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

2. Simplified Metrics Work Group
Webinar | April 30, 2018

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

4. 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

5. 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

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

7. 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

8. 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

9. 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

10. 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.

11. 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

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

16. Data!

17. Clear So Far?

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

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

20. 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

21. 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

22. 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?

23. 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

24. 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

25. 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

26. 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?

27. 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

28. 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)

29. 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

30. 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)

31. 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)

32. 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)

33. 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.

34. 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)

35. COC Example: Considerations for Numerical Goals
Action Plans Connected to Goals
Robust dialogue about choosing one outcome to focus on in : “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)

36. 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

37. 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

38. 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

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