2016 Annual Performance Report

Transcription

1 2016 Annual Performance Report Submitted: YOSEMITE COMMUNITY COLLEGE DISTRICT Grantee Name 435 COLLEGE AVE, MODESTO, CA Grantee Address P031S PR Award Number Unit (NCES) ID Project Director Information: Name James Todd Title Vice President, Student Services Phone Title V - Developing Hispanic-Serving Institutions Department of Education Grant Program Removing Barriers for Underrepresented Students Project Title 2-year Public Year 1 Type and Control of Institution Grant Year Authorized Representative: Name Date Phone 1

2 Section 1: Executive Summary 1. The impact of the grant on the institution's capacity to contribute to fulfilling the goals of the legislation. The Department of Education Strengthening Hispanic-Serving Institutions (Title V) program at Modesto Junior College (MJC) was implemented on October 1, 2015 with a single activity labeled Removing Barriers for Underrepresented Students. The goal of the project is to increase the number of Hispanic and low-income students who are academically prepared for, enroll in, and complete college on-time. The Activity is comprised of three components: 1) Removing academic barriers to shorten time to graduation and transfer through comprehensive review and revision of enrollment, placement, pre-requisite, sequencing, and competency-based credit policies and procedures; Success Coaches who connect students to effective interventions; and the delivery of supplemental learning support. 2) Removing procedural barriers by coordinating support services and staff training to simplify transactional tasks for students and provide superior customer service. 3) Removing resource and physical barriers by establishing one stop Student Support Centers with online, telephone, and face to face student support. Five measurable objectives were established to reach the project goal: 1) Increase fall to fall persistence rates of first-time students to 70% 2) Increase remedial math and English progress rates (those who move from pre-college to college level) to 50% 3) Increase the percentage of new students who graduate or transfer within 4 years to 50% 4) Increase the satisfaction rate of surveyed students regarding support services to 65% 5) Increase the percentage of college transactions related to college enrollment, course, changes, financial aid, and payment of fees that are processed at Student Service Centers (face-to-face, telephone, or online) to 90% Progress on Year One strategies met anticipated timelines with some tasks ahead of planned date targets. 75% of proposed Year One strategies were completed with significant progress on an additional 20%. All project personnel were hired and are engaged in implementing the activity. Highlights: Two new Student Success Coaches were recruited, hired and trained in coaching techniques and are now providing support services to high-need students. In-depth planning for the remodeling of office space on both campuses into student service centers was completed, plans were approved by the California Division of the State Architect, and construction was undertaken, with plans to complete the renovation in February A new job description for a Student Services Representative (SSR) was developed and approved by the local California School Employees Association (CSEA) and Yosemite Community College District (YCCD) trustees. Several current employees were reclassified to this position in April 2016 and three additional positions were hired. Employees in this new classification provide students with assistance in both financial aid, enrollment and registration services so students can get help from a single person rather than standing in multiple lines, reducing physical and procedural barriers for students, as proposed in the grant. Employees in this new classification were trained over several months with technical skills in these student service areas. Deans and directors in the Student Services Division are collecting written and unwritten processes and procedures related to student interaction. A workgroup began reviewing them in May 2016 to identify procedural barriers for students. Revisions were made to the Campus Life and Student Learning Policies and Procedures Manual to ensure policies were clear and fair to students. District policy review has been a standing item in the College Council agenda each month. Multiple Measure math and English placement options were developed by a campus wide workgroup, recommended and approved by the College Council, and implemented in spring Students may now place into English or math course levels by using the MJC assessment test, particular SAT or ACT scores, or early assessment program (EAP) status from high schools. Additional review, assessment and development will continue in the next years of the grant, including the implementation of the California Community Colleges Chancellor s Office (CCCCO) Common Assessment Initiative in fall

3 The Disney Institute provided on-campus training to frontline employees in August, This training, funded partially by the grant and partially by institutional funds, provided a foundation for an ongoing administrative staff training program to improve service to students. From this training, seven leadership principles and seven service principles were developed. College leaders participate in additional training at quarterly management meetings and are provided with materials to implement the training in their departments. Additionally, technical cross-training for financial aid and enrollment services staff who are now classified as SSRs is ongoing to develop expertise in both technical areas. Student Success Coaches hired through the grant meet students in Pathways Centers, designed for drop-in questions and assistance. Coaches help students understand college processes, refer them to additional services, and follow-up with reminders and counsel. These Coaches are instrumental in meeting students where they have immediate needs and helping them clearly understand college expectations and how to navigate a complex system. Extensive research into accelerated pathways in English at other California community colleges was undertaken as well as faculty development in effective accelerated practices. Development of an accelerated remedial English course that combined two lower-level English courses into a single course was approved and taught, beginning fall In addition, a co-requisite English course that includes simultaneous enrollment in a remedial class and a transfer-level class was approved and will be taught beginning in fall Math faculty developed a math emporium model for remedial math skills. Students progress at their own pace in a software-based program with coaching and assistance from math faculty. Curriculum was approved in fall 2016 and the courses will be offered beginning in summer Year Two strategies that have been accelerated include: research and preparation for implementation of a college-wide chat tool for SSRs to answer student questions; planning and construction of a remodeled assessment center in a location more convenient for students; and initial skills training of frontline staff. The MJC Title V grant is a high profile initiative at the college. Its objectives are embedded in the Educational Master Plan and greatly impact the work of the Student Services Division and multiple academic divisions. Educational opportunities have been expanded through the coaching efforts of the Student Success Coaches, accelerated curriculum, and renovation that improves service to students. Individual student progress is being tracked in order to provide counselors, faculty and coaches with information to assist students in identifying and addressing barriers. The grant activity of removing barriers is focused on improving the institutional stability of the college in order to improve success and completion rates for Hispanic students and others. 2. How has the grant helped to carry out the mission of the institution? The college mission is: MJC is committed to transforming lives through programs and services informed by the latest scholarship of teaching and learning. We provide a dynamic, innovative, undergraduate educational environment for the ever-changing populations and workforce needs of our regional community. We facilitate lifelong learning through the development of intellect, creativity, character, and abilities that shape students into thoughtful, culturally aware, engaged citizens. The Removing Barriers Title V grant was written specifically to meet the college mission. During Year One and into Year Two, the grant is facilitating the redesign of student services to better meet the needs of students, including the removal of physical and procedural barriers. This transformational change is based on scholarly research documenting effective practices and models of frontline service in the California Community Colleges System. Faculty development of accelerated programs contributes to the dynamic, innovative undergraduate educational environment for our students and is shortening the time it takes for students to progress. In all development discussions, the needs of our diverse student population is a primary consideration so we can serve the ever-changing populations and workforce needs of our community. Discuss the long-range impact the grant has had on your institution's capacity to fulfill the goals of the legislation. The college writes and receives many grants. These grants impact programs and services throughout the college. The Title V grants we have received in the last ten years, however, have a broader, more important impact on the college. In both cases, the Title V grants we have received have been well-communicated, and broadly developed by multiple stakeholders. College leaders took great care to analyze institutional strengths and weaknesses in the areas of academic programs, institutional management, and fiscal stability. The process of development alone led to more focused attention on ways to expand educational opportunities for Hispanic students and increase their academic attainment. In developing both proposals, a work plan was drafted that influenced priorities and strategies over five years for each grant. Because the grant plans were well-communicated and discussed, implementation also was a priority of the college. Grant goals and activities are widely known. Before we held a Title V grant, we looked at student success as a broad concept. Being designated as a Hispanic-Serving Institution is an honor and responsibility the college takes seriously, due to the receipt of these grants. w, the college always looks at data by demographic to analyze not only overall success rates, but 3

4 as importantly, the closing of equity gaps between Hispanic students and others that have historically been too large. The college now has a Student Equity plan, with important measures related to Hispanic student progress. The Distance Education program is providing focused training on the diverse needs of students of color in online courses. Curriculum that is more reflective of the Hispanic students that sit in our classrooms has been developed and taught. Faculty are engaging in semester-long exploration of their individual course success rates for different demographic groups and investigating ways to improve teaching that reduces equity gaps. Title V is now an important element of the campus culture as faculty and staff recognize the resources that enable change and the importance of measuring the progress we make. College constituents see the long-term improvement of success and completion rates for Hispanic students and others as a primary goal of the institution. Tell us about any challenges that you have had during the reporting period or that you anticipate in the coming year which may affect your ability to meet the goals of your grant. Include, if applicable, your institution's plans to meet these challenges. The following challenges are notable and include developed solutions and progress status: 1) The development of the supplemental learning support module infrastructure has uncovered institutional issues that must be addressed. While some non-credit courses are offered at MJC, the college lacks a comprehensive understanding of how these courses or modules should be developed and delivered (e.g., load issues, funding structure, minimum qualifications to teach). As this is an issue that affects multiple stakeholders, it is taking time to develop parameters that can be agreed on. This is slowing the progress of supplemental learning support module development, though not stopping it. The Project Director and Activity Director attended several statewide professional development activities regarding noncredit. Several modules are being developed for delivery to small groups (information literacy modules, financial literacy, study skills, and the math emporium modules) while the larger campus discussion is undertaken. Completion of this strategy will be delayed and may unfold slowly during Year Two and Year Three. 2) MJC has technology for an early alert system that was not well-implemented. The original plan was to revitalize that technology and re-train faculty. We have an opportunity to pilot a new early alert technology with much greater capacity, coordinated by the State Chancellor s Office. This system will provide communication to counselors from faculty when students are at-risk of failing; however, the new technology delays implementation until Year Two. A workgroup is developing a comprehensive approach and workflow that will route students who are identified through early alert to a counselor, coach, tutor, or other area for individualized assistance. 3) The renovation of office space into services centers on each campus took much longer than anticipated, due to delays in approval from the Division of the State Architect and multiple plan revisions. Construction began in vember, 2016, and is on schedule to be completed in February, This includes the planned remodel of the college assessment center, originally planned for Year Two, but accelerated to be included with the overall renovation now underway. 4

5 Section 2: Accreditation Institution's primary accrediting agency. X Western Association of Schools and Colleges 5

6 Section 3: Activities, Focus Areas, and Outcomes Total Expenditures during the Reporting Period Total federal dollars spent on your Title III/V grant: $350, Total federal dollars spent on Title III/V project management and evaluation: $35, Total remaining federal dollars spent on your Title III/V activities (Line 1 - Line 2): $315, Total number of activities: 3 Grant Activities and Outcomes Grant activity: Remove procedural barriers by coordinating support services and staff training to simplify transactional tasks for students and provide excellent customer service. Total Spent: $175, Focus Area: Student Services and Outcomes Legislative Allowable Activities Tutoring, counseling, and student service programs designed to improve academic success. Other Activity: Redesigning and aligning the frontline duties of financial aid and enrollment services to provide a one-stop shop for students. Dollars Spent % of Dollars $124, $51, Process Measures LAA Category: Tutoring, counseling, and student service programs designed to improve academic success. Did the number of students using counseling services increase? Start # 17,472 End # 19,994 Application Objective 3.1 Did the course completion rate of students using counseling services increase? Start % completion 58 End % completion 71 Application Objective 2.1 Other Did the number of students who worked with Success Coaches increase? Start # 0 End # 4912 Application Objective 3.1 LAA Category: Other Activity 6

7 Other Were student processes simplified? Start # 3 End # 2 Application Objective 3.1 Other Did students find support services in more locations? Start # 1 End # 5 Application Objective 3.1 7

8 Grant activity: Remove physical barriers by establishing student service centers on both campuses Total Spent: $101, Focus Area: Student Services and Outcomes Legislative Allowable Activities Construction, maintenance, renovation, and improvement in classrooms, libraries, laboratories, and other instructional facilities. Dollars Spent % of Dollars $101, Process Measures LAA Category: Construction, maintenance, renovation, and improvement in classrooms, libraries, laboratories, and other instructional facilities. Did the number of classrooms constructed increase? Did the square feet of library space constructed increase? Did the number of laboratories constructed increase? Did the square feet of other institutional space constructed increase? Did the number of classrooms maintained increase? Did the square feet of library space maintained increase? Did the number of laboratories maintained increase? Did the square feet of other institutional space maintained increase? Did the number of classrooms renovated or improved increase? Did the square feet of library space renovated or improved increase? Did the number of laboratories renovated or improved increase? Did the square feet of other institutional space renovated or improved increase? Start square feet 4426 End square feet 4426 Application Objective 4.1 Did the number of classrooms wired for the Internet increase? Did the number of access terminals to library databases and records increase? Did the amount of instructional facilities with deferred maintenance needs decrease? Other Was non-classroom space renovated to improve service to students? Start # 6 End # 6 Application Objective 4.1 8

9 Grant activity: Remove academic barriers to shorten time to graduation or transfer Total Spent: $38, Focus Area: Academic Quality Legislative Allowable Activities Dollars Spent % of Dollars Other Activity: Revitalize early alert system and establish multiple placement measures $38, Process Measures LAA Category: Other Activity Other Did the number of first-time students who placed in college level English increase? Start # 810 End # 905 Application Objective 1.2 Other Did the number of minority male students who received an education plan increase? Start # 7 End # 41 Application Objective 3.1 9

10 Focus Area: Academic Quality Outcomes This section depicts institutional outcomes that can be categorized in this focus area. Information is provided on the measures that the grantee felt were most reflective of their activities supported by Title III/V funds for the current reporting period. Grantees were required to answer at least two of the measures questions. Has the enrollment of minority students increased? Initial enrollment 2228 Final enrollment 2307 Goal 2400 I would like to provide a brief supporting statement: This measure is of first-time, minority freshmen students. Enrollment at the college is lower generally in the last year than it has been. Efforts of the Title V Grant have focused on increasing enrollment of Hispanic and other minority students. Has the enrollment of low-income students increased? Initial enrollment 2218 Final enrollment 2267 Goal 2400 I would like to provide a brief supporting statement: This measure is of first-time, low-income freshmen students. Enrollment at the college is lower generally in the last year than it has been. Title V Grant efforts target Hispanic and other traditionally low-income students. Has the completion rate of minority students increased? Initial completion rate Final completion rate Goal 10

11 Focus Area: Student Support Services Outcomes This section depicts institutional outcomes that can be categorized in this focus area. Information is provided on the measures that the grantee felt were most reflective of their activities supported by Title III/V funds for the current reporting period. Grantees were required to answer at least two of the measures questions. Has the institution's retention rate improved? Cohort: All Students Initial rate Final rate Goal I would like to provide a brief supporting statement: Retention rates for all students increased slightly. There was a strong focus on closing equity retention gaps for Hispanic and other underrepresented students. Retention rates for Hispanic students increased from 78.83% to 79.24%. We expect to see additional gains Year Two. Has the average number of credits completed by students increased? Will report next year Initial # Final # Goal I would like to provide a brief supporting statement: This is year one of the grant. We spent the first year developing services and structure from which to provide them. We will be able to measure impact in year two. Has the average GPA of students increased? Cohort: Initial GPA 2.61 Final GPA 2.71 Goal 2.85 I would like to provide a brief supporting statement: This is year one of the grant. Student Success Specialists began working with students in spring, Some change in GPA was seen, but t is difficult to correlate it with Title V interventions. We will measure again next year. Has the number of students continuing to further postsecondary education increased? Initial # Final # Goal Will report next year 11

12 Section 4: Project Status Below is a list of objectives for each activity carried out over the current reporting period. Activity: Remove procedural barriers by coordinating support services and staff training to simplify transactional tasks for students and provide excellent customer service. On-Schedule Activity Objectives 3.1 By September 2020, 65% of surveyed students will respond that support services are satisfactory. Activity: Remove physical barriers by establishing student service centers on both campuses On-Schedule Activity Objectives 4.1 By September 2020, 90% of transactions related to enrollment, course changes, financial aid, and payment of fees will be processed at Student Service Centers. Activity: Remove academic barriers to shorten time to graduation or transfer On-Schedule Activity Objectives 1.1 By September 2020, fall to fall persistence rates of first-time students will increase to 70%, an increase of 8 percentage points over the baseline of 62% 1.2 By September 2020, remedial math and English progress rates will increase to 50%, an increase of 10 percentage points over the baseline of 40%. 2.1 By September 2020, 50% of the freshman cohort that enters in fall 2016 will graduate or transfer within 4 years, an increase of 8 percentage points over the cohort baseline of 42%. 12

13 Section 4: Budget Summary Category Carryover Balance from Previous FY Actual Budget Expenditures n-federal Expenditures Carryover Balance Next Year's Actual Budget Changes (Y/N) Personnel $0.00 $169, $168, $0.00 $ $245, Fringe Benefits $0.00 $74, $74, $0.00 $ $108, Travel $0.00 $13, $11, $0.00 $2, $23, Equipment $0.00 $44, $4, $0.00 $40, $39, Supplies $0.00 $16, $4, $0.00 $12, $48, Contractual $0.00 $42, $32, $0.00 $10, $35, Construction $0.00 $155, $54, $0.00 $101, $24, Endowment $0.00 $0.00 $0.00 $0.00 $0.00 $0.00 Other $0.00 $7, $0.00 $0.00 $7, $0.00 Total $0.00 $524, $350, $0.00 $174, $524, Budget Narrative During the first year of the grant, $350, was expended. Personnel and benefits costs close to project costs. $165, was expended for personnel and $77, for benefits. The unexpended amount for personnel and benefits was $1, The project was fully staffed by within the first three months, as planned, and project work was fully implemented. Travel expenditures were $11, for conferences and trainings related to project objectives. The unexpended amount is $2, Construction expenditures were $54,770.78, leaving an unexpended amount of $101, Delays in the renovation project, the central task of the first year, account for the large carryover balance. Planning began in earnest the first month of the grant. Because of requirements from the California Division of the State Architect we worked with a local architect to draft construction plans and work through the state approval process, which took several months longer than we imagined. These delays were communicated to the Program Officer and we received approval to carryover the Year One budget until March 15th, 2017 to complete the renovation. Construction began in vember and is scheduled to be completed by February 28th. Equipment expenditures were $ , with an unexpended balance of $40, The large carryover balance is due to the delays in construction that prevented us from ordering furniture and equipment for the renovated spaces. With construction approved to carryover to March, 2017, furniture has been ordered and equipment funds will be expended by the carryover deadline of March, Supplies expenditures were $4, with an unexpended balance of $12, Supply purchases for the newly renovated Student Service areas were delayed because of the renovation delay. Contractual expenditures were $32, with an unexpended balance of $10, Funds were spent on institutional professional development and inspection fees, related to the renovation, as discussed in the proposal. ne of the budgeted Other Costs were expended ($7,201). These were budgeted for carpet in renovation areas. They will be expended by the carryover deadline of March 15th. Budget activities were delayed because of the renovation, but not modified. All Year One budget funds will be expended by March 15,