1. educational master PlaN AND the Integrated Plan
State of the College
educational master PlaN AND the Integrated Plan

2. Importance of Educational Master Plan
Required
Title 5, Section Academic Master Plan
Expected
ACCJC accreditation activities now “look for” an EMP as part of integrated planning
Data and Analysis
Support for the College objectives and action steps
Framing discussions to guide the future of the educational programs and student services
Supporting planning for future capital construction and the Facilities Master Plan

3. Purpose of the Educational Master Plan
The Yuba College Educational Master Plan (EMP) provides a comprehensive overview of the College and the community it serves and includes trend analysis and data projections intended to guide strategic and tactical planning
It links the mission to the planning process
It is part of the integrated planning process and dynamic in nature and updated annually

6. Process Overview
The Yuba College EMP was written over a 15-month period
College Council managed the development process
Feedback and input was solicited from the College community via Compression Planning sessions, surveys, interviews, and governance dialogue
EMP web page created early in the process to share information

7. Yuba College EMP Process
Fall 2016 and Spring 2017
New College mission statement and Yuba College Guiding Principles created
Extensive data collection and analysis (YC Fact Book created)
Review of external data, studies and research (see Appendix document)
Three compression planning sessions held
Summer 2017
Program questionnaires and group interviews (Student Services and Centers)
Drafting of chapters
Fall 2017
Program questionnaires and group interviews (Instruction)
Drafting of chapters continued
Flex Day presentation
Governance review and approval

8. New Yuba College Mission Statement
(Adopted 2017)
Yuba College prepares a diverse student population to excel in a rapidly changing, interdependent world. Our quality programs and student services empower students to achieve their educational and life goals by providing counseling, transfer preparation, associate and transfer degrees, certificates, career and workforce training, basic skills instruction, and opportunities for lifelong learning. We respond to the diverse educational, cultural, and economic needs of our community by promoting individual potential through effective teaching and learning in an inclusive environment.

9. EMP Chapters Introduction Environmental Scan and SWOT Analysis
Institutional Effectiveness
Opportunities for the Future
Translating Strategy Into Action
Projections for Future Growth

10. Selected Key Planning Assumptions (Page 21)
Politics and Accountability: Federal and state governments will continue to turn to community colleges to address economic and social issues, but there will be increasing calls for accountability
Economic Environment: The economic environment will remain stable as will funding
Workforce: There will be increasing demand from employers for higher skilled employees
Equity: Reducing achievement gaps will remain an important focus of California Community Colleges
Demographic and Population Trends: All trends are assumed to remain stable

11. EMP Core Questions
1. How can the College improve student success, enhance the learning experience and increase completion?
2. What are the emerging labor market needs, transfer opportunities and community educational needs/interests that could impact curriculum and program planning?
3. How much additional or modified instructional space might the College need in the future?

12. Pathways Framework
Benefit of a Pathways model is it allows for the systematic analysis of students’ experiences at all stages of the educational process
Provides a framework for strengthening student outcomes at critical connection and progression points
Yuba College has developed measurable objectives and actions for each of the stages

14. Outcomes of the Planning Process
The EMP identifies measurable objectives, actions and performance outcomes for four of the five District Goals (See pages 172 to 174)
The objectives and actions will be assessed and evaluated regularly by College Council and CEAC to monitor progress

15. District Goal 1: Increase student success and maximize student experience through learner centered programs and services designed to enhance student learning and completion
COLLEGE OBJECTIVE 1.1 – Connection
 By June 30, 2020, increase the number of new student enrollments by 6%
COLLEGE OBJECTIVE 1.2 – Entry
By June 30, 2020, increase the rate of students completing transfer-level math and English coursework in two years by 8% (IEPI Goal)
COLLEGE OBJECTIVE 1.3 – Progress
By June 30, 2020, increase the rate of students persisting from term to term by 9% (Scorecard)
COLLEGE OBJECTIVE 1.4 – Completion
By June 30, 2020, increase the rate of students completing certificates, degrees and are transfer ready by 15% (IEPI Goal-Overall #12)

16. COLLEGE OBJECTIVE 1.1– Connection
By June 30, 2020, increase the number of new student enrollments by 6%.
ACTIONS
1. Design, implement and assess a plan to increase FAFSA and Dream Act applications
2. Design, implement and assess a program to increase the number of first-time students receiving an Abbreviated Education Plan (AEP) prior to registration
3. Design, implement and assess an integrated outreach and marketing plan aligning high school outreach activities, parent targeted outreach activities, CTE activities, peer ambassador in reach and outreach, etc
4. Develop promotional materials and a marketing program to increase the awareness of the benefits of the Associate Degrees for Transfer
5. Evaluate the Peer Center/Welcome Center services and scale as appropriate

17. COLLEGE OBJECTIVE 1.2– Entry
By June 30, 2020, increase the rate of students completing transfer-level
math and English coursework in two years by 8% (IEPI Goal)
ACTIONS
1. Design, implement, and assess multiple measures
2. Design, implement, and assess a dual enrollment program with all local high school districts
3. Scale and assess the embedded tutoring and embedded peer mentors program
4. Design, implement, and assess a First Year Experience program
5. Design, implement, and assess a Summer Bridge program
6. Attend team to CA Guided Pathways Institutes. Pilot implementation of degree and certificate pathways, meta majors, & process redesign

18. COLLEGE OBJECTIVE 1.3– Progress
By June 30, 2020, increase the rate of students persisting from term to
term by 9% (Scorecard)
ACTIONS
1. Transition Early Alert to Student Services and scale and assess the program
2. Implement a curriculum and degree rotational update system
3. Update all out of date degrees and certificates
4. Implement a new catalog development process and interactive, searchable online catalog
5. Expand and evaluate the Student Ambassador Club to support peer engagement
6. Implement Degree Audit
7. Develop 5 additional AS-T/AA-T degrees
8. Increase student participation in the Puente, Umoja, and MESA programs by 25%
9. Increase participation in the Student Success Symposiums by 25%

19. COLLEGE OBJECTIVE 1.4– Completion
By June 30, 2020, increase the rate of students completing certificates, degrees and are transfer ready by 15% (IEPI Goal-Overall #12)
ACTIONS
1. Design, execute and assess a process to automatically awarded degrees and certificates
2. Analyze Transfer Center operations, programs and activities. Research statewide best practices and create, implement and assess a Transfer Center Program Plan
3. Initiate faculty to faculty and executive level conversations with key transfer institutions to identify ways to improve transfer outcomes
4. Design, execute and assess a new process to perform degree audits.
5. Design, execute and assess a comprehensive internship and job placement process

20. Environmental Scan Highlights
POPULATION GROWTH: The regional population of both Sutter and Yuba Counties will continue to grow, but at a very slow rate (less than 1% compounded annual growth rate)
K-12 ENROLLMENT PROJECTIONS: Enrollment in the K-12 system is projected to be flat for the next eight years. The proportion that is in the traditional college-going age range (18-24) is expected to decline by 1% during the period 2016 to 2021
INCOME and POVERTY: Except for three areas (Yuba City, Linda, and Olivehurst), the median household income in seven of the ten urban areas in Yuba and Sutter Counties declined between 2010 and (See page 46 for information on the Opportunity Index)

21. Environmental Scan Highlights
FOCUS ON TRANSFER: Increasingly, Yuba College students are citing transfer as an educational goal. In % of Yuba College students selected transfer as an educational goal, up from 51.7% in
STUDENT SUCCESS: Yuba College generally is below state averages on a variety of student success measures.
ACADEMIC STAFFING: Twenty-eight percent decline in the number of Yuba College fulltime faculty from to With this decline there has been an increasing reliance on part-time faculty to maintain and staff programs.

22. Unduplicated Headcount Trend (All Yuba College Locations)
Source: CW/P

23. Share of Students Where do our students reside?
What attracts the out-of-district students?
Source: CW/P

24. Out of District Students
What are they taking?
Source: CW/P

25. High School Yields…
Source: CW/P

26. Program of Instruction Key Measures Fall 2016
Source: CW/P

27. Program of Instruction Key Measures Fall 2016
Source: CW/P

28. Opportunities for the Future
Guided Pathways Redesign
Expansion of Dual Enrollment
Expansion of Noncredit
Seamless Connection to Employment and Transfer
Integrated Student Service and Instructional Support Systems
Degree and Certificate Maps
Meta majors and website redesign
Faculty and Staff Visions for the Future
(See pages )
Transfer Pathways: Increase AD-T Offerings
Labor Market Analysis

29. Established Associate Degrees for Transfer

30. Occupational Gaps, with Yuba College Programs
Greater Sacramento and Yuba Metropolitan Statistical Areas , 10 Largest Occupational Gaps

31. Occupational Gaps, without Yuba College Programs
Greater Sacramento and Yuba Metropolitan Statistical Areas , 10 Largest Occupational Gaps

32. Translating Strategy Into Action
Movement from a current organizational state to a new preferred one occurs through execution of actions (Porter, 2002) See page 152

33. Integrated Plan
SSSP, SE, BSI

34. Importance of the Integrated Plan
Student Success and Support Programs, Student Equity, and Basic Skills Initiative
Separate funding requirements
Title 5 goal is to promote integration
Prior to 2017, each of the three programs, SSSP, SE, and BSI were responsible for creating their own plans. While each program consulted the EMP, they didn’t work with each other to determine what services and activities were taking place. This meant that there was duplicated services
The integrated SSSP/Student Equity/BSI program model promotes integrated planning and program coordination at the district and college levels. The three programs retain separate requirements as specified in Education Code and title 5 regulations; these requirements are built into the Integrated Plan to ensure compliance with applicable law and regulations. In coming years, the Chancellor’s Office intends to pursue changes in Education Code and title 5 regulations to achieve even greater integration and alignment of the three programs in subsequent planning cycles.

36. Areas of Progress Demographic 2013 -2014 2016-2017 Absolute Difference
Student Success Rates in BSI courses
51.5%
59.1%
7.6
Hispanic BSI retention rates
-0.38
3.26
3.64
African American BSI retention rates
-12.2%
-8.72%
3.38
African American BSI success rates
-23.05%
-16.26%
6.79
Students with a documented disability access rates
-9.34%
3.76%
13.1
American Indian/Alaskan Native retention rates in vocational classes
-0.75%
1.48%
2.5
Hispanic retention rates in vocational classes
-0.64%
1.56%
2.2
Foster Youth success rated in credit courses
-24.73%
-8.69
16.04
Transfer rates
223
277 54

37. Planning Participants
Student Success and Support Programs (SSSP)
2 Faculty
3 Staff
5 Administration
Student Equity (SE)
8 Faculty
6 Staff
3 Administration
Basic Skills Initiative (BSI)
7 Faculty
2 Administration

38. YCCD 8 Measures of Student Success
(BOT October 2016)
Assessment of College Readiness
5. Persistence
2. Semester Course Completion
6. Degree/Certificate Completion
3. Progression through Developmental Courses
7. Transfer
4. Successful Completion of Developmental Courses
8. Employment
Yuba College Integrated Plan Objectives
Increase the number of students eligible for college level English and math courses
Increase the number of students persisting term to term
Increase the rate and number of students completing courses, degrees and certificates
Increase the rate and number of students transferring to a 4-year university
Create an environment supportive of professional learning
Committee work, meetings in April and May, who participated

39. Activities in Each Program that Serve the Goal Listed
YCCD Student Success Goal: Assessment of College Readiness Progression through Developmental Courses
Activities in Each Program that Serve the Goal Listed
SSSP SE
BSI
Provide opportunities for students to decrease time to completion by implementing new multiple measures metrics
Develop and implement Summer Bridge Plan
Work with students to understand the importance of the Placement Exams and help prepare students through assessment and developmental workshops
Faculty Reading Apprenticeship
Acceleration of math, English, and ESL
Embedded Tutoring in math and English
Embedded Tutoring in math, English and ESL
YC Integrated Plan Objective:
Increase the number of students eligible for college level math and English courses

41. Questions?