1. SB1456 – Student Success Initiative
A look at the Horizon of Change

2. What is SB1456?
22 Recommendations Approved by the Board of Governors in January 2012
The result of two years of task-force work and recommentations
Approved by the legislature and Governor
Will roll out over the next 4 years

3. Key Presentation Topics
Student Success Act (SB 1456)
Enrollment Priorities (3.1)
SB 1456 changes to the community college Matriculation program (8.2)
BOGFW changes (3.2)
Professional Development (6.1 & 6.2)
Estimated implementation timelines
Scorecard (7.3)

4. Student Success Act of 2012 (SB 1456) Student Success & Support Program Implementation and Communication Plan
Board of Governors
Consultation Council
Stakeholder Input
Final draft proposals submitted for broader review & input
CSSO Workgroup
Matriculation Advisory Committee
Counseling Advisory Group
Financial Aid Regional Reps Advisory Committee
Implementation Workgroups develop draft proposals for input
Title 5 Revision Adhoc Wkgrp
MIS & Allocation Formula Adhoc Wkgrp
BOGFW
Wkgrp
Student Equity Wkgrp
Program Reporting Adhoc Wkgrp
Student Services Categorical Input Workgroup
11/20/2018

5. Local Groups Working on Implementation
Student Services Council
Enrollment Priorities Group
Assessment Task Force
Orientation Task Force
Counseling Department (Educational Plans)
Learning Council FIG
MIS Department
And now….Partnerships with Instruction

6. SSTF Recommendations & Enrollment Priorities
Focus Area 3: Ensure access and the opportunity for success for new students Recommendation 3.1: The Community Colleges will adopt system-wide enrollment priorities through adoption of title 5 regulations
3.1

7. 3.1 Priority Enrollment Concept in the
Proposed Title 5, Section Regulation
Order of Priority:
Ed Code: Active duty military & veteran students* and current and former foster youth* who are new & fully matriculated or continuing in good standing
District flexibility provided to collapse level 1 & 2 if sufficient capacity exists to do so without displacing level 1 students 1
Academic Conditions for :
100 unit threshold
Good standing: not on academic or progress probation for 2 consecutive terms (title 5, ) 2
Existing Title 5: New and continuing fully matriculated
EOPS & DSPS students in good standing
Continuing students in good standing and new, fully matriculated students.
District flexibility to set priorities and categories within these groups 3
District flexibility to set priorities and categories for other students
3.1
*Education Code section requires community college to grant priority enrollment to any member or former member of the Armed Forces of the United States within four years of leaving active duty. EC requires priority enrollment for current and former foster youth up to, and including, age 24.

8. Loss of Enrollment Priority
Continuing students would lose enrollment priority if they…
Earned more than 100 units (not including nondegree applicable basic skills and ESL, and special classes)
Are on academic or progress probation for two consecutive terms (as defined by existing title 5 regulations)
Points to make:
Registration priority specified in subdivision (c) of this section shall be lost at the first registration opportunity after a student
Districts may set the unit limit lower than 100 units and may consider units from other higher education institutions.
3.1

9. Exemptions & Appeals
Exemptions: Districts may exempt categories of students or units from the 100 unit limit. For example:
High unit majors or programs
Units earned through credit by exam, Advanced Placement, IB, etc…
Appeals: Districts must adopt an appeals policy and process for students who:
Lose enrollment priority due to extenuating circumstances
Are disabled and who applied for but did not receive timely reasonable accommodation
Districts may also allow appeals for students who demonstrate “significant academic improvement” in a subsequent term
3.1

10. Title 5, Section 58108 Enrollment Priority Regulation Timeline
Sept-Oct, 2012: Control Agency Review
January 26, 2013: effective date of new regulations
Communication to students beginning Spring 2013 on the new requirements
District implementation:
Spring 2014 registration for Fall 2014 classes*
Districts would be required to fully implement the new regulations by Fall 2014 and ensure that all policies and course catalogs reflect the new enrollment priority requirements and that appropriate and timely notice is provided to students.
3.1
*Districts may implement the new priority enrollment requirements earlier than Fall 2014

11. SB 1456 & Implementation of the BOGFW Conditions
3.2

12. SB 1456 and the BOG Fee Waiver
Requires adoption of minimum academic and progress standards that are uniform across all campuses
Will mirror Enrollment Priority regulations:
Rely on existing academic (2.0) and progress (50%) standards in (a) and (b)
Loss of fee waiver eligibility after two consecutive terms on probation (some discussion needed about how to treat summer terms)
Single appeal process for loss of enrollment priority and loss of BOGFW
3.2

13. Fee Waiver Limitations in SB 1456
BOG must consider:
Standards that don’t unfairly disadvantage financially needy students
Appeal criteria that consider circumstances such as reductions in student support services or changes to a student’s economic circumstances
Availability of services and information about services provided to help students maintain eligibility
Implementation phased in, effective no sooner than one year after adoption
3.2

14. Fee Waiver Limitations - continued
Legislative intent:
Implement only with development of support services and interventions to prevent disproportionate impact based on ethnicity, gender, disability or socioeconomic status
Demonstrate “a reasonable effort to provide a student with adequate notification and assistance in maintaining his or her fee waiver eligibility.
3.2

15. Fee Waiver Draft Regulations
Notification to student no later than 30 days after end of term with substandard academic or progress performance
Re-establish eligibility by increasing GPA or completion above standard; successful appeal; or break in enrollment of at least two primary terms
3.2

16. Possible Timeline for Fee Waiver Regulations
Proposed regulations to Board of Governors (BOG) May, 2013
Adoption of regulations by (BOG) July, 2013
Begin consumer information dissemination and notification and – first official notification after spring 2014
Make system changes during to allow for single term fee waiver award
First loss of fee waiver anticipated fall 2015 – districts may not implement early
3.2

17. Student Success Task Force
Recommendation 7.3:
Create Student Success “Scorecard”
Continue to measure “high-order” outcomes (degree/certificate/transfer)
Measure “momentum points”
Focus on past performance, vs comparative peer performance
Expand populations measured, especially those with <12 units
7.3

18. Student Success Task Force
Recommendation 7.3:
Build upon existing ARCC framework and processes
Use existing MIS data; no new data collection burden
Improve transparency
Eliminate large .pdf report and replace with web-based reporting tool
7.3

19. Implementing the Scorecard
Accountability Advisory committee met Jan-Jun 2012
Created new and expanded data definitions
Refined focus on final outcomes and significant momentum points
Simplified levels of reporting and identified proper reports for different audiences

20. Implementing the Scorecard
Accountability Advisory committee met Jan-Jun 2012
Created new and expanded data definitions
Refined focus on final outcomes and significant momentum points
Simplified levels of reporting and identified proper reports for different audiences
7.3

21. The Scorecard Metrics
Student Progress & Attainment Rate (SPAR) (for degree/transfer-seeking students)
% of degree/transfer-seeking students who earn any of the following within 6 years:
AA or AS
Certificate
Transfer to 4-yr institution
“Transfer-Prepared” (60 UC/CSU transferrable units with GPA=>2.0)
7.3

22. The Scorecard Metrics
Student Progress & Attainment Rate (SPAR) (for degree/transfer-seeking students)
% of degree/transfer-seeking students who earn any of the following within 6 years:
AA or AS
Certificate
Transfer to 4-yr institution
“Transfer-Prepared” (60 UC/CSU transferrable units with GPA=>2.0)
7.3

23. The Scorecard Metrics
CTE Completion Rate (for CTE-directed students)
% of CTE-directed students who earn any of the following within 6 years:
AA or AS
Certificate
Transfer to 4-yr institution
“Transfer-Prepared” (60 UC/CSU transferrable units with GPA=>2.0)
7.3

24. The Scorecard Metrics
CTE Completion Rate (for CTE-directed students)
% of CTE-directed students who earn any of the following within 6 years:
AA or AS
Certificate
Transfer to 4-yr institution
“Transfer-Prepared” (60 UC/CSU transferrable units with GPA=>2.0)
7.3

25. The Scorecard Metrics
CTE Completion Rate (for CTE-directed students)
% of CTE-directed students who earn any of the following within 6 years:
AA or AS
Certificate
Transfer to 4-yr institution
“Transfer-Prepared” (60 UC/CSU transferrable units with GPA=>2.0)
7.3

27. To see Gavilan’s Scorecard
7.3

28. Student-Counselor Ratio
Ratio desired for Scorecard as Profile variable
Workgroup met in November and February
First version of metric didn’t pass the muster
7.3

29. Student to Counselor Ratio
Latest Methodology:
Numerator:
Fall student headcount (with minimum 0.5 units attempted or 8.0 contact hours)
MINUS
DSPS and EOPS students (EOPS and DSPS taken out of both numerator and denominator)
7.3

30. 7.3 S-C Ratio Denominator: Total Fall FTE for Counseling in ASA Codes:
6300, 6310, 6330, 6340, 6390 (exclude 6420, 6430: EOPS/DSPS)
If EB08=C or R, FTE is counted as 1.0, else count actual FTE
PLUS
FTE in Counseling TOP Codes (EJ01= CN or NN), TOP Codes: , , ,
7.3

31. S-C Ratio in Plain English
Total Fall FTE in Counseling ASA codes (except EOPS/DSPS)
Tenure/Tenure Track counted as 1.0 FTE
Temporaries counted as reported FTE
PLUS
7.3

32. S-C Ratio in Plain English
Total FTE in Counseling Courses:
Tenured, Tenure Track and Temporary FTE in courses with Counseling TOP Codes
: Career Guidance, Orientation, Interpersonal Skills, Job-Seeking Skills, Academic Guidance
Course section can be credit or noncredit
7.3

33. PROFESSIONAL DEVELOPMENT
Recommendation #6 - Revitalize and Re-Envision Professional Development
Recommendation 6.1
Community colleges will create a continuum of strategic professional development opportunities, for all faculty, staff, and administrators to be better prepared to respond to the evolving student needs and measures of student success.
Recommendation 6.2
Community Colleges will direct professional development resources for both faculty and staff toward improving basic skills instruction and support services.
6.1 & 6.2

35. Recommendation #1 – Adopt a California Community College Professional Development Vision Statement
A major charge of this advisory committee was to re-envision professional development within the System. It is recommended that the Board of Governors adopt a vision statement for the California Community College (CCC) System. The following is the recommended Vision Statement.
To support the mission of the CCC’s and to promote an inclusive statewide and local learning culture, all personnel will have ongoing opportunities to develop and expand the skills and practices that influence students' learning and support students in achieving their educational goals.
6.1 & 6.2

36. Recommendation #2 - Change the name of the CCC Flexible Calendar Program to the CCC Professional Development Program
The current name “Flexible Calendar Program” does not reflect the nature of the faculty professional development focus of the program. It focuses on the ability of the college to establish a “flex” schedule for its academic calendar to accommodate both instruction and faculty professional development. Changing the name of the program to the California Community Colleges (CCC) Professional Development Program shifts the focus of the program from “flexibility” to professional development.
6.1 & 6.2

37. Recommendation #3 – Require all colleges in the CCC System to participate in the CCC Professional Development Program for a minimum of 5 days
It is important that all colleges participant in the CCC Professional Development program at the same minimum level because there must be a consistent approach to professional development and the establishment of a philosophy and culture valuing all employees in the California Community College System. A common message that all colleges are participants in this new and bold effort for professional development tells employees there is a commitment to the program and its success. This will require a new spirit of working as a System with a common strategy for professional development.
6.1 & 6.2

38. Recommendation #4 – Include all employees in the CCC Professional Development Program
Professional development across the academy benefits the success of students by assuring the growth and improvement of the skills and abilities of all employees.
Current law creates an imbalance of employee development by focusing only on faculty while ignoring classified and administrative staff. Classified and administrative staff contributes to improved achievements of students through improved student support services, well-maintained facilities and infrastructure, contributing to increased opportunity, and a safe, secure and healthy learning environment. Classified and administrative employees do the essential work that keeps community colleges up and running. They keep campuses safe, clean and efficient. Most importantly, they strive to improve the lives of our students every day.
This recommendation would establish policy to include faculty, classified, and administrative staff in the CCC Professional Development Program. The current “CCC Flexible Calendar Program” only supports faculty who are teaching in apportionment generating courses for growing professionally in lieu of instruction. Essentially faculty are paid for professional development activities instead of teaching. Classified and administrative staffs are not eligible to participate under current law governing the program.
6.1 & 6.2

39. Recommendation #5 – Establish a CCC Professional Development Fund to support local colleges in the planning, coordination and implementation of professional development activities.
In order to implement a comprehensive professional development program to meet the educational demands of the nation’s largest higher education system, consistent and sustainable funding will be required. In addition to compensating employees for their time to improve professionally and benefit the organization, it is important to be able to support the activities the employee needs to access to improve. It is important to not only support the employee but also the activity itself.
This is a recommendation for the establishment of the California Community College Professional Development Fund to support the implementation of local professional development program resources and activities.
The ability of an organization to improve its productivity and impact is directly tied to its human resources. The ability of its human resources to perform at its greatest potential is connected to those opportunities to improve their skills and abilities related to performing their duties and responsibilities. To accomplish these goals, organizations must use portions of their budgets to invest in their employees to yield exponential returns on productivity and efficiency, ultimately generating more revenue and better service. When community colleges improve their services and outcomes so do their communities, regions, and ultimately the State.
6.1 & 6.2

40. Recommendation #6 – Establish a system-wide Professional Development Advisory Committee to work in conjunction with the Chancellor’s Office in providing leadership for professional development in the CCC System.
The implementation of this broad enterprise will require input from the CCC System’s critical stakeholders. Consequently there should be created a system-wide advisory committee to work in partnership with the Chancellor’s Office in providing leadership to the CCC System in the area of professional development.
The committee would:
1. develop guidelines detailing research-based standards for professional development,
2. develop practices and procedures for evaluating and assessing professional development activities, and
3. advocate for effective professional development programs that advance student success.
Work of the professional development advisory committee will encourage a focus on the development of statewide guidelines and priorities that explicitly link to student learning and support students in achieving their educational goals.
The professional development advisory committee will acknowledge that professional development for faculty falls under the purview of the academic senate per Title 5 Section (b). Any policies, guidelines, or priorities considered by the professional development advisory committee that impact faculty professional development will therefore be subject to direct consultation with the Academic Senate for California Community Colleges.
6.1 & 6.2

41. Recommendation #7 – Establish a strong leadership role for professional development in the Chancellor’s Office
The role of leadership cannot be under estimated. Leadership is an important function of management which helps to maximize efficiency and to achieve organizational goals. The Chancellor’s Office must assume a role of leadership in the implementation of the CCC Professional Development Program. It must be a primary stakeholder and should revisit its roles, structures and positions as related to professional development. It needs to identify full-time staff assigned to this purpose.
It will be important for the Chancellor’s Office staff to work with the Foundation for California Community Colleges to create system-wide partnerships with private and public sectors to secure resources and grants to support professional development activities in the CCC System.
The Chancellor’s staff will also acknowledge that professional development for faculty falls under the purview of the academic senate per Title 5 Section (b) and will therefore consult directly with the Academic Senate for California Community Colleges prior to making to any decision that relates to or impacts faculty professional development.
While there is a statewide vision for professional development, the Chancellor’s Office should provide regional coordination that will be used to connect people on shared local agendas and on each campus institutionalize professional development.
6.1 & 6.2

42. Recommendation #8 – Establish a virtual professional development resource center through the Chancellor’s Office that will enable colleges to access high quality resources easily and cost efficiently.
The Chancellor’s Office can serve as the virtual portal for professional development resources. Colleges looking for high quality and cost efficient resources could have a one-stop shopping environment coordinated and sustained by the Chancellor’s Office.
6.1 & 6.2

43. Matriculation Then & Now…
Known as the Matriculation Program
8 funded components
Colleges required to provide core matriculation services, but students not required to complete them
Stand-alone program planning
Funding allocated based on enrollment data for new and continuing students
Incomplete data reporting on matriculation services
Now called the Student Success & Support Program
3 funded core services:
orientation, assessment, counseling/advising/other student education planning services
Institutional AND student requirements
Incentivizes student completion of core services
Clear link to student equity planning
Funding formula to include services provided as one element
Linked to ARCC 2.0 Scorecard
8.2

44. For Additional Information & Updates
Matriculation/SB1456StudentSuccessActOF2012.aspx

45. What’s Next for Gavilan?
Stay tuned to information as presented to the Board of Governors
Gather broad input and participation from across the campus
Receive, review and agendize Title 5 regulatory changes
Make changes in practices and MIS applications
Inform Students!!!!