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California Community Colleges Guided Pathways (CCC GP) Action Plan, Implementation Timeline, and Allocation Summary

IntroductionThe State of California’s $150 million one-time investment in the Guided Pathways framework has provided an opportunity for colleges to launch Guided Pathways as a framework for college transformation. As part of this investment, each college will receive support to begin an intensive five-year planning and implementation process to rethink and redesign their institutions to be more student-centered. To begin this cultural and institutional transformation to make our colleges student-ready, each college was invited to complete and submit the California Community College Guided Pathways Self-Assessment Tool (Self-Assessment). The California Community Colleges Guided Pathways Action Plan, Timeline, and Allocation Summary (Work Plan) outline how the college will advance its work for each of the 14 key elements of the Self-Assessment. Completion of these documents will be needed to access available funding.

PurposeThis Work Plan provides a template for each college to outline next steps to advance toward or maintain full scale adoption on each of 14 Self-Assessment elements. Note that full scale adoption is not expected for every college on every element within the five-year time frame. Rather, each college, given its current adoption stages based on the completed Self-Assessment, should outline a plan and realistic outcomes for the time period between spring 2018 and summer 2019. College Work Plans covering this first phase of planning only need to address only those areas addressing planned activities. As a result, all 14 items are unlikely to include planning efforts and will vary college by college. The Chancellor’s Office recognizes that these plans may also change as implementation efforts evolve. Those changes may be noted in future planning reports. The guided pathway effort will take time to implement, and these documents will cover just the first phase of what will be at least five years of planning and activity in order to achieve full adoption.

UseEach completed Work Plan will be reviewed by Wednesday, May 30, 2018 by a team of reviewers who will supply feedback on the plan intended to support implementation efforts. A rubric will be developed to allow each reviewer to gather similar information from each college work plan to inform future capacity building support including resource materials, field guides, and online learning modules that will provide resources to support Guided Pathways inquiry, design, and implementation. A summary of the information gleaned from the college plans will be completed to provide context for the statewide guided pathways movement overall. This summary will also be provided to the legislature to support inquiries regarding statewide implementation.

OverviewThe Work Plan covers Phase I (spring 2018-summer 2019) of the California community colleges guided pathways effort. Mirroring the Self-Assessment, an action plan template is provided for three categories— inquiry, design, and implementation—with a row for each of the Self-Assessment elements. It is not expected that colleges will be undertaking work on all of the elements during this Phase I time frame. For Phase I , the colleges should select which elements will be the primary focus during this first phase, and provide action plans for these. Many colleges will be at the inquiry stage and will not begin design or implementation efforts at this time. However, colleges who have already engaged in efforts regarding specific elements may continue focus efforts in these areas. For each of these elements, a local cross-functional team is asked to outline and vet plans to advance along the scale of adoption. Efforts and programs that will be aligned and integrated to support the work on each element should be noted.

CCC GP Action Plan, Timeline, and Allocation Summary 1

http://gpassessment.cccco.edu/

DeadlineThe completed Work Plans must be submitted via the online portal by Friday, March 30, 2018. Until the online portal is made available, colleges may use this Word document for preparing individual submissions.

FundingIf a Self-Assessment was completed and submitted by Saturday, December 23, 2017 and college representatives attended an IEPI workshop dedicated to the self-assessment process, the college’s submission of a completed Work Plan will trigger the first allocation payment. The payments will be released by Monday, April 30, 2018.

Follow-UpThe Work Plan is a living document that will be updated periodically along with the Self-Assessment to document the college’s process and progress for adopting a Guided Pathways framework. Colleges have the option to update their Work Plan at any time. However, an updated version of the Work Plan and the Self-Assessment will be due annually. The completion and submission of an updated Work Plan and Self-Assessment will trigger the second allocation payment. These payments are expected to be released in late spring every year through 2022.


http://cccgp.cccco.edu/Portals/0/AA17-57_Attachment_Guided_Pathways_Total_Allocation_Final%20(1).pdf


INSTRUCTIONS FOR COMPLETION OF THE CALIFORNIA COMMUNITY COLLEGES GUIDED PATHWAYS ACTION PLAN, TIMELINE, AND ALLOCATION SUMMARY (Note that these instructions include

directions that will appear in the online portal that do not appear in the Word version)

PlanSTEP 1: Print or download the college’s completed Self-Assessment.

STEP 2: Select your college from the dropdown menu at the top of the Action Plan page.

STEP 3: Ensure that the pre-populated Scales of Adoption are correct for each element based on the completed Self-Assessment. If not, please contact [email protected].

STEP 4: Outline plans—strategies, approaches, policies, activities, actions—that will move the college toward the next stage(s) of adoption for each key element described in the Self-Assessment tool. If your college will not address a particular element in during this Phase I, please select from the available dropdown menu: “Will not address during this time period.” If that is selected, there is no need to outline plans, strategies or actions for this element. The timeline (see STEP 8) will provide an opportunity to indicate when you will anticipate incorporating the remaining elements into your plan.

STEP 5: List the initiatives, programs, funding streams, and efforts that will be aligned and integrated to make progress for those elements that will be addressed in this Phase I timeframe.

STEP 6: Indicate what success will look like—how these plans are anticipated to benefit the institution and its students--as a result of these efforts for each element to be addressed in this Phase I time frame? To what extent will efforts impact the college structure, culture, or key performance indicators?

STEP 7: Select the change in the scale of adoption anticipated during the selected timeframe using the dropdown menu.

Implementation TimelineSTEP 8: Complete the GANTT chart to indicate the timeframe during which you would anticipate addressing each of the 14 key elements included in the CCC GP Self-Assessment. It is assumed that you will provide plans and strategies for those most germane to your college’s current stage, but that you will be forecasting when you are most likely to address the remaining elements over the five-year timeframe. This can be revisited in future plans as your work progresses.

Key Performance IndicatorsSTEP 9: Review current KPI data. The KPI data will be automatically updated each planning period to invite reflection and inform future planning.

Allocation SummarySTEP 10: Estimate the anticipated percentage of the CCC GP allocation to be used for the various activities and expenses. The amounts will pre-populate automatically from the percentages indicated based on the college's allocation for this time period.

mailto:[email protected]

College: (dropdown menu with list of all colleges)Timeframe: (dropdown menu with five? options: Spring 2018-Summer 2019, Fall 2019-Summer 2020, Fall 2020-Summer 2021, Fall 2021-Summer 2022; pre-selection Summer 2018-Summer 2019

Inquiry: Engaging campus stakeholders in actionable research and with local data; creating consensus about main issues and broad solutions

Key Elements of Self-Assessment (1-3)

Current Scale of

Adoption

Outline plan for each self-assessment element that will be addressed in this

time period.

What existing efforts or initiatives (if any) will be aligned and integrated to

make progress on this element? If no, existing

efforts will be leveraged, please select “Not applicable”

from the dropdown menu.

Outcomes: Indicate what success will look like as a result of these

efforts.

Anticipated Change in Scale of Adoption During

Timeframe

1. Cross Functional Inquiry - College constituents (including staff, faculty across disciplines and counselors, administrators, and students) examine research and local data on student success and discuss overarching strategies to improve student success.

College engages in broad, deep and inclusive discussion and inquiry about the Guided Pathways approach, framework and evidence.

In Progress Through the participatory governance processes Senate/Councils such as District Governance Senate, Academic Senate, Senior Management, and Instructional Council, constituencies examine research and student data as it pertains to student equity and equity gaps. These structures include student voices at the table and also by responding to the student surveys which are completed biennially.

Through implementing the 2018-2021 Strategic Plan and those actions that are associated with this key element (listed in the next column), the District will be able to create a systematic process to review equity

3.2.1 Implement best practices/interventions to increase completion rates for targeted student groups.

4.1.1 Increase the effective use of data in unit program reviews

3.2.1 Conversations amongst various groups will engage in implementation of effective strategies and thereby increase student success with all groups. (Funding Source: SSSP, Equity, BSSOT, General Fund) (Measurement: Fall 2018, Fall 2019, Fall 2020)

4.1.1 By more effectively using data in Program Reviews, programs will better be able to focus on programs and services to increase student success (Funding Source: SSSP, Equity, BSSOT, General Fund) (Measurement: Fall 2018, Fall 2019, Fall

Currently identified as Scaling in Progress, the District will be able to make great strides toward Full-Scale by Fall 2019.


Inquiry: Engaging campus stakeholders in actionable research and with local data; creating consensus about main issues and broad solutions


Current Scale of

Adoption


time period.





Outcomes: Indicate what success will look like as a result of these

efforts.


Timeframe

gaps and identify and implement best practices on closing those gaps. 2020)


2. Shared Metrics - College is using clearly identified benchmarks and student data to track progress on key activities and student academic and employment outcomes. Those benchmarks are shared across key initiatives.

In Progress

Currently, the District uses a variety of benchmarks and data as identified in various reporting structures from ACCJC, the CCCCO, etc. The District has made considerable effort in the adoption of the 2018-2021 Strategic Plan to use data/metrics already used to assess District Objectives. Recognizing that work can always be done in this area to maximize more meaningful and consistent data, the District identified actions in the 2018-2021 strategic plan to address this key element. Those actions which are associated with this key element are listed in the next column.

2.2.1 Contact students who become transfer-prepared and provide support to complete transfer

3.1.1 Determine which groups fall below the District's placement rates into transfer level math

3.1.2 Implement proven practices to increase placement rates for target groups

3.2.1 Determine which groups fall below the District's completion rates in transfer level English and Math

4.1.1 Increase the effective use of data in unit program

2.1 Creation of a system whereby students are contacted by to assist students to transfer. (Funding: SSSP) (Measurement: May 2019)

3.1.1 By determining groups, extra support can be given to identify best practices in supporting these students (Funding: General Fund) (Measurement: May 2020)

3.1.2 Implement multiple measures and reduce timeline for completion by implementing acceleration models (Funding: General Fund, BSSOT) (May 2020)

3.2.1 By determining groups, extra support can be given to identify best practices in supporting these students (Funding: General Fund, BSSOT, SSSP, Equity) (May 2020)



reviews

4.1.1 Continued and more integrated use of data for departments and divisions through the program review process will provide the basis for systematically and consistently examining equitable outcomes for students. (Funding: General Fund) (Measurement: Fall 2018, Fall 2019, Fall 2020)


3. Integrated Planning - College-wide discussions are happening with all stakeholders and support/commitment has been expressed by key stakeholders to utilize the Guided Pathways framework as an overarching structure for the college’s main planning and resource allocation processes, leveraging existing initiatives and programs.

In Progress Currently, Student Success and Support Program (SSSP), Basic Skills/Initiative/Basic Skills Student Outcomes and Transformation Program (BSI/BSSOT), Equity Planning (Student Equity/SE) and Strong Workforce are coordinated at a programmatic level so as to insure that district resources are being best utilized for the student groups. These actions include: coordination of efforts and funding for such programs as Student Success Program which is supported by SSSP and Equity, CTE Career Development Program which is supported by Strong Workforce, SSSP, and Equity, and Academic Acceleration which is supported by BSSOT, SSSP, and Equity.

Through implementing the 2018-2021 Strategic Plan and those actions that are associated with this key element (listed in the next column), the District will be able to create a systematic process to review equity gaps and identify and implement best practices on closing those gaps.

1.1.1 Implement best practices for student full-time enrollment, graduation, or transfer in two-years

3.2.2 Implement best practices/interventions to increase completion rates for targeted student groups


1.1.1 Districtwide conversations will take place with key constituency groups to identify and implement best practices for students for full-time enrollment and completion of transfer courses within two years. (Funding: SSSP, Equity, General Fund, BSSOT) (Measurement: May 2019)

3.2.2 Implementation of best practices and strategies will be completed after districtwide conversations through programs such as Student Success Program (Funding: SSSP, Equity, General Fund, BSSOT) (Measurement: May 2020)

4.1.1 Continued and more integrated use of data for departments and divisions through the program review process will provide the basis for systematically and consistently examining equitable outcomes for students.



(Funding: General Fund) (Measurement: Fall 2018, Fall 2019, Fall 2020)


Design: Establishing and using an inclusive process to make decisions about and design the key elements of Guided Pathways


Current Scale of

Adoption


time period.





Outcomes: Indicate what success will look like as a

result of these efforts.


Timeframe

4. Inclusive Decision-Making Structures - College has identified key leaders that represent diverse campus constituents to steer college-wide communication, input and decisions regarding the Guided Pathways framework.

Constituents have developed transparent cross-functional work-teams to provide the Guided Pathways effort with momentum and regularly provide opportunities for broad college-wide input.In addition, this plan strategically engages college governance bodies college-wide.

In Progress Districtwide constituencies are engaged in a variety of activities and conversations in topics ranging from accelerated instruction to how to better align academic support services and programs to academic programs.

Through implementing the 2018-2021 Strategic Plan and those actions that are associated with this key element (listed in the next column), the District will be able to continue its a systematic processes of inclusive decision making.

2.3.5 Train faculty in accelerated instruction

2.3.6 Integrate and align peer academic support programs (embedded tutoring, Writing Center, Math Tutors)

2.3.5 Faculty, specifically in the areas of English and Math, are working together, and with instructional and student services colleagues to identify and implement best practices of accelerated instruction. Faculty is being trained in supplemental instruction, augmented instruction, and co-requisite courses, and how those learning modalities support accelerated instruction. (Funding: BSSOT, SSSP) (Measurement: Fall 2019)

2.3.6 Coordinated efforts through a Learning Support Task force and restructuring of a management position has created a dialogue to further implement alignment of learning support services, not only from support service to





Current Scale of

Adoption


time period.








Timeframe

2.4.2 Embed soft skills into CTE curriculum and provide training for faculty

instruction, but created an opportunity for better coordination amongst services, such as Writing Center, BSSOT Services, MESA tutoring, Math Lab, etc. (Funding: BSSOT, SSSP, MESA, General Fund, BSI, Equity) (Measurement: May 2020)

2.4.2 Initial work has been done in this area, within specific CTE Programs. This Strategic Plan Action provides for all CTE areas to embed essential workplace skills into the curriculum. (Funding: Strong Workforce, XXX Grant) (Measurement: May 2020)




Current Scale of

Adoption


time period.








Timeframe

5. Intersegmental Alignment - (Clarify the Path) College engages in systematic coordination with K-12, four-year institutions and industry partners to inform program requirements.

In Progress

While the District engages in systematic coordination with both our K-12 feeder schools and four-year institutions, additional work in this area has been identified in our 2018-2021 strategic plan through both the objectives and actions. Those actions which are associated with this key element are listed in the next column.

1.1.4 Increase opportunities for concurrent and Dual Enrollment

2.1.4 Implement best practices for increased CTE completion and success as related to gainful employment (tutoring, etc.)

1.1.4 The District has been heavily involved with Dual Enrollment, which started with an aggressive campaign to offer English 251 (prerequisite course and gatekeeper course for many Social Science Classes) and English 1 at District High Schools. Since that time, the District has expanded course offerings at area high schools. The plan is to continue to expand offerings while refining the process to be a more streamlined program. (Funding: General Fund) (Measurement: Annually)

2.1.4 Initial work has been done in this area, within specific CTE Programs. This Strategic Plan Action provides for all CTE areas to implement best practices, as they relate to gainful employment,





Current Scale of

Adoption


time period.








Timeframe

2.4.1 Create a comprehensive career development program that prepares students for employment.

3.2.3 Improve/increase collaboration between District faculty and feeder high school teachers to better align with high school exit and college entry standards.

into the CTE curriculum. (Funding: Strong Workforce, XXX Grant) (Measurement: Annually 2018 - 2021)

2.4.1 Currently, Career Development services are provided for several CTE programs. This action allows for expansion of these services and to provide a coordinated and comprehensive program to all District students, regardless of program or campus location. (Funding: Strong Workforce) (Measurement: May 2019; May 2020)

3.2.3 Through continued partnerships such as TK K-12 Alliance, continued alignment of feeder high school curriculum with the District will create a seamless transition for students. (Funding: General Fund, BSSOT,




Current Scale of

Adoption


time period.








Timeframe

SSSP, Equity) (Measurement: Fall 2018, Fall 2019, Fall 2020)

6. Guided Major and Career Exploration - (Help Students Choose and Enter a Pathway)College has structures in place to scale major and career exploration early on in a student’s college experience.

Early Adoption

While the District currently has pockets of success in this area, Career Exploration and Guided Majors are currently being implemented at a District level and in a much broader process. Recognizing that the major and career exploration is an essential component for students, the District identified actions in the 2018-2021 strategic plan to address this key element. Those actions which are associated with this key element are listed in the next column.

2.1.2 Identify and categorize areas of study (meta majors)


2.1.2 Through broad conversations with students, faculty, staff, and administration, programs of study will be clustered into broad interest areas that share competencies. As part of this process, the District, through the curriculum process will enhance foundation and gateway courses which will support career exploration. (Funding: Strong Work Force, SSSP, Equity) (Measurement: May 2019, May 2020, May 2021)

2.4.1 The District is currently launching a Career Development Program which will serve students at all three campuses. This will include services such as

Currently identified as Early Adoption, the District will be able to make great strides toward Scaling in Progress by Fall 2020.




Current Scale of

Adoption


time period.








Timeframe

3.2.3 Improve/increase collaboration between District faculty and feeder high school teachers to better align with high school exit and college entry standards

career exploration, job readiness, placement, and counseling. (Funding: Strong Work Force, SSSP, Equity) (Measurement: May 2019, May 2020, May 2021)

3.2.3 Through continued partnerships such as TK K-12 Alliance, continued alignment of feeder high school curriculum with the District will create a seamless transition for students. (Funding: General Fund, BSSOT, SSSP, Equity) (Measurement: Fall 2018, Fall 2019, Fall 2020)

7. Improved Basic Skills - (Help Students Choose and Enter a Pathway; Ensure Students are Learning)College is implementing evidence-based

Early Adoption

The District has begun to implement evidence-based practices to increase access and success in college and/or transfer-level math and English. Areas include a conjunctive model of placement with High School GPA, High School courses

2.3.1 Implement multiple measures to maximize student placement into transfer-level English and math

2.3.1 The District will fully implement a conjunctive model for English and math placements using high school GPA, high school courses taken, and placement exams in an automated process for all





Current Scale of

Adoption


time period.








Timeframe

practices to increase access and success in college and/or transfer-level math and English.

taken, and placement test scores. In addition, the English Department has launched English 261 which is a developmental English course with a co-requisite requirement which provides for a shortened developmental sequence. Recognizing that improved basic skills sequencing and placement is an obstacle for many of our students, the District identified actions in the 2018-2021 strategic plan to address this key element. Those actions which are associated with this key element are listed in the next column.

2.3.2 Shorten the developmental course sequence in English so that a student can complete Transfer level English within one year

2.3.3 Shorten the developmental course sequence in math so that a student can complete Transfer level math within one year.

students. (Funding: General Fund) Measurement: Fall 2019)

2.3.2 The District will further implement and shorten the course sequence for English courses so that students can complete Transfer level English within one year. By reducing the lowest level of English courses (English 360) and adding co-requisite classes to support those students who could benefit, students will be able to move through the curriculum more quickly. (Funding: BSSOT, SSSP, Equity, General Fund) Measurement: Fall 2019)

2.3.3 The District will implement changes and shorten the course sequence for Math courses so that students can complete Transfer




Current Scale of

Adoption


time period.








Timeframe

2.3.4 Shorten the developmental course sequence in ESL so that a student can complete Transfer level English within three years


level Math within one year. By reducing the lowest level of Math courses (Math 360) and adding co-requisite classes to support those students who could benefit, students will be able to move through the curriculum more quickly. (Funding: BSSOT, SSSP, Equity, General Fund) Measurement: Fall 2019)

2.3.4 The District will implement changes and shorten the course sequence for ESL courses so that students can complete Transfer level English within one year. (Funding: BSSOT, SSSP, Equity, General Fund) Measurement: Fall 2019)

2.3.5 In order to properly support student learning in accelerated instruction, many of our




Current Scale of

Adoption


time period.








Timeframe

2.3.6 Integrate and align peer academic support programs (embedded tutoring, Writing Center, Math Tutors)

3.1.1 Determine which groups fall below the District's placement rates into transfer level math

faculty require professional development in proven accelerated teaching strategies. (Funding: BSSOT) Measurement: Fall 2019)

2.3.6 2.3.6 Coordinated efforts through a Learning Support Task force and restructuring of a management position has created a dialogue to further implement alignment of learning support services, not only from support service to instruction, but created an opportunity for better coordination amongst services, such as Writing Center, BSSOT Services, MESA tutoring, Math Lab, etc. (Funding: BSSOT, SSSP, MESA, General Fund, BSI, Equity) (Measurement: May 2020)

3.1.1 By determining groups, extra support can




Current Scale of

Adoption


time period.








Timeframe

3.1.2 Implement proven practices to increase placement rates for target groups

3.2.1 Determine which groups fall below the District's completion rates in transfer level English and Math


be given to identify best practices in supporting these students (Funding: General Fund) (Measurement: May 2020)

3.1.2 Implement multiple measures and reduce timeline for completion by implementing acceleration models (Funding: General Fund, BSSOT) (May 2020)

3.2.1 Conversations amongst various groups will engage in implementation of effective strategies and thereby increase student success with all groups. (Funding Source: SSSP, Equity, BSSOT, General Fund) (Measurement: Fall 2018, Fall 2019, Fall 2020)

3.2.2 Implementation of




Current Scale of

Adoption


time period.








Timeframe

best practices and strategies will be completed after districtwide conversations through programs such as Student Success Program (Funding: SSSP, Equity, General Fund, BSSOT) (Measurement: May 2020)

8. Clear Program Requirements - (Clarify the Path)College is clarifying course sequences for programs of study (including key milestones) and creating predictable schedules so that students can know what they need to take, plan course schedules over an extended period of time, and easily see how close they are to completion. College offers courses to

Early Adoption

In addition to catalog processes and publishing, the District currently implementing DegreeWorks which will provide students clear visual indicators on program and degree completion. By assisting students on key milestones and predictable schedules, students can more easily plan.

Recognizing that clarity in program requirements is essential for student success, the District identified actions in the

2.1.1 Complete implementation of DegreeWorks Districtwide

4.2.2 Ensure that the District website content is current relevant

2.1.1 Testing of Degree Works will be completed and it will be available to students. (Funding: SSSP) (Measurement: May 2019)

4.2.2 After focus groups with all district constituencies, the District will launch a new website which will be more efficient and effective. (Funding: General Fund) (Measurement: May





Current Scale of

Adoption


time period.








Timeframe

meet student demand.In order to meet these objectives, college is engaging in backwards design with desired core competencies and/or student outcomes in mind (including time-to-goal completion and enhanced access to relevant transfer and career outcomes).

2018-2021 strategic plan to address this key element. Those actions which are associated with this key element are listed in the next column.

2019)


Implementation: Adapting and implementing the key practices and components of Guided Pathways to meet student needs at scale


Current Scale of

Adoption


time period.





Outcomes: Indicate what success will look like as a result

of these efforts.

Anticipated Change in Scale of Adoption During Timeframe

9. Proactive and Integrated Student Supports - (Help Students Stay on the Path)College provides academic and non-academic support services in a way that is proactive and aligned with instruction, so that all students are explicitly engaged in these services.

Early Adoption

Currently, the District provides support services to assist students in academic and non-academic areas. While some of these services work closely together, others work in silos.

Recognizing that proactive and integrated student support is essential, the District identified actions in the 2018-2021 strategic plan to address this key element. Those actions which are associated with this key element are listed in the next column.

1.1.1 Implement best practices for student full-time enrollment, graduation, or transfer in two-years

1.1.2 Develop and implement a plan to reduce attrition rates from application to enrollment.

1.1.3 Implement student centered schedule planning to maximize full-time enrollment.

2.3.6 Integrate and align peer

1.1.1 Districtwide conversations will take place with key constituency groups to identify and implement best practices for students for full-time enrollment and completion of transfer courses within two years. (Funding: SSSP, Equity, General Fund, BSSOT) (Measurement: May 2019)

1.1.2 A districtwide and systematic approach at assisting students though the matriculation process so as to reduce the attrition rates from application to enrollment. (Funding: General Fund, SSSP) (Measurement: Fall 2019)

1.1.3 A districtwide and systematic approach at implementing schedules which





Current Scale of

Adoption


time period.






of these efforts.


academic support programs (embedded tutoring, Writing Center, Math Tutors)



are best for students. This process will include inquiry of current scheduling and implementation of best practices for student centered schedule building. (Funding: General Fund, SSSP) (Measurement: Fall 2019, Fall 2020, Fall 2021)

2.3.6 Coordinated efforts through a Learning Support Task force and restructuring of a management position has created a dialogue to further implement alignment of learning support services, not only from support service to instruction, but created an opportunity for better coordination amongst services, such as Writing Center, BSSOT Services, MESA tutoring, Math Lab, etc. (Funding: BSSOT, SSSP, MESA, General Fund, BSI, Equity) (Measurement: May 2020)

2.4.2 Initial work has been done in this area, within specific CTE Programs. This Strategic Plan Action provides




Current Scale of

Adoption


time period.






of these efforts.


for all CTE areas to embed essential workplace skills into the curriculum. (Funding: Strong Workforce, XXX Grant) (Measurement: May 2020)

3.2.2 Implementation of best practices and strategies will be completed after districtwide conversations through programs such as Student Success Program (Funding: SSSP, Equity, General Fund, BSSOT) (Measurement: May 2020)

10. Integrated Technology Infrastructure -(Help Students Choose and Enter a Pathway; Help Students Stay on the Path)College has the technology infrastructure to provide tools for students as well as instructional, counseling, and

In Progress Currently, the District provides support services to assist students in academic and non-academic areas. While some of these services work closely together, others work in silos.

Recognizing that proactive and integrated student support is essential, the District identified actions in the 2018-2021 strategic

1.1.3 Implement student centered schedule planning to maximize full-time enrollment.

2.1.1 Complete implementation of DegreeWorks Districtwide

1.1.3 A districtwide and systematic approach at implementing schedules which are best for students. This process will include inquiry of current scheduling and implementation of best practices for student centered schedule building. (Funding: General Fund, SSSP) (Measurement: Fall 2019, Fall 2020, Fall 2021)

2.1.1 Testing of Degree Works

Currently identified as Scaling in Progress, the District will be able to make great strides toward Full Scale by Fall 2020.




Current Scale of

Adoption


time period.






of these efforts.


student support faculty and staff to support planning, tracking, and outcomes for Guided Pathways.

plan to address this key element. Those actions which are associated with this key element are listed in the next column.

2.1.3 Automate the application process for degrees and certificates

4.2.2 Ensure that the District website content is current relevant

will be completed and it will be available to students. (Funding: SSSP) (Measurement: May 2019)

2.1.3 Currently, the application process for degrees and certificates is in paper form. By automating the process, it will be more student and technology friendly. (Funding: General Fund) (Measurement: Fall 2019)

4.2.2 After focus groups with all district constituencies, the District will launch a new website which will be more efficient and effective. (Funding: General Fund) (Measurement: May 2019)

11. Strategic Professional Development - (Help Students Stay on the Path; Ensure Students are Learning)Professional Development (PD) is

Early Adoption

Currently, the District provides professional development opportunities for staff, faculty, and administrators. Recognizing that proactive and integrated staff development is essential,


2.3.5 2.3.5 Faculty, specifically in the areas of English and Math, are working together, and with instructional and student services colleagues to identify and implement best practices of accelerated instruction. Faculty is being




Current Scale of

Adoption


time period.






of these efforts.


strategically, frequently, and consistently offered for staff, faculty and administrators and aligned with the college’s strategic goals, needs and priorities identified in integrated plans, program review, and other intentional processes.

the District identified actions in the 2018-2021 strategic plan to address this key element. Those actions which are associated with this key element are listed in the next column.



trained in supplemental instruction, augmented instruction, and co-requisite courses, and how those learning modalities support accelerated instruction. (Funding: BSSOT, SSSP) (Measurement: Fall 2019)

2.4.1 Currently, Career Development services are provided for several CTE programs. This action allows for expansion of these services and to provide a coordinated and comprehensive program to all District students, regardless of program or campus location. (Funding: Strong Workforce) (Measurement: May 2019; May 2020)

3.2.2 Implementation of best practices and strategies will be completed after districtwide conversations through programs such as Student Success Program (Funding: SSSP, Equity, General Fund,





Current Scale of

Adoption


time period.






of these efforts.


4.3.1 Implement a Professional Development Plan for the coordination, alignment, and management of professional development activities and new employee orientation.

BSSOT) (Measurement: May 2020)

4.3.1 Implementation of an integrated professional development plan for faculty, staff and administrators which includes new employee orientation. (Funding: General Fund, BSSOT) (Measurement: May 2019, May 2020)

12. Aligned Learning Outcomes - (Ensure Students are Learning)Learning outcomes are aligned with the requirements targeted by each program and across all levels (i.e., course, program, institutional) to ensure students’ success in subsequent educational, employment, and career goals.

In Progress

Currently, the District assesses SLOs, PLOs, GELOs, and SAOs. Results of learning outcomes are assessed and consistently used in program and course changes. Recognizing that work can always be done in this area to maximize studet learning, the District identified actions in the 2018-2021 strategic plan to address this key element. Those actions which are associated with this key element are listed in the next column.

2.1.2 Identify and categorize areas of study (meta majors)

2.3.2 Shorten the developmental course sequence in English so that a student can complete Transfer level English within one year

2.1.2 Through broad conversations with students, faculty, staff, and administration, programs of study will be clustered into broad interest areas that share competencies. As part of this process, the District, through the curriculum process will enhance foundation and gateway courses which will support career exploration. (Funding: Strong Work Force, SSSP, Equity) (Measurement: May 2019, May 2020, May 2021)

2.3.2 The District will further





Current Scale of

Adoption


time period.






of these efforts.


2.3.3 Shorten the developmental course sequence in math so that a student can complete Transfer level math within one year

implement and shorten the course sequence for English courses so that students can complete Transfer level English within one year. By reducing the lowest level of English courses (English 360) and adding co-requisite classes to support those students who could benefit, students will be able to move through the curriculum more quickly. (Funding: BSSOT, SSSP, Equity, General Fund) Measurement: Fall 2019)

2.3.3 The District will implement changes and shorten the course sequence for Math courses so that students can complete Transfer level Math within one year. By reducing the lowest level of Math courses (Math 360) and adding co-requisite classes to support those students who could benefit, students will be able to move through the curriculum more quickly. (Funding: BSSOT, SSSP, Equity, General Fund) Measurement: Fall 2019)




Current Scale of

Adoption


time period.






of these efforts.


2.3.4 Shorten the developmental course sequence in ESL so that a student can complete Transfer level English within three years


2.3.4 The District will implement changes and shorten the course sequence for ESL courses so that students can complete Transfer level English within one year. (Funding: BSSOT, SSSP, Equity, General Fund) Measurement: Fall 2019

4.1.1 By more effectively using data in Program Reviews, programs will better be able to focus on programs and services to increase student success (Funding Source: SSSP, Equity, BSSOT, General Fund) (Measurement: Fall 2018, Fall 2019, Fall 2020)

13. Assessing and Documenting Learning - (Ensure Students are Learning)The college tracks attainment of learning outcomes and that information is easily accessible to students and faculty.

Full Scale Currently, the District assesses learning outcomes and makes them available via the website. Recognizing that work can always be done in this area to maximize student learning, the District identified actions in the 2018-2021 strategic plan to


3.2.2 Implementation of best practices and strategies will be completed after districtwide conversations through programs such as Student Success Program (Funding: SSSP, Equity, General Fund, BSSOT) (Measurement: May 2020)4.1.1 By more effectively using

Currently, the District identifies at Full Scale, additional activities will continue to assess even more efficiently and effectively.




Current Scale of

Adoption


time period.






of these efforts.


Consistent and ongoing assessment of learning is taking place to assess whether students are mastering learning outcomes and building skills across each program and using results of learning outcomes assessment to improve the effectiveness of instruction in their programs.

address this key element. Those actions which are associated with this key element are listed in the next column.


data in Program Reviews, programs will better be able to focus on programs and services to increase student success (Funding Source: SSSP, Equity, BSSOT, General Fund) (Measurement: Fall 2018, Fall 2019, Fall 2020)

14. Applied Learning Outcomes - (Ensure Students are Learning)Students have ample opportunity for applied/contextualized learning and practice. Opportunities have been coordinated strategically within and/or amongst programs.

In Progress

Currently, the District has some courses and programs which provide for applied/contextualized learning. Opportunities, however, are not strategically coordinated within or amongst programs. Recognizing that work needs to be done in this area, the District identified actions in the 2018-2021 strategic plan to address this key element. Those actions which are associated with this key element are listed in the

2.1.4 Implement best practices for increased CTE completion and success as related to gainful employment (tutoring, etc.)


Initial work has been done in this area, within specific CTE Programs. This Strategic Plan Action provides for all CTE areas to implement best practices, as they relate to gainful employment, into the CTE curriculum. (Funding: Strong Workforce, XXX Grant) (Measurement: Annually 2018 - 2021)

2.4.2 Initial work has been done in this area, within specific CTE Programs. This Strategic Plan Action provides





Current Scale of

Adoption


time period.






of these efforts.


next column.

for all CTE areas to embed essential workplace skills into the curriculum. (Funding: Strong Workforce, XXX Grant) (Measurement: May 2020)


CCC GP Implementation TimelinePlease complete the following GANTT chart to indicate the timeframe during which you would anticipate incorporating each of the 14 key elements included in the CCC GP Self-Assessment into your plan. Use the PAINT function by selecting the appropriate cells and then click on the Paint dropdown menu to select a color to fill in the cells. Please use blue for Inquiry, green for Design, and orange for Implementation elements.

Key Elements Spring 2018-Summer 2019 Fall 2019-Summer 2020 Fall 2020-Summer 2021 Fall 2021-Summer 2022

EXAMPLE 1. Cross-functional inquiryEXAMPLE 5. Intersegmental alignmentEXAMPLE 14. Applied learning opportunitiesInquiry (1-3)1. Cross-functional inquiry2. Shared metrics3. Integrated planning

Design (4-8)

4. Inclusive decision-making

5. Intersegmental alignment6. Guided major and career exploration opportunities 7. Improved basic skills

8. Clear program requirements

Implementation (9-14)9. Proactive and integrated student supports10. Integrated technology infrastructure11. Strategic professional development12. Aligned learning outcomes13. Assessing and documenting learning opportunities14. Applied learning opportunities


CCC GP Key Performance Indicators

The KPI data will be automatically updated each planning period to invite reflection and inform future planning.

Key Performance Indicators Current KPI Data(Autofill from Launchboard)

Spring 2018-Summer 2019

Fall 2019-Summer 2020



PARTICIPATION

Number of students

To be pre-populated in advance of next work plan; make these columns unfillable.

Average number of credits attempted in year oneAverage number of degree-applicable credits attempted in year oneFull-time studentsPersisted from term one to term two

College-level course success rate

TRANSFERRABLE MATH & ENGLISH COMPLETIONSuccessfully completed transfer-level math in year one

Successfully completed transfer-level English in year oneSuccessfully completed both transfer-level English and math in year one

FIRST TERM MOMENTUM

Successfully earned 6+ college credits in first termSuccessfully earned 12+ college credits in first termSuccessfully earned 15+ college credits in first termAttempted 15+ college credits in first term


CCC GP Guided Pathways Allocations

Please estimate the anticipated percentage of the CCC GP allocation to be used for the various activities and expenses. The amounts will pre-populate automatically from the percentages you indicate based on your college's overall allocation for this time period.

Sample Categories

$ (Prefilled from allocation formula)Dropdown menu with timeframe choices: Summer 2018-Summer 2019, Fall 2019-Summer 2020, Fall 2020-Summer 2021, and Fall 2021-Summer 2022.

Anticipated %

Anticipated amount (auto populate based

on % noted) Actual % Actual amountPersonnel or Release Time

Professional Development

Software

Other

TOTAL 100%


Required per EC Section 88922 (c)Briefly describe the college’s efforts on the following issue:

The inclusion of high school grades into the assessment/placement process

Describe here

The District uses an automated process that evaluates a student’s assessment scores in conjunction with self-reported grade point average and course grades to determine highest placement for the student.

For Math

BUS 20 and 119; MATH 10, 21, 45, 154 Placement into course by COS Placement Test procedures; OR Placement into MATH 230 by COS Placement Test procedures AND all the following: > a cumulative H. S. GPA of 3.3 or higher > completion of H.S. Algebra II with a grade of “A” or “B” in both semesters or a “C” or higher in a more advanced math class; OR Completion of MATH 230 or equivalent college course with grade of “C or higher; OR Advanced Placement Calculus AB or BC Exam Score 2 or higher.

MATH 70 Placement into MATH 70 by COS Placement Test procedures; OR Placement into BUS 20, 119, MATH 10, 21, 154 or 70 with H.S. Trigonometry by COS Placement Test procedures AND a grade of “A” or “B” in both semesters of H.S. Trigonometry; or a grade of “C” or higher in both semesters of a more advanced math class; OR Completion of MATH 154 or equivalent college course with a grade of “C” or higher; OR Advanced Placement Calculus AB or BC Exam Score 3 or higher.

MATH 65 Placement into MATH 65 by COS Placement Test procedures; OR Completion of MATH 70 or equivalent or higher college course with a grade of “C” or higher; OR Advanced Placement Calculus AB or BC Exam Score 3 or higher.

MATH 200 CCC GP Action Plan, Timeline, and Allocation Summary 35

Placement into MATH 200 by COS Placement Test procedures; OR Placement into Math 360 by COS Placement Test procedures AND all of the following: > a cumulative H. S. GPA of 3.3 or higher > completion of H.S. Pre-algebra with a grade of “A” or “B” in both semesters or a “C or higher in a more advanced math class. Completion of MATH 360 or equivalent or higher college course with a grade of “C or higher. MATH 230 Placement into

MATH 230 COS Placement Test procedures; OR Placement into MATH 200 by COS Placement Test procedures AND all of the following: > a cumulative H. S. GPA of 3.3 or higher > completion of H.S. Algebra 1 with a grade of “A” or “B” in both semesters or a “C or higher in a more advanced math class.

For English:

ENGLISH 1 Placement into ENGL 1 by COS Placement Test procedures; OR Placement into ENGL 251 by COS Placement Test procedures AND all the following: > 4 years H.S. College Prep English with no grade lower than “B” > a cumulative H.S. GPA of 3.3 or higher; OR Completion of ENGL 251 or equivalent college course with grade of “C” or higher; OR Advanced Placement Language and Composition or Advanced Placement Literature AND Composition Exam Score 3 or higher.

ENGLISH 251 Placement into ENGL 251 by COS Placement Test procedures; OR Placement into ENGL 360 by COS Placement test procedures AND all of the following: > 3 years H.S. College Prep English with no grade lower than “B” > a cumulative H.S. GPA of 3.3 or higher; OR Completion of ENGL 360 or equivalent college course with grade of “C” or higher.


Based on the college’s planning and self-assessment dialogue and activity, what support could the Chancellor’s Office provide to expand or support the next steps (optional question):


Describe here

web view2.4.2 embed soft skills into cte ... and placement test scores. in addition, the english...

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