP
Educational Master Plan, (Goals #1 & #2):
• Reorganize LATTC’s current instructional activities into LATTC Pathways for Academic, Career,
and Transfer Success (PACTS Tiers 3 & 4)
• Improve student persistence, progress, and completion rates to achieve measurable student
success
• Evaluate and Improve Counseling and Advisement Services
• Improve the Efficiency and “Friendliness” of Student Service Processes so they are more
“Student Focused”
Achieving the Dream Plan
Increase math completion in program of study.
Student Equity Plan
Matriculation Plan
Educational Master Plan, (Goals #3 & #4):
• Improve the Trade Tech Experience and Campus Culture
• Increase cross-discipline collaboration
• Establish an LATTC Teaching Academy
LATTC’s Integrated Planning Process
1
District Strategic Plan Goal
College Strategic Plan Goal
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.
Educational Master Plan, (Goal #5)
• Develop an innovative revenue generating approach to managing and growing LATTC’s funding,
based on the principles of Strategic Cost Management
• Diversify revenue sources
• Close any budget gaps in LATTC’s annual operating budget
• Generate revenues that exceed expenses every year
• Solicit input and feedback from industry on such issues as: program/curriculum development,
content, and competencies
II. Goal #1- Comparison of College to District
Goal #1- Access and Preparation for Success
2013
2013
District
3 year
change
College
3 year
change
District
2011
2012
62%
64%
66%
71%
4%
0%
42%
40%
31%
73%
NA
1%
42%
40%
31%
75%
NA
1%
1.3.1 Percentage of new students successfully completing at least one English and Math
class in their first year
11%
10%
8%
19%
-3%
2%
1.3.2 Persistence - Fall to Spring
79%
79%
82%
87%
3%
1%
1.3.2 Persistence - Fall to Fall
64%
65%
67%
75%
3%
1%
Objective 1. Ensure equitable access to education
1.1.2 Percentage of eligible students receiving Pell Grant
Objective 2. Increase the percentage of new students who complete the
matriculation process
1.2.1 Percentage of new students completing English assessment in the first term or
before (Accuplacer only)
1.2.1 Percentage of new students completing Math assessment in the first term or before
(Accuplacer only)
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
Improving
Measure 1.2.1:
Percentage of new
students completing
English assessment
and Math
assessment in the
first term or before
Improving
Measure 1.3.1:
Percentage of new
students successfully
completing at least
one English and
Math class in their
first year
Weakness
College Response
Plans for Improvement
Although we are still below district average, the gap has
been closing significantly. The college has consistently
improved over the last five years from 40% (2009) to
66% (2013).
1. Continue offering and improving
the comprehensive and seamless
student orientation experience that
incorporates completing the
FAFSA (PACTS Tier 1).
2. District’s baseline calculation
methodology needs to be revised.
1. Piloting different strategies to
incorporate Math and English
assessment processes into the
College’s and Pathway
orientations.
2. Formalize college commitment to
student assessment by establishing
mandated, navigated, holistic, and
multiple-measure assessments.
3. Formalize training processes for
staff at multiple entry points.
1. 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.
2. In Fall of 2014, due to new state mandates, the college
changed its assessment strategies. 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 needbased services.
4. In Spring 2015, 51% of students completed the
English Assessment and 49% completed the Math
Assessment.
1. According to ARCC, 94% of LATTC incoming
students are underprepared. In 2011 the college
developed a strategy to direct new students to enroll in
refresher non-credit or credit basic skills Math and
English courses. These courses were not captured in
the calculation of this metric by the District.
2. Math and English course-taking patterns differ at
LATTC given the focus on CTE programs.
3. 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.
4. LATTC is launching the Liberal Arts and Sciences
pathway along with a corresponding intersession
bridge program.
3
1. Expand embedding English, Math,
and counseling into career and
transfer pathways.
2. Continue piloting and examining
different effective instructional
strategies including Statway,
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.
Expected
Improvement(s)
By 2016, a 12 %
increase in eligible
students receiving a
Pell Grant. We are on
track to reach the goal
set in 2013.
By 2016, 78% of new
students will be
assessed on college
academic and career
readiness
competencies.
By 2016, a 3% point
increase in new
students successfully
completing at least one
English and Math class
in their first year.
Goal #1- College Analysis and Response
District Measure
Measure 1.3.2:
Persistence –
Fall-to-Spring &
Fall-to-Fall
Strength or
Weakness
Improving
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 minisyllabus templates to provide students with consistent
course expectations.
1. Establish and communicate a twoyear scheduling cycle 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.
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 and interaction
with students prior to the first class
meeting.
6. District baseline calculation
methodology needs to be reexamined.
4
Expected
Improvement(s)
Fall-to-Spring:
A 3% point increase by
2016.
Fall-to-Fall:
A 2% point increase by
2016.
We are on track to
reach the goal set in
2013.
III. Goal #2- Comparison of College to District
Goal #2- Teaching and Learning for Success
2011
2012
2013
2013
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
59%
63%
NA
NA
1.1 Measure of student engagement in and out of class
16%
20%
NA
NA
1.1 Measure of self-efficacy/self-directed learning
67%
67%
NA
NA
1.3 Measure of how technology is being used to improve student learning and
engagement
Objective 2. Improve student outcomes**
63%
71%
NA
NA
2.1 Percentage of new student cohort completing 30 units in 3 years
50%
53%
58%
62%
8%
4%
2.1 Percentage of new student cohort completing 60 units in 3 years
22%
23%
25%
29%
3%
2%
2.2 Percentage of new student cohort successfully completing English 101 and Math
125 (or above) in 3 years
11%
11%
15%
26%
4%
3%
2.2 Percentage of new student cohort successfully completing English 101 and Math
125 (or above) in 6 years
13%
18%
15%
33%
2%
2%
2.3 Completion rate (i.e., certificate, degree or transfer) in 3 years
13%
10%
12%
13%
-1%
-2%
2.3 Completion rate (i.e., certificate, degree or transfer) in 6 years
29%
29%
26%
33%
-4%
-3%
*Objective 1 metrics are from the student survey which is administered every two years. For example, results from the 2012 student survey will appear in 2013 because they are the most recent data.
**Year for Objective 2 metrics denotes the final year of the measurement period for each cohort. For example, 2013 is final year for the three year measurement period beginning in 2010.
5
Goal #2- College Analysis and Response
District Measure
Measure 2.1.1:
• Active /project
learning
• Student
engagement in and
out of class
• Self-efficacy/selfdirected learning
Strength or
Weakness
No change
Measure 2.1.3:
Technology is being
used to improve
student learning and
engagement
No change
Measure 2.2.1
Percentage of new
student cohort
completing 30 units
and completing 60
units in 3 years
Improving
College Response
Plans for Improvement
1. This survey data has been included in the
program review data package as well as
questions to solicit campus wide input on
strategies 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).
1. Survey data have been included in the
program review data package as well as
questions to 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 four years.
1. College will increase support within the
classroom.
2. Establish a college-wide professional
standard for use of instructional technology in
and out of the classroom. “Train-the-trainer”
on effective technology-centered instruction.
3. Data from Fall 2014 Student Survey will
inform further plans for improvement.
1. Over 25 LATTC credit CCCCO approved
certificates have completion requirements of
12-29 units.
2. Continue pathway strategy to promote
cohorts, guided choices, and integrated
student support services.
6
1. Continue supporting and utilizing the LATTC
Facebook application to improve student
learning and engagement.
2. Increase the use of Moodle (Course
Management System) and Mahara (ePortfolio web software) in our academic and
CTE programs.
3. Data from Fall 2014 Student Survey will
inform further plans for improvement.
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. Revisit District baseline calculation
methodology to account for program
completers.
Expected
Improvement(s)
By 2016, a 5% point
increase.
By 2016, a 5% point
increase.
By 2016, a 10% point
increase for 30 unit
completion and a 5%
point increase for 60
unit 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.
3. The 6-year cohort began in 2008, whereas,
the college began implementing its
transformative strategies in 2010.
1. Degree completions for the 2013-14
academic year increased by 21% compared
to 2011-12.
2. Certificate completions for the 2013-14
academic year increased by 83% compared
to 2011-12.
3. The benchmark calculation omits the
completion of students who did not attempt
any Math or English course. For example,
baseline calculations do not include 62% of
2013-14 LATTC completers who did not
attempt a Math or English course at LATTC.
4. Six pathways have already launched.
1. Continue implementing PACTS in the
remaining CTE and General Education
programs.
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
re-examined to account for program
completers.
7
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
re-examined to account for program
completers that did not take Math or English.
Expected
Improvement(s)
By 2016, 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 2016, 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
Cost/FTES (annual)
2013
District
3 year
change
District
2011
2012
40.4
38.3
36.5
37.7
-10%
-8%
$3,992
$4,211
$4,400
$4,314
10%
7%
Average Class Size in Credit Classes
2013
3 year
change
College
Institutional Efficiency- College Analysis and Response
District
Measure
Average
class size in
credit classes
Cost/FTES
(annual)
Strength or
Weakness
Neutral
(See explanation)
Neutral
(See explanation)
College Response
Plans for Improvement
1. As a result of college dialogue and in response to
the ARCC data, the college’s student success
strategy 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. Nevertheless,
the college has consistently balanced its budget while
meeting its credit and non-credit FTES targets.
8
Continue our progress towards achieving
sustainable continuous quality improvement
where evaluation and planning is embedded in
the culture.
Continue existing enrollment management
strategy 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
April 29, 2015
Executive Summary
Introduction
Los Angeles Valley College served over 18,000 credit and 1,000 non-credit students in Fall 2014. 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. Despite challenges, more than half of our students indicated a transfer goal. With the
implementation of our Student Success and Support Program and Equity Plans, LAVC is providing the access and
preparation 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.
Based on the College Effectiveness Report indicators, LAVC has improved on nine of fourteen during the last
three years. Of the five indicators that showed decline, three (eligible Pell recipients, first term English
assessment, 3 year completion rate) were down only by a percent. Compared to the district, the college is
currently on par or above on fourteen of 18 indicators.
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, institutionalize
and scale up many activities from our Preparing all Students for Success (AtD) initiative. During the welcome fair
emphasis is placed on navigating the institution and connections to the campus community. Information on
academic resources, student services, majors, clubs, etc. is available. Students learn how to navigate the college
and student success skills. START Program registers students into a math, English and student success course
(Counseling 1) based on their placement results. Accelerated math shortens the sequence before the transfer
level: Math 110 (Introduction to Algebraic Concepts), paired offering of Math 115 (Elementary Algebra) and 125
(Intermediate Algebra) for an immersion approach.
Teaching and Learning for Success
After years of cuts, math lab hours and staffing were increased to provide additional tutoring with special
attention paid to recruiting students from developmental math classes. The Writing Center is expanding
workshops on central student success skills (e.g., critical thinking, study skills). Tutors are trained on how to
infuse student success skills into their tutoring.
SSSP and Equity plans include efforts to improve professional development across the campus and increase
student engagement.
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. Viability studies were completed for ten programs with
low average class size, low success rates, low retention rates, low number of program completers, and low
WSCH/FTEF. These studies were focused on program modification(s) and improvement where needed. These
additional steps will all assist the college in its continued decrease of cost per FTES.
LAVC
College Effectiveness Report
Presented to the
Los Angeles Community College District
Board of Trustees
Institutional Effectiveness and Student Success
Committee
April 29, 2015
Plan Alignment
LACCD
Strategic Plan
LAVC Mission
LAVC Goals
•
•
•
•
Teaching & Learning for Success
Access & Preparation for Success
Organizational Effectiveness
Resources & Collaboration
LAVC serves 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.
• Foster Student Completion
• Increase Equity
• Maximize Institutional Effectiveness
College 3 Year Change
Decline
Improvement
College District Comparison 2013
Below
On Par
Above
LAVC Educational Master Plan Goals
Continuous
Improvement
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.
• Preparing All Students for
Success (AtD)
Institutionalization
• SSSP Implementation
• Equity Implementation
• Institutional Standards
• CCCCO Institutional Goals
• Outcomes Assessment
• Program Review &
Evaluation
• Enrollment Plan Draft
• Bond Construction Projects
2014 College Planning and Institutional Effectiveness Report
Los Angeles Valley College
April 29, 2015
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
2011
2012
2013
2013
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
68%
64%
67%
71%
-1%
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
73%
70%
72%
73%
-1%
1%
2.1 Percentage of new students completing Math assessment in the first term or before
75%
70%
78%
75%
3%
1%
1
Goal #1- Access and Preparation for Success
2011
2012
2013
2013
District
3 year
change
College
3 year
change
District
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.
3.1 Percentage of new students successfully completing at least one English and Math
class in their first year
21%
21%
28%
19%
7%
2%
3.2 Persistence - Fall to Spring
85%
86%
87%
87%
2%
1%
3.2 Persistence - Fall to Fall
76%
76%
77%
75%
1%
1%
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
Weakness
College Response
Plans for Improvement
LAVC performance is 67% (down 1%), 4%
below the district.
Continue financial aid outreach and awareness
of financial aid opportunities for new
students. Promote awareness through Equity
Plan implementation.
Strength
LAVC performance is down 1% (72%) and
just below the district (73%).
Implement SSSP and Equity Plan activities
promoting students completing assessment.
Raise awareness of assessment test through
High School Senior Day.
Strength
LAVC performance is up 2% (87%) and on
par with current district performance on
English assessment.
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.
LAVC performance is up 7% (28%) and 3%
above the district on Math assessment.
2
Expected
Improvement(s)
Increase workshops and
activities to promote
awareness and increase
recipients.
EMP 2.3
Increase assessment.
EMP 1.4
Scale up Global Cohort /
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
Expected
Improvement(s)
Plans for Improvement
LAVC performance is up slightly to77% and
above the district average by 2%.
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.
Maintain level above
institutional standard for
persistence and increase
performance in
subpopulations.
EMP 1.4
III. Goal #2- Comparison of College to District
Goal #2- Teaching and Learning for Success
2011
2012
2013
2013
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%
63%
NA
NA
1.1 Measure of student engagement in and out of class
20%
20%
NA
NA
1.1 Measure of self-efficacy/self-directed learning
64%
67%
NA
NA
1.3 Measure of how technology is being used to improve student learning and
engagement
Objective 2. Improve student outcomes**
70%
71%
NA
NA
2.1 Percentage of new student cohort completing 30 units in 3 years
58%
61%
63%
62%
5%
4%
2.1 Percentage of new student cohort completing 60 units in 3 years
27%
30%
32%
29%
5%
2%
2.2 Percentage of new student cohort successfully completing English 101 and Math
125 (or above) in 3 years
27%
28%
30%
26%
4%
3%
2.2 Percentage of new student cohort successfully completing English 101 and Math
125 (or above) in 6 years
36%
36%
38%
33%
2%
2%
2.3 Completion rate (i.e., certificate, degree or transfer) in 3 years
14%
15%
13%
13%
-1%
-2%
2.3 Completion rate (i.e., certificate, degree or transfer) in 6 years
39%
36%
35%
33%
-3%
-3%
*Objective 1 metrics are from the student survey which is administered every two years. For example, results from the 2012 student survey will appear in 2013 because they are the most recent data.
**Year for Objective 2 metrics denotes the final year of the measurement period for each cohort. For example, 2013 is final year for the three year measurement period beginning in 2010.
3
Goal #2- College Analysis and Response
District Measure
Measure 2.1.1:
Active /project
learning
Strength
or
Weakness
Strength
College Response
Plans for Improvement
The college performance on this indicator is
identical to district (63%). (2013 Survey
Data)
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.
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.
Scale up student success initiatives through
institutionalization of PASS interventions
and implementation of SSSP and Equity.
Measure 2.1.1:
Student engagement
in and out of class
Strength
The college performance on this indicator is
identical to district (20%). (2013 Survey
Data)
Measure 2.1.1:
Self-efficacy/selfdirected learning
Weakness
The college performance (64%) on this
indicator is 3% lower than district. (2013
Survey Data)
Measure 2.1.3:
Technology is being
used to improve
student learning and
engagement
Weakness
The college performance (70%) on this
indicator is 1% lower than district. (2013
Survey Data)
Measure 2.2.1
Percentage of new
student cohort
completing 30 units
and completing 60
units in 3 years
Strength
The college shows a 5% increase for both
completion of 30 units in 3 years (63%) and
completion of 60 units in 6 years (32%). The
college is 1% above district on 3 year 30 unit
completion and 3% above on 6 year 60 unit
completions.
4
Expected
Improvement(s)
Develop specific
professional development
activities to promote active
/ project learning.
EMP 1.3
Improve awareness of
opportunities for
engagement.
EMP 1.2
Increase availability of
tutoring and workshops to
promote student success.
EMP 1.1
Implement Technology
Plan goals.
EMP 3.1 and 3.5
Increase the percent of
new students completing
30 and 60 units and
momentum points.
EMP 1.2
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
Strength
Weakness
Expected
Improvement(s)
College Response
Plans for Improvement
Thirty percent of new students successfully
complete English 101 and Math 125 in 3
years (up 4%) and 38% in 6 years (2%
increase). The college currently outperforms
the district by 4% on the 3 year indicator and
by 5% on the 6 year indicator.
Continue to align offerings with student
goals. Attempt to scale up Global Pathways
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
The college shows a 1% decline in 3 year
completion rate and a 3% decline in 6 year
completion rate. The 3 year completion is on
par with the district performance. The 6 year
performance is 2% higher than the district.
Increase information provided to students
about completion options. Align scheduling
to promote student completion through
programs. Explore solutions to identify
students close to completion. Evaluate low
performing programs.
Increase completions in all
award types, especially
ADTs.
EMP 1.1
5
IV. Institutional Efficiency- Comparison of College to District
Institutional Efficiency
2011
Average Class Size in Credit Classes
Cost/FTES (annual)
2012
2013
2013
District
3 year
change
College
3 year
change
District
39.6
37.8
36.4
37.7
-8%
-8%
$4,239
$4,229
$4,141
$4,314
-2%
7%
Institutional Efficiency- College Analysis and Response
District
Measure
Average
class size in
credit classes
Cost/FTES
(annual)
Strength or
Weakness
Weakness
Strength
College Response
Plans for Improvement
LAVC class average class size has declined 8%
to 36.4, under the district average of 37.7 (also
down 8%).
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.
LAVC cost per FTES is down 2% to $4,141,
below the district cost per FTES which has
increased 7% to $4,314.
6
Expected
Improvement(s)
Increase average class
size while maintaining
appropriate program
mix.
EMP 3.4
Continue to increase
efficiency and FTES
yields. Generate
appropriate FTES to
balance budget.
EMP 3.4
Institutional Effectiveness Report to the Board of Trustees
April 29, 2015
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 each of the six measures of access and preparation for
success, four out of the six measures show major increases, larger than the District average increase. One
of the areas that call 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. Persistence rates have also increased, and now are
approaching the District average. West 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. This effort directly addresses several of the Strategic Goals and
Objectives of the new Educational Master Plan. Objectives that will improve persistence include creation
of clear completion pathways and enhancing curriculum vitality, viability, and relevance.
Teaching and Learning for Success
West’s student outcomes have been improving in all but one of the metrics, the 3 year completion rate.
This completion rate has been impacted by the severe reduction in class offerings at West after winter and
summer intersessions were eliminated in response to the budget crisis. As the budget crisis has eased,
winter and summer were reinstated and section offerings were expanded in fall 2013 and spring 2014.
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.
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 above the District average. West’s average
class size remains larger than it was in previous years. 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.
COLLEGE PLANNING AND
EFFECTIVENESS REPORT
Presentation to the
Institutional Effectiveness
Committee
LACCD Board of Trustees
April 29, 2015
ALIGNMENT OF COLLEGE & DISTRICT STRATEGIC PLANS
District Strategic Plan Goal
Goal 1: Access and
Preparation for
Success
College Strategic Plan Goal
Strategic Direction 3: Programs and Services
Responsive to Student Needs
Goal 2: Teaching and
Learning for
Success
Goal 3: Organizational
Effectiveness
Strategic Direction 1: Dedication to Learning
Strategic Direction 2: Culture of Continuous
Improvement
Strategic Direction 4: Collaboration, Engagement, and
Respect
Goal 4: Resources and
Collaboration
Strategic Direction 2: Culture of Continuous
Improvement
Strategic Direction 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
63%
-1%
1.2.1 - New students completing English
Assessment in 1st term or before
70%
+8%
1.2.1 - New students completing Math
assessment in 1st term or before
72%
+8%
1.3.1 – New students completing 1 English &
Math class in 1st year
18%
-1%
1.3.2 – Persistence, Fall to Spring
84%
+3%
1.3.2 – Persistence, Fall to Fall
70%
+6%





Adopt best practices to prepare financial aid packages earlier
Create strong link between financial aid process and matriculation process
Build on the new West ExpressWay
Evaluate adequacy of class schedule to meet student needs at entry levels
of English and Math
The new Bachelor degree program will improve completion in the
math/science sequence
GOAL #2 TEACHING & LEARNING FOR SUCCESS
Objective / Measure
West
3 Year Change
2.2.1 – New students completing 30 units in 3 years
52%
+1%
2.2.1 – New students completing 60 units in 3 years
19%
0%
2.2.2 – New students successfully completing English 101 &
Math 125 in 3 years
16%
+3%
2.2.2 – New students successfully completing English 101 &
Math 125 in 6 years
19%
+2%
2.2.3 – Completion rate in 3 years
11%
-4%
2.2.3 – Completion rate in 6 years
30%
+2%





Expand smart classroom technology to older buildings
Maintain and upgrade equipment using ILEM funds
Implement call management system to improve customer service by
answering telephone calls 24/7
Reinstate programs reduced during budget crisis
Improvement Plans Build on AtD and Ed. Master Plan


Establish exemplary professional learning program
Implement accelerated pathway through English sequence
INSTITUTIONAL EFFICIENCY
Objective / Measure
West
3 Year Change
Average Class Size
38.0
-10%
$4,743
+11%
Cost / FTES

Improvement Plans





Change enrollment procedure in 1st week of semester
Increase enrollment limits in online classes
Improve class scheduling practices
 Enforce block scheduling
 Promote schedule coordination among divisions (i.e., Math &
Science)
 Publicize instructional program roadmaps
West has achieved its FTES targets in each of the last 3 years with
minimal unfunded FTES. In order to accomplish this, West diverted
most summer 2013 FTES to FY2013, while incurring most of the
cost in FY2014. This results in inflated Cost/FTES in FY2014.
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!
2014 College Planning and Institutional Effectiveness Report
West Los Angeles College
April 29, 2015
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.
Goal 3: Organizational Effectiveness – Improve
organizational effectiveness through data-informed
planning and decision-making, process assessment,
and professional development.
 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
Strategic Direction 2:
Culture of Continuous Improvement



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.
Strengthen the processes for assessment and improvement of student learning outcomes and service
area outcomes
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
Strategic Direction 2:
Culture of Continuous Improvement
 Exercise financial stewardship that ensures fiscal stability while supporting educational excellence
and the College mission
Strategic Direction 5:
Connections with Communities
 Forge effective alliances with local schools, organizations and individuals
 Open the College to the world
1
II. Goal #1- Comparison of College to District
Goal #1- Access and Preparation for Success
2013
2013
District
3 year
change
College
3 year
change
District
2011
2012
64%
64%
63%
71%
-1%
0%
63%
73%
70%
73%
8%
1%
64%
70%
72%
75%
8%
1%
3.1 Percentage of new students successfully completing at least one English and
Math class in their first year
18%
18%
18%
19%
-1%
2%
3.2 Persistence - Fall to Spring
81%
83%
84%
87%
3%
1%
3.2 Persistence - Fall to Fall
63%
68%
70%
75%
6%
1%
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
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.
Goal #1- College Analysis and Response
District Measure
Measure 1.1.2:
Percentage of
eligible students
receiving Pell
Grants
Strength or
Weakness
Weakness
College Response
Plans for Improvement
West is in a very competitive swirl of enrollment at many
colleges in the area. This decreases the percent of students
who receive Pell Grants. However, the data reflect West’s
effectiveness in competing with other colleges to enroll
students who would otherwise be enrolled elsewhere.
There are major near-by colleges including, Santa Monica,
UCLA, El Camino, as examples, where students are already
packaged for financial aid. Thus West gets part of the
student enrollment, while the other colleges are packaging
the aid.
During the budget downturn, the close relationship with
2
• Adopt best practices to package students
earlier
• Ramp up high school outreach
• Hire additional staff (Financial Aid
Assistant) to help students with their
financial aid applications
• Create strong link between financial aid
process and matriculation process
• Involve parents in the financial aid
application process through parent
nights, evening workshops
• Enhance Semester Kick-off to include
Financial Aid
Expected
Improvement(s)
1% increase per
year until West
reaches the
District average,
at which point the
college will
reassess further
targets.
Goal #1- College Analysis and Response
District Measure
Strength or
Weakness
Measure 1.2.1:
Percentage of
new students
completing
English
assessment and
Math assessment
in the first term
or before
Trending to
strength
Measure 1.3.1:
Percentage of
new students
successfully
completing at
least one English
and Math class in
their first year
Trending to
strength
Measure 1.3.2:
Persistence –
Fall-to-Spring &
Fall-to-Fall
Trending to
strength
College Response
Plans for Improvement
feeder high schools (Crenshaw, Dorsey, & Washington
Prep.) was discontinued and the outreach program was
downsized.
An 8% increase over 3 years 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.
Rate is holding steady.
Supplemental Instruction in Math & English started in Fall
2014.
Project LEARN offered small summer Math Bootcamp.
Summer Bridge program supports students reaching college
level English within one year.
• Persistence rates are trending up, with greater increases
than district-wide.
• Reenergized focus on student success, including the
Student Success Committee, Achieving the Dream, and
Student Equity, Access and Completion (SEAC)
Committee.
• Increased engagement of faculty, for example in Faculty
Inquiry Groups (FIGs), and through professional
learning, which emphasizes engagement and cultural
sensitivity.
• The Tech Fair supports engaging students in learning
through technology.
3
• 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
• 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.
• The new Bachelor degree program will
improve completion in the math/science
sequence.
• The new Bachelor degree program will
improve completion in the math/science
sequence.
• 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.
Expected
Improvement(s)
100% of new
students will
complete English
and Math
assessment in the
first term or
before.
1% increase per
year until District
average is
attained.
1% increase per
year until District
average is
attained.
III. Goal #2- Comparison of College to District
Goal #2- Teaching and Learning for Success
2011
2012
2013
2013
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
60%
63%
NA
NA
1.1 Measure of student engagement in and out of class
16%
20%
NA
NA
1.1 Measure of self-efficacy/self-directed learning
65%
67%
NA
NA
1.3 Measure of how technology is being used to improve student learning and
engagement
Objective 2. Improve student outcomes**
72%
71%
NA
NA
2.1 Percentage of new student cohort completing 30 units in 3 years
51%
53%
52%
62%
1%
4%
2.1 Percentage of new student cohort completing 60 units in 3 years
18%
17%
19%
29%
0%
2%
2.2 Percentage of new student cohort successfully completing English 101 and Math
125 (or above) in 3 years
13%
14%
16%
26%
3%
3%
2.2 Percentage of new student cohort successfully completing English 101 and Math
125 (or above) in 6 years
17%
20%
19%
33%
2%
2%
2.3 Completion rate (i.e., certificate, degree or transfer) in 3 years
15%
15%
11%
13%
-4%
-2%
2.3 Completion rate (i.e., certificate, degree or transfer) in 6 years
28%
30%
30%
33%
2%
-3%
*Objective 1 metrics are from the student survey which is administered every two years. For example, results from the 2012 student survey will appear in 2013 because they are the most recent data.
**Year for Objective 2 metrics denotes the final year of the measurement period for each cohort. For example, 2013 is final year for the three year measurement period beginning in 2010.
4
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
Neither
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:
• Poster Fair
• Café West
• Semester Kick-off
• Transfer and Career Fairs
• STEM emphasizes self-direction in scientific
inquiries; offers symposia
• Spoken Word through the LEARN program
offers open mike poetry readings in the Café
• Black Scholars and LEARN 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 redefining student support and engagement.
• The International Students have an active club,
including the Ambassador Program which links
them with advisers on campus.
• Global Studies Initiative put on a conference to
reinforce that West students are part of a global
community beyond West.
• One Book Club
• In the Summer Bridge learning community,
there is a social justice emphasis where students
participate in activities outside class.
• Transfer tours of different colleges.
• The students in the Athletics Program engage in
a service project with the Child Development
Center.
• A group of students participated in the AMEND
conference (African-American Male Education
Network and Development).
• Star Parties involve students in an activity
outside of class.
5
• Expand professional learning to further
emphasize active learning approaches.
o Reading Apprenticeship
• Have a campaign to promote student engagement
and its importance.
• Encourage faculty to start a club and be faculty
advisors.
• Institutionalize Black Scholars Program
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
Strength or
Weakness
Measure 2.1.3:
Technology is
being used to
improve student
learning and
engagement
Neither
Measure 2.2.1
Percentage of
new student
cohort
completing 30
units and
completing 60
units in 3 years
Weakness
College Response
Plans for Improvement
• Personal Development classes teach and
emphasize the meta-cognitive strategies.
• Orientation for CTE programs
• Tech Fair ensures that faculty are knowledgeable
about the latest technology for use with students
• New buildings are designed with smart classroom
technology
• Strong distance education program is supported by
the training of faculty in the use of the Etudes
technology
• West participates in the Online Education
Initiative and the Common Assessment Initiative,
both projects sponsored by the CCCCO
• At the Semester Kick-off, offered session on use
of SIS technology
• West Expressway
• West has an active Facebook presence; Twitter
account
• West’s web was redesigned using Kentico
software so that each faculty can have their
individual web pages
• Many faculty who teach on-ground classes also
have Etudes shells for those classes
• Qless line management system to reduce wait
times
• On-line chat and on-line counseling available to
all students
A number of efforts have been undertaken in the last
3 years:
• Accelerated English
• West Expressway – to get more students assessed
earlier
• Summer Bridge
• Hire adjunct counselors to help with advising
6
Expected
Improvement(s)
• Expand smart classroom technology to older
buildings
• Maintain and upgrade equipment using ILEM
funds
• Implement call management system to improve
customer service by answering telephone calls
24/7
2% increase
every two years
as reflected in
the Student
Survey, which is
administered
every two years.
• 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
• Hire additional full time counselors to make it
possible for all students to create Comprehensive
Student Educational Plans
1% increase per
year until
District average
is attained.
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
Weakness
College Response
Plans for Improvement
• The percentage is going up, +3%
A number of efforts have been undertaken in the last
3 years:
• Acceleration in English
• West Expressway – to get more students
assessed earlier – and to declare their major
earlier
o But then students can’t get Math classes
they need
• Summer Bridge
• Hire additional full time faculty in Math
Declining in • West acted rapidly in responding to the budget
3 years;
crisis, and eliminated summer and winter class
Increasing
offerings. The impact of the cuts is seen in the
in 6 years
large decline in 3 year completion rates of
students beginning in Fall 2008.
• One of the most devastated programs was ACT,
which supported full time student enrollment. The
previous cohort program was taught by 12 full
time faculty.
• Existing facilities are insufficient for current
programs in Computer Science, Business, Theater,
Motion Picture Television Production, Dance, and
Aviation Maintenance Technology. For example,
computer labs are not appropriately air
conditioned.
7
• Use the new PeopleSoft system to allow
counselors and support staff to more closely
track student progress
• Use the new PeopleSoft system to automatically
send notifications to students about their
academic progress
• Market new ADT degrees to support student
completion and transfer. The degrees have been
designed with a 60-unit maximum.
• Hire full time English faculty
• Replace full time Language Arts Learning Skills
instructor
• 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
Do more to encourage full time enrollment:
• Expand EOPS
• Growth in the International Student program
will increase graduation and transfer rates.
• Improve class scheduling to permit enrollment
in a full time load more easily.
• Admissions will work with Academic Affairs
to do presentations in CTE classes to
emphasize graduation and to complete forms
• ACT program is re-started with grant support
and a new MOU with Dominguez Hills
guaranteeing transfer.
• New ADT awards will support student
completion and transfer.
• Faculty-driven mapping of courses needed to
Expected
Improvement(s)
1% increase per
year until
District average
is attained.
1% increase per
year until
District average
is attained.
Goal #2- College Analysis and Response
District Measure
Strength or
Weakness
College Response
Expected
Improvement(s)
Plans for Improvement
complete programs will facilitate completion.
• Division meetings are held to coordinate
scheduling so that students can complete in a
2-3 year period of time. Scheduling is aligned
with program maps.
• Opportunities for growth will be used to
support the completion agenda by offering
courses that strategically help students finish
their programs. Reports are used to identify
areas in need of additional sections. Winter
intersession is focused on degree- and
certificate- applicable only to support spring
graduates. The number of electives has been
reduced to strengthen the on-going program.
• New full time faculty will contribute to
increasing the student completion rate.
• Enhance faculty advising. New staff will
conduct faculty advising training sessions.
• Improved financial aid processing may
contribute to improve persistence and
completion.
IV. Institutional Efficiency- Comparison of College to District
Institutional Efficiency
Fall 2011/
FY 2012
Fall 2012/
FY 2013
Fall 2013/
FY 2014
Fall 2013/
FY 2014
District
42.2
40.7
38.0
37.7
-10%
-8%
$4,272
$4,391
$4,743
$4,314
11%
7%
Average Class Size in Credit Classes
Cost/FTES (annual)
8
3 year
change
College
3 year
change
District
Institutional Efficiency- College Analysis and Response
District
Measure
Average
class size in
credit classes
Cost/FTES
(annual)
Strength or
Weakness
Neither
Neither
College Response
Plans for Improvement
• West’s average class size has dropped more than desired,
although not completely unexpected due to the large size West
experienced during the budget crisis. West’s average class
size is still higher than the district average.
• West has engaged in extensive discussion and analysis about
the reduced average class size, and has identified the following
possible causes: general enforcement of prerequisites, reduced
unemployment rate, resulting in students taking lighter loads.
• New emphasis on science and math results in more advanced
courses that have a smaller average class size.
• The Teaching-Learning Center, Sound Stage and Studios are
planned new buildings that are needed to increase average
class size.
• The collective bargaining agreement allows for faculty-driven
decision to increase class size in on-line classes. This will
increase West’s over-all average class size since ¼ of
enrollments are in on-line classes.
• Several policy changes have reduced enrollment, with the
long-term goal of student success. These changes include
prerequisite enforcement across the board, new repeatability
rules, and new registration priority policy.
• West has had a balanced budget for the past 4 years.
• West has achieved its FTES targets in each of the last 3 years
with minimal unfunded FTES. In order to accomplish this,
West diverted most summer 2013 FTES to FY2013, while
incurring most of the cost in FY2014. This results in inflated
Cost/FTES in FY2014.
• 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.
• The grants program contributes approximately $2,000,000 to
the general fund.
• The Global Studies Program expands opportunities for global
experience, and contributes $1,400,000 to the general fund this
year.
• The collective bargaining agreement
allows for faculty-driven decision to
increase class size in on-line classes.
This will increase West’s over-all
average class size since ¼ of enrollments
are in on-line classes.
• Several enrollment practices will be
changed. One is to allow students to
enroll in sections that had been closed if
there is a drop, and a subsequent
opening. Another change is to permit
enrollment online through the first week
of class if there is space available. A
further change facilitates enrollment in
online sections.
9
West plans to shift FTES reporting for
summer so that it is credited to the
following fiscal year only, rather than
being split between fiscal years. In order
to do this, the FTES target will need to be
met for the preceding year without any
support from the following summer.
Expected
Improvement(s)
Stabilize average
class size at its
current high
level; prevent
further declines
in average class
size.
Proportion of
summer FTES
reported in
preceding year
will decrease to
zero.