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NATIONAL COMMUNITY COLLEGE EXPANSION

OF THE WFSNCC STRATEGY

LOS ANGELES HARBOR

COLLEGE IMPLEMENTATION PLAN

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National Community College Expansion of the WFSNCC

Strategy 1

Implementation Plan Template

Table of ContentsSUMMARY AND EXPECTATIONS OF THE IMPLEMENTATION PLAN.......................3SECTION I: GOAL 1.........................................................................................................6SECTION II: GOAL 2......................................................................................................27SECTION III: GOAL 3.....................................................................................................33SECTION IV: PROJECT MANAGEMENT......................................................................42ADDITIONAL INFORMATION........................................................................................44CHECK LIST...................................................................................................................45

1 For the purpose of this document, this initiative will be referred to internally as WFSNCC. This initiative will no longer be referred to as WFSN, as it is often confused with the national WFSN comprised of United Way and LISC. The initiative’s formal name will be developed with the support of a national communications firm.

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SUMMARY AND EXPECTATIONS OF THE IMPLEMENTATION PLAN

The implementation plan serves as an action plan for integration and implementation of the WFSNCC strategy as an institution wide approach to serving low-income community college students and their families. As colleges implement their plans, they are expected to begin with scale and sustainability in mind. As a result, this plan will be a guiding tool throughout the next three years as the college progresses from implementation to scaling, and ultimately institutionalization.

This plan should emphasize the goal of transforming the institution’s culture and operations to holistically support low-income students and include plans for leadership engagement and commitment to the WFSNCC strategy. The implementation plan should align with each college’s respective logic model and support the college in reaching the outputs, outcomes, and impacts outlined in that logic model.

Each college will demonstrate how issues of equity will be intentionally integrated through culturally sensitive engagement of students and training for faculty and staff. Equity is a critical focus of WFSNCC and colleges are expected to serve a diverse population of low-income students and a significant percentage of students of color.

The implementation plan will specify how the college will implement WFSNCC services to support the needs of an increasing number of low-income students by providing a variety of both high- and low-touch services. Colleges will identify the services that will be implemented or expanded to support students in each of the three core WFSNCC core service areas and plan for internal and external partnerships that can be leveraged to support service delivery.

The implementation plan will also describe a plan for data collection, reporting, and information sharing to strengthen the evidence base for WFSNCC. This plan should show how the institution will seek to improve and streamline systems, and engage institutional leaders in support of culture change and sustainability.

Completing this plan is critical for successful WFSNCC implementation and will serve as an important element in identifying and aligning the right combination of technical assistance needs of each institution.

Implementation Plan Review Process:

Assigned WFSNCC coaches will provide feedback on the logic models to help guide implementation plan development. The same coaches will provide scheduled and as needed support to colleges as they work on their implementation plans. ATD, in consultation with the coaches, will connect colleges to a team of technical assistance providers ready to provide content specific support on issues such as culture change, benefits access, partnerships and more. Throughout the planning process ATD will host webinars, share resources, and identify a variety of other ways to be proactive about ensuring that the colleges have the needed resources to successfully implement and work toward scaling WFSNCC.

Institution Name: LOS ANGELES HARBOR COLLEGE

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List the names and titles of WFSNCC Implementation Plan authors:

Sandra Sanchez, Dean of Economic and Workforce DevelopmentDr. Andrew Sanchez, Assistant Dean of Economic and Workforce DevelopmentMercy Yanez, Dean Student ServicesDr. Bobbi Villalobos, Dean of Academic AffairsAngelica Villalpando, YouthSource Center Counselor/CoordinatorRhea Estoya, Research Analyst

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Executive Summary:Please provide a high level description of the college’s implementation plan. Include in this summary how the college intends to achieve the three goals of the initiative, including a general timeline for implementation and expansion of services to reach an increasingly large number of low-income students.

Los Angeles Harbor College intends to achieve the goals of the Working Families Success Network in Community College Initiative by implementing the following plan in order to satisfy the college’s goal of increasing student academic success, improving student financial stability, and raising degree completion rates.

The goals and outcomes of the Los Angeles Harbor College WFSNCC implementation plan are focused on enhancing and expanding support to low income students, transforming Harbor College’s institutional culture and operations as it implements initiative activities, and using data to strengthen student service activities.

Also included in the overall goal are activities that address issues of equity and cultural sensitivity as it relates to specific student of color populations based on disproportionate impact ratios, along with professional development opportunities for faculty and staff that challenges racial and cultural perceptions and assumptions, allowing for a renewed approach to serving diverse student populations.

Using the WFSNCC initiative model framework Los Angeles Harbor College is implementing a bundle of integrated services that will meet the needs of low income college students. Integrated services will be reflective of the”three pillars” of the WFSNCC model and will be comprised of low-touch and high-touch service activities that include:

Employment and Educational Services: Services that help to develop a student’s interest, skills, and obtainment of employment or education to advance in a career of their choice.

Income and Work Support Services: Services that assist students to access and leverage public benefits and other income support that will help to provide for a student’s family economic stability and at the same time allow for the completion of a student’s educational goals.

Financial Literacy and Asset Building Services: Services that will increase a student’s financial knowledge and help to develop their short and long-term financial self-sufficiency.

In order to achieve the goals of the WFSNCC initiative by year three of the grant, Los Angeles Harbor College will enhance and expand existing program activities thereby leveraging already existing expertise and infrastructure. Student success programs that will be leveraged to provide WFSNCC related services will include CalWORKS, EOP&S, PUENTE, Harbor Advantage, YouthSource, Career Center, the Life Skills Center, and the Financial Aid Office.

Los Angeles Harbor College expects to achieve the goals of the Working Families Success Network in Community College Initiative by working closely with the AtD organization, the WFSNCC consortia, the WFSNCC coach, and the ATD/WFSNCC Initiative Associate Director of Programs. The Los Angeles Harbor College Implementation Plan will serve as the guiding document that will keep the college on track to satisfy the college’s WFSNCC grant goals of serving low-income students and helping to facilitate their academic and financial success.

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SECTION I

Goal 1: Implementing WFSNCC services to serve increasingly large numbers of low income students.

The vision of this initiative is to embed an integrated set of services at community colleges so that over time the strategy is infused into the institution’s culture and operations for maximum student support.

Target Population and Racial Equity:

The students targeted for WFSNCC services are low-income students with family responsibilities. Recognizing that identifying such students can be difficult, at a minimum, the colleges should use Pell eligible as a proxy for low-income. Colleges may also define and target additional low income populations, or may apply definitions of low-income used by state governing bodies.

If a college chooses a definition other than Pell-eligible or a state definition, an explanation for why they chose this population and its characteristics and how the college will be able to identify those students and their income status should be provided. In all cases, the definition needs to encompass a broad population of students. The total low-income population may not be defined as the participants enrolled in a particular program (e.g. all TRIO students).

Racial composition of the student population was one selection factor for this initiative. Colleges should demonstrate a strategy to ensure that students of color are served through WFSNCC low- and high-touch services, including setting numerical goals for the number of students of color to be served each year

Three Core Service Areas:

Colleges are expected to deliver services to students by intentionally integrating and sequencing three distinct but related service areas:

Education and employment advancement—education, job readiness, training, and placement;

Income and work supports—access to student financial aid, public benefits, tax credits, and free tax assistance; and

Financial services and asset building—financial education and coaching linked to affordable products and services to help families build self-sufficiency, stabilize their finances, and become more economically competitive.

Service Delivery Expectations:

Colleges are expected to add or to expand at least one low and one high-touch service in each of the three core service areas. Expanded services are defined as existing services to which a college adds a new component. If a college is not providing a new or expanded effort in one or more of the core service areas, a rationale must be provided for why the college is not focusing in that core service area, and explain how the type and intensity of existing services offered by the college align with the WFSNCC strategy and provides required WFSNCC supports to students.

Colleges should provide an analysis of how each service contributes to student success. Colleges are encouraged to advise students of WFSNCC services in multiple ways and multiple times as students often need to hear information more than once before absorbing or acting upon it.

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Levels of Service2:

Low-touch services are defined as standardized services designed to reach a broad range of students via group settings such as orientation or student success classes, or through technology or other mass delivery approaches. Low-touch services provide information and in some cases develop student skills. Examples of low-touch services include: having a financial literacy component in a student success course; supplemental instruction on job readiness skills; and inclusion of benefits access information in new student orientation.

High-touch services are defined as one-on-one interactions that provide a specific service or set of services to a targeted number of students who have been identified as needing more intensive support. Financial coaching, career planning (not student advising), and working with an individual student to secure a specific public benefit are all examples of high-touch services.

Colleges are urged to use low-touch services to help identify students in need of high-touch services. For example, student success courses where financial literacy is embedded could include a self-assessment that helps the student or faculty identify the student’s need for intensive financial coaching. Similarly, a homework assignment that involves the use of a public benefits screening tool may help identify students in need of individualized support to apply for Medicaid or SNAP benefits.

Within one WFSNCC core service area, it is possible that a low-touch service over time becomes a high-touch service as the level of student support increases. The demarcation of this moment may be best captured when a student creates a short- or long-term goal for their education/career pathway related to that service and subsequently receives one-on-one support.

Required Services:

Colleges are required to implement the following services:

High-touch financial coaching is a requirement; and

At least 25% of low-income students in the college should receive financial literacy and benefits access information through a student success course. If a college does not have a student success course, colleges should identify an alternative mechanism, preferably a standing college program or service (e.g., student orientation, or financial aid counseling sessions) through which these components will be delivered.

All services the college will offer as part of the WFSNCC strategy must be operational and offered to students by July 2016. These services will form the basis for measuring student progress and outcomes for evaluation purposes.

Bundling:

Colleges will be expected to develop clear and intentional mechanisms by which students receive services in at least two of the three core service areas, also called bundling. Bundling is defined as follows:

Bundling is the intentional selection and integration of services that help a student achieve the explicit short and long term goals set by the student on a timeline that efficiently moves the student through a pathway to college success. Simply receiving services in two or more core service areas without the intentionality of combining these services is not bundling.

2 Please see page 11 in the WFSNCC RFP for the examples of different services in each of the three core service areas and at different levels of service.

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Bundling is the sequencing and timing of services so that students are receiving services from at least two of three WFSNCC core service areas that the college proposes to offer students. Simply offering one high- and one low-touch service in the same core service area is not bundling.

Bundling usually occurs through design, staffing or IT.

The services do not necessarily need to be sequenced in a particular order, although colleges may choose to design their programs that way to ensure at least two of three services are received.

Scaling: It is expected that colleges will begin their WFSNCC strategy implementation process with scale in mind. Scale in the case of this initiative means reaching a significant proportion of the low-income student population by year five.

The following are expectations of high and low-touch threshold service goals:

College <10,000 students College > 10,000 students

Low touch 25% of low-income students by year three and 40-50% by year five

25% of low-income students by year three and a larger percentage by year five.

High touch* A threshold of serving at least 20% of students who need high-touch services receiving at least one high-touch service by year 3

A threshold of serving at least 10% of the students who need high-touch services in a large college will receive at least one high-touch service by year 3

* Colleges will need to define how they identify the population of students who need high-touch services.

1a) Los Angeles Harbor College WFSNCC Initiative Target Population LAH

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The target population that Los Angeles Harbor College seeks to serve through the WFSNCC initiative are a broad population of new incoming low-income students who are Board of Governors Waiver (BOGW) eligible.

The California Community Colleges defines BOGW eligible students as: students who are receiving TANF, SSI/SSP or General Assistance; have financial need, based on a financial aid office review of the students Free Application for Federal Student Aid (FAFSA); are a student at a California community college, and have been determined to be a resident, or to be exempt from nonresident fees under a B540; or meet the BOGW 2015-16 income standards listed below that are based upon the federal poverty guidelines, as published each year by the U.S. Department of Health and Human Services. In addition, the initiative seeks to serve students who are currently in foster care or were in foster care between the ages of 16-18, African American males and females, Hispanic males, and white males, all of who are underserved according to Los Angeles Harbor College ATD data.

Los Angeles Harbor has set a goal of serving 1000 low-income students by year three and 1600 by year five with low touch services, and at least 800 students who need high-touch services to receive at least one high-touch service by year 3.

Board of Governors Fee Waiver Program BOGFW-B 2015-2016 Income StandardsFamily Size 2014 Income1 $17,5052 $23,5953 $29,6854 $35,7755 $41,8656 $47,9557 $54,0458 $60,135Each Additional Family Member $6,090

Los Angeles Harbor College has the ability to identify and target the population for WFSNCC services through the use of institutional data which is collected electronically from the student during the college intake process. In addition, Harbor College has used disaggregated student data and analyzed multiple indicators, including age, SES, race, and gender, to identify student populations that are in most need of intervention services that are also in line with WFSNCC goals.

Initially Los Angeles Harbor College intends to implement low-touch services with currently enrolled and new incoming low-income students who may be affiliated with existing campus initiatives such as the college’s First Year Experience Program known as Harbor Advantage, the college’s transition to college program known as the Harbor YouthSource Center, the college’s CalWorks or EOP&S programs, foster care, and others. Targeting these groups initially will allow the college to refine several existing services that are in line with WFSNCC pillars of services and population targets. However, throughout the duration of the WFSNCC initiative the college plans to scale WFSNCC low-touch services to reach 25% of the low-income student population by the conclusion of the grant.

QUESTIONS:

If your college/state has a different definition for low-income, please define it below and demonstrate an ability to gather reliable data on this population. (See narrative above)

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If your college intends to target a smaller subset of students please describe the rationale. What is the initial target population and subsequent milestones? Include the number of students in this population and the percentage relative to the overall low-income population. (n/a)

Please explain how you plan to expand from this initial target population and reach 25% of the low-income student population with low-touch services and explain what the time frame for that expansion/scaling looks like. (See narrative above)

If your WFSNCC initiative intends to be launched with limited services, please explain the timeline for expanding to the full set of low- and high-touch services.(n/a)

1b) Three Core Service Areas: Proposed Services

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As noted in Section I, colleges will be expected to implement or expand at least one low and one high-touch service in each of the three core service areas, for a minimum of 6 services.

Of these services colleges are required to implement the following:

Financial coaching; and

Integrated financial literacy and benefits access information in a student success course. For institutions without such a course, integration into another like course that touches a large number of students, such as orientation, is acceptable.

QUESTIONS: Please use the space on pages 10- 21 to provide more information on each of the services the institution plans to expand or implement. The two required services referenced above have been pre-populated. If you need space for additional services, please copy and paste the following questions after service 6.

Service #1A short title for the service, as provided above.

Description of Service:

Los Angeles Harbor College Financial Coaching Services will be focused on teaching individual students how to manage their own individual financial circumstances thereby empowering students to take control of their own personal finances. Financial literacy coaching staff will work one-on-one with students who are in financial need or have the foresight to address particular financial situations.

Financial Coaching Services will Include one-on-one coaching sessions that will address a variety of topics based on the needs of the students situation and may include a coaching on: generating income, managing cash flow, managing debt, paying for college and managing student loans, dealing with financial emergency situations, accessing capital, and other related individualized financial coaching services.

Los Angeles Harbor College Financial Coaching Services will be targeted to low income Harbor College students who have been identified through low-touch financial informational services and are participating in various college programs such as the YouthSource Center, the Foster and Kinship Care Education program, Harbor Advantage, EOP&S, CalWorks, and others. A particular focus of this service will meet on new incoming college students so that they may learn the skills needed to address and manage their own personal finance situations early on in their college career.

The college staff person that will be responsible for providing financial coaching services will be Norell Perez. Ms. Perez is a trainer and instructor in the Foster and Kinship Care Education program who works closely with foster youth and former foster youth on campus and in the community. Ms. Perez has been trained in 2015 to deliver the FDIC Money Smart Financial Education and Literacy curriculum to college students. This curriculum can be revised to be used in conjunction with WFSNCC provided financial coaching curriculum.

Los Angeles Harbor College Financial Coaching Services (REQUIRED)

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Fall / 2016


Education and Employment Advancement Services Income and Work ServicesX Financial Services and Asset Building Supports

Service Status:

Indicate whether the service is already offered by your institution (active), will be strengthened (expanded) or is a new service (new).

Active ExpandedX New

Start Academic Year:

The academic semester/quarter and year in which the intervention began or is planned to begin.

Fall/Spring/Quarter YYYY

Mandatory/Optional:

Indicate whether the service requires students to opt-out or if it is voluntary/delivered by request:

Mandatory/Opt-OutX Voluntary/Opt-In

Level of Service:

Low-touch X High-touch


Los Angeles Harbor College Financial Literacy and Asset Building Informational Services in Student Success Course (REQUIRED)

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Description of Service: Please highlight the service, including the following:

Los Angeles Harbor College Financial Literacy and Asset Building Informational Services will be focused on educating low income college students on a broad range of financial topics designed to encourage students to begin considering their individual financial situation and initiate steps to take control of their financial future.

Financial Literacy and Asset Building Informational Services will include small and large group informational sessions that will inform students on a range of financial literacy topics that will encourage students to follow up on these topics based on their own individual interest. Financial literacy and asset building informational services will include information on: accessing student financial aid, accessing commercial financial services, generating wealth, paying for college, employment options for students, managing debt, building assets and other related broad ranges financial literacy topics.

Financial Literacy and Asset Building Informational services will be provided to low income Harbor College students who are participating in various college programs such as the YouthSource Center, the Foster and Kinship Care Education program, Harbor Advantage, EOP&S, CalWorks, and others. Financial literacy and asset building information will be delivered to students through workshops and/or embedded in personal development course curriculum. Harbor’s WFSNCC initiative has set a goal of planning to integrate financial literacy and asset building information services into specific Personal Development courses so that a large number of participants will receive this service.

The intent of this service is to educate low income college students so that they may learn about financial literacy topics and develop the skills needed to address and manage their own personal finance situations early on in their college career.

The college staff person that will be responsible for coordinating and implementing Financial Literacy and Asset Building Informational services will be Dan Ruiz. Mr. Ruiz is a college retention counselor and coordinator of the Harbor Advantage first year experience program who works closely with new students. Mr. Ruiz will coordinate the delivery of financial literacy and asset building services with the trained financial education and literacy trainer.


Education and Employment Advancement Services Income and Work ServicesX Financial Services and Asset Building Supports

Service Status:


ActiveX Expanded New


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Fall / 2016

The academic semester/quarter and year in which the intervention began or is planned to begin.


Mandatory/Optional:


X Mandatory/Opt-Out Voluntary/Opt-In

Level of Service:

X Low-touch High-touch


Los Angeles Harbor College Income and Benefits Access Informational Services (REQUIRED) LAH

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Fall / 2016


Los Angeles Harbor College Income and Benefits Access Informational Services will be focused on educating low income college students about specific income and public benefits programs which may be available to them so that they may leverage these resources in order to reduce income uncertainty while they are college students.

Income and Benefits Access Informational Services will include small and large group informational sessions that will inform students about locally available income and public benefits programs. The information will encourage students to follow up based on their own individual needs.

Los Angeles Harbor College Income and Benefits Access Informational services will be provided to low income Harbor College students who are participating in various college programs such as the YouthSource Center, the Foster and Kinship Care Education program, Harbor Advantage, EOP&S, CalWorks, and others.

Income and benefits information will be delivered to currently enrolled and new students through specific program and/or college orientation sessions or provided electronically through the admissions and records office during the college enrollment process, and through activities such as career fairs.

There will be several college staff persons that will be responsible for coordinating and disseminating income and benefits access information depending on the departments participate participating. Those departments which may be participating in providing income and benefits Access informational services are the Financial Aid Office, Admissions and Records Office, and specific programs such as Harbor Advantage. Currently, the Financial Aid Office in developing financial education and literacy workshops for all financial aid recipient students. Initial discussions with the financial aid director has confirmed that the WFSNCC strategy is in line with the financial aid offices plans for enhancing financial education and literacy services.


Education and Employment Advancement Servicesx Income and Work Services Financial Services and Asset Building Supports

Service Status:


Active Expandedx New


The academic semester/quarter and year in which the intervention began or is planned to begin. LAH

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Mandatory/Optional:

Indicated whether the service requires students to opt-out or if it is voluntary/delivered by request:

x Mandatory/Opt-Out Voluntary/Opt-In

Level of Service:

x Low-touch High-touch


Los Angeles Harbor College Public Benefits and Income Programs Referral Services

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Fall / 2016


Los Angeles Harbor College Public Benefits and Income Programs Referral Services will be focused on providing low income college students with direct referral and/or enrollment in specific public benefits programs which they may qualify for.

Public Benefits and Income Programs Referral Services will include individual one-on-one coaching sessions that will inform students about how to access and enroll in locally available income and public benefits programs.

Public Benefits and Income Programs Referral Services will be provided to low income Harbor College students who are currently enrolled or new to the college and are participating in various college programs such as the YouthSource Center, the Foster and Kinship Care Education program, Harbor Advantage, EOP&S, CalWORKs, and others.

There will be several college staff persons that will be responsible for providing these services to students. Public Benefits and Income Programs Referral Services will be provided to students through designated Learning Coach staff persons who are affiliated with specific programs on campus. Learning coaches may be affiliated with the YouthSource Center, Foster and Kinship Care Education program, Harbor Advantage, EOP&S, CalWorks, and others. Harbor College plans to leverage existing relationships, and develop new relationships, with local nonprofit social service agencies and County of Los Angeles social service agencies, that have the capacity to directly enroll participants into public benefit programs.


Education and Employment Advancement ServicesX Income and Work Services Financial Services and Asset Building Supports

Service Status: Indicate whether the service is already offered by your institution (active), will be strengthened (expanded) or is a new service (new).

Active ExpandedX New

Start Academic Year: The academic semester/quarter and year in which the intervention began or is planned to begin.


Mandatory/Optional:


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Level of Service:



Los Angeles Harbor College Employment and Career Informational Services LAH

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Fall / 2016


Los Angeles Harbor College Employment and Career Informational Services will be focused on educating low income college students on a broad range of employment and career topics which are designed to encourage students to begin considering employment opportunities and career pathways.

Employment and Career Informational Services will include small and large group informational sessions that will educate students about on campus and off campus employment opportunities and encourage students to follow up on employment and career topics based on their own individual need. Employment and career informational services may include information about: on and off-campus employment, the benefits of employment, types of employment available to college students, how to prepare for employment, and other employment and career topics targeted to college students.

Employment and Career Informational Services will be provided to low income Harbor College students who are new to the college and are participating in or accessing various college programs such as the YouthSource Center, the Career Center, Harbor Advantage, EOP&S, CalWORKS, and others.

The intent of this service is to educate low income college students so that they may learn about employment and career services available to them on campus so that they may follow up individually based on their needs.

The college staff persons that will be responsible for coordinating employment and career informational services will be Kimberly Watson and Adrian Brown. Ms. Watson and Ms. Brown are the college career counselor and job developer who work closely with students on career development topics and job placement activities.

The service will be an expanded service because the college has been providing these services in a limited capacity to college students. The WFSNCC initiative will allow for the enhancement and expansion of the services, and may also provide an opportunity to train other staff to participate in delivering the services.


X Education and Employment Advancement Services Income and Work Services Financial Services and Asset Building Supports




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Mandatory/Optional:


X Mandatory/Opt-Out Voluntary/Opt-In

Level of Service:

X Low-touch High-touch


Los Angeles Harbor College Student Job Placement Services LAH

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Fall / 2016


Los Angeles Harbor College Student Job Placement Services will be focused on providing low income college students with direct referral for employment and/or placement in employment.

Los Angeles Harbor College Student Job Placement Services will include individual one-on-one activities that will help to prepare students for employment and help individuals students find and secure employment.

Los Angeles Harbor College Student Job Placement Services will be provided to low income Harbor College students and are participating in various college programs including the YouthSource Center, the Foster and Kinship Care Education program, Harbor Advantage, EOP&S, CalWORKs, and others.

There will be several college staff persons that will be responsible for providing job placement services to students. Services will be provided to students through a designated job developer who are affiliated with specific programs on campus. The college staff persons that will be responsible for coordinating job placement services will be Kimberly Watson. Ms. Watson is a college job developer who works closely with students on job placement activities. In addition, the Career Center has plans to hire a job developer. As job development activities increase over the course of the initiative the Office of Economic and Workforce Development plans to engage in campus wide discussions which may lead to increased institutionalized funding and expansion of the colleges job and career placement center.


X Education and Employment Advancement Services Income and Work Services Financial Services and Asset Building Supports





Mandatory/Optional:



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Level of Service:


1c) Strategy for Bundling or Integrating Services

Colleges are expected to develop clear mechanisms by which students receive services in at least two of the three core service areas, also called bundling. Bundling is defined as follows:

Bundling is the intentional selection and integration of services that help a student achieve the explicit short and long term goals set by the student on a timeline that efficiently moves them through a pathway to college success. Simply receiving services in two or more core service areas without the intentionality of combining these services is not bundling.

Bundling is the sequencing and timing of services so that students are receiving services from at least two of three WFSNCC core service areas that the college proposes to offer students. Simply offering one high- and one low-touch service in the same cores service area is not bundling.

Bundling usually occurs through design, staffing or IT.

The services do not necessarily need to be sequenced in a particular order, although colleges may choose to design their programs that way to ensure at least two of three services are received.

Strategy for WFSNCC:

There are three main ways that colleges choose to approach integrated service delivery:

A physical place, likely aligned with student services, workforce development and/or a computer lab.

Example: At some colleges WFSNCC is a physical place, meaning there is a “home” for the delivery and receipt of integrated services.

Specific people known on campus as resources to help students identify and achieve their academic and career goals.

Example: At some colleges, students identify WFSNCC services with specific people on campus who are known widely to help connect students with a variety of academic and professional resources. Guilford Technical Community College (NC) has adopted this perspective.

A retention and completion strategy that aims to remove the systemic barriers that students routinely encounter.

Example: WFSNCC is embedded in a college as an overall retention and completion strategy that aims to remove many of the systemic barriers students typically encounter on their education and career pathway. CNM has adopted this perspective.

Location:

Regardless of the type of strategy, WFSNCC will need an administrative home. Common “homes” include

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academic affairs, student services, continuing education, adult basic education, or a colocation. To be successful, the WFSNCC strategy requires breaking down silos within the institution, and working across college functions, especially if staff capacity is limited. Hence, the WFSNCC strategy should be thought of as a conceptual or operational framework rather than a program.

QUESTIONS:

Please describe the institution’s strategy for integrating its identified WFSNCC services and how they will be bundled and sequenced.

Through the college's team of leaders, Los Angeles Harbor College’s strategy for integrating WFSNCC services is to leverage already existing campus programs, existing staff, specific program locations, and existing institutional program knowledge, which may already be providing services similar to WFSNCC services and enhance the services to meet WFSNCC initiative goals. Los Angeles Harbor College will purposefully bundle services by design and staffing. It is expected that the coaching staff affiliated with various programs on campus and who have personal relationships with the students that they will serve through this initiative will be able to assess individual student needs and bundle services for them that will most efficiently satisfy those needs.

The college plans to assign coaching staff to the WFSNCC initiative that will be the primary liaisons between WFSNCC student participants and the services which are to be provided. Coaching staff will become specific people known on campus who will be primary resources that help WFSNCC students identify and achieve their academic and career goals by linking them to the appropriate services. Coaching staff will work closely with students and staff in different departments who are assigned to the WFSNCC initiative to ensure that duplication of services does not take place.

Where is the intended administrative home for WFSNCC accountability and reporting at the college? Why is this location being considered as the prospective home for WFSNCC?

The intended administrative home for WFSNCC accountability and reporting at Los Angeles Harbor College will be within the Office of Economic and Workforce Development. This location is considered because the office and personnel have experience managing grants and experience implementing initiatives which are similar to the WFSNCC initiative. This office has the greatest flexibility as it relates to staffing and program operations.

Draw a flow chart(s) outlining how students will receive bundled services in an integrated fashion.

Los Angeles Harbor College WFSNCC Bundled ServicesFlow Chart Example LA

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Los Angeles Harbor College WFSNCCIncome and Work Service Student Flow Example

WSFNCC Student

Employment and Education: job placement & career

development information provided through program and college orientations,

career fairs, career center and other large-format

venues (low touch)

One-on-one resume development, job placement, career exploration, and coaching provided by job developer in YouthSource Center and/or Career

Center (hi touch)

One-on-one financial coaching for students who have participated in financial literacy and asset building workshops and trainings (hi touch) Required

Financial Lteracy and Asset Building: Information and

training on financial literacy and asset building

topics and techniques provided by program workshops, personal development class, &

financial aid workshops(low touch)

Required

One-on-one financial coaching for students who have participated in financial literacy and asset

building workshops and trainings (hi touch) Required

One-on-one public benefits program eligibility assessment and application assistance provided

by program specialists in CalWORKS, EOP&S, YouthSource Center, & Financial Aid Office (hi

touch)

Income and Work Supports: information about public

benefits, financial aid,childcare, housing, transportation and

other public programs provided through college and program

orientations, financial aid office, & admissions and records (lowv

touch) Required

One-on-one public benefits program eligibility assessment and application assistance provided

by program specialists in CalWORKS, EOP&S, YouthSource Center, & Financial Aid Office (hi

touch)

One-on-one resume development, job placement, career exploration, and coaching

provided by job developer in YouthSource Center and/or Career Center (hi touch)

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1d) External Partnerships

Describe any new or existing partnerships that will support the implementation or expansion of the services outlined above. Please include if there are existing MOUs or data sharing agreements. If these agreements do not exist, please describe plans to develop them. If such agreements do exist, please confirm that the institution has access to and the ability to report data for WFSNCC evaluation purposes. Also name the staff/faculty in charge of managing this partnership.

Los Angeles Harbor College has several internal and external partnerships which will help to facilitate design, implementation, and operation of the WFSNCC initiative. There are a number of MOU’s and data sharing agreements with internal and external partners. Some external partnerships that are in-line with WFSNCC initiative goals include: Los Angeles County Department of Public Social Services for income supports; City of Los Angeles Economic and Workforce Development Department for jobs and workforce preparation; Los Angeles County Department of Children and Family Services for foster youth and former foster youth supports; and Los Angeles Area Chamber of Commerce for financial literacy.

1e) Challenges

Identify concerns or challenges the college anticipates relevant to implementing WFSNCC services and how the college anticipates addressing these challenges. If known, please also include relevant technical assistance that could support the college and staff with addressing any identified challenges.

Harbor Advantage WFSNCC Student

College and program orientation

Student learns about financial literacy, income and work, and

employment and education topics and services

Student has need to leverage income and work services

Coach assess student needs and connects student to liaison

in appropriate departments

Student works with WFSNCC liaison CalWORKS department to apply for public benefits and

enroll in college program

Coach follows up with student to ensure that services were rendered and needs are met

coach assesses current needs and connects student to

additional liaison and appropriate department for

additional services ( bundling)

Coach follows up with student as needed

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Los Angeles Harbor College plans to build on an existing infrastructure of programs and services which are in-line with WFSNCC goals. The college predicts that implementing and scaling up WFSNCC services should develop incrementally throughout the grant period. However, there are two areas of concern that the college has as it relates to the scaling up and sustainability.

The areas that might be a challenge for Los Angeles Harbor College will be embedding a financial literacy component into personal development courses on a sustained level, and institutionalized job placement services on a broad college wide level. Permanently embedding financial literacy components into a personal development class may prove a challenge because curricular changes to courses must be approved at both the college and district levels. The college has a curriculum committee which could examine options and workarounds.

Los Angeles Harbor College offers job placement services through several on campus programs. To meet WFSNCC goals it makes sense to consolidate job placement services in one location. However, the college will have to examine the feasibility of this because job placement services as they stand now are designed to meet the needs of the individual offices in which they are currently being offered. The college would need to determine how to consolidate services while still meeting individual program needs and also consider a physical space for a consolidated job placement center.

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1f) Goal 1 Work Plan

There are no specific milestones that ATD expects the colleges to meet annually. However, in the implementation plans colleges should clearly show how WFSNCC implementation is progressing at a rate necessary to achieve the goals and expectations of the grant in the designated time period.

This work plan should incorporate all services and institutional policy and procedure changes planned for each goal. Indicate the year or quarter each step will be completed. Please note when milestones for scaling will be achieved in the work plan. Designate a staff member who is responsible for ensuring completion.

Goal 1: Implementing WFSNCC services to touch increasingly large numbers of low income students

Measurable Yearly Indicators:

Increase the number of students receiving WFSNCC services in two of the three core service areas by 8.3% annual

Work Plan Action Steps Year 1 Y2 Y3 Y4 Lead Staff Member

Q1 Q2 Q3 Q4

Develop WFSNCC college work and leadership groups along with participating staff

XLos Angeles Harbor College WFSNCC initiative leadership

Identify service area liaisons in each of the departments/programs that will provide WFSNCC services

XWFSNCC initiative leadership and departmental chairs and supervisors

Identify training needs of service area liaisons, coaches, and other staff/faculty participating in the initiative

XWFSNCC initiative leadership and departmental chairs and supervisors

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Develop specific service delivery methods for each of the six WFSNCC services to be provided. Obtain approvals for enhancements, changes, revisions, or expansion of services

XWFSNCC initiative leadership, Department chairs, deans, and vice presidents

Begin to implement specific service delivery methods within specified departments

XDepartmental chairs, supervisors, and participating staff members

Begin to pilot WFSNCC to studentsX

WFSNCC coaches and department liaisons

Begin to implement low touch employment/job placement informational services into college/program orientations and workshops

XWFSNCC coaches and department liaisons

Begin to implement low touch income and work informational services into college/program orientations and workshops

XWFSNCC coaches and department liaisons

Begin to implement low touch financial literacy and asset building services into personal development college course and other program orientations and workshops

XWFSNCC coaches , department liaisons, and PD instructors

Began to implement high touch employment and education services within appropriate service department

XWFSNCC departmental liaisons

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Began to implement high touch income and work services within appropriate service departments

XWFSNCC department liaisons

Began to implement high touch financial coachingX WFSNCC financial services

coach

Continue with WFSNCC high and low touch services implementation with low income students. Continue to make adjustments and service enhancements as needed and based on data

XAll participating WFSNCC staff

Continue with WFSNCC services institutionalizationX

WFSNCC initiative leadership

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SECTION II

Goal 2: Collecting and reporting data to strengthen the evidence base and provide a database for evaluation.

Collecting good data is critical to building evidence supporting the WFSNCC concept and promoting culture change. The value of data informed decision-making will also be emphasized as colleges work towards scaling and institutionalizing the WFSNCC strategy on their campus.

By participating in this initiative, colleges are expected to link data from the initiative with student unit record data, either through integration with the mainframe student information system or through a robust API (application programming interface). Colleges will need to collect student ID numbers, or other unique identifier, at point of service and agree to merge that data with student academic records. Colleges are also expected to track the level of service (low or high-touch) and the duration or dosage of services delivered to each student.

Each consortium is expected to attempt to secure and use wage record and benefits access data. Included in this process will be an assessment of the data they will be able to collect (due January 2015) and a strategy to attempt to secure this data by the end of the initiative. Colleges are expected to collect descriptive evidence that students who receive WFSNCC services have improved use of debt and management of finances. Colleges are expected to collect data relevant to the children of students who receive WFSNCC services. These data include: number of dependents, age of dependents, and child care information.

As a result, colleges will need to utilize the expertise of their Institutional Research and Information Technology departments to support these processes and serve as the parties accountable for implementation.

Colleges will be contributing to the evidence-building for the WFSNCC strategy through outcomes such as improved term-to-term retention, increased credentialing rates, and other measures. Colleges will be expected to collect data related to demographics and outcomes for students served by WFSNCC services.

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2a) Collecting and Reporting Data

QUESTION:

Describe how the college will utilize and develop a data system to collect and report on WFSNCC services received by students. (Please consider the ways the college can utilize statewide data systems).

o Include the following: Name of the existing data system (Banner, PeopleSoft, etc.); Process for collecting the type of WFSNCC service received, level of intensity

(low- and high-touch), and duration or dosage of services; Brief description of existing MOUs and data-sharing agreements or plan/process

for securing such agreements; Key staff that will be responsible and accountable for this part of the work (both

IR and IT); and Key staff and administrators that will be trained to collect, enter, monitor, and

report data.

Los Angeles Harbor College plans to utilize both existing institutional data systems and a data system which is in process of being built in order to collect and report on WFSNCC services received by students. There are two existing data systems and two data systems currently in development that the college can leverage in order to collect and report data. The college currently uses a legacy system known as DEC (pronounced deck) as its demographic and academic student information system. The college will use DEC to report on demographic and academic topics. In addition, the college currently uses a services tracking database known as SARS. The college will use SARS to report on certain services utilized.

Furthermore, the college has been developing a student information system to be used by numerous college programs that will track and report on service utilization. This database system is known as Efforts to Outcomes. In addition, the district office is completing the development of a PeopleSoft student information system which is expected to be implemented during the fall of 2015. At this time the college is exploring ways in which to collect workforce data as this is not data that the college typically collects.

The staff that will be responsible for collecting data as it relates to WFSNCC services will be those staff who will be implementing services in their respective areas. Staff that will be responsible for monitoring and reporting data will be administrators that are working on the WFSNCC initiative and Institutional Research staff whom normally assist with reporting data for grant and program reports.

2b) Collecting and Reporting Data

QUESTION:

Describe the process for combining WFSNCC program data with student unit record data.

All WFSNCC program data will be linked to individual student ID records. It is expected that students who leverage WFSNCC related program services will be logged at the point of service and therefore linked to a student's record.

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2c) Human Service Data and State/County Unemployment Insurance Data

QUESTION:

Outline the plan for building relationships with external partners that can assist in the process of securing human services (e.g., benefits access) data and UI data. This plan should include a timeline, goals, staff responsibilities, and process for developing MOUs for data linkage/sharing.

Los Angeles Harbor College will be challenged to develop an efficient way of collecting human services data and unemployment insurance data relevant to the needs of the WFSNCC initiative. These types of data are not normally collected in bulk by college programs. The college is currently exploring ways in which to partner with external organizations in order to obtain this type of data.

The college is considering leveraging several state and national databases that may be able to satisfy WFSNCC initiative needs. For example, the Administration for Children and Families provides data on WFSNCC related topics such as Temporary Assistance for Needy Families Data Reports and Head Start Program Information Reports. The Centers for Medicare and Medicaid Services provides an Enrollment Database and State Reporting Data. The California Employment Development Apartment provides Workforce Services Statistics, Unemployment Insurance Statistics, and labor market information. However, at this time it is not known if data available through these sources can be disaggregated and linked to individual college students At Los Angeles Harbor College who are participating in WFSNCC activities.

2d) Internal and External Resources

QUESTION: Identify the internal and external resourses to support Goal #2 of the initiative. Resources might

include staffing, technology, analytic, legal, etc. Identify if these resources are currently held by the college or will need to be aquired.

The resources available to support goal #2: Collecting and Reporting Data to Strengthen the Evidence Base and Provide a Database for Evaluation include: both college-level and district level Institutional Research offices that will support demographic and academic data needs; participating in college program staff who will be providing WFSNCC services; Efforts to Outcomes database development contractors who will be customizing the ETO database; external partners such as Los Angeles County Department of Public Social Services and the City of Los Angeles Economic and Workforce Development Department for public services data. All of these resources are currently held by the college; however discussions with external partners will need to take place in order to determine the types of data that these partners will be able to provide and whether or not this data will satisfy WFSNCC data goals.

2e) Challenges

QUESTION:

Identify concerns or challenges the college anticipates relevant to data collection and reporting. Include how the college anticipates addressing these challenges. If known, please also include relevant technical assistance that could support the college and staff with addressing any identified challenges.

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Los Angeles Harbor College will be challenged to collect human services, unemployment insurance, and workforce data relevant to the needs of the WFSNCC initiative. These types of data are not normally collected in bulk by the college or the district office. In addition, it is not known at this time whether or not data obtained through external sources can be linked to individual college student participants. The college anticipates that collecting and reporting on these types of data will prove to be a challenge. The college has in-house data collection and reporting expertise as it relates to student academic and demographic data. However, the college will need technical assistance from WFSNCC partners in order to develop methods for sourcing human services, unemployment insurance, and workforce data.

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2f) Goal 2 Work Plan



Goal 2: Collecting and reporting data to strengthen the evidence base and provide a database for evaluation


Increase of Los Angeles Harbor College staff participating in WFSNCC activities trained to collect WFSNCC initiative student data.


Q1 Q2 Q3 Q4

Identifying WFSNCC data needs and collecting proceduresX

WFSNCC initiative leadership and Institutional Research Department

Develop necessary data collection procedures. Implement database adjustments to satisfy WFSNCC data collection needs if necessary and possible

XInstitutional Research Department, Department chairs, and staff liaisons

Train the department liaisons on WFSNCC data collection procedures

X XInstitutional research Department

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SECTION III

Goal 3: Catalyzing culture change across campuses by embedding WFSNCC services into systems and structures of the college.

In order to substantively improve low-income student performance and the overall well-being of low-income families in a meaningful way, colleges must fundamentally change the way they operate. By recognizing and embracing each college’s unique potential for excellence, the WFSNCC strategy provides a platform by which colleges can become increasingly student-centric, changing the culture of how low-income students, and ultimately every student, are supported on their campus.

The WFSNCC initiative will demand significant leadership engagement and buy-in to instill culture and institutional change and help ensure overall success. Colleges are expected to establish deliberate strategies and mechanisms to ensure that WFSNCC staff and programs are culturally sensitive, that access to WFSNCC services is proactively promoted to students of color, and that benchmarks and monitoring strategies are used to identify when racial equity goals are not being met so that colleges can do course corrections. The commitment to racial equity expressed by colleges in their WFSNCC applications should be translated into concrete strategies for utilizing the WFSNCC strategy to improve racial equity in college culture and college outcomes.

As a result of the WFSNCC strategy implementation and subsequent scaling, an institutional culture shift is expected that reflects the following elements:

College resources and the annual budget support the WFSNCC strategy;

Campus stakeholders, including faculty, administrators, and line staff, see WFSNCC services as regular supports for students and understand their roles and responsibilities for supporting, directing students to, and/or providing WFSNCC services; and

Campus stakeholders value equity and excellence, and engage low-income students in culturally competent ways.

Culture Change Definition:

Culture change is an evolutionary shift in values, customs, and behaviors that are unique to the social and psychological environment of a college. Change often occurs through an incremental progression, often with progress and setbacks. Culture change requires an honest analysis of the current environment and behaviors of a college. In order to achieve culture change, colleges must begin by changing the beliefs of their stakeholders in order to change the behaviors on their campus. Scalable and sustainable change occurs when efforts engage a broad range of college staff, faculty, and administrative offices across various departments in examining evidence on student outcomes, designing the change process, mastering the skills required to implement new approaches, designating resources, and refining these efforts over a period of time.

Culture Change Example:

CNM Connect, the name under which the WFSNCC strategy operates at Central New Mexico Community College, did not start as a top-down strategy for the college. It started at the grassroots level within the School of Adult and General Education in 2005. Early on this strategy was recognized and nurtured by the college leadership and has been championed by leadership ever since.

CNM has leveraged critical opportunities to ensure a broad range of stakeholders have been engaged

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with the WFSNCC strategy. The program lead asserts that this strategy “allows us to break down barriers across campus to create a situation where all employees see themselves as part of our effort” (MDC, 2012, 6). Additionally, the college capitalized on a critical moment in the development of CNM Connect through staff reclassification allowing the college to re-purpose positions to support CNM Connect.

Today faculty and staff distributed throughout the college share both an understanding and unified messaging about this work. A myriad of staff are able to talk about the CNM Connect approach from their own perspective, while also explaining how efforts in their own programs serve the goals of the larger strategy. CNM staff consistently use the same language of getting students “in, through and out” of the institution. This is a phrase the president noted as essential to guiding the change effort, both in targeting specific goals and measuring outcomes.

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3a) Leadership

The success of one of WFSNCC’s goals of catalyzing culture change across campuses, among students, faculty, staff, and administrators, depends on significant buy-in from an engaged college leadership team.

QUESTION:

Keeping this in mind, please identify the senior leadership responsible for assuring that WFSNCC is not a discrete project, but rather an effort that is connected to larger institutional priorities. How will these leaders be directly involved in the planning and oversight of implementation progress while taking steps towards institutionalizing the work in the ongoing operations of the college?

The senior leadership responsible for assuring that the WFSNCC initiative is not a discrete "boutique" project and is related to the college's institutional priorities is the following individuals: Ms. Sandra Sanchez, Dean of Economic and Workforce Development. Dean Sanchez is responsible for ensuring that grant funded projects that are in-line with the college’s institutional student success goals become well-integrated into the college environment. Dean Sanchez is a senior college executive who is often a catalyst for introducing new ways of thinking along with new types of methodology into campus culture.

Dr. Bobbi Villalobos, Dean of Academic Affairs. Dean Villalobos oversees many of the college’s special projects and initiatives and is often responsible for ensuring that these projects become implemented on a broad campus level as an it relates to the area of academic affairs. Dean Villalobos often credited with ensuring that faculty and staff understand and accept new policies and procedures.

Ms. Mercy Yanez, Dean of Student Services. Dean Yanez is a senior college executive who possesses many years of experience at Harbor College bridging gaps and connecting programs to ensure the success of Los Angeles Harbor College students. Dean Yanez, who is part of the President's Cabinet, is often credited as being a college leader whose focus is equity and institutional priorities.

Altogether, these three college leaders will be responsible for ensuring that the WFSNCC initiative becomes connected to larger institutional goals and priorities and can ensure that key areas of Economic and Workforce Development, Academic Affairs, and Student Services are participating in the initiative.

3b) Institutional Policy Changes

QUESTION:

Identify specific college policies or system processes that will need to be revised in order to fully implement and scale the WFSNCC strategy? How will the college pursue these policy changes?

There are few institutional policies changes that will need to be made in order to implement and scale the WFSNCC strategy because much of the WFSNCC philosophy is similar to the student success philosophy of Los Angeles Harbor College. However, to fully implement and scale the WFSNCC initiative and institutionalize activities, certain bundling strategies will need to become common practice if successful. Being a small college, Los Angeles Harbor College has the opportunity to revise policies and practices fairly easily. Often when new practices are proven to be successful and lead to increased student success the college will often adopt these new practices and institutionalize activities. As the WFSNCC initiative shows increases in student

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success the college, through its shared governance procedures will begin the dialogue as it relates to implementation, scale, and institutionalization of the WFSNCC strategy.

3d) Strategic Planning, Accreditation, and Budgetary Processes:

QUESTIONS:

Describe the college’s current status regarding strategic planning and accreditation, specifically describing if these processes recently took place, are coming up, or are currently underway. Identify how the WFSNCC strategy will be infused into these processes.

Los Angeles Harbor College is fully accredited by the Accrediting Commission for Community and Junior Colleges (ACCJC) of the Western Association of Schools and Colleges. The college is currently organizing its 2015 Mid-Term Report. Planning at Los Angeles Harbor College is under the auspices of the shared governance structure and is overseen by the College Planning Committee. The College Planning Committee constituents including students, staff, faculty, administrators along with the Academic Senate. The College’s Educational Master Plan serves an iterative function which begins in and start planning cycle for the college. The Educational Master Plan is used at the start of the planning process to provide the framework for planning in other subdivisions of the college, and serves as an end to the planning process by encompassing evaluation and assessment data. WFSNCC strategies to be institutionalized at Los Angeles Harbor College could be infused into the college’s Educational Master Plan by including successful WFSNCC strategies into departmental unit and cluster plans which will eventually be adopted in the Educational Master Plan.

Describe the college’s budgetary process. Identify opportunities to integrate the WFSNCC strategy into the budgeting process in a way that indicates the potential for the initiative being institutionalized and sustained over time. Please outline the timeline for the steps needed to complete this process.

Los Angeles Harbor College implements its Educational Master Plan through annual plans from which all expenditures for the coming year can be directly derived. The administrative units comprising in each of the institution's major subdivisions or clusters – academic affairs, student services, and administrative services – first set their priorities for the coming year, which then are merged into cluster priorities, which then are merged into college priorities.

Funding is allocated only in accordance with these priorities; activities not included are not funded. The Educational Master Plan provides a college wide frame of reference for a prioritization process that begins at the unit level and eventually can reshape the Educational Master Plan itself. Successful WFSNCC activities can be included in cluster or unit priorities and funding to implement these activities can be requested and sustained over time if approved and activities become part of the Educational Master Plan.

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Timeline for Potential Institutionalization of WFSNCC Strategy

Secure commitment by college for the continuation of WFSNCC services provided to students for year 4 of initiative

Begin budget process with participating divisions and programs and shared governance constituents Secure budget priority for divisions and programs Y3 Secure budget priority by College Planning Council & Budget

Committee

Campus wide discussion of costs and benefits of WSFNCC services based on data with shared governance constituenciesGenerate institutional buy-in with participating WFSNCC divisions

and programs Y3 Generate institutional buy-in with Campus

Cost-benefit analysis of WSFNCC activities conducted during year two and year threeCost of services provided Y2 and Y3 Realized benefits to students

Ongoing dissemination of WFSNCC preliminary data and activity results to campus constituenciesCollege Leadership Y2 and Y3 Shared Governance

Ongoing data collection and analysis of WFSNCC student participant data Year 2 of Initiative Year 3 of Initiative

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3e) Equity Agenda

As previously mentioned, the racial composition of the student population was one selection criterion for participation in the WFSNCC expansion initiative. Colleges should demonstrate a strategy to ensure that students of color receive both low- and high-touch services, including setting numerical goals for the number of students of color to be served each year. It is expected that the percentage of low-income students of color within the college that are served will meet or exceed the final scale goals of the college. For example, if the college is expected to serve 25% of low-income students by year three with low-touch services, then the college should serve at least 25% of the colleges’ low-income students of color through WFSNCC services.

Colleges are expected to establish deliberate strategies and mechanisms to ensure that WFSNCC staff and programs are culturally sensitive, that access to WFSNCC services is proactively promoted to students of color, and that benchmarks and monitoring strategies are used to identify when racial equity goals are not being met so that colleges can do course corrections.

The commitment to racial equity expressed by colleges in their grant applications should be translated into concrete strategies for utilizing the WFSNCC strategy to improve racial equity in college culture and college outcomes.

Definition of Equity from AAC&U:

The creation of opportunities for historically underrepresented populations to have equal access to and participate in educational programs that are capable of closing the achievement gaps in student success and completion.

Measuring Equity:

“Equity in educational outcomes is not a measure of postsecondary institutional performance that is tracked continuously at the national, state, or local levels.” Many campuses today have diversity statements, programs, and staff positions; however the monitoring of equity in student outcomes is rarely an integral component of diversity efforts (Bauman et al., 2005, 10).

“Most institutions evaluate their effectiveness in serving historically underrepresented students in terms of access, to a lesser extent in terms of persistence and completion, and rarely ever in terms of high academic achievement among specific groups” (2005, 11).

Examples of Data Metrics Collected Relevant to Equity (adapted from Loyola Marymount University’s Diversity Scorecard Framework):

Access: Enrollment by race/ethnicity and gender; transfer students by race/ethnicity and gender; and financial aid recipients by race/ethnicity and gender.

Retention: Year by year retention rate for cohorts by race/ethnicity and gender; graduation in 4,5,6, and 7+ years by race/ethnicity and gender; associate degrees/credentials/certificates conferred by race/ethnicity and gender.

Excellence: Student representation in GPA intervals by race/ethnicity and gender; students on the Dean’s list by race/ethnicity and gender; and honors students by race/ethnicity and gender.

Institutional Receptivity: Gender and race/ethnicity of faculty; faculty and administrative staff by rank, race/ethnicity, and gender; and board of trustees’ composition versus student composition by race/ethnicity and gender. LAH

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Example of Equity:

Dr. Steven Murray, Chancellor of Phillips Community College, utilized the common reader approach to addressing issues of poverty, race, and culture change. The first year they bought every college employee Bridges out of Poverty. They spent the entire year in a series of conversations, including breakfast meetings, lunch meetings, and all in-service activities, about the characteristics of students who come from a background of generational poverty and more importantly how the institution responds to students with those characteristics. The college intentionally focused on how the institution responds to students rather than griping about students and high schools. The institution brought the author, Ruby K. Payne to the campus for a professional development day. The college learned that most faculty and staff did not understand most of their students. They learned that they cannot change the characteristics that students bring with them, but they can change the way they respond to them.

A critical moment for Chancellor Murray occurred when one faculty member began to complain about a particular student’s repeated tardiness to her 8:00 AM class, to which another faculty member, who knew the student well, responded that her student’s morning was a house of cards. The student was a single mother, who walked ten blocks to take her children to day-care and then an additional 15 blocks to catch a notoriously unreliable bus in order to get to her class on time. A third faculty member then responded stating, “Why was she placed in an 8:00 AM class? She has classes later in the morning that she is not late to.” The college then realized that this was an advising error that they could fix. The college could not change the student’s circumstances at home, but they were able to change the way in which the college responded to these challenges. For more information, please listen to Dr. Steven Murray’s Speech at the 2014 Achieving the Dream Kickoff Institute here.

QUESTION:

Identify how equity and cultural sensitivity will be intentionally integrated into the implementation of the WFSNCC strategy, including how students receive services and faculty and staff are trained in a lens that emphasizes and recognizes equity with regard to race, ethnicity, socio-economic status, age, and gender.

Los Angeles Harbor College plans to intentionally integrate equity and cultural sensitivity into the ongoing implementation of the WFSNCC strategy by purposefully designing student equity into implementation activities. In order to address equity, Los Angeles Harbor College intends to improve disproportionate enrollment ratios, completion rate percentages, and transfer rates for its student population that has over 75% students of color. In addition to address the issue of cultural sensitivity, Harbor College plans to increase faculty and staff awareness of student equity and develop a stronger understanding of multicultural and social perspectives that will allow the college to better address the needs of students both in and out of the classroom.

For example, Harbor College will recruit specific populations for enrollment in Harbor Advantage, and other programs which serve students who have faced barriers because of race, socioeconomic status, age or gender, based on disproportionate impact ratio data. In addition, the college plan is to expand the Culturally Responsive Training program which is a professional development opportunity for faculty and staff. Culturally Responsive Training is designed to address the topics of race, culture, and social capital, and to expand campus dialogue needed to effectively bring about change, tolerance and acceptance.

Addressing these student issues through both program development, and faculty and staff development, will in-line with the goals of the WFSNCC strategy.

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https://www.youtube.com/watch?v=0kw5RSsLkTs&list=UU9RNyGlpb4NeHKpjFgNilVg

3f) Communications and Marketing

QUESTIONS:

How will WFSNCC implementation progress be communicated broadly to internal and external stakeholders?

Los Angeles Harbor College will communicate WFSNCC implementation progress to internal stakeholders by disseminating initiative activities through participation in one of the colleges subcommittees of colleges main shared governance bodies known as the College Planning Council. This subcommittee known as the Student Success Umbrella Committee provides a venue to disseminate initiative progress at a twice monthly meeting.

The Student Success Umbrella Committee will then report to the College Planning Council which is comprised of representatives of all college constituencies and co-chaired by the Academic Senate president and vice president of student affairs. Using this venue and the shared governance process will allow news of the college’s WFSNCC initiative to be distributed to the broadest range of constituent’s campus wide.

External partners linked to WFSNCC initiative activities will be updated through both advisory committees activities that partners may serve on, and through regular formal meetings and informal conversations that occur between external partners and the individual college programs that partners work with.

Please complete the attached Communications Plan Template and include as an attachment to the college’s implementation plan. This plan should detail internal and external communications strategies to a broad spectrum of stakeholders (executive level, board of trustees, faculty, staff, students, the community, and media). The plan should leverage existing events, meetings, and activities on the campus or in the community.

3g) Challenges

QUESTION:

Identify concerns or challenges the college anticipates relevant to Goal #3 and include how the college anticipates addressing these challenges. If known, please also include relevant technical assistance that could support the college and staff with addressing any identified challenges.

Los Angeles Harbor College, does not anticipate any major challenges relevant to achieving WFSNCC Goal 3. Being a small college with a closely knit faculty and staff and a fair shared governance process, Harbor College generally embraces systemic change that is intended to improve low-income student performance and equity.

College leadership, faculty, and staff regularly endorse strategies and support programs that intend to increase overall student success for the college’s underserved populations. However, the issue of long-term funding of new activities as it relates to student success programs may be a barrier to achieving widespread and long-lasting implementation of WFSNCC services. Although this issue may be addressed through the college planning process as the initiative continues to take shape and outcomes become successful.

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3h) Goal 3 Work Plan



Goal 3: Catalyzing culture change across campuses by embedding WFSNCC services into systems and structures of the college


65% of Los Angeles Harbor College faculty and staff will be knowledgeable of the WFSNCC initiative and be able to describe at least two initiative services to students and/or the community.


Q1 Q2 Q3 Q4

Train Los Angeles Harbor College program staff who are providing WFSNCC services about the details of the initiative and its philosophy and goals

X X XWFSNCC key contact

Inform Los Angeles Harbor College departments about the details of the WFSNCC services that are being provided by programs and staff within their department

X X XWFSNCC key contact, WFSNCC participating staff, and department chairs and supervisors

Inform college committees and college leadership about WFSNCC services, the effectiveness of WFSNCC services, preliminary data and results, along with other initiative data and information which would help institutionalize WFSNCC services

X XWFSNCC key contact and office of institutional research

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SECTION IV

Project Management

4a) WFSNCC Team

QUESTION: Identify the team of individuals working on WFSNCC. Please describe and provide an

organizational chart showing the intersections with the college hierarchy and reporting structures.

The main team individuals who will be participating with the implementation, operation, evaluation, and data collection and reporting, as it relates to the WFSNCC initiative are as follows:

Dr. Andrew Sanchez, Asst. Dean of EWD-main contact and liaison for WFSNCC grant.

Sandra Sanchez, Dean of Economic and Workforce Development

Mercy Yanez, Dean of Student Services

Dr. Bobbi Villalobos, Dean of Academic Affairs

Joy Fisher, Counseling Department Chair

Dan Ruiz, Counselor/Harbor Advantage Coordinator

Rhea Estoya, Research Analyst

Norell Perez, Foster Care Kinship Program Trainer/Financial Literacy trainer

Angelica Villalpando, YouthSource Center Counselor/Coordinator

Organizational Responsibility for WFSNCC ImplementationLeadership Jurisdiction for Program s and Services

Dean M . Yanez

Dean B. Villalobos

Dean S. Sanchez

Program M anagem ent Authority

J. Fisher

A. Sanchez

D. Ruiz

Service Im plem entation and Data Collection & Evaluation

A. Villalpando R. Estoya N. Perez

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4b) Project Management

QUESTION:

Describe the plan for project management meetings. This should include the frequency of meetings, list of participants, and a plan for reporting out to the leadership regarding progress.

Los Angeles Harbor College is a small college which allows for high levels of collegiality between faculty and staff in different departments. Because of this, it is customary for project team colleagues working together to hold operational project management meetings on a regular basis depending on the needs of the activities being developed. The frequency of these operational meetings fluctuates depending on the complexity and tasks of the related activities. Individuals working on tasks often meet informally multiple times per week in order to ensure efficient implementation of activities.

However, it is the intention of the WFSNCC project management team to schedule one formal WFSNCC meeting per month throughout the duration of the initiative so that WFSNCC activities and progress can be shared any campus wide formalized meeting. The information which will be reported out to the campus community will be funneled through the Student Success Umbrella Committee so that it is distributed to the College Planning Council so that all campus constituents, including college leadership, are aware of the WFSNCC initiatives status.

4c) Staff Contact List

QUESTION:

List in the table below the relevant staff engaged in this initiative. Note the roles filled in below are required. Please add additional staff such as the day to day support staff and additional departments engaged in this work.

Staff First and Last Name

Role Title Contact Information (Email and Phone)

Dr. Otto Lee College President

President [email protected], 310-233-4011

Dr. Andrew Sanchez

Key Contact Asst. Dean of EWD [email protected], 310-233-4340

Ms. Sandra Sanchez

Administrative Oversight

Dean of EWD [email protected], 310-233-4056

Ms. Rhea Estoya Key Data Contact

Research Analyst [email protected], 310-233-4009

Dr. Andrew Sanchez

Key Communications Contact

Asst. Dean of EWD [email protected], 310-233-4340

Mr. Leon Cruz Key Contract Items liaison

Program Assistant [email protected], 310-233-4113 LA

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Ms. Angelica Villalpando

Key Activities liaison

YouthSource Center Lead Counselor/Coordinator

310-233-4103

[email protected]

4d) Budget

QUESTION: Please complete the attached budget template and submit it with your completed implementation

plan.

See Attached

ADDITIONAL INFORMATIONIs there additional information you would like Achieving the Dream to know as we assess this Implementation Plan? What else should reviewers know about your Implementation Plan or about what is happening at your institution and in your state to help them understand your plan?

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CHECK LIST

Each institution needs to include the below listed documents (in PDF format) with the submission of their implementation plan.

WFSNCC Required Implementation Plan Items Included?

1. Executive Summary X

2. Implementation Plan (Sections I-IV) X

3. Communication Plan (Appendix A) X

4. Budget (Appendix B) X

Please email the draft and final implementation plans to [email protected]

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los angeles harbor college - summary and ...€¦ · web viewharbor college plans to leverage...

Documents