Goal Setting and Metrics John Stanskas, ASCCC President Barry Gribbons, Deputy Chancellor, College of the Canyons

Simplified Metrics Work Group Webinar | April 30, 2018

Meeting Three Outcomes Determined a set of recommended metrics Identified key issues for implementation Highlighted issues that need further examination

Student Journey-Based Metrics Student progress and outcomes should be measured based on their informed educational goals: Adult education/ESL Short-term CTE/skills-builders Award/transfer

Student Types Based on Goals Adult Education/ESL Improve basic skills in English, reading or math Complete credits for high school diploma or GED Move from noncredit coursework to credit coursework Short-term CTE/ Skills-builders Discover/formulate career interests, plans, goals Prepare for a new career (acquire job skills) Advance in current job/career (update job skills) Maintain certificate or license (e.g. Nursing, Real Estate) Award/Transfer Obtain an associate degree and transfer to a baccalaureate granting institution Transfer to a baccalaureate granting institution without an associate degree Obtain a two-year associate degree without transfer Earn a career technical certificate without transfer

Metrics Focus on Seven Themes Equitable access Enrolled after application Momentum Foundational coursework Completion/transfer Employment Earnings

Metrics Focus on Seven Themes Specific measures may vary based on the student type (Momentum is measured differently for Adult Education/ESL than Award/Transfer) Each theme may not apply to all student types (Foundational Coursework is not measured for Short- term CTE/Skills-builders) Adult Education/ESL measures are based on extensive work with K-12 and college practitioners last summer

Short-Term CTE & Skills-Builder Students Award & Transfer Students Adult Ed Basic, Secondary & ESL Students   Improved Earnings/Annual Earnings Placed into a Job Earned a High School Diploma, Certificate, or Transitioned to Credit Completed Foundational Coursework Demonstrated a Skills Gain Enrolled After Application Participation is Aligned with Surrounding Community Short-Term CTE & Skills-Builder Students Made a Living Wage/Annual Earnings Improved Earnings Got Job in Field of Study Earned an Award Retained from Fall to Spring Enrolled After Application Participation is Aligned with Surrounding Community Award & Transfer Students Participation is Aligned with Surrounding Community Made a Living Wage/Annual Earnings Got Job in Field of Study Earned an Award and/or Transferred Retained from Fall to Spring First Term Successful Unit Attainment Completed Gateway English & Math Enrolled After Application

Disaggregated Data Information should be displayed showing the following categories of students, including the ability to look at several categories at once. How do outcomes differ by equity categories? race/ethnicity age group gender   How do outcomes differ based on student experiences? Factors associated with lower success rates (economically disadvantaged, foster youth, veterans, first-generation, disabled, part-time students) Factors associated with higher success rates (completed comprehensive credit education plan or noncredit education plan, attempted 30 units or 48 contact hours in first year, participated in support services/programs) How can I evaluate my college’s results? time trends comparison to the regional median, state median, peer group median, and top in state

Supplemental Information Separate dashboards would provide outcomes on federal metrics such as the Workforce Innovation & Opportunity Act (WIOA) and Perkins. Tools like Data Mart and LaunchBoard would remain available to allow users to drill down into related metrics or to see outcomes by program.

Funding Formula Metrics College Promise Fee Waiver Achievement Associate’s Degree Associate Degree for Transfer Certificates 18+ units Completion 9+ CTE units Transfer to Four-year University Completion of Transfer Level English/Math first Year Attainment of Living Wage Low Income Extra Points

Other Data SLOs Disaggregated SLOs Program Review Enrollment Management Labor Market Master Plan / Strategic Plan Local, Regional, Statewide Projections

Data!

Clear So Far?

Goals: What do you care most about? Student Achievement? Student Learning? Workforce Needs? Equity?

Do You Already Have Data? Datamart Launchboard IEPI Metric Simplification Project Your Institutional Researcher

Secrets to Approaching IR Folks No Data Vending Machine Patience Define and Articulate Need / Purpose: How will data be used. Engage in Dialog about available data or approach to gather new data Realistic timelines Fall 2015 Plenary Local Senates Irvine, California

Goal Setting Meaningful dialog with campus community Connected to plans and initiatives at the college Don’t Just add 5 percent blindly Goals can be lower IEPI: No sanction for not achieving goals

Goal Setting Example Institutional Effectiveness and Inclusive Excellence Committee (IE)2 Discusses SSSP, Student Equity, Basic Skills, Performance Indicators Reviews Goals Which indicators does the College want to focus on? What initiatives can move the needle? What is the historical trend? How much will new initiatives move the needle?

Goal Setting Example Review and Input from Academic and Classified Senates Multiple meetings to promote conversation Send suggestions back to (IE)2 Discuss at College Planning Team Present to Board of Trustees

Goal Setting Example Completion of Transfer-Level Math within 1 Year Reflects major focus at college with multiple measures and acceleration Math transfer placement changed from 17 percent to 71 percent! Large gains expected Goals will reflect major change Still need to review historical data when they become available

Goal Setting Inclusiveness: Encourage Meaningful Dialogue Connection to Planning: Department Connection to Planning: College-wide Connection to Planning: Initiative Numerical Goals Considerations Timelines to Support Meaningful Dialogue

COC Example: Inclusiveness: Encourage Meaningful Dialogue Institutional Effectiveness and Inclusive Excellence Committee (IE)2 Discusses SSSP, Student Equity, Basic Skills, Institution-Set Standards and IEPI Indicators Reviews Goals Which indicators does the College want to focus on? What initiatives can move the needle? What is the historical trend? How much will new initiatives move the needle?

COC Example: Inclusiveness: Encourage Meaningful Dialogue President’s Advisory Council-Budget develops goals for Fiscal Indicators Review and Input from Academic and Classified Senates Multiple meetings to promote conversation Send suggestions back to (IE)2 Discuss at College Planning Team Present to Board of Trustees

COC Example: Connection to Planning: Department Online Academic Program Review includes: Course Completion Rate Degrees Certificates Transfers Currently Does Not Include Goals Other data are added ad hoc (e.g., basic skills math and English progression)

COC Example: Connection to Planning: College-wide Strategic and Master Plan Processes Begin with review of Institution-Set Standards and IEPI indicators. Discuss goals with the College Planning Team on what is needed in the Strategic Plan and Master Plan to Achieve the Goals

COC Example: Connection to Planning: Initiatives Process for connecting to other plans includes: Review data in (IE)2 committee Identified one outcome of focus in (IE)2 committee: Canyons Completes Activities developed through (IE)2 support the following initiatives: Student Equity SSSP Guided Pathways California Assessment Initiative Open Educational Resources Adult Education Block Grant California Career Pathways Trust Grant Basic Skills Outcomes Transformation Grant Strong California Workforce (formerly Doing What Matters)

COC Example: Considerations for Numerical Goals Completion Rate Overall Already in the top 10 so we didn’t expect it increase much but changes in placement and acceleration will result in some change Increased slightly, from 56% to 58% (1 Year Goal) Increased slightly, from 57% to 60% (6 Year Goal) Completion Rate - Unprepared Increased slightly, from 48% to 52% (1 Year Goal) Increased slightly, from 50% to 55% (6 Year Goal)

COC Example: Considerations for Numerical Goals Completion Rate - Prepared Already top three in the state and were satisfied with the rate (80%) so the Year 1 and Year 6 goals were set at the same performance level Remedial Rate – Math No change for 1-Year Goal Increased slightly, from 42% to 45% (6 Year Goal)

COC Example: Considerations for Numerical Goals Full-Time Equivalent Students: Added 3 percent annually, matching enrollment management goals. Fund Balance: Except balanced budget, but slightly decreasing fund balance percent due to denominator increasing. Salary and Benefits: Expect percent to stay level. Annual Operating Excess/Deficiency: Zero, expect balanced budget.

COC Example: Considerations for Numerical Goals Degree Completion “Canyons Completes” focus resulted in substantial increase for goals Increased slightly, from 1,359 in 2014/15 to 1,500 (1 Year Goal) Increased 20% from 1-Year Goal to 6-Year Goal Certificate Completion Increased 37% from 2014/15 to 1-Year Goal Increased 10% from 1-Year Goal to 6-Year Goal CTE Rate Increased slightly, from 45% to 46% (6 Year Goal)

COC Example: Considerations for Numerical Goals Action Plans Connected to Goals Robust dialogue about choosing one outcome to focus on in 2016-17: “Canyons Completes” Developing plans supporting the “Canyons Completes” initiative such as Establishing Student Success Teams Establishing High Impact Practices (HIPS) Council Defining “equity” at College of the Canyons Providing professional development opportunities for equity minded practitioner training Creating learning opportunities for faculty through the Center for Excellence in Teaching and Learning (CETL)

COC Example: Considerations for Numerical Goals Continued… Developing plans supporting the “Canyons Completes” initiative such as Developing a Year-Long Schedule Revaluating existing programs and services to see what changes can be made in the context of Guided Pathways and Completion by Design Exploring feasibility of a Promise Project Including pre-enrollment, on-site orientation in the new FYE program in Fall 2017

COC Example: Considerations for Numerical Goals Continued… Developing plans supporting the “Canyons Completes” initiative such as Revising the Completion Exit survey Reinstating Faculty/Freshmen Unite Implementing Two-Day on-campus orientation Developing and Communicating Clear Pathways for Students drawing on plans developed through the Roadmap Project and Completion by Design Update common inventory of activities supporting student success, including funding sources Develop common solution form for potential projects

COC Example: Setting Timelines to Support Meaningful Dialogue Dialogue at (IE)2: February and March Presentation to Academic Senate: March and April Presentation to Classified Senate: March and April Presentation and Discussion at CPT: March and April Presentation to Board of Trustees as Information Item: June

Fall 2015 Plenary Local Senates Irvine, California Questions? Comments Fall 2015 Plenary Local Senates Irvine, California